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 286
Language is , for example , just such a sym- bolism , in which practically every word refers to a class , the elements of these classes being objects , actions of various kinds , different connections between actual situations and so on ...
Language is , for example , just such a sym- bolism , in which practically every word refers to a class , the elements of these classes being objects , actions of various kinds , different connections between actual situations and so on ...
Page 290
The abstraction of the common property or properties from the diverse individual properties of mental objects ( objects of thought ) is thus seen as a necessary preliminary to the formation of classes with these objects as elements .
The abstraction of the common property or properties from the diverse individual properties of mental objects ( objects of thought ) is thus seen as a necessary preliminary to the formation of classes with these objects as elements .
Page 381
He can tell the difference between the colors , shapes , and sizes of objects , he can identify three - dimensional forms seen from different aspects , he can find patterns concealed in other patterns , he can identify pitches ...
He can tell the difference between the colors , shapes , and sizes of objects , he can identify three - dimensional forms seen from different aspects , he can find patterns concealed in other patterns , he can identify pitches ...
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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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