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-
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,
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-
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
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
Perceptional habits, in reading, | Preparation, of term papers in
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,
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,
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;
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
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