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 231
... responses , self- reinforced behavior , mediated generali- zation , and response hierarchies . This is done under the rubric of integration of principles , as if the added " principles " were on a par with the other principles . The ...
... responses , self- reinforced behavior , mediated generali- zation , and response hierarchies . This is done under the rubric of integration of principles , as if the added " principles " were on a par with the other principles . The ...
Page 232
... response contiguity without rein- forcement may be sufficient to maintain the strength of a response . Through this sort of set of " princi- ples , " the authors seem to be saying , in effect but never explicitly or systemati- cally ...
... response contiguity without rein- forcement may be sufficient to maintain the strength of a response . Through this sort of set of " princi- ples , " the authors seem to be saying , in effect but never explicitly or systemati- cally ...
Page 233
... response is a type of intervening variable . When a verbal stimulus , visual or auditory , is presented frequently with the same ob- ject stimulus , it begins to elicit what- ever responses the object elicits from the learner . These ...
... response is a type of intervening variable . When a verbal stimulus , visual or auditory , is presented frequently with the same ob- ject stimulus , it begins to elicit what- ever responses the object elicits from the learner . These ...
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