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Why Learning Theory?
Why Psychoeducational Design?
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activities actually animal applications approach appropriate aspects associated attempts basic behavior changes chapter characteristics classical conditioning cognitive complex comprehensive concepts concerned conditioning conducted consider consistent contend course critical derived describe determine discussion educational objectives educational practice effect emerged emphasize empirical example experiences experimental extent fact findings followed formulations given Hull human ideas identified important improvement indicate individual influence instructional theories interest involved kinds knowledge laboratory laws learning processes learning theories least major materials mathematical means measure methods models nature noted objectives observations occur operant organism particular persons position possible present primarily principles probably problems procedures psychology questions recognize refer reinforcement relationships relevant response result schools seems selected simple situation Skinner specific stimuli studies subjects suggested task teacher theoretical theorists Thorndike tion traditional types various