Harvard Educational Review, Volume 31"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 379
We make a reinforcing event contingent on behavior when , for example , we design a piece of equipment in which a hungry rat or monkey or chim- panzee may press a lever and immediately obtain a bit of food . Such a piece of equipment ...
We make a reinforcing event contingent on behavior when , for example , we design a piece of equipment in which a hungry rat or monkey or chim- panzee may press a lever and immediately obtain a bit of food . Such a piece of equipment ...
Page 380
The marks , grades , and diplomas of education are conditioned reinforcers designed to bring ultimate consequences closer to the behavior reinforced . Like prizes and medals , they represent the approval of teachers , parents , and ...
The marks , grades , and diplomas of education are conditioned reinforcers designed to bring ultimate consequences closer to the behavior reinforced . Like prizes and medals , they represent the approval of teachers , parents , and ...
Page 383
And only machines will remedy this , for the required frequency and subtlety of reinforcement cannot other- wise be arranged . The teacher is , of course , at a disadvantage in teaching skilled and dis- criminative behavior because such ...
And only machines will remedy this , for the required frequency and subtlety of reinforcement cannot other- wise be arranged . The teacher is , of course , at a disadvantage in teaching skilled and dis- criminative behavior because such ...
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abstraction achievement activities American analysis answer appear Association become behavior believe called chapter child communication complete concept concerned considered course culture described direct discussion effect example experience fact field give given Harvard higher human ideas important individual institutions instruction interest involved John kind knowledge language learning less LIBRARIES machine material matter McGuffey Readers means methods moral nature objects observed organization patterns perhaps period personality position possible practice present Press problems Professor question reader reading reference relation religious Report response Review role seems sense situation social society specific suggests teacher teaching theory things tion understanding University values York
Bibliographic information
| Title | Harvard Educational Review, Volume 31 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1961 |
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