Harvard Educational Review, Volume 33Howard Eugene Wilson Harvard University, 1963 "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 179
... learning . The particular aspect of this question on the content of learning with which this paper is concerned is the speed of the response . The critical feature of the approach being described is the assumption that speed is part of ...
... learning . The particular aspect of this question on the content of learning with which this paper is concerned is the speed of the response . The critical feature of the approach being described is the assumption that speed is part of ...
Page 183
... learning is the same for all speeds regardless of practice speed . Finally , the assumption that performance at any speed depends on the difference between the level of learning and the level of difficulty at that speed is shown by the ...
... learning is the same for all speeds regardless of practice speed . Finally , the assumption that performance at any speed depends on the difference between the level of learning and the level of difficulty at that speed is shown by the ...
Page 441
... learning process is relegated to the period during which the student reads the text . The overt response is not considered central to learning , but merely a means of monitoring progress through the variable instructional sequence . For ...
... learning process is relegated to the period during which the student reads the text . The overt response is not considered central to learning , but merely a means of monitoring progress through the variable instructional sequence . For ...
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A. H. Halsey ability academic activities administration American analysis arts Asa Messer authors basic behavior borrower Brown Brown University cation child classroom concept concerned Court criteria critical culture desegregation discussion educa educational aspiration effective establishment clause Euthyphro evaluation fact faculty Federal function funds graduate HARVARD EDUCATIONAL REVIEW Harvard University high school higher education Horace Mann ibid important individual institutions interest issue language learning loan program means ment method moral normative parochial schools payment philosophy of education political practice present Press problems procedures Professor programmed instruction psychology question rate schedule reinforcement relationship relevant religious repayment response role Section 305 social society sociologist sociology Socrates Socratic method STANFORD STANFORD UNIVERSITY stimuli structure suggest supplementary rates taxable income teacher teaching theory tion tional Ulich Univ University York