Measurement, of intelligence, 132
136

Mechanism, 60-64; and drive, 66-
68

Memory, and association, 498; the
factor of recall, 502; the factor
of recognition, 502; on training
of, 502-503; 518-520; on service-
able, 520-521
Memorizing, whole-part-whole
method of, 401-402; distributed
repetitions best in, 402

Men, who become famous, 127-
128

Mendelian inheritance, eugenic
suggestions upon, 102-103
Mental act, defined, 68
Mental activity, 301-302
Mental age, 157-158; unreliability
of, 161-163; classifying children
by, 166-167

Mental aptitudes, and age of fa-
ther, 123-124

Mental attitude, and promotions in
school, 331; and the school,

358-359; importance and variety
of, 359-360

Mental breakdown, and superior
I. Q., 159

Mental capacity, grouping children
by, 167-169

Mental changes, after removing

adenoids and tonsils, 205-206
Mental content, field of, 17
Mental differences, in industry,
109-110

Mental discipline, in high-school
subjects, 655-666

Mental disorders, heredity of, 112-

113

Mental economy, in motor learn-
ing, 409

Mental efficiency, improvement in,
402-407

Mental fatigue, 671-675

Mental growth, and development
influenced by heredity, 84-89;
and power, 122

Mental health, three essentials for,
727-728

Mental hygiene, 718; the condi-
tioned reflex, 719; health and
knowledge, 719-720; fears and
their treatment, 721; fear, con-
quest in war, 722-724; decision,
training for, 724; relaxation,
724-725; relaxation, gospel of,
725-726; sleeplessness, 726-727;
essentials of mental health, 727-
728; nervousness and its treat-
ment, 728; training in, 728-730
Mental imagery, 528-530
Mental levels, 155; in the forma-
tion of boy's gangs, 156-157
Mental symptoms, 112

Mental testing, development of,

136-142

Mental traits, inheritance of, 103;
110-111; order of development
of, 691-692; influence of adoles-
cence on, 693-694

Mental types, differences in, 252-
253

Mental work and fatigue, 668;
curve of, 670

Method, trial and error, 390-392;
whole-part-whole, 401-402; sim-
ple to complex method of learn-
ing, 419-420; related to think-
ing, 564; of psychology, 760-

763

Methods, of conducting supervised
study, 468-469; part and whole,
of learning, 505-506; statistical,
for teachers, 776
Meumann, E., on distributed rep-
etitions best in memorizing,
402; on early experimental in-
vestigations of transfer, 647
Mind, defined, 17; function of, 22-
24; individual and social, 32;
social, 32-34; determination,
113-114; trained, 562; educated,
623-624

Mnemonics, 516-517
Mnemonic systems, 516
Moral, deliberation, 624

Morals, principles governing and
maintaining, 357

Mores, power of, 121-122
Motivation, versus repetition, 407-
408; related to attention and
interest, 568-570; social, 587;
teaching suggestions for, 588-589
Motives, nature of, 583-584; clas-

sification and principles, 584-
587; for play, 595-596
Motor, activities in the home, 424;
expression, 424-426

Motor learning, 408; mental econ-
omy in, 409

Motor needs, an expression of, 594
Movement, related to responses,

69; release of, 614
Münsterberg, Hugo, on rewards
and punishment, 417; on impor-
tance of imagination, 525-526;
fatigue and adjustments to in-
dividual differences, 676-677;
causal and purposive psychology,
769-770

Muscle culture, 594
Muscles, accessory, 594-595

Native abilities, as drives, 297-298
Nature, original, 106-107; the
guide to child training, 117; and
nurture, 125-126; of intelli-
gence, 135; of interest, 574-575;
of motives, 583-584; laws of, 771
Nerves, concerned in internal emo-
tional response, 96-97

Nervousness, and its treatment,
728

Nervous symptoms, 112
Nervous system, 64-65; autonomic,
92-96; in internal emotional re-
sponse, 96-97

Neumann, Henry, on character de-
velopment, 357

Neurones, secondary connections,
64-65

New York City, Bureau of Refer-
ence, Research, and Statistics,
the A. B. C. of educational sta-
tistics, 777-798
Nordic intelligence, 207-208
Norsworthy, Naomi, on our orig-

inal nature, 107; on children
differ from adults in sense per-
ception, 487; on application of
fidelity of reports to school
situations, 517; on imagery of
children and adults. 526-528
Norvell, Lee, on the will to learn,
411-416

Nurture, and nature, 125-126

Parker, S. C., on variation in chil-
drén, 256; on attention upon re-
sult or upon movement in motor
learning, 408; on self-activity,
419; on simple to complex the-
ory, 420; on learning by analyz-
ing complex wholes, 420-421; on
what the psychological order
means, 429; on training pupils
in reflective problem-solving,
562-564

Part and whole methods of learn-
ing, experimental studies in,
505-509

Particular facts, versus general
principles, 515-516

Particulars, necessity of, 564-565
Passive learning, versus
connections, 400

active

Patrick, G. T., on relaxation, 724-
725

Paulsen, Friedrich, on interest in
meeting difficulties, 581-582
Payne, E. George, on educational
sociology and educational psy-
chology, 27-30

Paynter, Richard H., Jr., on the
problem child, 179-181

Pearson, Karl, on the gifted
child, 185

Pechstein, L. A., on part versus

whole method, 506-507; on hu-
man growth not disjointed and
dissectible, 697-698
Perception and apperception, 475;
the percept, 477-478; and pre-
vious experience, 479-480; de-
pendence of, upon the individual,
480; control of, and character
of, 480-481; sense, 487; illusions
in, 488

their control, 355-356; on sen-
sation, selection, and retention,
501; on general principles versus
particular facts, 515-516; on in-
duction and deduction, 541-545;
on kinds of attention, 569-570;
on release of movement, 614; on
study on transfer, 658-666
Pintner, Rudolph, on intelligence
defined, 131-132; on intelli-
gence and its measurement, 133;
on distribution of intelligence,
136; on discovery of superior in-
telligence, 181; on prevalence of
superior intelligence, 181-182
Plasticity, in childhood, 714-715
Plateaus, in learning, 409-411
Play, and development, 311-312;
play, 314; and play spirit in
education, Chap. xvii, 593;
meaning of, 595; motive for,
595-596; as type of activity,
601-602; periods in the devel-
opment of, 603; activities, 605-
609

Play activities, and health educa-
tion, 605-609
Play spirit, use and preservation

of, 599; in school, 599-601
Plays, criteria for judging, 602

Practice, and cerebral localization,

history, 470-473

capacity, 202-203

Prince, Morton, on three funda-
mental errors of the behavior-
ists, 743-744

Principles, governing and main-
taining morals, 357; and ap-
preciation, 362; importance of,
399; utilized in developing
skills, 451-452; of motives, 584-
587

Problem child, 179-181
Problem-solving, training pupils
in, 562-564

Proctor, M., on supervised study,
464-465

Progress, in typewriting, 353-354
Promotions, in school, 331
Psychoanalysis, and anger, 363-
367

Psychological, effect of resistance,
416; and logical, 426-429
Psychological order, meaning of,
429

Psychological outcomes, of teach-
ing and learning, 5-7
Psychological value, of the recita-
tion, 430; of examinations, 431-
432

Psychology, old and new, 13-14;
educational, 30-31; contribu-
tions to education, 49-50; de-
fined, 741-742; mechanistic and
personalistic, 744-759; intro-
spection method, 760-763; the
Gestalt psychology, 764-769;
causal and purposive, 769-770;
causal relations, 771-773; test of
thought, 773-774

Psycho-motor education, 593
Puffer, J. A., on the gang and its
activities, 309

Punishment, and reward, 417-
418

Pupils, who repeat, 170-171; supe-
rior, 189; bright and dull, 195;
judgment of, 255

Purposive behavior, 587-588; 733
Purposive striving, 733-738

Pyle, W. H., on relation of ability
to achievement, 195

Qualities, of leadership, 304-305

Redfield, C. L., on man's mental
growth and power, 122; on law
of exercise, 122-123; on intellec-
tual power and relative age of
father, 123; on mental aptitudes
and the age of the father, 123-
124

Reed, H. B., on part and whole
methods of learning, 505-506;
on transfer from the standpoint
of association, 650
Reflection, theory of, 712-713
Reflective attention, 571-572
Reflective thought, process, 536-
537

Reflex, the conditioned, 69-70, 71-
72; chain reflexes, 270-271; dis-
tinguished from instinct, 278-
279

Relations, causal, 771-773
Relaxation, defined, 724-725; gos-
pel of, 725-726

Release, of movement, 614
Remembering, different forms of,
509-510

Repetition, in memorizing, 402;
versus motivation, 407-408
Report, and observation, 45-46;
facts applied to school situa-
tions, 517

Reproduction, affected by attitude,
512-514

Reserves, of energy, 679-680
Resistance, psychological effect of,

416

Response, and situation symbol,
59-60
Responses, mental, 68; and move-
ment, 69

Retention, related to sensation
and selection, 501; and forget-
ting, 505-506; importance of,
510-512

Reward, and punishment, 417-418
Rivalry, importance of, 313;

dangers and benefits of, 313-
314

Robinson, D. S., on inductive
thinking, 545-546; causality and
causal relations, 771-773
Routine, attention to, 452; laws
of, 452-453

Royce, Josiah, on brain set, 623;

on perseverance, 646-647
Rugg, H. O., on transfer in school
subjects, 652

Rules, kind of, desirable, 422-423;
for study, 460-462

Russell, Bertrand, on is war due
to human nature?, 300-301; on
myth-making tendency of emo-
tion, 324-325

Saltatory development theory, 694-

695
Sandiford, Peter, on factors in-
volved in learning by associa-
tion, 392-393

Schlapp, Max G., on behavior and
gland disease, 115-116

School, and mental attitudes, 358-
359; play spirit in, 599-601; the
ideal, 713-714

School life, some effects of, 117-
118 -

School situations, affected by re
port facts, 517

School subjects, transfer in, 652
School work, grind in, 598-599
Science, differentiated from opin-
ion, 11-12; of child study, 715
Seashore, Carl E., on blends in in-
stinct, 271-272; on instinctive,
not instincts, 274; on play and
development, 311-312; on Lloyd
Morgan's theory of instincts and
emotion, 335; on impressions,
476-477; on dependence of per-

Skills, and habits, 8-9; how devel-
oped, 451-452

Skinner, Charles E., on educational

biology and educational psychol-
ogy, 30-31; on influence of
heredity upon mental growth
and development, 84-89
Sleeplessness, cure for, 726-727
Small, Albion W., on interests, 577
Smith, Stevenson, on behavior de-
pendent on bodily structure, 75-
76; on neural basis of learning,
76-77; on instincts as chain re-
flexes, 270-272; on nature of
imitation, 315-316; on place of
trial and error in learning, 391-
392

Social consciousness, as period of,
705-706

Social education, law of effect in,
416-417

Social heredity, 124-125

Social levels, and education, 203
Social motivation, 587
Social psychology, basis of educa-
tional methods, 34-43

Social status, and intelligence,
203-204

Spearman, C., on theory of trans-
fer, 639-640

Speech defects, differences due to,
258

Stalcup, B. F., on study sugges-
tions, 458-459

Stages of development, in atten-
tion, 570

Starch, Daniel, on general inter-
pretation of the inheritance of
mental traits, 103; on similarity
of brothers and sisters, 109; on
curves of learning, 394-397; on
study on transfer, 658-666
Statistical methods, in educational
psychology, 46-47; for teachers,
777

Statistics, educational, 777-798
Stature, inheritance of, 111-112
Stecher, Lorle I., on the preschool
child, 698-700

Stern, William, on theory of the
constancy of intelligence, 158
Stimuli, sorts of, 68-69

Stimulus-response, theory criti-
cised, 60; related to mental act,
68

Striving, purposive, 733-738
Study, how to, 457, 462-464; sug-

gestions, 458-459; rules for, 460-
462; supervised, 464-465

Subject matter, and the educative
process, 11

Suggestions, evaluation of, 559;

criticism of, 559

Sumner, Francis C., on environ-

mental factors prohibiting crea-
tive scholarship, 120-121
Sumner, W. G., on the power of
the mores, 121-122
Superior children, analytic study
of, 184; as superior adults,
185; educational neglect of, 186
Superior intelligence, discovery
of, 181; prevalence of, 181-182
Superior pupils, segregation of,
189-190

Supervised study, 464-465; habits
to be formed in, 466-467; meth-
ods of conducting, 468-469; rea-
sons for failure in, 469-470
Swift, E. J., on great men consid-
ered dullards, 261-262