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 95
... response , and the correct response was shown to them . Ss were in a situation very much like many classroom situations they had been in previously , when some reinforcements ( correct responses being followed by either a self ...
... response , and the correct response was shown to them . Ss were in a situation very much like many classroom situations they had been in previously , when some reinforcements ( correct responses being followed by either a self ...
Page 385
... response without being able to speak or write , but we want him to learn to emit the response , since this is the kind of behavior which he will later find most useful . The emission of verbal behavior is taught by another kind of ...
... response without being able to speak or write , but we want him to learn to emit the response , since this is the kind of behavior which he will later find most useful . The emission of verbal behavior is taught by another kind of ...
Page 390
... response . If a recalled passage makes sense , it may provide its own automatic confirmation , but if the passage is fragmentary or obscure , the student must confirm the correctness of an emitted response by referring to the text after ...
... response . If a recalled passage makes sense , it may provide its own automatic confirmation , but if the passage is fragmentary or obscure , the student must confirm the correctness of an emitted response by referring to the text after ...
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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