An edition of Educational psychology (1950)

Educational psychology

Rev. ed.

by and

Cover of: Educational psychology by Lawrence E. Cole, William F. Bruce, Lawrence E. Cole
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Last edited by vee3ee
March 17, 2025 | History
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An edition of Educational psychology (1950)

Educational psychology

Rev. ed.

by and

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Publish Date
Publisher
World Book Co.
Language
English
Pages
701

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Previews available in: English

Subjects

Educational Psychology, Education, Psychology
Edition Availability
Cover of: Educational psychology
Educational psychology
1958, World Book Co.
in English - Rev. ed.
Cover of: Educational psychology
Educational psychology
1950, World Book Co.
in English

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Book Details

First Sentence

"To organize the findings of the life sciences and to apply them to the problems of education in a democracy is a discipline calculated to restore a proper feeling of humility."

Table of Contents

PART ONE
1. The Development of Personality: Analysis and Integration
Page 2
The Varieties of Personality: Styles of Life
Page 5
Personality: Product of Culture and of Heredity
Page 5
Case Studies Illustrating the Range of Problems in Educational Psychology
Page 9
The Influence of the Culture on Human Personality
Page 18
The Culture—The Great Educator
Page 20
Comparison of Diverse Cultures and Their Life Styles
Page 22
American Culture Revealed by Its Community Life
Page 33
The Secret of the Culture’s Power
Page 39
Intracultural Differences Enter the Classroom
Page 41
Summing Up: The Teacher’s Role in the Culture
Page 48
2. The Physical Growth of the Individual: Total Process and First Stages
Page 55
Major Characteristics of the Growth Process
Page 56
Interdependence of the Factors of Development
Page 59
First Stages of Physical Development: Prenatal, Infancy, and Early Childhood
Page 67
3. The Physical Growth of the Individual: Later Stages and General Principles
Page 89
Second Stage of Physical Development: Childhood, the Elementary School Period
Page 90
Third Stage: Years of Adolescence, Junior and Senior High School
Page 93
General Principles of Human Development
Page 101
Over-all Course of Growth and Development
Page 105
4. The Development of Effective Intelligence
Page 117
What Is Intelligence?
Page 118
Complex of Factors Constituting Effective Intelligence
Page 124
The Attempt to Measure Intelligence
Page 151
What Can School and Teacher Learn From Intelligence Tests?
Page 135
Development of Effective Intelligence: General Conclusions
Page 144
Early Stages of Development of Intelligence
Page 150
The School Years: Developing Intellectual Skills and Understandings
Page 157
5. Emotions: Energies of Man
Page 169
The Power of Emotion in Human Behavior
Page 170
The Search for an Understanding of the Emotions
Page 175
Growth toward Emotional Maturity
Page 191
Stages of Emotional Growth
Page 198
A Summary, with a Few Points Emphasized
Page 217
6. Motives: from Drives to Purposes
Page 225
The Power of Motives
Page 226
Interaction of Primary and Secondary Needs
Page 251
Physiological Needs and Drives
Page 235
Psychological Needs and Purposes
Page 243
Psychology of Inferiority: Dominance and Submission
Page 247
Stage-by-Stage Development from Drives to Purposes
Page 256
7. The Development of the Self into a Mature Person
Page 283
Constancy and Inconstancy of the Self
Page 284
The Rise of the Self
Page 288
Emergence of the Interpersonal Self
Page 297
The Self System in the Latency Period
Page 301
Ever-changing Nature of the Adolescent Self
Page 306
Constancy of the Self-System
Page 316
Curbing of the Imaginative Self under Social Pressures
Page 327
Four Selves in One
Page 329
PART TWO
The Psychology of Learning in a Free Society
Page 343
8. Learning in a Free Society: Its Nature and Conditions
Page 347
Dual Nature of the Learning Process
Page 348
Guided Learning and the Problem of Control
Page 352
Learning under the Special Conditions of a Free Society
Page 356
Contrasts in Freedom and Control in Studies of Animal and Human Learning
Page 361
How Free Are Human Beings in Learning?
Page 365
Summing Up: Four Generalizations about Freedom and Control
Page 369
9. Learning by Conditioned Responses
Page 375
How Conditioning Takes Place
Page 376
Conditioning and the Problem of Practice
Page 384
How Conditioned Response Can Help Teaching
Page 403
Is Learning Specific or General?
Page 404
10. Learning by Trial and Error
Page 411
Development of the Trial-and-Error Theory
Page 412
Role of Freedom in Trial-and-Error Learning
Page 417
Strength of the Drive in Learning
Page 419
Law of Effect: How Do Proper Responses Get Selected?
Page 425
Role of Incentives
Page 431
Part Played by Random Responses, and by Some Not So Random
Page 438
Significance of Cues
Page 440
Inadequacy of Animal-Learning Studies
Page 443
11. Learning by Insight: Gestalt Psychology
Page 449
Forty Years of Gestalt Experiments
Page 450
Gestalt Findings about Learning
Page 452
Tentative Summary of Three Approaches to Learning
Page 463
The Teacher’s Need: A Sound Theory of Learning
Page 465
12. Psychology of Thinking: An Interpretation of Learning
Page 473
All-Importance of the Perceptual Field
Page 474
The Organism’s Set—Determining Factor in Confronting Each Situation
Page 479
Factors Determining What the Perceiver Selects
Page 481
Objective Factors in Thinking and Perceiving
Page 490
Distinctive Characteristics of the Thinking—Reasoning Process
Page 493
A Footnote on Transfer of Training
Page 508
13. The Creative Imagination: The Expressive Person
Page 515
Need for Creative Expression
Page 515
Expressive and Appreciative Life of the School
Page 519
The Creative, Expressive Process
Page 527
Evaluation of an Expressive Statement
Page 533
Guiding Creative Effort: a Dilemma for the Teacher
Page 538
Conditions That Favor the Creative Process
Page 546
PART THREE
Putting Psychology to Work in the Schools
Page 558
14. Studying and Guiding Development
Page 561
Guidance—the Basic Function of Education
Page 562
Studying an Individual Child
Page 564
What We Need to Know of the Individual Child
Page 568
How Administrators Can Foster Child Study
Page 576
15. Appraising Development and Learning: Measurement in Education
Page 585
The Problem of Appraisal
Page 586
The Value of Tests to Education
Page 589
Appraisal Tools and Techniques
Page 591
Desirable Qualities in a Measuring Device
Page 606
16. Meeting the Barriers to Effective Teaching
Page 617
Barriers within the American Culture
Page 617
Barriers Imposed by the Educational System
Page 625
Barriers Induced by Teacher Personality
Page 628
False Ways of Adjusting to Barriers
Page 635
Positive Steps toward Maturity
Page 642
Film List
Page 661
Bibliography
Page 672
Index
Page 693

Edition Notes

Published in
Yonkers-on-Hudson, N.Y
Copyright Date
1958

Classifications

Dewey Decimal Class
370.15
Library of Congress
LB1051 .C345 1958

The Physical Object

Pagination
v-xiv, [2]-701 p.
Number of pages
701
Weight
1.01 pounds

Edition Identifiers

Open Library
OL6244336M
LCCN
58004502
OCLC/WorldCat
9570316
annas_archive
cd550c4e469d5d35945836169a4afcca

Work Identifiers

Work ID
OL146917W

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