Readings in Educational Psychology

الغلاف الأمامي
Charles Edward Skinner, Ira Morris Gast, Harley Clay Skinner
D. Appleton, 1926 - 833 من الصفحات
 

المحتوى

The Limits Set to Educational Achievement by Limited Intel
31
Relation of the Individual Mind to the Social Mind
32
CHAPTER XVIII
35
The Power of the Mores
37
Levels of Conduct
44
PAGE
48
Historical Account of Educational Psychology B T Baldwin
51
Psychological and Logical
54
CHAPTER II
57
Psychological Value of Examinations
60
The Law of Exercise
63
Secondary Neurone Connections
64
Florence Mateer
71
CHAPTER X
74
The Physiological Age Is the Basic
77
Chromosomes Endocrines and Heredity C B Davenport
84
Is the Theory of Synaptic Resistance Tenable? K S Lashley
90
New Conceptions of Cerebral Functions S I Franz
91
The Autonomic Nervous System W B Cannon
92
The Nerves Concerned in Internal Emotional Response R S Woodworth
96
CHAPTER IV
100
Organic Inheritance H D Chapin
101
Eugenic Suggestions Based upon Mendelian Inheritance C B Davenport
102
General Interpretation of the Inheritance of Mental Traits Daniel Starch
103
The Edwards Family C B Davenport
104
Original Nature E L Thorndike
106
Our Original Nature Naomi Norsworthy and M T Whitley
107
Heredity in Man William Bateson
108
Similarity of Brothers and Sisters Daniel Starch
109
Other Factors Affecting Guidance H J Baker
110
Its Development and Inheritance C B Davenport
111
Mental and Nervous Symptoms G W Carnrick Co
112
Heredity and Environment in Mind Determination V L Kellogg
113
The Endocrines F E Wynne
114
Behavior and Gland Disease M G Schlapp
115
Transplantation of Gonads M F Guyer
116
Nature the Guide to Child Training H S Jennings
117
Importance of Childhood Experience S S Colvin
118
Inheritance and Education F N Freeman
119
The Worlds Salvation G Stanley Hall
120
Intellectual Power and Relative Age of Father C L Redfield
124
CHAPTER V
130
Mental Level in the Formation of Boys Gangs
156
Accomplishment and Educational Quotients C A Gregory
165
Intelligence and Persistency in HighSchool Attendance
172
Correlation Between Interests and Abilities J W Bridges
178
Effects of Primogeniture on Intellectual Capacity C B Willis
202
Intelligence Tests in Colleges and High Schools S S Colvin
208
325
211
Army Group Examination Alpha Form 9 Abridged
214
84
230
Group Intelligence Tests for School Purposes
238
Herbert Martin
247
Thorndike
249
Variations of Human Nature
253
Great Men Considered Dullards According to School Standards
261
CHAPTER VII
267
Instinctive Not Instincts
274
Instincts in the Nursery
282
Classification of Instincts
288
The Dynamic Power of Instincts
296
Instinct of Manipulation and Constructiveness William James
303
The Gang and Its Activities
309
Imitative Tendencies
315
CHAPTER VIII
321
Experimental Studies on the Growth of the Emotions
325
J B Watson
328
Experiments in the Field of Emotions J B Watson
329
Mental Attitude and Promotions in School F N Freeman
331
Abundance of Emotions in Children G Stanley Hall 10 Education Determines the Direction of Driving Forces 8 8 Colvin and W C Bagley
332
The JamesLange Theory of Emotions William James
333
Lloyd Morgans Theory of Instincts and Emotions
335
Genetic Study of the Emotions
336
Bodily Expression in Emotion C E Seashore
347
Emotions and Education
348
Glandular Responses during Emotions
350
Fear 20 Control of Fear 21 Hate 22 General Emotional Instability G W Orile W B Cannon 347 348 350 G W Crile
351
Cyril Burt
352
Pleasant Feelings Facilitate Progress in Typewriting W F Book
353
Zeal and Concentration of Attention Make Practice Effective W F Book
354
Emotions and Their Control
355
Factors in SelfControl
356
Character Development
357
How to Relieve Tense Situations 32 Mental Attitudes and the School 357 Henry Neumann
358
Importance and Variety of Mental Attitudes W H Burnham
359
Ideals and Attitudes as Generalizations of Specific Habits W C Bagley
360
Importance of Likes and Dislikes H L Hollingworth
361
Principles and Appreciation E L Thorndike 38 Suggestions from the JamesLange Theory F E Bolton 39 Anger in the Light of Psychoanalysis G Stanl...
362
THE LEARNING PROCESS
370
What Is Learning?
371
The Meaning of Learning 3 Types of Learning W C Bagley and J A H Keith
372
The Laws of Habit Formation
382
Stevenson Smith and E R Guthrie
391
Laws of Economical Learning
397
Sources of Effect
411
Rewards and Punishment
417
HABIT IN LEARNING
422
William James 419
436
Be Acquired
437
Laws of Routine
452
Study Suggestions
458
Supervised Study
464
Preparation of Term Papers in History for Teachers
470
CHAPTER XII
475
Impressions C E Seashore
476
The Percept G H Betts
477
Theory of Apperception William James
478
Part Played in Perception by Previous Experience
479
Dependence of Perception upon the Individual C E Seashore
480
Perceptional Habits in Reading G T Buswell
481
How Words Become Meaningful
484
Childrens Understanding of Words F E Bolton
485
A Factor in Memory G H Betts
502
Making Association Purposely F E Bolton
503
Retention and Forgetting E M Turner and G H Betts
504
The Part and Whole Methods of Learning H B Reed
505
Part versus Whole Method L A Pechstein
506
Whole versus Part Method W H Winch
508
Forms of Remembering C H Judd
509
Retention C E Seashore
510
How Does Attitude Affect Immediate and Delayed Reproduc tion Joseph Peterson
512
Recall
514
Cramming
515
Mnemonic Systems R S Woodworth
516
CHAPTER XIV
524
Adaptation to Image Type
530
Two Related Kinds of Thinking
537
Analysis and Synthesis Are Correlative A L HallQuest
552
Particular Personal Experiences a Necessary Basis for
558
The Relationship Between Method and Thinking
564
CHAPTER XVII
593
Use and Preservation of Play Spirit
599
J A H Keith
603
A Hetherington
605
DELIBERATION AND DECISION 1 IdeoMotor Action 2 IdeoMotor Action William James
612
Release of Movement 4 A Biologists View of Will and Freedom
614
Definition of Will 6 Definition of Will 7 Importance of the Will 8 Choice and Deliberation 9 Mechanistic Conception of Behavior 10 The Will 11 Th...
615
Madison Bentley
617
J Foster
622
Josiah Royce 623 15 The Educated Mind
623
Moral Deliberation William James
624
Love of the Good versus Fear of the Evil William James 18 Foundation Principles of Character Education
625
Acquisition of Ideals and Character Building P F Voelker 20 Character Building 624 625
630
John Dewey
631
CHAPTER XIX
634
The Transference of Training E M Turner and G H Betts
636
The Problem 4 Transfer as Acquiring a Functional Value 5 Spearmans Two Factors Theory of Transfer N J Lennes
637
Kurt Koffka
638
B Hart and C Spearman
639
Transfer in the Light of the Principles of General Psychology J R Angell
640
H Judd
642
Generalization the Highest Aim of Instruction C H Judd
643
Attention to Generalization a Product of Instruction C H Judd
644
Josiah Royce
645
The Experiment of Scholckow and Judd C H Judd 14 Transfer from the Standpoint of Association H B Reed 15 Transfer in School Subjects 650 H O...
652
H Judd 372
663
Thorndike
664
CHAPTER XX
668
Thorndike on Fatigue E L Thorndike
669
Curve of Mental Work E L Thorndike
670
Mental Fatigue Tsuru Arai
671
Fatigue and Adjustments to Individual Differences Hugo Münsterberg
676
Important Results of Fatigue Accompanying School Work S S Colvin
677
Fatigue I E Ash
678
Reserves of Energy F S Lee
679
The Energies of Men William James
680
Developing Energy G Stanley Hall
681
What Determines Ultimate Efficiency William James
683
CHAPTER XXI
686
The Recapitulation Theory G Stanley Hall
687
The Utility Theory E L Thorndike
688
The Theory of Correspondence and an Evaluation of The Three Theories Kurt Koffka
690
Order of the Development of Mental Traits
691
Theory of Concomitant Development John Dewey
692
Theories of the Influence of Adolescence on Development of Mental Traits
693
Theory of Saltatory Development G Stanley Hall
694
Theory of Gradual Development E L Thorndike
696
Human Growth not Disjointed and Dissectible L A Pechstein and A L McGregor
697
The Preschool Child B T Baldwin and L I Stetcher
698
The Preschool and the Primary Periods C H Judd
700
Period of Individualism or the Formative Stage C H Judd
702
Characteristics of Children of the Intermediate Grades
703
The Teacher of the Intermediate Grades G Stanley Hall
704
Early Adolescencea Period of Social Consciousness C H Judd
705
The Adolescent Period G M Whipple
706
Adolescence G Stanley Hall
709
The Theory of Total Depravity J A H Keith
710
Theory of Innate Goodness J A H Keith
711
Theory of Evolutionary Character J A H Keith
712
The Ideal School G Stanley Hall
713
Plasticity in Childhood
714
The Child the Great Objective
715
CHAPTER XXII
718
The Conditioned Reflex W H Burnham
719
Fear
720
The Treatment of Fears Boris Sidis
721
Conquest of Fearin War and After G Stanley Hall
722
Training for Decision
724
The Gospel of Relaxation William James
725
Cure for Sleeplessness Boris Sidis
726
Three Essentials for Mental Health W H Burnham
727
Nervousness and Its Treatment
728
CHAPTER XXIII
732
Behavior Is Purposive
733
The Social Character of Human Behavior Feeling and Think ing C A Ellwood
738
What Is Psychology? B H Bode
741
Three Fundamental Errors of the Behaviorists Morton Prince
743
The Mechanistic versus the Personalistic Psychology as Ap plied to Religious Education J E Bentley
744
The Significance of Consciousness in Evolution C H Judd
755
The Religious Consciousness M W Calkins
760
Some Contributions of Gestalt Psychology to Education R M Ogden
764
E G Payne
766
The Causal and Purposive Psychology Hugo Münsterberg
769
Do the Laws of Nature Govern? John Dewey
771
The Test of Thought
773
CHAPTER XXIV
777
Measures of Type
785
The Mean
791
Educational Biology and Educational Psychology
801
2235
820
652
829
Experimental Evidence of Transfer 17 Mental Discipline in High School Subjects E L Thorndike 655
832
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الصفحة 285 - Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select — doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.
الصفحة 445 - Habit is thus the enormous fly-wheel of society, its most precious conservative agent. It alone is what keeps us all within the bounds of ordinance, and saves the children of fortune from the envious uprisings of the poor.
الصفحة 333 - My theory, on the contrary, is that the bodily changes follow directly the perception of the exciting fact, and that our feeling of the same changes as they occur is the emotion.
الصفحة 450 - 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 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 448 - 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.
الصفحة 300 - In all pedagogy the great thing is to strike the iron while hot, and to seize the wave of the pupil's interest in each successive subject before its ebb has come, so that knowledge may be got and a habit of skill acquired — a headway of interest, in short, secured, on which afterwards the individual may float.
الصفحة 299 - Education, therefore, must begin with a psychological insight into the child's capacities, interests, and habits. It must be controlled at every point by reference to these same considerations. These powers, interests, and habits must be continually interpreted -we must know what they mean. They must be translated into terms of their social equivalents— into terms of what they are capable of in the way of social service.
الصفحة 297 - The instinctive impulses determine the ends of all activities and supply the driving power by which all mental activities are sustained...
الصفحة 296 - THE human mind has certain innate or inherited tendencies which are the essential springs or motive powers of all thought and action, whether individual or collective, and are the bases from which the character and will of individuals and of nations are gradually developed under the guidance of the intellectual faculties.
الصفحة 658 - When the good thinkers studied Greek and Latin, these studies seemed to make good thinking. Now that the good thinkers study physics and trigonometry, these seem to make good thinkers.

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