Everyday Psychology for TeachersC. Scribner's sons, 1923 - 441 páginas Bouve collection. |
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Everyday Psychology for Teachers (Classic Reprint) Frederick Elmer Bolton Sin vista previa disponible - 2017 |
Términos y frases comunes
ability acquired action activities adult arithmetic associations auditory imagery average become cent chap child course definite determine Educational Psychology efficiency emotions Entire book environment example exercise experience expression fact feel gained geography give given grade habits heredity high school ideals ideas imagery images imagination imitation important individual inductive instinct Intelligence Quotient intelligence tests interest Juke family knowledge language largely laws lessons means measure memory ment mental method metic mind moral motor Motor Imagery Motor Learning nature never normal persons physical play possible Principles Principles of Psychology problem Psychology pupils quartiles relation says scale scientific score secure selected sense skill social spelling standardized standardized tests stenography stimulate success SUGGESTIVE taught teacher teaching things tion Tonal Memory true vocational guidance words write
Pasajes populares
Página 26 - I call therefore a complete and generous education, that which fits a man to perform justly, skilfully, and magnanimously all the offices, both private and public, of peace and war.
Página 123 - Knowledge never learned of schools, Of the wild bee's morning chase, Of the wild flower's time and place, Flight of fowl and habitude Of the tenants of the wood...
Página 96 - Education, therefore, must begin with a psychological insight into the child's capacities, interests, and habits. It must be controlled at every point by reference to these same considerations. These powers, interests, and habits must be continually interpreted -we must know what they mean. They must be translated into terms of their social equivalents— into terms of what they are capable of in the way of social service.
Página 156 - Millions of items of the outward order are present to my senses which never properly enter into my experience. Why ? Because they have no interest for me. My experience is what I agree to attend to. Only those items whieh I notice shape my mind— without selective interest, experience is an utter chaos.
Página 188 - Where could you possibly hear it, Mr. Knightley? For it is not five minutes since I received Mrs. Cole's note— no, it cannot be more than five— or at least ten— for I had got my bonnet and spencer on, just ready to come out— I was only gone down to speak to Patty again about the pork— Jane was standing in the passage— were not you, Jane?— for my mother was so afraid that we had not any salting-pan large enough. So I said I would go down and see, and Jane said, 'Shall I go down instead?...
Página 245 - I know not whether my reader is aware that many children, perhaps most, have a power of painting, as it were, upon the darkness, all Sorts of phantoms; in some that power is simply a mechanic affection of the eye; others have a voluntary or...
Página 96 - With the advent of democracy and modern industrial conditions, it is impossible to foretell definitely just what civilization will be twenty years from now. Hence it is impossible to prepare the child for any precise set of conditions.
Página 138 - ... to help boys and girls do better in all those wholesome activities in which they normally engage.
Página 171 - Children should be led to make their own investigations, and to draw their own inferences. They should be told as little as possible, and induced to discover as much as possible.
Página 418 - Sense of Pitch Sense of Intensity Sense of Time Sense of Consonance Acuity of Hearing Auditory Imagery...