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 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