Edward L. (Edward Lee) Thorndike
The Psychology of Arithmetic
Free
Description
Contents
Reviews
Language
English
ISBN
Unknown
THE PSYCHOLOGY OF ARITHMETIC
PREFACE
CONTENTS
GENERAL INTRODUCTION
THE PSYCHOLOGY OF THE ELEMENTARY SCHOOL SUBJECTS
THE PSYCHOLOGY OF ARITHMETIC
THE PSYCHOLOGY OF ARITHMETIC
CHAPTER I
THE NATURE OF ARITHMETICAL ABILITIES
KNOWLEDGE OF THE MEANINGS OF NUMBERS
THE SERIES IDEA OVEREMPHASIZED
THE RATIO IDEA OVEREMPHASIZED
THE RELATIONAL IDEA OVEREMPHASIZED
ARITHMETICAL LANGUAGE
PROBLEM-SOLVING
Samples of Desirable Applications of Arithmetic in Problems where the Situation is Actually Present to Sense in Whole or in Part
Samples of Desirable Applications of Arithmetic where the Situation is Not Present to Sense
A
B
C
Samples of Undesirable Applications of Arithmetic[1]
ARITHMETICAL REASONING
SUMMARY
THE SOCIOLOGY OF ARITHMETIC
THE SERIES IDEA OVEREMPHASIZED
THE RATIO IDEA OVEREMPHASIZED
THE RELATIONAL IDEA OVEREMPHASIZED
ARITHMETICAL LANGUAGE
PROBLEM-SOLVING
Samples of Desirable Applications of Arithmetic in Problems where the Situation is Actually Present to Sense in Whole or in Part
Samples of Desirable Applications of Arithmetic where the Situation is Not Present to Sense
A
B
C
Samples of Undesirable Applications of Arithmetic[1]
ARITHMETICAL REASONING
SUMMARY
THE SOCIOLOGY OF ARITHMETIC
KNOWLEDGE OF THE MEANINGS OF NUMBERS
THE SERIES IDEA OVEREMPHASIZED
THE RATIO IDEA OVEREMPHASIZED
THE RELATIONAL IDEA OVEREMPHASIZED
ARITHMETICAL LANGUAGE
PROBLEM-SOLVING
Samples of Desirable Applications of Arithmetic in Problems where the Situation is Actually Present to Sense in Whole or in Part
Samples of Desirable Applications of Arithmetic where the Situation is Not Present to Sense
A
B
C
Samples of Undesirable Applications of Arithmetic[1]
ARITHMETICAL REASONING
SUMMARY
THE SOCIOLOGY OF ARITHMETIC
THE SERIES IDEA OVEREMPHASIZED
THE RATIO IDEA OVEREMPHASIZED
THE RELATIONAL IDEA OVEREMPHASIZED
ARITHMETICAL LANGUAGE
PROBLEM-SOLVING
Samples of Desirable Applications of Arithmetic in Problems where the Situation is Actually Present to Sense in Whole or in Part
Samples of Desirable Applications of Arithmetic where the Situation is Not Present to Sense
A
B
C
Samples of Undesirable Applications of Arithmetic[1]
ARITHMETICAL REASONING
SUMMARY
THE SOCIOLOGY OF ARITHMETIC
CHAPTER II
THE MEASUREMENT OF ARITHMETICAL ABILITIES
A SAMPLE MEASUREMENT OF AN ARITHMETICAL ABILITY: THE ABILITY TO ADD INTEGERS
MEASUREMENTS OF ABILITIES IN COMPUTATION
MEASUREMENTS OF ABILITY IN APPLIED ARITHMETIC: THE SOLUTION OF PROBLEMS
TEST 1
MEASUREMENTS OF ABILITIES IN COMPUTATION
MEASUREMENTS OF ABILITY IN APPLIED ARITHMETIC: THE SOLUTION OF PROBLEMS
TEST 1
A SAMPLE MEASUREMENT OF AN ARITHMETICAL ABILITY: THE ABILITY TO ADD INTEGERS
MEASUREMENTS OF ABILITIES IN COMPUTATION
MEASUREMENTS OF ABILITY IN APPLIED ARITHMETIC: THE SOLUTION OF PROBLEMS
TEST 1
MEASUREMENTS OF ABILITIES IN COMPUTATION
MEASUREMENTS OF ABILITY IN APPLIED ARITHMETIC: THE SOLUTION OF PROBLEMS
TEST 1
CHAPTER III
THE CONSTITUTION OF ARITHMETICAL ABILITIES
THE ELEMENTARY FUNCTIONS OF ARITHMETICAL LEARNING
KNOWLEDGE OF THE MEANING OF A FRACTION
KNOWLEDGE OF THE SUBTRACTION AND DIVISION TABLES
LEARNING THE PROCESSES OF COMPUTATION
THE ELEMENTARY FUNCTIONS OF ARITHMETICAL LEARNING
KNOWLEDGE OF THE MEANING OF A FRACTION
KNOWLEDGE OF THE SUBTRACTION AND DIVISION TABLES
LEARNING THE PROCESSES OF COMPUTATION
THE CONSTITUTION OF ARITHMETICAL ABILITIES
THE ELEMENTARY FUNCTIONS OF ARITHMETICAL LEARNING
KNOWLEDGE OF THE MEANING OF A FRACTION
KNOWLEDGE OF THE SUBTRACTION AND DIVISION TABLES
LEARNING THE PROCESSES OF COMPUTATION
THE ELEMENTARY FUNCTIONS OF ARITHMETICAL LEARNING
KNOWLEDGE OF THE MEANING OF A FRACTION
KNOWLEDGE OF THE SUBTRACTION AND DIVISION TABLES
LEARNING THE PROCESSES OF COMPUTATION
CHAPTER IV
THE CONSTITUTION OF ARITHMETICAL ABILITIES (CONTINUED): THE SELECTION OF THE BONDS TO BE FORMED
THE IMPORTANCE OF HABIT-FORMATION
DESIRABLE BONDS NOW OFTEN NEGLECTED
WASTEFUL AND HARMFUL BONDS
GUIDING PRINCIPLES
THE IMPORTANCE OF HABIT-FORMATION
DESIRABLE BONDS NOW OFTEN NEGLECTED
WASTEFUL AND HARMFUL BONDS
GUIDING PRINCIPLES
THE CONSTITUTION OF ARITHMETICAL ABILITIES (CONTINUED): THE SELECTION OF THE BONDS TO BE FORMED
THE IMPORTANCE OF HABIT-FORMATION
DESIRABLE BONDS NOW OFTEN NEGLECTED
WASTEFUL AND HARMFUL BONDS
GUIDING PRINCIPLES
THE IMPORTANCE OF HABIT-FORMATION
DESIRABLE BONDS NOW OFTEN NEGLECTED
WASTEFUL AND HARMFUL BONDS
GUIDING PRINCIPLES
CHAPTER V
THE PSYCHOLOGY OF DRILL IN ARITHMETIC: THE STRENGTH OF BONDS
THE NEED OF STRONGER ELEMENTARY BONDS
EARLY MASTERY
THE STRENGTH OF BONDS FOR TEMPORARY SERVICE
THE STRENGTH OF BONDS WITH TECHNICAL FACTS AND TERMS
THE STRENGTH OF BONDS CONCERNING THE REASONS FOR ARITHMETICAL PROCESSES
PROPÆDEUTIC BONDS
THE NEED OF STRONGER ELEMENTARY BONDS
EARLY MASTERY
THE STRENGTH OF BONDS FOR TEMPORARY SERVICE
THE STRENGTH OF BONDS WITH TECHNICAL FACTS AND TERMS
THE STRENGTH OF BONDS CONCERNING THE REASONS FOR ARITHMETICAL PROCESSES
PROPÆDEUTIC BONDS
THE PSYCHOLOGY OF DRILL IN ARITHMETIC: THE STRENGTH OF BONDS
THE NEED OF STRONGER ELEMENTARY BONDS
EARLY MASTERY
THE STRENGTH OF BONDS FOR TEMPORARY SERVICE
THE STRENGTH OF BONDS WITH TECHNICAL FACTS AND TERMS
THE STRENGTH OF BONDS CONCERNING THE REASONS FOR ARITHMETICAL PROCESSES
PROPÆDEUTIC BONDS
THE NEED OF STRONGER ELEMENTARY BONDS
EARLY MASTERY
THE STRENGTH OF BONDS FOR TEMPORARY SERVICE
THE STRENGTH OF BONDS WITH TECHNICAL FACTS AND TERMS
THE STRENGTH OF BONDS CONCERNING THE REASONS FOR ARITHMETICAL PROCESSES
PROPÆDEUTIC BONDS
CHAPTER VI
THE PSYCHOLOGY OF DRILL IN ARITHMETIC: THE AMOUNT OF PRACTICE AND THE ORGANIZATION OF ABILITIES
THE AMOUNT OF PRACTICE
UNDERLEARNING AND OVERLEARNING
THE ORGANIZATION OF ABILITIES
THE AMOUNT OF PRACTICE
UNDERLEARNING AND OVERLEARNING
THE ORGANIZATION OF ABILITIES
THE PSYCHOLOGY OF DRILL IN ARITHMETIC: THE AMOUNT OF PRACTICE AND THE ORGANIZATION OF ABILITIES
THE AMOUNT OF PRACTICE
UNDERLEARNING AND OVERLEARNING
THE ORGANIZATION OF ABILITIES
THE AMOUNT OF PRACTICE
UNDERLEARNING AND OVERLEARNING
THE ORGANIZATION OF ABILITIES
CHAPTER VII
THE SEQUENCE OF TOPICS: THE ORDER OF FORMATION OF BONDS
DECREASING INTERFERENCE AND INCREASING FACILITATION
INTEREST
GENERAL PRINCIPLES
DECREASING INTERFERENCE AND INCREASING FACILITATION
INTEREST
GENERAL PRINCIPLES
THE SEQUENCE OF TOPICS: THE ORDER OF FORMATION OF BONDS
DECREASING INTERFERENCE AND INCREASING FACILITATION
INTEREST
GENERAL PRINCIPLES
DECREASING INTERFERENCE AND INCREASING FACILITATION
INTEREST
GENERAL PRINCIPLES
CHAPTER VIII
THE DISTRIBUTION OF PRACTICE
THE PROBLEM
SAMPLE DISTRIBUTIONS
POSSIBLE IMPROVEMENTS
POSSIBLE IMPROVEMENTS
THE PROBLEM
SAMPLE DISTRIBUTIONS
POSSIBLE IMPROVEMENTS
POSSIBLE IMPROVEMENTS
CHAPTER IX
THE PSYCHOLOGY OF THINKING: ABSTRACT IDEAS AND GENERAL NOTIONS IN ARITHMETIC[11]
RESPONSES TO ELEMENTS AND CLASSES
FACILITATING THE ANALYSIS OF ELEMENTS
SYSTEMATIC AND OPPORTUNISTIC STIMULI TO ANALYSIS
ADAPTATIONS TO ELEMENTARY SCHOOL PUPILS
RESPONSES TO ELEMENTS AND CLASSES
FACILITATING THE ANALYSIS OF ELEMENTS
SYSTEMATIC AND OPPORTUNISTIC STIMULI TO ANALYSIS
ADAPTATIONS TO ELEMENTARY SCHOOL PUPILS
THE PSYCHOLOGY OF THINKING: ABSTRACT IDEAS AND GENERAL NOTIONS IN ARITHMETIC[11]
RESPONSES TO ELEMENTS AND CLASSES
FACILITATING THE ANALYSIS OF ELEMENTS
SYSTEMATIC AND OPPORTUNISTIC STIMULI TO ANALYSIS
ADAPTATIONS TO ELEMENTARY SCHOOL PUPILS
RESPONSES TO ELEMENTS AND CLASSES
FACILITATING THE ANALYSIS OF ELEMENTS
SYSTEMATIC AND OPPORTUNISTIC STIMULI TO ANALYSIS
ADAPTATIONS TO ELEMENTARY SCHOOL PUPILS
CHAPTER X
THE PSYCHOLOGY OF THINKING: REASONING IN ARITHMETIC
THE ESSENTIALS OF ARITHMETICAL REASONING
REASONING AS THE COÖPERATION OF ORGANIZED HABITS
THE ESSENTIALS OF ARITHMETICAL REASONING
REASONING AS THE COÖPERATION OF ORGANIZED HABITS
THE PSYCHOLOGY OF THINKING: REASONING IN ARITHMETIC
THE ESSENTIALS OF ARITHMETICAL REASONING
REASONING AS THE COÖPERATION OF ORGANIZED HABITS
THE ESSENTIALS OF ARITHMETICAL REASONING
REASONING AS THE COÖPERATION OF ORGANIZED HABITS
CHAPTER XI
ORIGINAL TENDENCIES AND ACQUISITIONS BEFORE SCHOOL
THE UTILIZATION OF INSTINCTIVE INTERESTS
THE ORDER OF DEVELOPMENT OF ORIGINAL TENDENCIES
INVENTORIES OF ARITHMETICAL KNOWLEDGE AND SKILL
THE PERCEPTION OF NUMBER AND QUANTITY
THE EARLY AWARENESS OF NUMBER
THE UTILIZATION OF INSTINCTIVE INTERESTS
THE ORDER OF DEVELOPMENT OF ORIGINAL TENDENCIES
INVENTORIES OF ARITHMETICAL KNOWLEDGE AND SKILL
THE PERCEPTION OF NUMBER AND QUANTITY
THE EARLY AWARENESS OF NUMBER
ORIGINAL TENDENCIES AND ACQUISITIONS BEFORE SCHOOL
THE UTILIZATION OF INSTINCTIVE INTERESTS
THE ORDER OF DEVELOPMENT OF ORIGINAL TENDENCIES
INVENTORIES OF ARITHMETICAL KNOWLEDGE AND SKILL
THE PERCEPTION OF NUMBER AND QUANTITY
THE EARLY AWARENESS OF NUMBER
THE UTILIZATION OF INSTINCTIVE INTERESTS
THE ORDER OF DEVELOPMENT OF ORIGINAL TENDENCIES
INVENTORIES OF ARITHMETICAL KNOWLEDGE AND SKILL
THE PERCEPTION OF NUMBER AND QUANTITY
THE EARLY AWARENESS OF NUMBER
CHAPTER XII
INTEREST IN ARITHMETIC
CENSUSES OF PUPILS' INTERESTS
RELIEVING EYESTRAIN
SIGNIFICANCE FOR RELATED ACTIVITIES
INTRINSIC INTEREST IN ARITHMETICAL LEARNING
CENSUSES OF PUPILS' INTERESTS
RELIEVING EYESTRAIN
SIGNIFICANCE FOR RELATED ACTIVITIES
INTRINSIC INTEREST IN ARITHMETICAL LEARNING
INTEREST IN ARITHMETIC
CENSUSES OF PUPILS' INTERESTS
RELIEVING EYESTRAIN
SIGNIFICANCE FOR RELATED ACTIVITIES
INTRINSIC INTEREST IN ARITHMETICAL LEARNING
CENSUSES OF PUPILS' INTERESTS
RELIEVING EYESTRAIN
SIGNIFICANCE FOR RELATED ACTIVITIES
INTRINSIC INTEREST IN ARITHMETICAL LEARNING
CHAPTER XIII
THE CONDITIONS OF LEARNING
EXTERNAL CONDITIONS
CONCERNING THE RATING OF COURSES OF STUDY
THE HYGIENE OF THE EYES IN ARITHMETIC
THE USE OF CONCRETE OBJECTS IN ARITHMETIC
ORAL, MENTAL, AND WRITTEN ARITHMETIC
EXTERNAL CONDITIONS
CONCERNING THE RATING OF COURSES OF STUDY
THE HYGIENE OF THE EYES IN ARITHMETIC
THE USE OF CONCRETE OBJECTS IN ARITHMETIC
ORAL, MENTAL, AND WRITTEN ARITHMETIC
THE CONDITIONS OF LEARNING
EXTERNAL CONDITIONS
CONCERNING THE RATING OF COURSES OF STUDY
THE HYGIENE OF THE EYES IN ARITHMETIC
THE USE OF CONCRETE OBJECTS IN ARITHMETIC
ORAL, MENTAL, AND WRITTEN ARITHMETIC
EXTERNAL CONDITIONS
CONCERNING THE RATING OF COURSES OF STUDY
THE HYGIENE OF THE EYES IN ARITHMETIC
THE USE OF CONCRETE OBJECTS IN ARITHMETIC
ORAL, MENTAL, AND WRITTEN ARITHMETIC
CHAPTER XIV
THE CONDITIONS OF LEARNING: THE PROBLEM ATTITUDE
ILLUSTRATIVE CASES
GENERAL PRINCIPLES
DIFFICULTY AND SUCCESS AS STIMULI
FALSE INFERENCES
ILLUSTRATIVE CASES
GENERAL PRINCIPLES
DIFFICULTY AND SUCCESS AS STIMULI
FALSE INFERENCES
THE CONDITIONS OF LEARNING: THE PROBLEM ATTITUDE
ILLUSTRATIVE CASES
GENERAL PRINCIPLES
DIFFICULTY AND SUCCESS AS STIMULI
FALSE INFERENCES
ILLUSTRATIVE CASES
GENERAL PRINCIPLES
DIFFICULTY AND SUCCESS AS STIMULI
FALSE INFERENCES
CHAPTER XV
INDIVIDUAL DIFFERENCES
NATURE AND AMOUNT
DIFFERENCES WITHIN ONE CLASS
THE CAUSES OF INDIVIDUAL DIFFERENCES
THE INTERRELATIONS OF INDIVIDUAL DIFFERENCES
NATURE AND AMOUNT
DIFFERENCES WITHIN ONE CLASS
THE CAUSES OF INDIVIDUAL DIFFERENCES
THE INTERRELATIONS OF INDIVIDUAL DIFFERENCES
FOOTNOTES
INDIVIDUAL DIFFERENCES
NATURE AND AMOUNT
DIFFERENCES WITHIN ONE CLASS
THE CAUSES OF INDIVIDUAL DIFFERENCES
THE INTERRELATIONS OF INDIVIDUAL DIFFERENCES
NATURE AND AMOUNT
DIFFERENCES WITHIN ONE CLASS
THE CAUSES OF INDIVIDUAL DIFFERENCES
THE INTERRELATIONS OF INDIVIDUAL DIFFERENCES
FOOTNOTES
BIBLIOGRAPHY OF REFERENCES MADE IN THE TEXT
INDEX
The book hasn't received reviews yet.