On the Dual Nature of Learnng—A Re-Interpretation Of "Conditioning" and "Problem-Solving".
In the psychology of learning, there are three major traditions: hedonism, associationism, and rationalism. Many writers have attempted to base their understanding of learning exclusively upon one or another of these traditions; others have drawn unsystematically from all three. The position taken b...
| Publicado en: | Harvard Educational Review Vol. 17; no. 2; pp. 102 - 149 |
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| Formato: | Artículo |
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Harvard University
Spring1947
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19699968&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19699968 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00178055 HER jtl: Harvard Educational Review issn: 00178055 maglogo: N pubinfo: dt: Spring1947 vid: 17 iid: 2 pid: 191 pub: Harvard University artinfo: ui: 19699968 ppf: 102 ppct: 47 formats: tig: atl: On the Dual Nature of Learnng—A Re-Interpretation Of "Conditioning" and "Problem-Solving". aug: au: Mowrer, O. H. affil: Associate Professor of Education at Harvard University su: Psychology of learning Hedonism Rationalism Classical conditioning Conditioned response Problem solving Interpersonal relations Educational psychology sug: subj: Psychology of learning Hedonism Rationalism Classical conditioning Conditioned response Problem solving Interpersonal relations Educational psychology ab: In the psychology of learning, there are three major traditions: hedonism, associationism, and rationalism. Many writers have attempted to base their understanding of learning exclusively upon one or another of these traditions; others have drawn unsystematically from all three. The position taken by the author of the present article is that there are two basic learning processes—‘conditioning’ (associationism) and ‘problem-solving’ (hedonism)-and that rationality is a complex derivative of these other two. However, in order for such a synthesis to be possible, conditioning and problem-solving must, the author believes, be defined in the rather special ways here proposed. If this type of formulation proves valid, it holds promise of not only resolving a number of theoretical paradoxes but of opening the way for new and important applications of the principles of learning in education, clinical work, human relations, and other related fields. The author is Associate Professor of Education at Harvard University. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1947 holdings: @attributes: islocal: N |
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