Robert J Seidel
Biographic Data
| ID | 6336747 |
|---|---|
| NAME | Robert J Seidel |
| GIVEN NAMES | Robert J |
| FAMILY NAME | Seidel |
| SIGNATURE | SEIDEL R J |
| AFFILIATIONS | Human Resources Research Office, The George Washington University |
| ORCID | 0000-0002-3075-2153 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1959 |
| LATEST PUBLICATION YEAR | 1967 |
| H-INDEX | 0 |
Programmed Learning
The paper indicates some pertinent issues in the field of programmed instruction (PI) and suggests promising directions for future growth of PI, both as a medium for the application of principles of learning and as a means of furthering our understanding of learning processes. Practical and theoretical implications are touched upon and combined to give a position statement on PI as a pedagogical and psychological research tool. In this vein the u…
"Comment on Schurdak's "An Approach to the Use of Computers in the Instructional Process and an Evaluation
Felix F. Kopstein, Robert J. Seidel, Comment on Schurdak's "An Approach to the Use of Computers in the Instructional Process and an Evaluation", American Educational Research Journal, Vol. 4, No. 4 (Nov., 1967), pp. 413-416
Role of Repetition and Reinforcement in Learning
Ten paired-associates were used with CVC syllables as stimuli and single-digits as responses in two experiments. Exp. I consisted of five reinforcement (R) treatments prior to TT. Exposure conditions were 4 sec. for S-R (or S) and 4 sec. blank between exposures. Exp. II consisred of R 1 TT and R 2 TT with the blank inrra-trial interval omitted. Exp. I yielded a linear increasing function of N 1 :C 2 switching with increasing R. Exp. II, however, …
A review of sensory preconditioning
Reductionism
It seems that psychologists must continually revisit the endless debate on reductionism between sciences. This periodic compulsion to establish the locus (or is it status) of psychology in a hierarchy of sciences appeared under a new guise in a recent article by Jessor (4). He argues that the principles of the various sciences are not logically derivdble from each other; in particular, that there are certain logical barriers to the derivation of …
No prominent works on this page.
A review of sensory preconditioning
Reductionism
It seems that psychologists must continually revisit the endless debate on reductionism between sciences. This periodic compulsion to establish the locus (or is it status) of psychology in a hierarchy of sciences appeared under a new guise in a recent article by Jessor (4). He argues that the principles of the various sciences are not logically derivdble from each other; in particular, that there are certain logical barriers to the derivation of …
Role of Repetition and Reinforcement in Learning
Ten paired-associates were used with CVC syllables as stimuli and single-digits as responses in two experiments. Exp. I consisted of five reinforcement (R) treatments prior to TT. Exposure conditions were 4 sec. for S-R (or S) and 4 sec. blank between exposures. Exp. II consisred of R 1 TT and R 2 TT with the blank inrra-trial interval omitted. Exp. I yielded a linear increasing function of N 1 :C 2 switching with increasing R. Exp. II, however, …
Programmed Learning
The paper indicates some pertinent issues in the field of programmed instruction (PI) and suggests promising directions for future growth of PI, both as a medium for the application of principles of learning and as a means of furthering our understanding of learning processes. Practical and theoretical implications are touched upon and combined to give a position statement on PI as a pedagogical and psychological research tool. In this vein the u…
"Comment on Schurdak's "An Approach to the Use of Computers in the Instructional Process and an Evaluation
Felix F. Kopstein, Robert J. Seidel, Comment on Schurdak's "An Approach to the Use of Computers in the Instructional Process and an Evaluation", American Educational Research Journal, Vol. 4, No. 4 (Nov., 1967), pp. 413-416
Psychology (5 works) · Cognitive psychology (4 works) · Philosophy (3 works) · Philosophy (3 works) · Audiology (2 works) · Cognitive science (2 works) · Epistemology (2 works) · Mathematics education (2 works) · Medicine (2 works) · Academic and Historical Perspectives in Psychology (1 work)