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 77
Page 96
... result must be considered : transfer , learning - how - to - learn , and negative information . Superior performance ... results be explained by learning - how - to - learn . As commonly used ( Harlow , 1949 ) , learning - how - to ...
... result must be considered : transfer , learning - how - to - learn , and negative information . Superior performance ... results be explained by learning - how - to - learn . As commonly used ( Harlow , 1949 ) , learning - how - to ...
Page 104
... result . In one illustrative lesson after another , the itemizing of " facts " culminates in word or idiom lists . Yet " vocabulary " is equally incidental to the learning process . Unlike structural features , lexical items are ...
... result . In one illustrative lesson after another , the itemizing of " facts " culminates in word or idiom lists . Yet " vocabulary " is equally incidental to the learning process . Unlike structural features , lexical items are ...
Page 139
... result if first he does his part in building a substantial intellectual enterprise through his inquiries and writ- ings . Rejecting the parochial outlook of his predecessors when he finds that it has led to exaggerated claims for the ...
... result if first he does his part in building a substantial intellectual enterprise through his inquiries and writ- ings . Rejecting the parochial outlook of his predecessors when he finds that it has led to exaggerated claims for the ...
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