The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 76.
Stranica 79
... tion to stimuli that resemble the set used in learning is another characteristic that type 2 learning holds in common with type 1 . In this case , however , the phenomenon is probably exactly the same one , and not merely an analogous ...
... tion to stimuli that resemble the set used in learning is another characteristic that type 2 learning holds in common with type 1 . In this case , however , the phenomenon is probably exactly the same one , and not merely an analogous ...
Stranica 206
... tion of particular capabilities by the learner . They include also the requirements of verbal communication , whether in the form of oral or printed language . Accordingly , the management of instruc- tion becomes a matter of suitable ...
... tion of particular capabilities by the learner . They include also the requirements of verbal communication , whether in the form of oral or printed language . Accordingly , the management of instruc- tion becomes a matter of suitable ...
Stranica 279
... tion of pictures and diagrams as media of instruction is to display the stimulus situation . For the earliest years , this function may be most effectively performed by actual objects and events . Children have to learn the chains that ...
... tion of pictures and diagrams as media of instruction is to display the stimulus situation . For the earliest years , this function may be most effectively performed by actual objects and events . Children have to learn the chains that ...
Sadržaj
Preface | 3 |
3 BASIC FORMS OF LEARNING | 62 |
MOTOR AND VERBAL | 87 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 7
Ostala izdanja - Prikaži sve
Uobičajeni izrazi i fraze
able achievement acquired adult animals appears asked assessment associates become begin behavior called changes chapter child communication complex concepts connection considered correct course depend described designed directions discrimination discussion distinguished educational effective English established evidence example expected external fact function given human identify important individual instruction interference involved kind knowledge language later learner learning limited lines mathematics matter means measurement MICHIGAN motivation nature necessary objects observed occur oral particular performance perhaps possible prerequisite present previously previously learned principles printed probably problem problem solving question reading reason recall reinforcement repetition represent response result sense sequence signal simple single situation sounds specific statement stimulus stimulus situation student task teacher things thinking tion topic transfer variety verbal verbal chains York