The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 61.
Stranica 200
... variety of examples needed to establish the possessive meaning of the concept of . Connective con- cepts like but , however , moreover , and so on , are similarly estab- lished by being encountered in a suitable variety of reading con ...
... variety of examples needed to establish the possessive meaning of the concept of . Connective con- cepts like but , however , moreover , and so on , are similarly estab- lished by being encountered in a suitable variety of reading con ...
Stranica 218
... variety of these in order for the child to acquire a concept broad enough to apply to all triangles . Similarly , if the concept reflex is being acquired , the variety of such events must not be limited to the knee jerk , but needs to ...
... variety of these in order for the child to acquire a concept broad enough to apply to all triangles . Similarly , if the concept reflex is being acquired , the variety of such events must not be limited to the knee jerk , but needs to ...
Stranica 232
... variety of differing situations . The most important conditions for lateral transfer appear to be internal to the individual . Apparently , some students are able to relate what they have learned to a wider variety of new situa- tions ...
... variety of differing situations . The most important conditions for lateral transfer appear to be internal to the individual . Apparently , some students are able to relate what they have learned to a wider variety of new situa- tions ...
Sadržaj
Preface | 3 |
3 BASIC FORMS OF LEARNING | 62 |
MOTOR AND VERBAL | 87 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 7
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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