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 |
From inside the book
Results 1-3 of 81
Page 94
... present Ss scored 15.7 on Half A when pretested . The C - group in the present experiment scored higher - 16.3- , suggesting that they manifested a " real " gain on material - exposed - to - the - R - group . Also the C- group ...
... present Ss scored 15.7 on Half A when pretested . The C - group in the present experiment scored higher - 16.3- , suggesting that they manifested a " real " gain on material - exposed - to - the - R - group . Also the C- group ...
Page 98
... present in their environment . The attensity procedures direct Ss attention to this material , so that " trained " Ss tend to learn more of it than control Ss on vicarious exposure . Apparently non - specific procedures , common to many ...
... present in their environment . The attensity procedures direct Ss attention to this material , so that " trained " Ss tend to learn more of it than control Ss on vicarious exposure . Apparently non - specific procedures , common to many ...
Page 340
... present sex differences . In contrast to the relatively neglected sociocultural areas just described , the influences of subcultures on intellectual attitudes and academic be- havior are receiving increasing attention . The implications ...
... present sex differences . In contrast to the relatively neglected sociocultural areas just described , the influences of subcultures on intellectual attitudes and academic be- havior are receiving increasing attention . The implications ...
Other editions - View all
Common terms and phrases
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