Publisher's Synopsis
Excerpt from Educational Psychology
The preparation of this book has been carried out according to two fundamental purposes: First, to present that material which seems to he most useful and relevant to the problems of educational psychology; and second, to maintain a strictly experimental, scientific viewpoint in discussing these problems. The result of these aims has been a considerable reduction in the amount of space usually devoted in texts on educational psychology to certain topics such as, instinct, fatigue, and imagery, and the inclusion of new topics such as tests of intelligence, studying, transference of training in school subjects, the assignment of marks, and much of the material in Part III which has as yet not found a place in text-books.
The space devoted to the discussion of instinct has been materially reduced for two reasons: In the first place, while the instincts arc fundamental in human life, too much time has usually been devoted to their consideration for the amount of direct benefit gained. The actual use in school work that can l>c made of a detailed knowledge of instincts, which in our present stage of information is largely analytical and theoretical, is relatively small when it comes to dealing face to face with concrete school problems. In the second place, a great deal of experimental and statistical material has accumulated in recent years which is more immediately valuable in solving the problems of the psychology and pedagogy of learning.
It would have been desirable to include a discussion of the psychology of more of the high school subjects; but this is impossible at the present time. The discussion of the school subjects in Part III has been confined to tangible, scientific investigations. Obviously there is little or no material of this sort 011 most of the high school subjects. The consideration of educational tests in the chapters of Part III is perhaps brief; but a detailed treatment of the theoretical and statistical principles underlying their construction belongs rather in special treatises. Chapter XII on How to Study is not altogether satisfactory, because of the scarcity of definite or substantial material'in this field.
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