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 88
... complete factorial on four variables : ( 1 ) Pretest vs. no pretest ; ( 2 ) Treatments ( real - training , pseudo - training , control ) ; ( 3 ) IQ ( 5 levels ) ; and ( 4 ) Classrooms ( six ) . To assign Ss , five IQ strata of six ...
... complete factorial on four variables : ( 1 ) Pretest vs. no pretest ; ( 2 ) Treatments ( real - training , pseudo - training , control ) ; ( 3 ) IQ ( 5 levels ) ; and ( 4 ) Classrooms ( six ) . To assign Ss , five IQ strata of six ...
Page 294
... complete , the structure is seen as a whole as well as the set of the relevant relationships of its parts . The picture would not be complete without adding a word about the role of symbolism itself in the thought process . The ...
... complete , the structure is seen as a whole as well as the set of the relevant relationships of its parts . The picture would not be complete without adding a word about the role of symbolism itself in the thought process . The ...
Page 383
... complete confidence on the present evidence , but there is no doubt whatsoever that the conditions needed to produce such a state of affairs are now lacking . In the light of what we know about differential contingencies of ...
... complete confidence on the present evidence , but there is no doubt whatsoever that the conditions needed to produce such a state of affairs are now lacking . In the light of what we know about differential contingencies of ...
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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