Bagley, W. C., on aim of educa- tion, 4; on psychological out- comes of teaching and learning, 5-7; on analysis of teacher's equipment, 51-52; on educational determinism, 190-193; on Nordic intelligence, 207-208; on relation of education to instinct, 299; on education determining direction of driving forces, 332; on ideals and attitudes as generalizations of specific habits, 360; on emo- tions and behavior, 360-361; on what is learning, 371-372; on psychological value of examina- tions, 431-432; on principles utilized in developing skills, 451-452; on kinds of attention, 569-570; study on transfer, 658- 666
Bair, J. H., on concentration, 401 Baker, H. J., on mental differences
in industry, 109-110; on factors affecting guidance, 110 Baldwin, Bird T., on history of educational psychology, 47-49; on psychological age the basic age, 77-78; on the preschool child, 698-700
Ballard, P. B., on nature of intel- ligence, 135
Bandler, S. Wyllis, on the endo- crines, 114-115
Barclay, W. C., on the science of child study, 715
Bateson, William, on heredity in man, 108
Behavior, language, 44-45; human,
58-59; physical basis of, 74; and bodily structure, 75-76; and gland diseases, 115-116; emo- tional, 321-322; new forms of, 360-361; in instinct, 437; pur- posive, 587-588, 733; mechanis- tic conception of, 616-617 Behaviorists, errors of, 743-744
Bennett, H. E., on laws of routine, 452-453; on motives: clas- sification and principles, 584-
587 Benson, C. E., on attitude of the learner, 386-390; on improving mental efficiency, 402-407 Bentley, John E., on mechanistic vs. personalistic psychology ap- plied to religious education, 744- 759
Bentley, Madison, on the will, 617- 618
Betts, G. H., on aim of education, 2; on observation and report, 45-46; on instinctive tendencies, 271; on ways of modifying in- stinctive tendencies, 294-296; on the percept, 477-478; on errors of perception, 488; on visual de- fects, 488-490; on color-blind- ness, 490; on auditory acuity, 490-491; on association, 498; on effect of environment upon asso- ciation, 500-501; on recall: a factor in memory, 502; on ree- ognition a factor in memory, 502; on retention and forget- ting, 504-505; on imagination, 524-525; on mental imagery, 528-530; on types of attention, 571; on doctrine of formal dis- cipline, 636-637
Bibliography, General, 801-804 Binet Tests, 142-155 Blame, effect of, 313 Blanchard, Phyllis, on the prob- lem child, 179-181 Blends, in instinct, 271-272 Blindness, color, 490
Bobbitt, Franklin, on social objec- tives in education, 4
Bode, B. H., on characteristics of consciousness, 16; on what is psychology, 741-742
Bodily structure, and behavior, 75-76
Body build, development and in- heritance, 111
Bogardus, Emory S., on gregari. ousness, 308
Bolton, F. E., on educational sug- gestions regarding attitudes, 362; on motor activities in the home, 424; on children's un- derstanding of words, 485-486; on making association pur- posely, 503-504; on memory training, 519-520; on develop-
Bolton, F. E. (cont'd) ment of the will in the child,| 620-622
Book, W. F., on the relation of pleasant feelings to progress in typewriting, 353-354; on zeal and concentration of attention make practice effective, 354; on only correct practice makes more perfect, 400; on daily fluc- tuations in attention and ef- fort, 400-401; on the will to learn, 411-415; on interference in habits, 442; on persistence of lower habits, 443-444 Boraas, Julius, on efficient thought life, 554-557
Boy's gangs, and mental levels, 156-157
Bridges, J. W., on correlation be- tween interests and abilities, 177-178; on relation of intelli- gence to social status, 203-204 Bright pupils, selection of, by teachers, 195
Brothers and sisters, similarity of, 109
Brown, H. W., on children's think- ing illustrated, 557-558 Bryan, W. L., on a hierarchy of habits, 443
Buckingham, B. R., on intelligence
and its measurement, 135 Building, of interest, 580-581; of character, 630-631
Burnham, William H., on mental attitudes and the school, 358- 359; on importance and variety of mental attitudes, 359-360; on attitudes significant for learn- ing, 415-416; on the conditioned reflex, 719; on three essentials for mental health, 727-728; on training in mental hygiene, 728- 730
Burt, Cyril, general emotional instability, 352-353 Burton, William H., on motiva- tion, 588-589
Buswell, G. T., on perceptional habits in reading, 481-484
Calkins, Mary W., on the religious consciousness, 760 Cannon, W. B., on autonomic nervous system, 92-96; on emo- tions and education, 348-350
Cardinal principles of education, 5 Carnrick, G. W. Co., on mental and nervous systems, 112 Causality, difficulties in deter- mining, 771-773 Cerebral functions, new concep- tions of, 91-92
Cerebral localization, affected by continued practice, 89-90 Chapin, H. D., organic inheritance, 101
Chapman, J. Crosby, on unrelia- bility of the difference between intelligence and educational rat- ings, 176-177
Character, education, 625-630; building, 630-631
Characters acquired, 108-109 Charters, W. W., on personality, twenty factors of, 52-54; on characteristics of interest, 574; on degrees of interest, 574 Child, a behaving organism, 32; training of, 117; the problem, 179-181; the gifted, 185; and adult mind, 247-248; every child good, 256; learning of, 419-420; the preschool, 698-701; the great objective, 715
Child study, science of, 715 Childhood, early, 5; experience,
118; and adolescence, 686; ap- pearance and disappearance of original tendencies, 686-687; re- capitulation theory, 687-688; utility theory, 688-690; plastic- ity in, 714-715 Childhood experience, importance of, 118-119
Children, classifying of, 166-168; superior, 184; 1,000 cases of, 194; not conforming to school routine, 194; variability in, 256; imitation in, 316; differing from adults in sense perception, 487; imagery of, 526-528; thinking of, 557-558; characteristics of, in intermediate grades, 703 Children's minds, content of, 484- 485
Children's understanding of words,
Clarke, E. L., on nature and nur- ture, 126
Classification, of motives, 584-587; of interests, 575-576 Classifying children, by mental age, 166-168
Cobb, Margaret V., on limits set to educational achievement by limited intelligence, 171-172 Coler, Lillian E., on relation of intelligence to social status, 203-204
Color-blindness, 490
Colvin, S. S., on consciousness de- fined, 15; on every experience motor, 16; on importance of childhood experience, 118; on in- telligence and its measurement, 133; on development of mental testing, 136-142; on Binet tests, 142-151; rôle of intelligence tests, 195-202; on intelligence tests in colleges and high schools, 208-209; on relation of educa- tion to instincts, 299; on educa- tion determining driving forces, 332; on principles governing and maintaining morals, 357;
emotions and new forms of be- havior, 360-361; on activity leads to further activity, 385- 386; on importance of self-ex- pression, 426; on psychological value of the recitation, 430; on psychological value of exami- nations, 431; on apperception, 492; on kinds of attention, 569- 570; on study of transfer, 658- 666; on results of fatigue ac- companying school work, 677- 678
Concentration, of attention, 354, 401
Conception, of behavior, 616-617;
22; social, 705-706; religious, 760
Conservation, of talent, 186-189 Constructiveness, and instinct,
Content, of children's minds, 484- 485 Control, of the emotions, 355-356; in handwriting, 408; of atten- tion, 573-574
Cooley, C. H., on individual mind and social mind, 32; on sympa- thetic insight, 306 Correlation, I. Q. with A. Q., 159- 161; between intelligence and other traits, 177; between inter- est and abilities, 177-178 Correspondence theory, 690-691 Courtis, S. A., on grouping chil- dren on the basis of mental capacity, 167-169; on variability in children an educational asset, 256
Cramming, defined, 515 Crile, G. W., on emotion, the re- sult of inhibited instinctive ac- tion, 347-348; on fear, 351 Criteria, for judging plays and games, 602
Cuenot, L., on heredity of acquired characters, 108-109
Cure for sleeplessness, 726-727 Curiosity, 303-304
Curve of learning, 394-397
Dancing, as an expression of motor needs, 594
Darwin, Charles, on bodily expres- sion of emotion, 347 Davenport, Charles B., on chromo- somes, endocrines, and heredity, 79-84; eugenic suggestions based upon Mendelian inheri- tance, 102; on the Edwards fam- ily, 104-106; on body build: its development and inheritance, 111; on inheritance of stature, 111-112; on heredity of con- stitutional mental disorders,
Davidson, Percy E., on educa- tion according to social levels, 203 Dearborn, Ned Harland, on devel- opment of thinking habits, 7-8; on appreciation, 8; on habits and skills, 8-9; on ideals and attitudes, 9-10; on emotional
Desire, for approval and display, 310; for approval of teacher and playmates, 310-311; for approval of group, 311
Determiners, transmitted, 101-102 Development, of critical thinking
habits, 7-8; and mental growth as influenced by heredity, 84- 89; and inheritance of body build, 111; of mental testing, 136-142; and play, 311-312; of attention, 571; of play, 603; of will, 620-622; of energy, 681- 682; saltatory, 694-695; gradual, 696-697
Dewey, John, on definition of edu-
cation, 4; on old and new psy- chology, 13-14; on individualiz- ing instruction, 253-254; on in- stinct, 268-269; on no separate instincts, 272-274; on signifi- cance of instincts in education, 298-299; the logical and psy- chological, 426-429; on educa- tion a matter of habit, 437-438; on significancy of habits, 453- 454; on use of object lessons, 487-488; thinking defined by, 535; on reflective thought proc- ess, 536-537; on abstraction, 552-553; on generalization, 553- 554; on generalizing a constant process, not a final step, 554; on particular personal experiences a necessary basis for abstrac- tions, 558; allow pupils to evalu- ate their suggestions, 559; criti-
cize all suggestions, 559; on training to think, 561-562; on the trained mind, 562; on rela- tionship between method and thinking, 564; on reflective at- tention, 571-572; on interest, 575-576; on when interest is proper, 582; on work and drudg- ery, 596-597; on play spirit in the school, 599-601; on criteria for judging plays and games, 602; on choice and deliberation, 615-616; on character building, 631; on theory of concomitant development, 692-693; on the laws of nature, 771
Differences, racial, 204-205; indi- vidual, see Chap. vi
Discipline, formal, 634-636; doc- trine of formal, 636-637; mental, 655-666
Dislikes, importance of, 361-362 Display, desire for, 310
Distribution, of intelligence, 136 Doing versus dreaming, 357-358 Doll, Edgar A., on the growth of intelligence, 169-170
Dresser, Horatio W., on basis of habit, 441
Drives, instincts as, 300 Drudgery, and work, 596-597; and interest, 597-598; as type of ac- tivity, 601-602
Dull pupils, selection of, by teach- ers, 195; great men considered, 261-262
Dunlap, Knight, on four factors of experience, 12; on statistical methods in educational psy- chology, 46-47; on basis of clas- sification of instincts, 290-291; on general principles of habit formation, 438-440
Earhart, Lida B., on curiosity, 303- 304
Early training, importance of, 118- 119
Eaton, H. T., on the intelligence of pupils who repeat, 170-171 Edman, Irwin, on individual dif-
ferences, 251-252; on sex in- stinct and its sublimation, 314 Education, social aim of, 2; de- fined, 2-4; aims of, 3-4; objec- tives of, 4-5; cardinal principles of, 5; and inheritance, 119;
democratic, 119-120; the world's salvation, 120; according to so- cial levels, 203; and instinct, 299; determining direction, 332; and emotions, 348-350; a matter of habit, 437-438; psycho-motor, 593; for character, 625-630 Educational achievement, limits set to, 171-172
Educational biology, and educa- tional psychology, 30-31 Educational determinism, 190-193 Educational methods, based on edu- cational psychology, 34-43 Educational neglect, of superior children, 186
Educational psychology, field of, 14-15; related to educational so- ciology, 27-30; related to educa- tional biology, 30-31; statistical methods in, 46-47; history of, 47-49
Educational quotients, 165-166 Educational ratings, and intelli- gence, 176 Educational
sociology, related to educational psychology, 27-
30 Educational statistics, the A. B. C. of, 777-798
Educative process and subject matter, 11
Edwards family, 104-106
Effect, of school life, 117-118;
source of, 411; of resistance, 416; law of, 416-417 Efficiency, mental, 402-407; ulti- mate, 683-684
Effort, importance of, 598; daily fluctuations in, 400-401 Ellwood, Charles A., on function
of mind, 22-24; on organic and mental evolution, 24-27; on ra- tionality: a universally relat- ing activity, 561; on social char- acter of human behavior, feel- ing, and thinking, 738-741 Emotion, as a drive, 324; strong
collective, 324-325; bodily ex- pression in, 347; and inhibited instinctive action, 347-348 Emotions, growth of, 325-328; ex- periments in, 329-330; in chil- dren, 332; James-Lange theory of, 333-335; theory of, 335; ge- netic study of, 336-346; and edu- cation, 348-350; and glandular responses, 350-351: and their
Emotional experiences, means of strengthening ideals, 331 Emotional instability, 352-353 Emotional response, nerves con- cerned in,, 96-97
Endocrines, 79-84; 112; 114-115 Energy, reserves of, 679-680; de- veloping, 681-682
Energies, of men, 680-681 Environment, 107-108; in mind de- termination, 113-114; factors of, 120-121; and heredity, 127; ef- fect upon association, 500-501 Equality, of opportunity, 193 Errors, of perception, 488; of be- haviorists, 743-744
Ethical implications, of habits, 444-446
Eugenic suggestions, and Mende- lian inheritance, 102 Evaluation, of suggestions, 559 Evolution, organic and mental, 24- 27
Evolutionary character, theory of, 712 Examination, purpose of, 430-431; psychological value of, 431-432 Exercise, law of, 122-123; aims of, 594
Experience, factors of, 12; motor, 16; of childhood, 118; sensory- motor, 423; necessary basis for abstractions, 558; theory of, 712-713
Expression, motor, 424-426
Factors, of experience, 12; af- fecting guidance, 110; prohibit- ing scholarship, 120-121; of man-making, 126-127; in self- control, 356
Fancy, and make-believe, 531 Fatigue, and mental work, 668;
defined, 668-669; mental, 671- 675; and individual differences, 676-677; important results of, 677-678; function of, 678- 679
Fear, 351; control of, 351-352; of
the evil, 624-625; nature of, 720- 721; treatment of, 721; con- quest of, 722-724
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