Psychology as Applied to EducationSilver, Burdett, 1913 - 345 من الصفحات |
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الصفحة 36
... never take the trouble to see all the letters ; we just catch a few characteris- tic points in the shape of a word , and then supply the rest by imagination from memory . KINDS OF IMAGINATION Sense Classes of Imagination . Thus there 36 ...
... never take the trouble to see all the letters ; we just catch a few characteris- tic points in the shape of a word , and then supply the rest by imagination from memory . KINDS OF IMAGINATION Sense Classes of Imagination . Thus there 36 ...
الصفحة 41
... never " " " skim over a book , but that the only proper way to read a book is to study it thoroughly . I think it is safe to say that a novel should not always be as thoroughly digested as a scientific treatise and that daydreaming is ...
... never " " " skim over a book , but that the only proper way to read a book is to study it thoroughly . I think it is safe to say that a novel should not always be as thoroughly digested as a scientific treatise and that daydreaming is ...
الصفحة 46
... never pene- trate very far into auditory memory . To most college students an oral Latin sentence is unintelligible and to be understood must be reduced to writing . If an oral Latin sentence is understood , the mind usually translates ...
... never pene- trate very far into auditory memory . To most college students an oral Latin sentence is unintelligible and to be understood must be reduced to writing . If an oral Latin sentence is understood , the mind usually translates ...
الصفحة 51
... never , did he know ? The result is slightly ludicrous . We have classes in English history dis- cussing the spirit of English liberty , who do not know whether Alfred was a Saxon or a Dane . The product of the old school knew as a rule ...
... never , did he know ? The result is slightly ludicrous . We have classes in English history dis- cussing the spirit of English liberty , who do not know whether Alfred was a Saxon or a Dane . The product of the old school knew as a rule ...
الصفحة 55
... never use more than a small part of them in forming our concepts . And naturally , we pick out those relations which are of most interest to us . Thus an oak is so many hundred feet of lumber , to the lumberman ; a tree of the Quercus ...
... never use more than a small part of them in forming our concepts . And naturally , we pick out those relations which are of most interest to us . Thus an oak is so many hundred feet of lumber , to the lumberman ; a tree of the Quercus ...
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abstrac action activity adolescence analysis antinatural asso association auditory become brain called cerebellum cerebrum CHAPTER character child childhood color complete induction concept consciousness cortex culture danger desire drill element emotions and impulses example exercise experience expression fact feeling fissure of Rolando give gray matter habit Hence human idea ideal imagination impulse and emotion individual INDUCTIVE REASONING inhibit instinct intellectual judgment knowledge language literature logical means mechanical memory mental mind Montessori moral motor sense muscles nature nervous system ness never object occipital lobes odor one's optic nerve pain pedagogy perception person physical possible practical psychology pupil rational interests reaction reason reflex actions relations sciousness sensation simply soul spinal cord stimulus subconscious taste teacher teaching temporal lobes thing thought tion true truth visual visual perception whole youth