Harvard Educational Review, Volume 31"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 74
acquire and use aspects of scientific theory in explaining certain physical phenomena . Scientific theory is defined as a set of verbal statements which mediate between ( 1 ) the observed phenomena and ( 2 ) behavior controlling or ...
acquire and use aspects of scientific theory in explaining certain physical phenomena . Scientific theory is defined as a set of verbal statements which mediate between ( 1 ) the observed phenomena and ( 2 ) behavior controlling or ...
Page 360
Their almost exclusive reliance on psychoanalytic theory may have blinded the authors to the possibility that too low a degree of anxiety can be debilitating for learning and / or test performance . According to psycho- analytic theory ...
Their almost exclusive reliance on psychoanalytic theory may have blinded the authors to the possibility that too low a degree of anxiety can be debilitating for learning and / or test performance . According to psycho- analytic theory ...
Page 367
Secondly , the then existing psychoanalytic theory was inadequate to explain fully what happened to the prisoners ; it gave little guidance for understanding what makes for " good " life , the " good " man .
Secondly , the then existing psychoanalytic theory was inadequate to explain fully what happened to the prisoners ; it gave little guidance for understanding what makes for " good " life , the " good " man .
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Bibliographic information
| Title | Harvard Educational Review, Volume 31 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1961 |
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