Harvard Educational Review, Volumes 16-18Howard Eugene Wilson Harvard University, 1946 |
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Page 105
... conditioned stimulus . With the other group of subjects the buzzer was followed by shock only if the subject failed to re- spond to the buzzer by moving to another section of the grill , i.e. , failed to make a " conditioned response ...
... conditioned stimulus . With the other group of subjects the buzzer was followed by shock only if the subject failed to re- spond to the buzzer by moving to another section of the grill , i.e. , failed to make a " conditioned response ...
Page 107
... conditioned stimulus is premonitory than when the conditioned GSR has no such effect . The results , as far as the experiment was carried , were in- conclusive ; but the indications were that the GSR conditions no more rap- idly when an ...
... conditioned stimulus is premonitory than when the conditioned GSR has no such effect . The results , as far as the experiment was carried , were in- conclusive ; but the indications were that the GSR conditions no more rap- idly when an ...
Page 109
... conditioned response would always be an exact replica of its unconditioned prototype . Yet the fact is that so - called conditioned re- sponses often differ considerably from their prototypes . If , on the other hand , a conditioned ...
... conditioned response would always be an exact replica of its unconditioned prototype . Yet the fact is that so - called conditioned re- sponses often differ considerably from their prototypes . If , on the other hand , a conditioned ...
Contents
ARTICLES | 10 |
Heinrich PestalozziHis Life and Work Gustav E Mueller | 141 |
The Imperial Carp | 160 |
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ability aggressive AKEC American anthropology attitude basic behavior Berlin Berlin school cation cerned child cial civilization client concept concerned conditioned stimulus counseling counselor course culture Dalton Plan Dewey discipline educa effect ence eral experience fact factors Federal field function German graduate Harvard high school human important indi individual institutions intellectual interest Japan John Dewey law of effect learning lems means ment method modern nature Negro neurosis nomic O. H. Mowrer organization parents personality Pestalozzi philosophy political present primitive education principle prob problems profes Professor psychoanalysis psychology public schools recency relations response result reward Russian sion situation social society Soviet sponse stimulus superego teachers teaching textbooks theory things tion tional tive ture Unesco United University vidual York