The Fundamental Principles of Learning and StudyWarwick & York, 1925 - 255 من الصفحات |
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acquisition action activity appears arouse associations attention attitude better cent cerebral cortex chapter Columbia University conscious definite desire determine dispositions Educational Psychology effort English example experience fact factors fatigue feeling formed fundamental give Grammar of Science groups habit formation heredity higher Hyperopia ideals ideas important improvement individual interest Latin learner Macmillan material matter means memory ment mental mind moral nervous system Neurology observation observational learning old habit one's organization PATTY SMITH period permanent possible practice principle problem progress Psychology of Learning Psychopathy pupils QUESTIONS AND SUGGESTIONS realize reasoning remember repetitions social Social Psychology sociology stimulation student SUGGESTIONS FOR STUDY supervised study teacher teaching telegraphy tendencies things thinking thought tion Titchener transfer type of education typewriting uncon University of Georgia valuable whole method writes
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الصفحة 39 - Nothing we ever do is, in strict scientific literalness, wiped out. Of course, this has its good side as well as its bad one. As we become permanent drunkards by so many separate drinks, so we become saints in the moral, and authorities and experts in the practical and scientific spheres, by so many separate acts and hours of work.
الصفحة 70 - Keep the faculty of effort alive in you by a little gratuitous exercise every day. That is, be systematically ascetic or heroic in little unnecessary points, do every day or two something for no other reason than that you would rather 205 not do it, so that when the hour of dire need draws nigh, it may find you not unnerved and untrained to stand the test.
الصفحة 81 - The great thing, then, in all education, is to make our nervous system our ally instead of our enemy. It is to fund and capitalize our acquisitions, and live at ease upon the interest of the fund.
الصفحة 95 - Let no youth have any anxiety about the upshot of his education, whatever the line of it may be. If he keep faithfully busy each hour of the working day, he may safely leave the final result to itself. He can with perfect certainty count on waking up some fine morning to find himself one of the competent ones of his generation, in whatever pursuit he may have singled out.
الصفحة 96 - Silently, between all the details of his business, the power of judging in all that class of matter will have built itself up within him as a possession that will never pass away.
الصفحة 75 - I resolved, when beginning to read law, to make everything I acquired perfectly my own, and never to go to a second thing till I had entirely accomplished the first. Many of my competitors read as much in a day as I read in a week ; but, at the end of twelve months, my knowledge was as fresh as on the day it was acquired, while theirs had glided away from their recollection.
الصفحة 112 - One conclusion seems to stand out from all these facts more clearly than anything else, namely, that in learning to interpret the telegraphic language, it is intense effort which educates.
الصفحة 68 - ... scale. Even the habit of excessive indulgence in music, for those who are neither performers themselves nor musically gifted enough to take it in a purely intellectual way, has probably a relaxing effect upon the character. One becomes filled with emotions which habitually pass without prompting to any deed, and so the inertly sentimental condition is kept up. The remedy would be, never to suffer one's self to have an emotion at a concert, without expressing it afterward in some active way...
الصفحة 67 - Every time a resolve or a fine glow of feeling evaporates without bearing practical fruit it is worse than a chance lost ; it works so as positively to hinder future resolutions and emotions from taking the normal path of discharge.
الصفحة 64 - A third maxim may be added to the preceding pair: Seize the very first possible opportunity to act on every resolution you make, and on every emotional prompting you may experience in the direction of the habits you aspire to gain. It is not in the moment of their forming, but in the moment of their producing motor effects, that resolves and aspirations communicate the new "set