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 442
... operant - conditioning theory is essentially " contentless . " It is not specific as to the kind of behaviors to which it can be applied , and thus cannot in itself prescribe a teaching procedure or sequence for any given sub- ject ...
... operant - conditioning theory is essentially " contentless . " It is not specific as to the kind of behaviors to which it can be applied , and thus cannot in itself prescribe a teaching procedure or sequence for any given sub- ject ...
Page 452
... operant theory , which assumes that many apparently unitary acts begin as chains of separate responses . Similarly , it proposes that covert responses may have begun as overt and observable ones , which , with practice , became speeded ...
... operant theory , which assumes that many apparently unitary acts begin as chains of separate responses . Similarly , it proposes that covert responses may have begun as overt and observable ones , which , with practice , became speeded ...
Page 466
... operant conditioning theory to the educational process . Operant conditioning has been emphasized because , among the popu- lar rationales for programmed instruction , it seems most likely to provide a basis for fruitful investigation ...
... operant conditioning theory to the educational process . Operant conditioning has been emphasized because , among the popu- lar rationales for programmed instruction , it seems most likely to provide a basis for fruitful investigation ...
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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