The Pedagogical Seminary and Journal of Genetic Psychology, Volum 31Clark University, 1924 An international record of educational literature, institutions and progress. |
Andre utgaver - Vis alle
Vanlige uttrykk og setninger
ability American association associationism attempt attention attitude average Binet blind person cent chapters Clark University composition correlation course definite E. P. Dutton emotional examination experience experimental extraverted fact factors foreign born criminals Galton GARRY CLEVELAND MYERS girls give given grade habits higher education human idea important individual differences influence intelligence quotients intelligence test interest introverted large number learning material matter measure median ment mental age mental testing method mind months mother nature noetic normal paper physical possible practical present problem progress Psych psychoanalysis psychology pupils quartile question reactions scale scarlet fever scientific score seems social spurious correlation standard STANLEY HALL statistical superior child superior children Table teacher teaching Terman things thought tion traits University Vineland words writing Würzburg York
Populære avsnitt
Side 167 - You are mistaken," said the gentleman, " he had a great many. He wiped his feet when he came in, and closed the door after him, showing that he was careful.
Side 246 - In the career of any impulse activity there are speaking generally three possibilities. It may find a surging, explosive discharge — blind, unintelligent. It may be sublimated — that is, become a factor coordinated intelligently with others in a continuing course of action. Thus a gust of anger may, because of its dynamic incorporation into disposition, be converted into an abiding conviction of social injustice to be remedied, and furnish the dynamic to carry the conviction into execution.
Side 307 - Peter was put in a crib in a play room and immediately became absorbed in his toys. A white rat was introduced into the crib from behind. (The experimenter was behind a screen.) At sight of the rat, Peter screamed and fell flat on his back in a paroxysm of fear. The stimulus was removed, and Peter was taken out of the crib and put into a chair. Barbara was brought to the crib and the white rat introduced as before. She exhibited no fear but picked the rat up in her hand. Peter sat quietly watching...
Side 390 - But, look, the morn in russet mantle clad, Walks o'er the dew of yon high eastern hill.
Side 161 - Whenever you desire to master material that is at all extensive and complex, make an outline of it. If you also wish to retain this material, commit your outline to memory.
Side 309 - Rabbit defied by spitting at it, throwing things at it. imitating it. J. Rabbit allowed on tray of high chair. K. Squats in defenseless position beside rabbit. L. Helps experimenter to carry rabbit to its cage. M. Holds rabbit on lap. N. Stays alone in room with rabbit. O. Allows rabbit in play pen with him. P. Fondles rabbit affectionately. Q. Lets rabbit nibble his fingers. These "degrees of toleration" merely represented the stages in which improvement occurred.
Side 311 - Oh, rabbit." Clambered down, ran over and looked in the cage at him. Peter followed close and watched. The next two decided rises at (d) and (e) occurred on the day when a student assistant, Dr. S., was present. Peter was very fond of Dr. S. whom he insisted was his "papa.
Side 160 - Make the duration of your periods of study long enough to utilize "warming-up" but not so long as to suffer weariness or fatigue. 25. When drill or repetition is necessary, distribute over more than one period the time given to a specified learning. 26. When you interrupt work, not only stop at a natural break, but also leave a cue for its quick resumption. 27. After intensive application, especially to new material, pause for a time and let your mind be fallow before taking up anything else. 28....
Side 160 - ... obstructed nasal breathing. 3. See that external conditions of work (light, temperature, humidity, clothing, chair, desk, etc.) are favorable to study. 4. Form a place-study habit. 5. Form a time-study habit. 6. When possible, prepare the advance assignment in a given subject directly after the day's recitation in it. 7. Begin work promptly. 8. Take on the attitude of attention. 9. Work intensely while you work: Concentrate. 10. But don't let intense application become fluster or worry. 11. Do...
Side 310 - No." He was a little concerned as to whether or not the rabbit would eat his kiddie car. Laurel and Mary stroked the rabbit and chattered away excitedly. Peter walked over, touched the rabbit on the back, exulting, "I touched him on the end." At this period Peter was taken to the hospital with scarlet fever. He did not return for two months. By referring to the chart at (b), it will be noted that the line shows a decided drop to the early level of fear reaction when he returned. This was easily explained...