Harvard Educational Review, Volume 31Howard Eugene Wilson Harvard University, 1961 "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 91
... Training ( Means for 50 Ss ) Control Half A Exposed 1 ) 16.3 Pseudo - training 2 ) 16.5 Real - training 3 ) 18.6 Mean Posttest Score Half B Unexposed 4 ) 15.2 5 ) 16.2 6 ) 16.9 Differences significant beyond the 5 % level d14 , d25 ...
... Training ( Means for 50 Ss ) Control Half A Exposed 1 ) 16.3 Pseudo - training 2 ) 16.5 Real - training 3 ) 18.6 Mean Posttest Score Half B Unexposed 4 ) 15.2 5 ) 16.2 6 ) 16.9 Differences significant beyond the 5 % level d14 , d25 ...
Page 92
... training is more effective than either Pseudo - training or Control , but Pseudo - training and Control do not differ . To summarize : ( i ) Exposed significantly exceeds Unexposed for Real- training and Control ; ( ii ) Exposed is not ...
... training is more effective than either Pseudo - training or Control , but Pseudo - training and Control do not differ . To summarize : ( i ) Exposed significantly exceeds Unexposed for Real- training and Control ; ( ii ) Exposed is not ...
Page 97
... training is just as effective , or more effective , than irrelevant training . Pseudo - training in some ways resembles the " atten- tion " training of cue distinctiveness experiments . To the extent that outcomes of the cue ...
... training is just as effective , or more effective , than irrelevant training . Pseudo - training in some ways resembles the " atten- tion " training of cue distinctiveness experiments . To the extent that outcomes of the cue ...
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abstraction achievement analysis answer attensity attitudes B. F. Skinner basic behavior believe Bernard Bailyn Catholic cation chapter child classroom Columbia University communication concept concerned course culture discussion educa educational research effect example experience experimental fact Harvard Educational Review Harvard University higher education historian human important individual institutions instruction intellectual interest involved John Dewey kind Kindergarten know-that knowledge language material mathematical McGuffey McGuffey Readers means ment methods molecules moral nature novice teachers organization patterns personality philosophy possible practice present problems Professor programmed learning progressivism Pseudo-training psychology public schools Puerto Rico question R-group reader reform relation religion religious response role Roosevelt scores sense Shaplin situation social society specific STANFORD UNIVERSITY suggests teaching machines techniques theory tion unexposed water vapor York