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 285
The former tend to acquire an explicit , the latter an im- plicit knowledge of the same concept . It is probable that the majority of us possess both tendencies to a noticeable extent , if not to the same extent .
The former tend to acquire an explicit , the latter an im- plicit knowledge of the same concept . It is probable that the majority of us possess both tendencies to a noticeable extent , if not to the same extent .
Page 286
possible methods would involve tests of the recognition of the concept in a number of different situations . The more different situations there are in which the concept is recognized as being applicable , the more likely is the ...
possible methods would involve tests of the recognition of the concept in a number of different situations . The more different situations there are in which the concept is recognized as being applicable , the more likely is the ...
Page 296
In this appendix we shall refer to this as gener- alization . In other words we shall regard abstraction as class formation , and gener- alization as class extension . Our arithmetical example will be the well known concept of place ...
In this appendix we shall refer to this as gener- alization . In other words we shall regard abstraction as class formation , and gener- alization as class extension . Our arithmetical example will be the well known concept of place ...
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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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