Titlebook: Learning, Speech, and the Complex Effects of Punishment; Essays Honoring Geor Donald K. Routh Book 1982 Plenum Press, New York 1982 behavio

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Learning Sets, and to psychopathology. A number of these studies now exist, however, only in the form of M.A. theses and Ph.D. dissertations or as unpublished manuscripts. Thus, a somewhat detailed review of their nature and content may serve the useful purpose of making them accessible to the scientific communit

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Facilitating Stimulus Effects of Reward and Punishment,acilitation effect did not go uncontested, however, and it is to George Wischner’s credit that the phenomenon was first empirically delimited (Wischner, 1947) and then subsequently elaborated in a systematic program of research that he and the author conducted (e.g., Fowler and Wischner, 1969).

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e is a historically oriented essay on Iowa psychology graduates. Surely, by now the puzzled reader wants an explana­ tion of why such diversity belongs between the covers of a single book.978-1-4684-4198-7978-1-4684-4196-3

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Tonometry

Donald K. Rouththe case for the relevance of conventional ideological structures, this book has demonstrated the endurance of their traditional interpretations today and, at the same time, traced in their erstwhile expressions concerns that anticipate those nowadays herded together under the conceptual umbrella of

JUST

Oakley Rayvote this chapter to an interrogation of the presence and importance of . and native-speakerism in recent Japanese policy documents on EFL education. Doing so allows for an initial glimpse into Japanese JHS English education from the angle of structure and culture. A source of inspiration for the ex

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Sharon R. Garber,Gerald M. Siegels, with the populist precept allowing Irish socialists to ally themselves with the nationalist cause. At the same time the non-prescriptive and assumed equality of nationalism served to deny the need for class-based revolution which complemented Aranist nationalist doctrine and the corporatist socia

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Harry Fowlerighly likely that the failing does not derive from contingent misund- standings, but rather from systemic contradictions. With this in mind, this book suggests a broad-spectrum approach to understanding how state education gets done, so to speak, and what in the process seems to obstruct impartialit