An introduction to theories of learning:
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Boston , Munich [u.a.]
Pearson
2013
|
| Edition: | 9. ed., internat. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references (p. 435-454) and index |
| Physical Description: | xvi, 463 p. Ill., graph. Darst. |
| ISBN: | 9780205921102 |
Staff View
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| 245 | 1 | 0 | |a An introduction to theories of learning |c Matthew H. Olson, B. R. Hergenhahn |
| 250 | |a 9. ed., internat. ed. | ||
| 264 | 1 | |a Boston , Munich [u.a.] |b Pearson |c 2013 | |
| 300 | |a xvi, 463 p. |b Ill., graph. Darst. | ||
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| 500 | |a Includes bibliographical references (p. 435-454) and index | ||
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Record in the Search Index
| _version_ | 1804149626276675584 |
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CONTENTS
PREFACE XVI
PARTONE INTRODUCTION TO LEARNING 1
CHAPTER I WHAT IS LEARNING?
MUST LEARNING RESULT IN A BEHAVIORAL CHANGE?
HOW PERMANENT IS RELATIVELY PERMANENT? LEARNING AND PERFORMANCE VVHYDO
WE REFER TO PRACTICE OR EXPERIENCE? DOES LEARNING RESULT FROM A SPECIFIC
KIND OF EXPERIENCE?
A MODIJIED DEFINITION OF LEARNING
ARE THERE DIFFERENT KINDS OF LEARNING? CLASSICAL CONDITIONING
INSTRUMENTAL CONDITIONING
LEARNING AND SURVIVAL
WHY STUDY LEARNING?
CHAPTER 2 APPROACHES TO THE STUDY OF LEARNING
THE SYSTEMATIC STUDY OF LEARNING VVHATIS SCIENCE? ASPECTS OF THEORY FROM
RESEARCH TO THEORY
THEORIES AS TOOLS THE PRINCIPLE OF PARSIMONY
THE LEARNING EXPERIMENT ARBITRARY DECISIONS IN SETTING UP A LEARNING
EXPERIMENT
THE USE OF MODELS
1
2 3 4 4
6 6
7 7 7
8
9
12
13 13 13 14
15 16
17 17
21
V
IMAGE 2
VI CONTENTS
LEARNING IN THE LABORATORY VERSUS NATURALISTIC OBSERVATION
KUHN S VIEWS OF HOW SCIENCES CHANGE
POPPER S VIEW OF SCIENCE KUHN VERSUS POPPER
CHAPTER 3 EARLY NOTIONS ABOUT LEARNING
EPISTEMOLOGY AND LEARNING THEORY
PLATO REMINISCENCE THEORY OF KNOWLEDGE
ARISTOTLE
THE BEGINNING OF MODERN PSYCHOLOGY
OTHER HISTORICAL INFLUENCES ON LEARNING THEORY
PSYCHOLOGY S EARLY SCHOOLS VOLUNTARISM STRUCTURALISM FUNCTIONALISM
BEHAVIORISM SUMMARY AND OVERVIEW
22
22
24 25
27
27
28 29
30
32
36
41 41 42
43 44 46
PARTTWO PREDOMINANTL Y FUNCTIONALISTIC THEORIES 49
CHAPTER 4 EDWARD LEE THORNDIKE
ANIMAL RESEARCH BEFORE THORNDIKE
MAJOR THEORETICAL CONCEPTS CONNECTIONISM SELECTING AND CONNECTING
LEARNING IS INCREMENTAL, NOT INSIGHTFUL LEARNING IS NOT MEDIATED BY
IDEAS
ALL MAMMALS LEARN IN THE SAME MANNER
THORNDIKE BEFORE 1930 THE LAW OF READINESS THE LAW OF EXERCISE THE LAW
OF EFFECT: THORNDIKE ON REINFORCEMENT
SECONDARY CONCEPTS BEFORE 1930 MULTIPLE RESPONSE SET OR ATTITUDE
PREPOTENCY OF ELEMENTS
RESPONSE BY ANALOG] ASSOCIATIVE SHIFTING
49
51
53 53 53 54
55 56
56 56 57 58
58 59 59 59
60 62
IMAGE 3
THORNDIKE AFTER 1930
REVISED LAW OF EXERCISE REVISED LAW OF EFFECT BELONGINGNESS SPREAD OF
EFFECT
THORNDIKE ON EDUCATION
EVALUATION OF THORNDIKE S THEORY CONTRIBUTIONS CRITICISMS
CHAPTER 5 BURRHUS FREDERIC SKINNER
MAJOR THEORETICAL CONCEPTS RADICAL BEHAVIORISM RESPONDENT AND OPERANT
BEHAVIOR TYPE SAND TYPE R CONDITIONING
SKINNER ON REINFORCEMENT THE SKINNER BOX THE CUMULATIVE RECORDING
CONDITIONING THE LEVER-PRESSING RESPONSE SHAPING EXTINCTION
SPONTANEOUS RECOVERY SUPERSTITIOUS BEHAVIOR DISCRIMINATIVE OPERANT
SECONDARY REINFORCEMENT
GENERALIZED REINFORCERS CHAINING POSITIVE AND NEGATIVE REINFORCERS
PUNISHMENT ALTERNATIVES TO PUNISHMENT
COMPARISON OF SKINNER AND THORNDIKE SCHEDULES OF REINFORCEMENT SKINNERS
ATTITUDE TOWARD LEARNING THEORY
THE RELATIVITY OF REINFORCEMENT DAVID PREMACK REVISIONS OF THE PREMACK
PRINCIPZE WILLIAM TIMBERLAKE
SKINNER ON EDUCATION
SKINNER S LEGACY: PSI, CBI, AND ONLINE LEARNING PERSONALIZED SYSTEMS OF
!NSTRUCTION COMPUTER-BASED !NSTRUCTION
CONTENTS VII
62 63 63 63
65
65
67 67 68
71
73 73 74 74
75 77 77 78
79 80 81
81 82 83 84 84
86 87 90 91 92 102
103 103 105 105
107
108 110 111
IMAGE 4
VIII CONTENTS
EVALUATION OF SKINNER S THEORY
CONTRIBUTIONS CRITICISMS
CHAPTER 6 CLARK LEONARD HULL
HULL S APPROACH TO THEORIZING
MAJOR THEORETICAL CONCEPTS
MAJOR DIFFERENCES BETWEEN HULL S 1943 AND 1952 THEORIES INCENTIVE
MOTIVATION (K) STIMULUS-INTENSITY DYNAMISM CHANGE FROM DRIVE REDUCTION
TO DRIVE STIMULUS REDUCTION FRACTIONAL ANTEDATING GOAL RESPONSE
THE HABIT FAMILY HIERARCHY HULL S FINAL SYSTEM SUMMARIZED
HULL ON EDUCATION
EVALUATION OF HULL S THEORY CONTRIBUTIONS CRITICISMS
KENNETH W. SPENCE
ABRAMAMSEL
NEAL E. MIUER, VISCERAL CONDITIONING AND BIOFEEDBACK
PARTTHREE PREDOMINANTLY ASSOCIATIONISTIC THEORIES
CHAPTER 7 LVAN PETROVICH PAVLOV
EMPIRICAL OBSERVATIONS DEVELOPMENT OF A CONDITIONED REFLEX: PAVLOV ON
REINFORCEMENT EXPERIMENTAL EXTINCTION
SPONTANEOUS RECOVERY HIGHER-ORDER CONDITIONING GENERALIZATION
DISCRIMINATION
RELATIONSHIP BETWEEN THE CS AND THE US
MAJOR THEORETICAL CONCEPTS EXCITATION AND INHIBITION THE DYNAMIC
STEREOTYPE IRRADIATION AND CONCENTRATION
EXCITATORY AND INHIBITORY CONDITIONING
112 112 112
115
117
117
124 124 125 126 126
129 131
132
133 133 133
135
140
144
149
149
152
152 153 153 153
155 156 156
157 157 158 158
159
IMAGE 5
CONTENTS IX
SUMMARY OF PAVLOV S VIEWS ON BRAIN FUNCTIONING 160
FIRST AND SECOND SIGNAL SYSTEMS 161
A COMPARISON BETWEEN CLASSICAL AND INSTRUMENTAL CONDITIONING 162
RECENT RESEARCH ON CLASSICAL CONDITIONING 163
THE RESCORLA-WAGNER THEORY OF CLASSICAL CONDITIONING 168
CONTINGENCY NOT CONTIGUITY 170
LEARNED HELPLESSNESS 173
OTHER THEORETICAL ACCOUNTS OF CLASSICAL CONDITIONING 175
LEARNED IRRELEVANCE, LATENT INHIBITION, AND SUPERCONDITIONING 177
CONDITIONED TASTE AVERSION: THE GARCIA EFFECT 179
JOHN B. WATSON S EXPERIMENT WITH LITTLE ALBERT 181
FURTHER APPLICATIONS OF CLASSICAL CONDITIONING TO CLINICAL PSYCHOLOGY
183
APPLICATIONS OF CLASSICAL CONDITIONING TO MEDICINE 186
PAVLOV ON EDUCATION 187
EVALUATION OF PAVLOV S THEORY 188
CONTRIBUTIONS 188
CRITICISMS 188
CHAPTER 8 EDWIN RAY GUTHRIE
MAJOR THEORETICAL CONCEPTS THE ONE LAW OF LEAMING ONE-TRIAL LEAMING THE
RECENCY PRINCIPLE MOVEMENT-PRODUCED STIMULI
VVHYDOES PRACTICE IMPROVE PERFORMANCE?
GUTHRIE ON REINFORCEMENT THE GUTHRIE-HORTON EXPERIMENT FORGETTING
SUMMARY OFGUTHRIE S THEORY AS PRESENTED THUS FAR
HOW TO BREAK HABITS SIDETRACKING AHABIT PUNISHMENT SUMMARY OF GUTHRIE S
VIEWS ON PUNISHMENT
DRIVES INTENTIONS TRANSFER OF TRAINING
VOEKS S FORMALIZATION OF GUTHRIE S THEORY
192
193 193 194
194 194 195 197
198 198 200
201 204 204 206
207 208 208
209
IMAGE 6
X CONTENTS
GUTHRIE ON EDUCATION
EVALUATION OF GUTHRIE S THEORY CONTRIBUTIONS CRITICISMS
CHAPTER 9 WILLIAM KAYE ESTES
MAJOR THEORETICAL CONCEPTS GENERALIZATION EXTINCTION SPONTANEOUS
RECOVERY
PROBABILITY MATCHING
ESTES S MARKOV MODEL OF LEARNING
ESTES AND COGNITIVE PSYCHOLOGY THE COGNITIVE ARRAY MODEL: CLASSIFYING
AND CATEGORIZING ESTES ON REINFORCEMENT
THE CURRENT STATUS OF MATHEMATICAL MODELS OF LEARNING
EVALUATION OF ESTES S THEORY CONTRIBUTIONS CRITICISMS
PART FOUR PREDOMINANTLY COGNITIVE THEORIES
CHAPTER 10 GESTALT THEORY
OPPOSITION TO VOLUNTARISM, STRUCTURALISM, AND BEHAVIORISM
MAJOR THEORETICAL CONCEPTS FIELD THEORY NATURE VERSUS NURTURE LAW
01PRAEGNANZ
THE BRAIN AND CONSCIOUS EXPERIENCE
SUBJECTIVE AND OBJECTIVE REALITY
GESTALT PRINCIPLES OF LEARNING THE PRESOLUTION PERIOD INSIGHTFUL
LEARNING SUMMARIZED TRANSPOSITION
THE BEHAVIORISTS EXPLANATION 01 TRANSPOSITION
GESTALT PSYCHOLOGY ON EDUCATON: PRODUCTIVE THINKING GESTALT PSYCHOLOGY
ON REINFORCEMENT WAS POPPER A GESTALT THEORIST?
211
212 212 212
215
217 221 221 222 222
224
228 229 235
236
236 236 237
239
239
241
242 242 243 244
244
247
248 250 251 252
253
255 260 261
IMAGE 7
THE MEMORY TRACE
INDIVIDUAL TRACE VERSUS TRACE SYSTEM
EVALUATION OF GESTALT THEORY CONTRIBUTIONS CRITICISMS
CHAPTER 11 JEAN PLAGET
MAJOR THEORETICAL CONCEPTS INTELLIGENCE SCHEMATA ASSIMILATION AND
ACCOMMODATION
EQUILIBRATION: PIAGET ON REINFORCEMENT INTERIORIZATION
STAGES OF DEVELOPMENT
OPTIMAL CONDITIONS FOR LEARNING
INTO WHAT CAMP DOES PIAGET S THEORY FALL?
PIAGET ON EDUCATION
SUMMARY OF PIAGET S THEORY
EVALUATION OF PIAGET S THEORY CONTRIBUTIONS CRITICISMS
CHAPTER 12 EDWARD CHACE TOLMAN
MOLAR BEHAVIOR
PURPOSIVE BEHAVIORISM THE USE OF RATS
MAJOR THEORETICAL CONCEPTS VVHATIS LEARNED? CONFIRMATION: TOLMAN ON
REINFORCEMENT VICARIOUS TRIAL AND ERROR LEARNING VERSUS PERFORMANCE
LATENT LEARNING PLACE LEARNING VERSUS RESPONSE LEARNING REINFORCEMENT
EXPECTANCY
THE FORMAL ASPECTS OF TO1MAN S THEORY ENVIRONMENTAL VARIABLES INDIVIDUAL
DIFFERENCE VARIABLES INTERVENING VARIABLES
CONTENTS XI
263
264
265 265 266
268
270 270 271 271
273 274
275
277
279
281
281
283 283 283
286
288
289 289
290 290 291 291
292 292 295 298
299 301 301 302
IMAGE 8
XII CONTENTS
SIX KINDS OF LEARNING CATHEXES EQUIVALENCE BELIEFS FIELD EXPECTANCIES
FIELD-COGNITION MODES DRIVE DISCRIMINATIONS MOTOR PATTERNS TOLMAN S
ATTITUDE TOWARD HIS OWN THEORY
TOHNAN ON EDUCATION
EVALUATION OF TOHNAN S THEORY CONTRIBUTIONS CRITICISMS
CHAPTER 13 ALBERT BANDURA
EARLIER EXPLANATIONS OF OBSERVATIONAL LEARNING THORNDIKE S AND WATSON S
EXPLANATIONS 0/ OBSERVATION AL LEARNING MILLER AND DOLLARD S EXPLANATION
O/OBSERVATIONAL
LEARNING THE SKINNERIAN ANALYSIS 0/ OBSERVATIONAL LEARNING NONHUMANS CAN
LEARN BY OBSERVING
BANDURA S EXPLANATION OF OBSERVATIONAL LEARNING EMPIRICAL OBSERVATIONS:
BANDURA ON REIN/ORCEMENT
MAJOR THEORETICAL CONCEPTS ATTENTIONAL PROCESSES RETENTIONAL PROCESSES
BEHAVIORAL PRODUCTION PROCESSES
MOTIVATIONAL PROCESSES RECIPROCAL DETERMINISM SELFREGULATION 0/ BEHAVIOR
MORAL CONDUCT
PRACTICAL APPLICATIONS OF OBSERVATIONAL LEARNING WHAT MODELING CAN
ACCOMPLISH MODELING IN THE CLINICAL SETTING
THE INFLUENCE OF THE NEWS AND ENTERTAINMENT MEDIA
SODAL COGNITIVE THEORY
MIRROR NEURONS: OBSERVATIONAL LEARNING
BANDURA ON EDUCATION
SUMMARY
304 304 304 305
305 305 306
306
307
308 308 309
311
313
313
313 315 315
316 316
318 319 319
320 321 321 323
325
327 327 329
332
334
335
337
337
IMAGE 9
EVALUATION OF BANDURA S THEORY
CONTRIBUTIONS CRITICISMS
CONTENTS XIII
339
339 340
PART FIVE A PREDOMINANTLY NEUROPHYSIOLOGICAL THEORY 343
CHAPTER 14 DONALD OLDING HEBB
MAJOR THEORETICAL CONCEPTS RESTRICTED ENVIRONMENTS ENRICHED ENVIRONMENTS
CELL ASSEMBLIES
PHASE SEQUENCES AROUSAL THEORY: HEBB ON REINFORCEMENT LONG- TERM AND
SHORT- TERM MEMORY CONSOLIDATION AND THE BRAIN
HEBB S INFLUENCE ON NEUROSCIENTIFIC RESEARCH REINFORCEMENT AND THE BRAIN
MAKING CONNECTIONS: REAL CELLS AND REAL CELL ASSEMBLIES LEAMING IN
APLYSIA
LONG- TERM POTENTIATION LONG- TERM DEPRESSION NEUROPLASTICITY
N EW CONNECTIONISM ARTIFICIAL CELLS AND ARTIFICIAL CELL ASSEMBLIES
HEBB ON EDUCATION
SUMMARY
EVALUATION OF HEBB S THEORY CONTRIBUTIONS CRITICISMS
PART SIX AN EVOLUTIONARY THEORY
CHAPTER 15 ROBERT C. BOLLES AND EVOLUTIONARY PSYCHOLOGY
DARWIN S THEORY AND EVOLUTIONARY PSYCHOLOGY NATURAL SELECTION AND
ADAPTATIONS INCLUSIVE FITNESS AND NEO-DARWINIAN THEORY
BOLLES S THEORY OF LEARNING MAJOR THEORETICAL CONCEPTS: BOLLES ON
REINFORCEMENT
343
346 346 347 347
349 350 352 354
355 355 359 360
361 363 364
367 367
372
373
374 374 375
378
378
379 379 381
382 382
IMAGE 10
XIV CONTENTS
THE BIOLOGICAL BOUNDARIES OF LEARNING
INSTRUMENTAL CONDITIONING OPERANT CONDITIONING AND THE MISBEHAVIOR
O/ORGANISMS A UTOSHAPING CLASSICAL CONDITIONING
BIOLOGICAL BEHAVIORISM
EVOLUTIONARY PSYCHOLOGY AND HUMAN BEHAVIOR THE DEVELOPMENT 0/ PHOBIAS
MATE SELECTION AVOIDING DISEASE
LANGUAGE
EVOLUTIONARY PSYCHOLOGY ON EDUCATION
EVALUATION OF EVOLUTIONARY PSYCHOLOGY CONTRIBUTIONS CRITICISMS
PARTSEVEN
CHAPTER 16 AFINAL WORD
CURRENT TRENDS IN LEARNING THEORY LESS A MBITIOUS THEORIES EVERYONE IS A
NEUROSCIENTIST NEUROSCIENCE AND EDUCATION
LEAMING STYLES PRACTICAL PROBLEMS
SOME UNANSWERED QUESTIONS AB OUT LEARNING HOW DOES LEARNING VARY AS A
FUNCTION 0/ MATURATION ? HOW MANY KINDS 0/ LEAMING EXIST? WHAT ABOUT
REIN/ORCEMENT?
NO FINAL ANSWERS ABOUT THE LEARNING PROCESS
GLOSSARY
REFERENCES
NAME INDEX
SUBJECT INDEX
384 385 387 389
391 393
395 395 398 401 401
404
404 404 405
408
408
409 409 409 409
412 413
413 413 414 415
415
417
435
455
459
|
| any_adam_object | 1 |
| author | Olson, Matthew H. 1951- Hergenhahn, Baldwin R. 1934-2007 |
| author_GND | (DE-588)133575128 (DE-588)13357508X |
| author_facet | Olson, Matthew H. 1951- Hergenhahn, Baldwin R. 1934-2007 |
| author_role | aut aut |
| author_sort | Olson, Matthew H. 1951- |
| author_variant | m h o mh mho b r h br brh |
| building | Verbundindex |
| bvnumber | BV040536855 |
| callnumber-first | L - Education |
| callnumber-label | LB1051 |
| callnumber-raw | LB1051 |
| callnumber-search | LB1051 |
| callnumber-sort | LB 41051 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | CP 5000 |
| ctrlnum | (OCoLC)820391322 (DE-599)BVBBV040536855 |
| dewey-full | 370.15/23 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.15/23 |
| dewey-search | 370.15/23 |
| dewey-sort | 3370.15 223 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| edition | 9. ed., internat. ed. |
| format | Book |
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| genre | 1\p (DE-588)4143413-4 Aufsatzsammlung gnd-content 2\p (DE-588)4151278-9 Einführung gnd-content |
| genre_facet | Aufsatzsammlung Einführung |
| id | DE-604.BV040536855 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:26:01Z |
| institution | BVB |
| isbn | 9780205921102 |
| language | English |
| lccn | 2012016918 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-025382844 |
| oclc_num | 820391322 |
| open_access_boolean | |
| owner | DE-29 DE-355 DE-BY-UBR |
| owner_facet | DE-29 DE-355 DE-BY-UBR |
| physical | xvi, 463 p. Ill., graph. Darst. |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Pearson |
| record_format | marc |
| spelling | Olson, Matthew H. 1951- Verfasser (DE-588)133575128 aut An introduction to theories of learning Matthew H. Olson, B. R. Hergenhahn 9. ed., internat. ed. Boston , Munich [u.a.] Pearson 2013 xvi, 463 p. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 435-454) and index Learning, Psychology of Theorie (DE-588)4059787-8 gnd rswk-swf Lerntheorie (DE-588)4114402-8 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 gnd rswk-swf 1\p (DE-588)4143413-4 Aufsatzsammlung gnd-content 2\p (DE-588)4151278-9 Einführung gnd-content Lernpsychologie (DE-588)4074166-7 s Theorie (DE-588)4059787-8 s 3\p DE-604 Lerntheorie (DE-588)4114402-8 s 4\p DE-604 Hergenhahn, Baldwin R. 1934-2007 Verfasser (DE-588)13357508X aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025382844&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 3\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 4\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Olson, Matthew H. 1951- Hergenhahn, Baldwin R. 1934-2007 An introduction to theories of learning Learning, Psychology of Theorie (DE-588)4059787-8 gnd Lerntheorie (DE-588)4114402-8 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| subject_GND | (DE-588)4059787-8 (DE-588)4114402-8 (DE-588)4074166-7 (DE-588)4143413-4 (DE-588)4151278-9 |
| title | An introduction to theories of learning |
| title_auth | An introduction to theories of learning |
| title_exact_search | An introduction to theories of learning |
| title_full | An introduction to theories of learning Matthew H. Olson, B. R. Hergenhahn |
| title_fullStr | An introduction to theories of learning Matthew H. Olson, B. R. Hergenhahn |
| title_full_unstemmed | An introduction to theories of learning Matthew H. Olson, B. R. Hergenhahn |
| title_short | An introduction to theories of learning |
| title_sort | an introduction to theories of learning |
| topic | Learning, Psychology of Theorie (DE-588)4059787-8 gnd Lerntheorie (DE-588)4114402-8 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| topic_facet | Learning, Psychology of Theorie Lerntheorie Lernpsychologie Aufsatzsammlung Einführung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025382844&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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