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 183
... response may result from low learning or low motivation . In a micromolar theory , learning refers to how well the response is known at any particular speed : a slow response may mean high learning and high motivation if a slow response ...
... response may result from low learning or low motivation . In a micromolar theory , learning refers to how well the response is known at any particular speed : a slow response may mean high learning and high motivation if a slow response ...
Page 443
... response , withheld after all other responses . Generally , food or water , administered in small doses , serve as reinforcers . The effec- tiveness of these reinforcers in controlling behavior stands in some fairly regu- lar and ...
... response , withheld after all other responses . Generally , food or water , administered in small doses , serve as reinforcers . The effec- tiveness of these reinforcers in controlling behavior stands in some fairly regu- lar and ...
Page 447
... response only as a result of reinforcement . Nor does " control " necessarily imply a one - to - one stimulus - response relationship or an automatic connection . The same stimulus may control different re- sponses ; and several stimuli ...
... response only as a result of reinforcement . Nor does " control " necessarily imply a one - to - one stimulus - response relationship or an automatic connection . The same stimulus may control different re- sponses ; and several stimuli ...
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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