Educational PsychologyLemcke and Buechner, 1903 - 177 من الصفحات The knowledge of human nature which psychology offers to students of educational theory and practice may be roughly divided into four parts. A body of general knowledge about instincts, habits, memory, attention, interests, reasoning, etc., finds place in the ordinary textbooks. Detailed descriptions of the thoughts, feelings and conduct of children at different ages are available in the literature of child study. Particular facts which bear upon this or that school subject or method of teaching may be gleaned from researches upon perception, association, practice, fatigue and other topics. Finally there is an even more incoherent mass of facts about the influence of inheritance, environment and general mental development, the beginnings of what we may call a general dynamic psychology, which are relevant to many of the broader questions of education. It is the aim of this book to put this last group of facts at the service of students. (PsycINFO Database Record (c) 2004 APA, all rights reserved) for e-edition. |
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ability but better amongst amount ancestry arithmetic arrested development auditory average ability blended inheritance capacities causes cent cephalic index changes CHAPTER City coefficient of correlation comparison degree deviation distribution of mental dull educational efficiency eminent environment error facts feeble-minded figures formal grammar Francis Galton frequency function Galton germ plasm give given grade habits high school human identical identical elements improvement indistinguishable in ability individuals influence inheritance instance instinct intellect Karl Pearson knowledge Latin mathematics mean square error means measurements of mental median memory ment mental ability mental growth mental traits method mind Minutes Daily normal normal distribution original nature ovum parents Pedagogical Seminary physical traits practice precise probably psychology question Reaction relationships resemblance selection Sentence-Test sex differences similar species spelling standard deviation station superiority teachers tion variability women words دو
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الصفحة 165 - The standard deviation, mathematically, is the square root of the average of the squares of the deviations of the individual cases from the mean.
الصفحة 53 - He so orders his studies of men eminent in other fields as to leave very slight basis for one who argues that training and opportunity rather than birth caused the eminence attained. Finally, Galton's own opinion, that of an eminently fair scientific man based upon an extensive study of individual biographies, may safely be taken with a very slight discount. He says : — "I feel convinced that no man can achieve a very high reputation without being gifted with very high abilities.
الصفحة 163 - MARK EVERY WORD THAT is NOT SPELLED CORRECTLY 1. On the 3d of September, 1832, inteligence was broght to the collecter of Tinnevelly that som wildd eliphants had appeared in the neighborhod. A hunting party was imediately formed, and a large number of nattive hunters were engaged.
الصفحة 3 - THE work of education is to make changes in human minds and bodies. To control these changes we need knowledge of the causes which bring them to pass. Such knowledge necessitates some means of measuring mental and bodily conditions; adequate knowledge necessitates accurate and complete measurements. We do all make measurements of mental as well as of bodily conditions, but commonly our measurements of mental conditions and BO of the changes due to any educational endeavor are crude, individual and...
الصفحة 73 - Time of Day. This can not be the cause of much of the difference found for within any one city the time of day of the test makes little difference. The Time Devoted to Arithmetic in the School. A glance at the figures will tell us at once that there is no direct relation between time and result; that special pressure does not necessarily lead to success, and, conversely, that lack of pressure does not necessarily mean failure. In the first place, it is interesting to note that the amount of time...
الصفحة 74 - In one of these, insufficient pressure might be suggested as a reason for the unsatisfactory results, only thirty minutes daily having been devoted to arithmetic. The second school, however, gave forty-eight, while the third gave seventy-five. This certainly seems to indicate that a radical defect in the quality of instruction can not be offset by an increase in quantity. "If we now turn our attention from the three schools just mentioned and direct it to three near the top — Schools 2, 3, and...
الصفحة 90 - Six keys of a typewriter are labeled with six symbols (letters or figures). Fifty-five of these letters or figures, in chance order, are now shown one by one, and the subject on seeing one taps the corresponding key. The time taken to tap out the series is recorded. Six different symbols are then used with a new series composed of them, and the subject's time record is taken as before. This is continued until twenty different sets of symbols have been used. Although the symbols have been changed...
الصفحة 164 - ... into bed of the stream' where we had sen the traks; and here it was evedent the elaphents had passed to and fro. Disapointed and impasient, we allmost determened to giv up the chace and go home; but shots fird just before us reanimated us, aud we proceded, and found the collecter had just flrred twicce.
الصفحة 78 - The answer which I shall try to defend is that a change in one function alters any other only in so far as the two functions have as factors identical elements.j.
الصفحة 80 - II. ; but another reason for using it is found in the fact that, since the mind is a unit and the faculties are simply phases or manifestations of its activity, whatever strengthens one faculty indirectly strengthens all the others. The verbal memory seems to be an exception to this statement, however, for it may be abnormally cultivated without involving, to any profitable extent, the other faculties. But only things that are rightly perceived and rightly understood can be rightly remembered. Hence,...