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 88
In general a given schedule has an effect upon the rate at which a re- sponse is emitted . Changes in the rate from moment to moment show a pattern typical of the schedule . The pattern may be as simple as a con- stant rate of ...
In general a given schedule has an effect upon the rate at which a re- sponse is emitted . Changes in the rate from moment to moment show a pattern typical of the schedule . The pattern may be as simple as a con- stant rate of ...
Page 133
... scores about the discriminant function centroids of each field of concentration is required . The answer is then given in the form of a function of the probability that a given point drawn at random could have come from each of the ...
... scores about the discriminant function centroids of each field of concentration is required . The answer is then given in the form of a function of the probability that a given point drawn at random could have come from each of the ...
Page 279
The subject was given a score ranging from 0-10 , depending upon the number of teachers the scorer could think of who rated higher than the observed teacher on any given variable .
The subject was given a score ranging from 0-10 , depending upon the number of teachers the scorer could think of who rated higher than the observed teacher on any given variable .
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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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