Achievements of children, measuring the,
and examinations,
in English composition,
in arithmetic,
arithmetic scale,
reasoning problems in arithmetic,
distribution of hand-writing scores,
handwriting scale,
spelling scale,
scale for English composition.
Æsthetic emotions,
appreciation and skill,
appreciation, intellectual factors in.
Aim of education, I
Analysis and abstraction, III.
Angell, J.R.
Appreciation,
types of,
passive attitude in,
development in,
value of,
lesson.
Associations, organization of,
number of.
Attention,
situations arousing response of,
and inhibition,
breadth of,
to more than one thing,
concentration of,
span of,
free,
forced,
immediate free,
immediate and derived,
derived,
forced,
and habit formation,
focalization of,
divided.
Ayres, L.P.
Ballou, F.W.
Bread-and-butter aim.
Classroom exercises, types of.
Coefficient of correlation,
calculation of,
values of.
Comparison and abstraction, step of.
Concentration, of attention.
habits of.
Conduct, moral social.
Consciousness, fringe of.
Correlation, coefficient of.
Courtis, S.A.
Culture as aim of education.
Curriculum, omissions from.
Deduction lesson, the,
steps in.
Deduction, process of.
Dewey, John.
Differences, individual,
sex.
Disuse, method of.
Drill,
lesson, the,
work, deficiency in.
Education, before school age.
Effect, law of.
Emotions, aesthetic.
Environment and individual differences.
Examinations,
limitations of.
Exceptions, danger of.
Fatigue and habits.
Formal discipline.
Gray, W.S.
Habit formation,
and attention,
laws of,
and instinct,
complexity of,
and interest,
and mistakes.
Habits, of concentration,
modification of the nervous system involved,
and fatigue,
and will power,
and original work.
Harmonious development of aim.
Heck, W.H.
Henderson, E.N.
Heredity and individual differences.
Hillegas, M.B.
Illustrations, use of.
Imagery, type of,
and learning,
productive, types of.
Images,
classified,
object and concrete.
Imagination.
Individual differences,
causes of,
and race inheritance,
and maturity,
and heredity,
and environment,
and organization of
public education
in composition
in arithmetic
in penmanship
Induction and deduction
differences in
relationship of
Induction, process of
Inductive lesson, the
Inquiry in school work
Instinctive tendencies
modifiability of
inhibition of
Instincts
transitoriness of
delayedness of
of physical activity
to enjoy mental activity
of manipulation
of collecting
of rivalry
of fighting
of imitation
of gregariousness
of motherliness
Interest
an end
Judd, C.H.
Junior high school, the
Kelly, F.J.
Knowledge aim
Learning
incidental
and imagery
curves
Lecturing
and appreciation
Lesson
the inductive
McMurry, F.M.
Maturity and individual differences
Measurement of group
comparison of seventh-grade scores in composition
comparison of scores in arithmetic
Measuring results in education
Median
calculation of
point
step
measure
Memorization
verbatim
whole-part method illustrated
Memory
factors in
and native retentiveness
and recall
part and whole methods
practice periods
immediate
desultory
rote
logical
and forgetting
permanence of
Miller, I.E.
Moral conduct
development of
Morality
defined
and conduct
and habit
and choice
and individual opinion
social nature of
and training for citizenship
and original nature
and environment
stages of development in
and habit formation
transition period in
direct teaching of
and classroom work
and service by pupils
and social responsibility
and school rules
Morgan, C.L.
Openmindedness
Original nature
of children
and racial inheritance
and aim of education
utilization of
and morality
Original work and habits
Payne, Joseph
Physical welfare of children
Play
theories of
types of
complexity of
characteristics of
and drudgery
and work
and ease of accomplishment
and social demands
supervision of
Preparation
steps of
Presentation
steps of
Problems as stimulus to thinking
Punishment
Questioning
Questions
types of
responses to
number of
appeal of
Reasoning and thinking
technique of
Recapitulation theory
Recitation
social purpose of
Recitation lesson, the
Repetition
Retention
power of
Review
Review lesson, the
Roark, R.N.
Satisfaction
result of
Scales of measurement
School government
participation in
Sex differences
education
Social aim of education
and curriculum
and special types of schools
Stone, C.W.
Study
how to
types of
and habit formation
and memorization
and interest
necessity for aim in
and concentrated attention
involves critical attitude
general factors in
for appreciation
involving thinking
use of books in
supervised
Substitution
method of
Thinking defined
Thinking
stimulation of
and problematic situations
by little children
and habit formation
essentials in process of
for its own sake
and critical attitude
laws governing
and association
failure in
and classroom exercises
Thorndike, E.L.
Thought
imageless
Trabue, M.R.
Training
transfer of
identity of response
probability of
amount of
Transfer of training
Will power and habits
Woody, Clifford
Work, independent
Work and play
Footnote 1: The nervous system is composed of units of structure called
neurones or nerve cells. "If we could see exactly the structure of the
brain itself, we should find it to consist of millions of similar
neurones each resembling a bit of string frayed out at both ends and
here and there along its course. So also the nerves going out to the
muscles are simply bundles of such neurones, each of which by itself is
a thread-like connection between the cells of the spinal cord or brain
and some muscle. The nervous system is simply the sum total of all these
neurones, which form an almost infinitely complex system of connections
between the sense organs and the muscles."
The word synapses, meaning clasping together, is used as a descriptive
term for the connections that exist between neurone and neurone.
Footnote 2: This is synonymous with James's Involuntary Attention,
Angell's Non-Voluntary Attention, and Titchener's Secondary-Passive
Attention.
Footnote 3: Educational Psychology, Briefer Course, pp. 194-5.
Footnote 4: Thorndike, Psychology of Learning, p. 194.
Footnote 5: How We Think, p. 6.
Footnote 6: The Psychology of Thinking, p. 98.
Footnote 7: How We Think, p. 66.
Footnote 8: How We Think, pp. 69-70.
Footnote 9: Psychology of Thinking, p. 291.
Footnote 10: How We Think, p. 79.
Footnote 11: Thorndike, Educational Psychology, Briefer Course, p. 172.
Footnote 12: Introduction to Psychology, p. 284.
Footnote 13: Thorndike, Origin of Man, p. 146.
Footnote 14: Racial Differences in Mental Traits, pp. 177 and 181.
Footnote 15: Thorndike, Educational Psychology, Briefer Course, p. 374.
Footnote 16: Thorndike, Educational Psychology, Vol. III, p. 304.
Footnote 17: Moral Principles in Education, p. 17.
Footnote 18: For a fuller discussion of this topic see next chapter.
Footnote 19: For a discussion of these scales see Chapter XV.
Footnote 20: The Courtis Tests, Series B, for Measuring the Achievements
of Children in the Fundamentals of Arithmetic, can be secured from Mr.
S.A. Curtis, 82 Eliot Street, Detroit, Mich.
Footnote 21: Measurements of Some Achievements in Arithmetic, by
Clifford Woody, published by the Teachers College Bureau of
Publications, Columbia University, 1916.
Footnote 22: Reasoning Test in Arithmetic, by C.W. Stone, published by
the Bureau of Publications, Teachers College, Columbia University, 1916.
Footnote 23: A Scale for Handwriting of Children, by E.L. Thorndike,
published by the Bureau of Publications, Teachers College, Columbia
University.
Footnote 24: A scale derived by Dr. Leonard P. Ayres of the Russell Sage
Foundation is also valuable for measuring penmanship, and can be
purchased from the Russell Sage Foundation.
Footnote 25: Copies of the Spelling Scale can be secured from the
Russell Sage Foundation, New York, for five cents a copy.
Footnote 26: A Scale for the Measurement of Quality in English
Composition, by Milo B. Hillegas, published by the Bureau of
Publications, Teachers College, Columbia University.
Footnote 27: The Harvard-Newton Scale for the Measurement of English
Composition, published by the Harvard University Press, Cambridge, Mass.
Footnote 28: Scale Alpha. For Measuring the Understanding of Sentences,
by E.L. Thorndike, published by the Bureau of Publications, Teachers
College, Columbia University.
Scales for measuring the rate of silent reading and oral reading have
been derived by Dr. W.S. Gray, of the University of Chicago, and by Dr.
F.J. Kelly, of the University of Kansas. Reference to the use of Dr.
Gray's scale will be found in Judd's Measuring Work of the Schools, one
of the volumes of the Cleveland survey, published by the Russell Sage
Foundation. Dr. Kelly's test, called The Kansas Silent Reading Test, can
be had from the Emporia, Kansas, State Normal School.
Footnote 29: Completion Test Language Scales, by M.R. Trabue, published
by the Bureau of Publications, Teachers College, Columbia University.
Footnote 30: The student who is not interested in the statistical
methods involved in measuring with precision the achievements of pupils
may omit the remainder of this chapter.
Footnote 31: This explanation of the method of finding the median was
prepared for one of the classes in Teachers College by Dr. M.R. Trabue.
Footnote 32: The third decimal place is omitted in this table.
Footnote 33: In order to discover the relationship which exists between
two traits which we have measured we would use many more than seven
cases. The illustrations given are made short in order to make it easy
to follow through the application of the formula.