The Mental and Physical Life of School ChildrenLongmans, Green and compay, 1913 - 346 |
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Strona ix
... SECTION III . DYNAMIC OR FUNCTIONAL PSYCHOLOGY . VIII . INSTINCTS AND CAPACITIES IX . HABIT AND RELATED TOPICS ( PRACTICE , FATIGUE AND METHODS OF LEARNING ) X. ASSOCIATION 124 · 142 174 CHAPTER PAGE XI . MEMORY 186 XII . SUGGESTION AND.
... SECTION III . DYNAMIC OR FUNCTIONAL PSYCHOLOGY . VIII . INSTINCTS AND CAPACITIES IX . HABIT AND RELATED TOPICS ( PRACTICE , FATIGUE AND METHODS OF LEARNING ) X. ASSOCIATION 124 · 142 174 CHAPTER PAGE XI . MEMORY 186 XII . SUGGESTION AND.
Strona x
Peter Sandiford. CHAPTER PAGE XI . MEMORY 186 XII . SUGGESTION AND IMITATION 202 XIII . ATTENTION AND INTEREST 214 SECTION IV . DESCRIPTIVE PSYCHOLOGY . XIV . PERCEPTION XV . IMAGINATION AND IMAGES XVI . THE EMOTIONS SECTION V. XVII ...
Peter Sandiford. CHAPTER PAGE XI . MEMORY 186 XII . SUGGESTION AND IMITATION 202 XIII . ATTENTION AND INTEREST 214 SECTION IV . DESCRIPTIVE PSYCHOLOGY . XIV . PERCEPTION XV . IMAGINATION AND IMAGES XVI . THE EMOTIONS SECTION V. XVII ...
Strona xii
... memories of speech , reading and writing . Note the associa- tion fibres joining up the four centres , each with the other three 21. Curve to indicate the Weber - Fechner law of a loga- rithmical relation between excitation and ...
... memories of speech , reading and writing . Note the associa- tion fibres joining up the four centres , each with the other three 21. Curve to indicate the Weber - Fechner law of a loga- rithmical relation between excitation and ...
Strona 44
... memory or piety , or excellence in school subjects ? How impossible it is to make the memory of to - day equal to the memory of 1 Portions of this chapter have appeared in The Journal of Experi- mental Pedagogy and are now reprinted by ...
... memory or piety , or excellence in school subjects ? How impossible it is to make the memory of to - day equal to the memory of 1 Portions of this chapter have appeared in The Journal of Experi- mental Pedagogy and are now reprinted by ...
Strona 45
... memory , one word remembered , are all fictitious . Unequal things are counted as equal because they are possessed of the same name . As for school marks in general they are quite arbitrary , and not only does the standard vary between ...
... memory , one word remembered , are all fictitious . Unequal things are counted as equal because they are possessed of the same name . As for school marks in general they are quite arbitrary , and not only does the standard vary between ...
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Kluczowe wyrazy i wyrażenia
adolescence Amer amoeba animals Anthropom aroused association attention auditory average basilar membrane become Binet bodily body boys brain cells cent central nervous system centre cerebellum cerebral cortex Chap character Child Study cochlea colour connected curve defective difficult disease Education Educational Psychology Elements of Psychology emotion excitement experience Experimental fact factors fatigue fibres functions Galton girls given growth habit height hence heredity ideas imagery images imagination imitation impulse increase instinct interest Jour Ladd and Woodworth learning lobe means measures median Medical Inspection memory ment method motor movements muscles myelination nerve nervous system neurones normal object occipital lobe organs perception Physiological Psychology play practice probably pupils school children sensations sensory smell specialised spinal spinal cord stimuli suggestion synapsis TABLE teacher theory things Thorndike tion traits type theory visual voluntary Weber-Fechner Law Woodworth words
Popularne fragmenty
Strona 271 - If we fancy some strong emotion, and then try to abstract from our consciousness of it all the feelings of its bodily symptoms, we find we have nothing left behind, no "mind-stuff...
Strona 270 - Common sense says, we lose our fortune, are sorry, and weep; we meet a bear, are frightened, and run; we are insulted by a rival, are angry, and strike. The hypothesis here to be defended says that this order of sequence is incorrect, that the one mental state is not immediately induced by the other, that the bodily manifestations must first be interposed between, and that the more rational statement is that we feel sorry because we cry, angry because we strike, afraid because we tremble...
Strona 17 - There is no escape from the conclusion that nature prevails enormously over nurture when the differences of nurture do not exceed what is commonly to be found among persons of the same rank of society and in the same country.
Strona 297 - Is the mildest degree of mental defect, and the feeble-minded person is 'one who is capable of earning a living under favorable circumstances, but is incapable from mental defect existing from birth, or from an early age, (a) of competing on equal terms with his normal fellows; or (b) of managing himself and his affairs with ordinary prudence.
Strona 144 - ... means the possession of a structure weak enough to yield to an influence, but strong enough not to yield all at once. Each relatively stable phase of equilibrium in such a structure is marked by what we may call a new set of habits. Organic matter, especially nervous tissue, seems endowed with a very extraordinary degree of plasticity of this sort ; so that we may without hesitation lay down as our first proposition the following, that the phenomena of habit in living beings are due to the plasticity*...
Strona 270 - My theory, on the contrary, is that the bodily changes follow directly the perception of the exciting fact, and that our feeling of the same changes as they occur is the emotion.
Strona 144 - Plasticity, then, in the wide )* sense of the word, means the possession of a structure weak enough to yield to an influence, but strong enough not to yield all at onceA Each relatively stable phase of equilibrium in such a structure is marked by what we may call a new set of habits.
Strona 265 - Few men in a great passion, and telling some one to be gone, can resist acting as if they intended to strike or push the man violently away. The desire, indeed, to strike often becomes so intolerably strong, that inanimate objects are struck or dashed to the ground ; but the gestures frequently become altogether purposeless or frantic.
Strona 270 - ... we feel sorry because we cry, angry because we strike, afraid because we tremble, and not that we cry, strike, or tremble because we are sorry, angry, or fearful, as the case may be.
Strona 270 - Without the bodily states following on the perception, the latter would be purely cognitive in form, pale, colorless, destitute of emotional warmth. We might then see the bear, and judge it best to run, receive the insult and deem it right to strike, but we should not actually feel afraid or angry.