Harvard Educational Review, Volume 26"The Harvard Educational Review is a journal of opinion and research in the field of education. Articles are selected, edited, and published by an editorial board of graduate students at Harvard University. The editorial policy does not reflect an official position of the Faculty of Education or any other Harvard faculty."-- Volume 81, Number 2, Summer 2011 |
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Page 363
These results would not be expected in most theories of learning , since the various principles of punishment indicate that punishment should produce either inhibition or facilitation , not both of these opposing effects .
These results would not be expected in most theories of learning , since the various principles of punishment indicate that punishment should produce either inhibition or facilitation , not both of these opposing effects .
Page 368
The initial effect of punishment was inhibitory , however , not facilitatory . The one remaining prediction , based on Mowrer's fear - generalization interpretation , is sustained by the fact that the effects of 100 percent punishment ...
The initial effect of punishment was inhibitory , however , not facilitatory . The one remaining prediction , based on Mowrer's fear - generalization interpretation , is sustained by the fact that the effects of 100 percent punishment ...
Page 379
The results of tests of significance of both the residence and grade effects are reported in Table 3. The grade effect is highly significant in all three tests ; this of course would be expected . The residence effect is highly ...
The results of tests of significance of both the residence and grade effects are reported in Table 3. The grade effect is highly significant in all three tests ; this of course would be expected . The residence effect is highly ...
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Contents
VOL | 2 |
Richard W Willard Reginald D Archambault Rachel Chaffey | 3 |
Articles | 9 |
Copyright | |
26 other sections not shown
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accepted action activity aims American analysis answer arts Association become behavior believe Board called concepts concerned course critical culture desire discussion effect employees ethics example existence experience fact field give given goals human ideas important individual institutions interest involved issues kind knowledge learning less liberal living logical London matter means ment method mind moral nature necessary objectives organization particular perhaps personality philosophy of education political position possible practice present principles problems professional Professor pupils question reason regarded response result right to strike scientific seems sense situation social society symbols teachers teachers strikes teaching theory things thought tion truth University Webb whole York
Bibliographic information
| Title | Harvard Educational Review, Volume 26 |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1956 |
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