Harvard Educational Review, Volume 35Howard Eugene Wilson Harvard University, 1965 "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 192
... learning a rule , he makes what I take to be some questionable assertions . In talking about the learning of rules , he implicitly recognizes the ambiguity of the notion of learning by talking of ( and thus discriminating between ) ...
... learning a rule , he makes what I take to be some questionable assertions . In talking about the learning of rules , he implicitly recognizes the ambiguity of the notion of learning by talking of ( and thus discriminating between ) ...
Page 193
... learning . In this last point above , I have referred to Green's discussion of knowing a rule without having learned it . Though he says that this point is not relevant to his argument ( and I agree ) , it should be pointed out that in ...
... learning . In this last point above , I have referred to Green's discussion of knowing a rule without having learned it . Though he says that this point is not relevant to his argument ( and I agree ) , it should be pointed out that in ...
Page 206
... learning that with learning to . His mistake is instructive , however . The distinction between " learning to " and “ learning that " has application in two different contexts . In the first place , it applies to the relation betwen ...
... learning that with learning to . His mistake is instructive , however . The distinction between " learning to " and “ learning that " has application in two different contexts . In the first place , it applies to the relation betwen ...
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