Readings in Educational Psychology

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Charles Edward Skinner, Ira Morris Gast, Harley Clay Skinner
D. Appleton, 1926 - 833 páginas
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PAGE
48
Difficulties Involved in General RulesSimple Rules Desirable
49
Secondary Neurone Connections
64
Mateers Study of the Conditioned Reflex in Children
71
The Physiological Age Is the Basic Age B T Baldwin
84
Eugenic Suggestions Based upon Mendelian Inheritance
102
Heredity in
108
The Endocrines
114
The Worlds Salvation G Stanley Hall
120
The Power of the Mores
121
The Factors Involved in ManMaking E L Thorndike
127
Abstract Thinking
133
Intelligence and Its Measurement M E Haggerty
134
Mental Levels
155
Unreliability of M A and I
161
Grouping Children on the Basis of Mental Capacity
167
The Limits Set to Educational Achievement by Limited Intel ligence M V Cobb
171
Intelligence and Persistency in HighSchool Attendance G A Feingold
172
The Relation Between the Intelligence and Vocational Choices of High School Pupils G A Feingold
173
The Unreliability of the Difference Between Intelligence and Educational Ratings J O Chapman
176
Correlation Between Intelligence and Other Traits L M Terman
177
The Problem of the FeebleMinded in Its Educational and Social Bearings J E W Wallin
178
Grade Expectancy of the FeebleMinded L M Terman
179
The Discovery of Superior Intelligence Rudolph Pintner
181
A New Approach to the Study of Genius L M Terman
182
An Analytic Study of One Hundred Twenty Superior Children A M Jones
184
An Illustration Karl Pearson
185
Educational Neglect of Superior Children L M Terman
186
Superior Pupils H W Holmes
189
Educational Determinism or Democracy and the I Q W C Bagley
190
Equality of Opportunity W H Hughes
193
Children Who Do Not Conform to School Routine Selinda McCaulley
194
Can Teachers Select Bright and Dull Pupils ? G F Varner
195
Effects of Primogeniture on Intellectual Capacity C B Willis
202
Education According to Social Levels P E Davidson
203
Notes on Racial Differences A M Jordan
204
Mental Changes After Removing Tonsils and Adenoids G M Lowe
205
The Significance of Unwillingness to Be Tested F B Knight
206
Nordic Intelligence W O Bagley
207
Intelligence Tests in Colleges and High Schools S 8 Cowin
208
Uses of Intelligence and Achievement Tests in 215 Cities W 8 Deffenbaugh
210
Army Group Examination Alpha Form 9 Abridged U S War Dept
214
Sample of An Auditory Scale for Group Measurement of Gen eral Intelligence I M Gast
219
84
230
Group Intelligence Tests for School Purposes
238
Graphic Illustrations of Individual Differences
248
Thorndike 422
249
Comments on Individual Differences
254
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
Classification of Instinctive Responses E L Thorndike
289
Bases of Classification Knight Dunlap
290
Modifying Original Nature W S Hunter
292
Ways of Modifying Instinctive Tendencies G H Betts
294
The Dynamic Power of Instincts William McDougall
296
The Dynamic Power of Instincts E L Thorndike
297
Significance of Instincts in Education John Dewey
298
Must All Education Begin with Instinct ? 8 8 Colvin and W C Bagley
299
The Use of Instinctive Interests as Drives Arnold Gesell
300
General Mental and Physical Activity E L Thorndike
301
Instinct of Manipulation and Constructiveness William James
302
Curiosity L B Earhart
303
The Submissive Instinct E L Thorndike
304
The Hunting Instinct E L Thorndike
305
Sympathetic Insight C H Cooley
306
Herd Conduct William Trotter
307
Bogardus on Gregariousness E S Bogardus
308
The Gang and Its Activities J A Puffer
309
The Instinctive Desire for Approval and Display E L Thorndike
310
Desire for Approval of Group G W Fiske
311
Effect of Praise and Blame of Others William McDougall
313
The Sex Instinct William McDougall
314
Imitative Tendencies E L Thorndike
315
Imitation in Children A D Weeks
316
Danger in Following Models Slavishly E L Thorndike
317
CHAPTER VIII
321
Emotional Behavior N H Dearborn
323
Importance of the Emotional Element R 8 Woodworth
324
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
332
The JamesLange Theory of Emotions William James
333
Lloyd Morgans Theory of Instincts and Emotions C E Seashore
335
Genetic Study of the Emotions J B Watson
336
Bodily Expression in Emotion Charles Darwin
347
Emotions and Education W B Cannon
348
Glandular Responses during Emotions
350
Fear G W Crile
351
Hate William James
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 W B Pillsbury
355
Factors in SelfControl F K Sechrist
356
Principles Governing and Maintaining Morale 8 8 Colvin
357
How to Relieve Tense Situations E L Thorndike
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
362
Anger in the Light of Psychoanalysis G Stanley Hall
363
CHAPTER IX
370
What Is Learning W C Bagley and J A H Keith
371
The Meaning of Learning W A Kilpatrick
372
Are Many Simultaneous Learnings Possible
384
Types of Learning
390
Psychological Value of Examinations 8 8 Cowin
431
CHAPTER X
436
Acquired Behavior Rests in Instinct but Must Be Acquired J R Angell
437
General Principles of Habit Formation Knight Dunlap
438
Basis of Habit H W Dresser
441
Interference in Habits W F Book
442
A Hierarchy of Habits W L Bryan and Noble Harter
443
Habits and Their Ethical Implications William James
444
Pedagogical Suggestions 451 11 Principles Utilized in Developing Skills W C Bagley and J A H Keith
451
Thinkers and Attention to Routine E L Thorndike
452
The Value of Habit 453 15 The Significance of Habits John Dewey
453
CHAPTER XI
457
Study Suggestions B F Staloup
458
Summary of Rules for Effective Study A W Kornhauser
460
Whipple and H D Kitson
462
Supervised Study W M Proctor
464
Directed Teaching and Learning W H Burton
465
Habits to Be Formed in Supervised Study W H Johnson
466
Methods of Conducting Supervised Study W H Johnson
468
Reavis
469
Preparation of Term Papers in History for Teachers C M Gill
470
APPERCEPTION AND PERCEPTION
475
Perceptional Habits in Reading
481
How Do Children Differ from Adults in Sense Perception?
487
CHAPTER XIII
497
Making Association Purposely
503
Forms of Remembering
509
Mnemonics
516
Retention
518
CHAPTER XIV
524
Adaptation to Image Type
530
The Reflective Thought Process
536
Inductive Thinking
545
Analysis and Synthesis Are Correlative A L Hall Quest
552
Particular Personal Experiences a Necessary Basis for
558
The Relationship Between Method and Thinking
564
Stages of Development E B Titchener
570
Importance of Interest
576
When Interest Is Proper
582
Incentives and Attention
588
The Meaning of Play
595
Play Work and Drudgery
601
The Educative Worth of Games
603
Play Activities J A A Keith
605
CHAPTER XVIII
612
Thorndike
613
Release of Movement W B Pillsbury
614
Definition of Will H H Horne
615
Mechanistic Conception of Behavior E L Thorndike
616
The Will Madison Bentley
617
The Training of the Will
618
Development of the Will in the Child F E Bolton
620
Maxims for Acquiring Decision J Foster
622
Brain Set Josiah Royce
623
Moral Deliberation William James
624
Foundation Principles of Character Education
625
Acquisition of Ideals and Character Building P F Voelker
630
John Dewey
631
CHAPTER XIX
634
The Transference of Training E M Turner and G H Betts
636
The Problem N J Lennes
637
Transfer as Acquiring a Functional Value Kurt Koffka
638
Spearmans Two Factors Theory of Transfer B Hart and C Spearman
639
Transfer in the Light of the Principles of General Psychology J R Angell
640
Generalization 0 H Judd
642
Generalization the Highest Aim of Instruction 0 H Judd
643
Attention to Generalization a Product of Instruction C H Judd
644
Perseverance Josiah Royce
645
The Experiment of Scholckow and Judd C H Judd
648
Transfer from the Standpoint of Association H B Reed
650
Transfer in School Subjects H 0 Rugg
652
Experimental Evidence of Transfer E L Thorndike
653
Mental Discipline in High School Subjects E L Thorndike
655
Summary and Abstract of Study and Transfer
658
Mental Fatigue
677
What Determines Ultimate Efficiency
683
The Theory of Correspondence and an Evaluation of
690
Human Growth not Disjointed and Dissectible
697
Characteristics of Children of the Intermediate Grades
703
The Ideal School
704
Adolescence
709
Plasticity in Childhood
714
The Child the Great Objective 28 The Science of Child Study G Stanley Hall
715
CHAPTER XXII
718
W H Burnham
719
G Stanley Hall
722
G T Patrick
724
William James
725
Boris Sidis
726
W H Burnham
727
W H Burnham
728
CHAPTER XXIII
732
Behavior Is Purposive 733 2 Purposive Striving Villiam McDougall
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
W Calkins
760
Some Contributions of Gestalt Psychology to Education R M Ogden
764
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 3 The A B C of Educational Statistics Measures of Type
785
The Mean 777 785
791
GENERAL BIBLIOGRAPHY
801
INDEX
815
Mnemonic Systems
826
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Página 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.
Página 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.
Página 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.
Página 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.
Página 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.
Página 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.
Página 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.
Página 297 - The instinctive impulses determine the ends of all activities and supply the driving power by which all mental activities are sustained...
Página 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.
Página 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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