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 |
From inside the book
Results 1-3 of 72
Page 379
... behavior these things must be related to the student's behavior in special ways . Only then will they be truly reward- ing or , technically speaking , “ reinforcing . " We make a reinforcing event contingent on behavior when , for ...
... behavior these things must be related to the student's behavior in special ways . Only then will they be truly reward- ing or , technically speaking , “ reinforcing . " We make a reinforcing event contingent on behavior when , for ...
Page 380
... behavior and its remote conse- quences ; but they are still not contingent on behavior in a very effective way . Progressive education tried to replace the birch rod , and at the same time avoid the artificiality of grades and prizes ...
... behavior and its remote conse- quences ; but they are still not contingent on behavior in a very effective way . Progressive education tried to replace the birch rod , and at the same time avoid the artificiality of grades and prizes ...
Page 383
... behavior or of environmental control . Yet a second look may be worthwhile . Tradi- tional characterizations of verbal behavior raise almost insuperable problems for the teacher , and a more rigorous analysis suggests another ...
... behavior or of environmental control . Yet a second look may be worthwhile . Tradi- tional characterizations of verbal behavior raise almost insuperable problems for the teacher , and a more rigorous analysis suggests another ...
Other editions - View all
Common terms and phrases
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