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 76
... taught within the program . The learner was required to associate almost every word or phrase in the intraverbal chain with other links in the chain . He was shown , for example , a pan of hot water and was asked to infer the speed of ...
... taught within the program . The learner was required to associate almost every word or phrase in the intraverbal chain with other links in the chain . He was shown , for example , a pan of hot water and was asked to infer the speed of ...
Page 173
... taught all the primary work required of schools under public subsidy , they laid most stress upon classes in mechanical and domestic arts . Nine of them ran separate sessions at night , not only for adults but also for older youngsters ...
... taught all the primary work required of schools under public subsidy , they laid most stress upon classes in mechanical and domestic arts . Nine of them ran separate sessions at night , not only for adults but also for older youngsters ...
Page 384
... taught with in- strumental help . A pupil can learn to distinguish among letters and groups of letters in an alphabet simply as visual patterns in using the device and procedures just described . He can be taught to identify arbitrary ...
... taught with in- strumental help . A pupil can learn to distinguish among letters and groups of letters in an alphabet simply as visual patterns in using the device and procedures just described . He can be taught to identify arbitrary ...
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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