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 43
upon what he called the principle of " primary reinforcement . " He said : Whenever a reaction ( R ) takes place in temporal contiguity with an afferent receptor impulse ( s ) resulting from the impact upon a stimulus energy ( S ) ...
upon what he called the principle of " primary reinforcement . " He said : Whenever a reaction ( R ) takes place in temporal contiguity with an afferent receptor impulse ( s ) resulting from the impact upon a stimulus energy ( S ) ...
Page 93
How can reinforcements be most efficiently scheduled to maintain the behavior in strength ? ... We may look first to the material to be learned , for it is possible that this will provide considerable automatic reinforcement .
How can reinforcements be most efficiently scheduled to maintain the behavior in strength ? ... We may look first to the material to be learned , for it is possible that this will provide considerable automatic reinforcement .
Page 94
In the second place , how are these reinforcements to be made con- tingent upon the desired behavior ? ... into a very large number of very small steps , and reinforcement must be contingent upon the accomplishment of each step .
In the second place , how are these reinforcements to be made con- tingent upon the desired behavior ? ... into a very large number of very small steps , and reinforcement must be contingent upon the accomplishment of each step .
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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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