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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Página 89
... stimuli due to these dimensions is not unique , transformations ( rotations ) may be necessary for the sake of mean- ingfulness . If one wishes to study the behaviour of the evaluator through his distribu- tion of stimuli along ...
... stimuli due to these dimensions is not unique , transformations ( rotations ) may be necessary for the sake of mean- ingfulness . If one wishes to study the behaviour of the evaluator through his distribu- tion of stimuli along ...
Página 449
... stimuli and responses , in which S △ ' s for one response are SD's for another , and a given statement can serve as either response or stim- ulus . Furthermore , for discrimination tasks , the critical features of stimuli may be ...
... stimuli and responses , in which S △ ' s for one response are SD's for another , and a given statement can serve as either response or stim- ulus . Furthermore , for discrimination tasks , the critical features of stimuli may be ...
Página 455
... stimuli and responding to patterns allows operant theory to account for still another evidence of " understanding " in learning the student's ability to transfer what he has learned , to deal with material that is not exactly like any ...
... stimuli and responding to patterns allows operant theory to account for still another evidence of " understanding " in learning the student's ability to transfer what he has learned , to deal with material that is not exactly like any ...
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