Teaching, outcomes of, 5-7; and
learning, 465-466
Teaching suggestions, dreaming
versus doing, 357-358; motiva-
tion, 588-589
Tendencies, instinctive, 271; imi-
tative, 315
Tense situations, relief of, 358
Terman, L. M., on intelligence and
its measurement, 132-133;
correlation between intelligence
and other traits, 177; on grade
expectancy of the feeble-minded,
179; on a new approach to the
study of genius, 182-184; on edu-
cational neglect of superior
children, 186; on conservation
of talent, 186-189; study on
transfer, 658-666
Tests, Binet, 142-155; and exami-
nations, 430-431
Texts, often used in educational
psychology courses, 801-804
Theories, Galton and Mendel, 102-
103; as to order of appearance
of original tendencies, 686-687;
of adolescent mental traits, 693-
694
Theory, stimulus-response, 60; of
constancy of intelligence, 158;
of emotions, 333-335; simple to
complex, 420; of apperception,
478; of formal discipline, 634-
636; of transfer of training,
639-640; recapitulation, 687-
688; utility, 688-690; of corre-
spondence, 690-691; of concomit-
ant development, 692-693 of sal-
tatory development, 694-695; of
gradual development, 696-697;
of total depravity, 710-711; of
innate goodness, 711-712; of
evolutionary character, 712; of
experience and reflection, 712-
713
Thinkers, and attention to routine,
452
Thinking, abstract, 382; and teach-
ing to think, 534; defined, 535;
related kinds of, 537-541; in-
ductive, 545-546; nature and
kinds of, 547-552; of children,
557-558; training for, 559-560;
related to method, 564; and feel-
ing, 738-741
Thomson, Godfrey H., on plateaus
in learning, 409-411
Thorndike, E. L., on definition of
education, 2; on aims of educa-
tion, 3; on science versus opin-
ion, 11-12; on contribution of
psychology to education, 49-50;
on situation and response in hu-
man behavior, 58-59; on psy-
chological terms, etc., 60-64; on
secondary neurone connections,
64-65; on original nature, 106;
on importance of early train-
ing, 118-119; on factors in man-
making, 127; on intelligence and
its measurement, 132; on indi-
vidual differences and their
causes, 246-247; on judging pu-
pils, 255; on differences in arith-
metical ability, 257-258; on view
of instinct, 270; on classifica-
tion of instinctive responses,
289-290; on dynamic power of
instincts, 297; on general phys-
ical and mental activity, 301-
302; on the submissive instinct,
304;
on the hunting instinct,
305; on instinctive desire for
approval and display, 310; on
imitative tendencies, 315;
danger in following models slav-
ishly, 317; on how to relieve
tense situations, 358; on prin-
ciples and appreciation, 362; on
laws of habit formation, 382-
384; on law of association, 393;
on interest in improving, 398;
on importance of general princi-
ples, 399; on learning one thing
at a time, 399; on active con-
nection versus passive learning,
400; on repetition versus moti-
vation 407-408; on psychological
effect of resistance, 416; on self-
activity as self-control, self-re-
Thorndike, E. L. (cont'd)
straint, and self-repression, 418;
on symbolism satirized, 421-422;
on difficulties involved in gen-
eral rules, 422-423; on purpose
of tests and examinations, 430-
431; on thinkers and attention
to routine, 452; on principle of
apperception applied to num-
bers, 482-493; on adaptation to
image type, 530; on interests in
arithmetic, 583; on ideo-motor
action, 613-614; on mechanistic
conception of behavior, 616-617;
on experimental evidence of
transfer, 653-655; on mental dis-
cipline in high-school subjects,
655-658; on summary and ab-
stract of study on transfer, 658-
666; on fatigue, 669; on curves
of mental work, 670; on mental
fatigue, 671-675; on the utility
theory, 688-690; on theory of
gradual development, 696-697
Thought, reflective process, 536-
537; efficient thought life, 554-
557; test of, 773-774
Thurstone, L. L., on the stimulus-
response fallacy, 60
Titchener, E. B., on fixing of as-
sociations, 500; on development
of attention, 570
Tonsils, removal of, 205-206
Total depravity, theory of, 710-
Trabue, M. R., on is segregation
of superior pupils democratic?,
189-190
Training, 107-108; early impor-
tance of, 118-119; of memory,
502-503; 518-520; of imagery,
531-532; to think, 559-560; 561-
562; pupils in reflective problem-
solving, 562-564; of will, 618-
620; transfer of, Chap. xix, 634;
in mental hygiene, 728-730
Transfer of training, Chap. xix,
634; formal discipline theory,
634-636; doctrine of formal dis-
cipline, 636-637; as acquiring a
functional value, 638; Spear-
man's theory, 639-640; relations
between habits, 640-643; in new
situations, 647-649; from stand-
point of association, 650-651; in
school subjects, 652; experi-
mental evidence of, 653-655
Treatment, of fears, 321; for nerv-
ousness, 728
Trial and error, of learning, 390-
391; place of, in learning, 391-
392
Trotter, W., on herd conduct, 307-
308
Turner, E. M., on observation and
report, 45-46; on errors of per-
ception, 488; on visual defects,
488-490; on color-blindness, 490;
on auditory acuity, 490-491; on
effect of environment upon as-
sociation, 500-501; on recogni-
tion, a factor in memory, 502;
on retention and forgetting, 504-
505; on types of attention, 571;
on doctrine of formal discipline,
636-637
Types, of learning, 372-382; 390;
of attention, 571
Typewriting, progress in, 353-354
Warner, M. La Vinia, on mental
level in the formation of boy's
gangs, 156-157
Warren, H. D., on classification of
instincts, 288
Watson, J. B., on the conditioned
reflex, 69-70; on handedness,
259-261; on conception of in-
stinct, 268; on the nursery and
instincts, 268; on are there any
instincts?, 279-282; on instincts
in the nursery, 282-286; on un-
learned equipment, 286-287; on
experimental studies on growth
of emotions, 325-328; on experi-
ments in the field of emotions,
329-330; on genetic study of the
emotions, 336-346; on study of
transfer, 658-666
Weeks, Arland D., on importance
of early childhood, 5; on imita-
tion in children, 316
Wells, F. L., on superior I. Q. in
mental breakdown, 159
Whipple, G. M., on how to study,
462-464; on mnemonics, 516-517;
on the adolescent period, 706-
709
Whitley, Mary T., on our original
nature, 107; on children differ
from adults in sense perception,
487; on application of fidelity of
report facts to school situations,
517; on imagery of children and
adults, 526-528
Will, to learn, 411-415; and free-
dom, 614; definition of, 615; im-
portance of, 615; conception of,
617-618; the training of, 618-
620; development of, in the
child, 620-622
Willis, Charles B., on effects of
primogeniture intellectual
Winch, W. H., on whole versus
part method, 508-509
Withers, John W., on aims of edu
cation, 3
Woodrow, Herbert, on intelligence
and its measurement, 133-134
Woods, Erville B., on those who
become famous, 127-128
Woodworth, R. S., on mechanism
and drive, 66-68; on stimuli and
responses, 68; on kinds of stim-
uli, 68; on nerves concerned in
internal motional response, 96-
97; on acquired and native
abilities as drives, 297-298; on
the herd instinct, 306-307; on
importance of the emotional ele-
ment, 324; on mnemonic systems,
516; on building interest, 581;
on motives, 583-584; on study of
transfer, 658-666
Words, how words become mean-
ingful, 484; children's under-
standing of, 485-486
Work, adjusted to ability, 398;
and drudgery, 596-597; as type
of activity, 601; mental, 670
Wynne, Fred E., on the endocrines,
114
Zeal, in effective practice, 351
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