How to Use Your Mind: A Psychology of Study; Being a Manual for the Use of Students and Teachers in the Administration of Supervised StudyJ.B. Lippincott, 1910 - 215 páginas Educational leaders are seeing with increasing clearness the necessity of teaching students not only the subject-matter of study but also methods of study. Teachers are beginning to see that students waste a vast amount of time and form many harmful habits because they do not know how to use their minds. The recognition of this condition is taking the form of the movement toward "supervised study," which attempts to acquaint the student with principles of economy and directness in using his mind. It is generally agreed that there are certain "tricks" which make for mental efficiency, consisting of methods of apperceiving facts, methods of review, devices for arranging work. Some are the fruits of psychological experimentation; others are derived from experience. Many of them can be imparted by instruction, and it is for the purpose of systematizing these and making them available for students that this book is prepared. The evils of unintelligent and unsupervised study are evident to all who have any connection with modern education. They pervade the entire educational structure from kindergarten through college. In college they are especially apparent in the case of freshmen, who, in addition to the numerous difficulties incident to entrance into the college world, suffer peculiarly because they do not know how to attack the difficult subjects of the curriculum. In recognition of these conditions, special attention is given at The University of Chicago toward supervision of study. All freshmen in the School of Commerce and Administration of the University are given a course in Methods of Study, in which practical discussions and demonstrations are given regarding the ways of studying the freshman subjects. In addition to the group-work, cases presenting special features are given individual attention, for it must be admitted that while certain difficulties are common to all students, there are individual cases that present peculiar phases and these can be served only by personal consultations. These personal consultations are expensive both in time and patience, for it frequently happens that the mental habits of a student must be thoroughly reconstructed, and this requires much time and attention, but the results well repay the effort. A valuable accessory to such individual supervision over students has been found in the use of psychological tests which have been described by the author in a monograph entitled, "The Scientific Study of the College Student." |
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... described by the author in a monograph entitled , " The Scientific Study of the College Student . ” * But the college is not the most strategic point at which to administer guidance in methods of study . Such training is even more ...
... cells that the nervous current may pass over definitely laid path- ways . These systems of pathways will be described in a later paragraph . The third property of nerve - cells which is important 44 HOW TO USE YOUR MIND.
... described . When messages are received in the sensory areas , it is necessary that there be some means within the brain of transmitting them over to the motor area so that they may be acted upon . Such an arrangement is provided by ...
... described in terms of the doctrine of association , which is that whenever two things have once been asso- ciated together in the mind , there is a tendency thereafter " if the first of them recurs , for the other to come with it ...
... described some of the conditions favorable to im- pression and have seen that certain and accurate memory depends upon adher- ence to them . The next phase of memory -Retention - cannot be described in psy- chological terms . We know we ...