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Book
Year: 1963 Publisher: Washington : Center for Applied Research in Education,
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Book
Year: 1963 Publisher: [Oslo] : Universitetsforlaget,
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Book
Year: 1963 Publisher: New York : Grune & Stratton,
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Book
Year: 1963 Publisher: Princeton (N.J.) : Van Nostrand,
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Book
Year: 1963 Publisher: New York : McGraw-Hill,
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Book
Year: 1963 Publisher: New York : Holt, Rinehart and Winston,
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"The purpose of this book is to explore various experimental and naturalistic observations of complex human behavior in terms of learning principles and thereby to offer a relatively general conception of how the physical and social environments may shape human behavior. The strategy' is to employ an integrated set of learning principles that seem to have "heavy-weight" effects. There is no attempt to give an exhaustive account of learning principles or to consider the controversies and on-going research concerned with those that are presented. In extending the principles to complex human behavior, areas of application are sometimes reached that have not yet been sufficiently subjected to experimentation. Nevertheless, there appears to be enough support of the basic principles as well as a sufficient number of demonstrations of the relevance of their extrapolations to consider a learning conception of complex human behavior to be a powerful approach".
Book
Year: 1963 Publisher: San Francisco, : Chandler Pub. Co.,
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Book
Year: 1963 Publisher: New York : Grune & Stratton,
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Book
Year: 1963 Publisher: Washington : Center for Applied Research in Education, Inc.,
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"In recent years teaching has taken on a new concern for its importance and effectiveness. Leaders of public opinion and the teaching profession as well as research scholars are refocusing their concerns and renewing inquiry into the phenomena of learning and the problems of teaching. Dr. Ralph Garry has written The Psychology of Learning as an appropriate response to the need for the re-examination of education. The content of the monograph draws upon research in the behavioral sciences, particularly psychology, to state findings and to test concepts. Conceptual systems are described to give insight into learning. The salient feature of the monograph is that research and theory are integrated with practice. The teacher, school administrator, and scholar will find an honest confrontation of facts and ideas with the practical problems of application. A brief study of the chapter headings--e.g., the learner, learning task, teaching procedures--will invite the student of learning to explore further. A balanced treatment regarding the controversial teaching machine is suggested by the elements of the final chapter--"The Teacher, Teaching Machines, and Transfer," and the class as a socio-psychological unit. Thus the monograph comes full circle to highlight again the social and psychological conditions of learning. Establishing these conditions is a primary task of the teacher"--Foreword. (PsycINFO Database Record (c) 2013 APA, all rights reserved).
Book
Year: 1963 Publisher: Genève, Gonthier,
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Conditioned response --- Learning, Psychology of --- Inhibition --- Reflexes.
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