Harvard Educational Review, Volume 24"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 87
Once we have arranged the particular type of con- sequence called a reinforcement , our techniques permit us to shape up the behavior of an organism almost at will . It has become a routine exercise to demonstrate this in classes in ...
Once we have arranged the particular type of con- sequence called a reinforcement , our techniques permit us to shape up the behavior of an organism almost at will . It has become a routine exercise to demonstrate this in classes in ...
Page 91
It can easily be demonstrated that , unless explicit mediating behavior has been set up , the lapse of only a few seconds between response and reinforcement destroys most of the effect . In a typical classroom , nevertheless , long ...
It can easily be demonstrated that , unless explicit mediating behavior has been set up , the lapse of only a few seconds between response and reinforcement destroys most of the effect . In a typical classroom , nevertheless , long ...
Page 286
We suggest that this is so because no reference at all was made to the behavior of the teacher in the classroom . A trait , characteristic , or quality is a meaningless concept unless it can be anchored to some sort of denotable ...
We suggest that this is so because no reference at all was made to the behavior of the teacher in the classroom . A trait , characteristic , or quality is a meaningless concept unless it can be anchored to some sort of denotable ...
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achievement activities American analysis appears attempt attitudes become behavior called child comparative competence concentration concept concerned conditioning considered continued course Court culture device direction discriminant discussion educational system effect evaluative example existence experience fact factors field function given graduate Harvard human important individual Indonesian intellectual interest involved kind learning less matter means measured ment methods nature objective observed organization pattern perhaps personality possible practical present principles probably problems produce pupils question reading reason reinforcement relation reported response scientific scores secondary school seemed sense social society Soviet teacher teaching theory tion United University York
Bibliographic information
| Title | Harvard Educational Review, Volume 24 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1968 |
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