Chapter 24

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.