Harvard Educational Review, Volumes 16-18Howard Eugene Wilson Harvard University, 1946 |
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Page 47
... score of 130 points or above ; ( 2 ) Rapid learning ability indicated by a G. C. T. standard score of 110 to 129 points ; ( 3 ) Average learning ability— indicated by a G. C. T. standard score of 90 to 109 points ; ( 4 ) Slow learn- ing ...
... score of 130 points or above ; ( 2 ) Rapid learning ability indicated by a G. C. T. standard score of 110 to 129 points ; ( 3 ) Average learning ability— indicated by a G. C. T. standard score of 90 to 109 points ; ( 4 ) Slow learn- ing ...
Page 52
... scores of w't and let each applicant , regardless of his w ' score , be admitted to training at school . At the con- clusion of his training let each student be either " passed " or " failed " . It is assumed that achievement in school ...
... scores of w't and let each applicant , regardless of his w ' score , be admitted to training at school . At the con- clusion of his training let each student be either " passed " or " failed " . It is assumed that achievement in school ...
Page 53
... scores w ' . Now we administer a set of experimental tests to these 80 % admitted , and on these we obtain for each stu- dent a score of x ' . We know also which students were passed in school and which were failed . The problem is to ...
... scores w ' . Now we administer a set of experimental tests to these 80 % admitted , and on these we obtain for each stu- dent a score of x ' . We know also which students were passed in school and which were failed . The problem is to ...
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