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 93
... attensity effect of this experiment was to stimulate communication between groups , so the C - group is " secondarily " exposed to material used for training the R - group - being " excluded " is not therefore equivalent to " no ...
... attensity effect of this experiment was to stimulate communication between groups , so the C - group is " secondarily " exposed to material used for training the R - group - being " excluded " is not therefore equivalent to " no ...
Page 97
... attensity when actual information differs . By eliminating information almost entirely , some of the effects of attensity may have been cut out too . Since the P - group performed better on unexposed material than the C - group ...
... attensity when actual information differs . By eliminating information almost entirely , some of the effects of attensity may have been cut out too . Since the P - group performed better on unexposed material than the C - group ...
Page 99
... attensity may be to give Real - training on a fraction of the material . Fractionation of the material ( division into halves of equal difficulty that are disjunct for transfer ) yields the very important additional information about ...
... attensity may be to give Real - training on a fraction of the material . Fractionation of the material ( division into halves of equal difficulty that are disjunct for transfer ) yields the very important additional information about ...
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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