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 91
... material , both the C- and R - groups do better on the exposed . Differences between exposed and unexposed scores ... material is just what would be expected , because exposed material was used to train them . The similar superiority of ...
... material , both the C- and R - groups do better on the exposed . Differences between exposed and unexposed scores ... material is just what would be expected , because exposed material was used to train them . The similar superiority of ...
Page 93
... material used for R - group training . This probably means that one 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 ...
... material used for R - group training . This probably means that one 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 ...
Page 96
... material might suggest transfer , be- cause both lists of material were drawn from the same general class . However , great care was taken to make elements in the A list independent of elements in the B list . In no case did a response ...
... material might suggest transfer , be- cause both lists of material were drawn from the same general class . However , great care was taken to make elements in the A list independent of elements in the B list . In no case did a response ...
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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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