Beruflich Dokumente
Kultur Dokumente
EDUCATIONAL IMPLICATIONS
i>y
Florence H. Van Bibber
Doctor of Philosophy
University of Arizona
19 0 5
Department of Education
EMI/
1135
57
eorp.Z.
ACKNOWLEDGMENTS
of this study.
98S03
TABLE OF COHTEIITS
Chapter
I. IBTBODUCTIOH...... ................ 1
8
III. THEORIES OF LEABHIEG..... .
Bond Theory................
88
Conditioned ^sponse Theory
Gestalt T h e o r y . . . . . . . . . . . . . . . . . . . . . 25
Association Method........................ 79
Gestalt Method. .... . 82
problems of education.
As the various schools of psychology have laid their
The Problem
Gestalt Theory.
localization of function.
"Descartes was two centuries in advance of a
knowledge of the brain as a network of fibers.
He thought, nevertheless, of the localization
of ideas within the brain; in fact, it was easier
to think of the brain as a storehouse when it was
not known to be a mass of pathways. Thus, when
the mind wishes to recall something, the animal
spirits— so Descartes thought— arc impelled
•toward different parts of the brain until they
come upon that where the traces are left of the
thing it wills to remember,*.where the pores are
which were used when the thing was perceived.
When one imagines something, the spirits, accord
ing to Descartes, have opened pores in the proper
part of the brain. When one keeps the attention
fixed, the direction of the spirits within the
brain is preserved constant. All this theory
takes on meaning only in connection with the
history of the localization of function in the
brain, a history with which we are already
familiar." 1
Later theories have been based upon the validity of the con
'• ■ 4
Johnson have offered modifications of this theory of
synapses.
whatever. . . . :
6 -
grow toward the cathode mid the dendrites toward the anode.
the teacher have an open mind and that she have sufficient
THEORIES OF I S A R H B C .
Bond Theory. Perhaps the most Important contribu
Tbi^ * 19. . _.
12. Thorndike, E. L . . Human Learning, n. 14.
13. Ibid., p. 15.
17
with the pros and eons of this eoneept. The fast that In
his views:
,TI do not now accept the Law of Effect in this
precise form (Thorndike, E. L . , Educational
Psychology, Vol. II, p. 4). Its suggestion that
the action of azmoyers is the opposite of that
of satisfyers in all respects is misleading. As
wo shall show in a later chapter, there are very
important differences. Also, the closeness or
intimacy of association is conditioned by the
facts of belonging in general, as well as by
attentiveness to the situation, response, and
satisfyer. Since, however, the Law of Effect is
the accepted term for a general affirmation that
satisfying and annoying after-effects of connections
influence them, it scorns permissible to use It, As
regards satisfyers, the two essential features are
that certain events which occur after a connection
has operated can work back upon it to strengthen
i t , and the assertion that satisfying events are
the kind which have this power.M 15
ability of response.
£2 . Watson, John B . , Ps
Psychology Prom The Standpoint Of A
Behaviorist. p
and conventional type of act,
n4. fhc most iaportant determiners are the
situation which the individual has had
to come up against during the hours
preceding the incidence of the stimulus
to which he must now react, and the amount
of emotional tension those previous
activities have aroused.
M. ibid..o. 299.
0#
organismic view claims also that not only does the in
new departure in. thought when one has been grounded in the
synthetic or analytic viewpoint" in science.
'potential, : -'
ment something which will meet the needs and return the
animal to a state of equilibrium or released tension* In
Insight means why and how. YJheelor has included the prlnci*
pie of transposahllity as one of the criteria of insight,
as here stated.
Thorndike, like Wat sen, has made his position so clear with
regard to his basic concept of connections that it is
the fact that this stimulus goes with that response, means
in the field, the goal can not be realized and the antici
Koffka says: .
operate. Furthermore, ^
"....after the configuration has once "been con
structed, repetition serves to make the "behavior
appreciably firmer and easier - but not before...
In general, what we mean to say is that in order
to be learned the material must first receive .
some kind of figure, every facilitation in the
construction of which is a facilitation of -*
learning*" 10
It is clear, therefore, that frequency can be effective only
9V iSSOV
10 .m ;•t 'P* tss.
45
the child.
a ‘
state of equilibrium, places renewed emphasis upon an
provided that the groups are not too large to make possible
that the pupils may and will get a grasp of the significance
will make a whole t - then the unit and project will not he
Griffith, 0.
p . 461.
54
for the numbers 1, 5, 10, 50, and 100 were all that were
XIV Koffka, K . ,
57
states that at one time Dr. Prince said to him that "the
16 "
accomplishment. : U
m Kohler.' Vi.. n:
62
■■ ;.,e
tho case in silent study. The
IsiOYm. to facilitate
.t:'. . ,r
In tho
students to recast the
.'T:
This is a real test of
, • ■ ; V ..■ - V'- ■■ ■•
Ifothod, consists, therefore, in achicTin^ those con
traces or rocell.
At the present time, measurement in education may con
Morrison says*
"Applied as measures of organic capacity,
their (mental tests) administrators per
petrate a miserable piece of fundamental
injustice." 23
22. iloffka, ‘
i'L. __
23. Morrison, H. 1., 1
24. Koffka, K. op. ■cii..-p. 196.
67
« . x«.g ? f £
and Development” , A Handbook Of Child Psycholo/rv.
68
■by thorn.n 27
as a figure in M o to
that first knowledge which will enable her to meet the needs
The child and his reaction tendencies are the first con
v
learner*a attitude totrard the teacher
"teachers formerly did not>t much i
the betterment of pupil-teacher relationships,
because they were, almost without exception
0. f e e l e r , k . H,. I’he .
4. MoQoaeh, j. A., u'ilhe Configurational Psychology of
B e a m i n g as Represented by Wheeler and Perkins in
The Principles of Mental Development". Journal of
8. Hull, Clark: 1., "The Conflicting Psychologies
. A Way Ou^,"Manuscript, p. 17.
ihg ,.
•by Qttilfora.. Acooraing to the ftoaings of (Suilford’s
VIII and IX, contain three studies which hear upon the
■. 7
ana Gestalt as t\TO representatiTe views of learning"; and
11.Xtild., p. 65* - /
79
response.
X or 10 XV or 15
XI or 11 XIV or 14
XII or 12 XIX or 19
loo. -- : ... % \
During the time when the new lessons are presented, a
certain amount of drill is given as review of the preceding
general practice.
In presenting Homan numerals "by this method, the re
ing have been met. Some attempt ,has been made to place the
pupil in an attitude of readiness hy explaining that many
the combinations in such a way that the child will know tha t .
this Arabic number "goes with” that Homan numeral. The re
were used by the Roman people who spoke the Latin language,
and that these numerals are often used at the present time
and watches.
easy matter. . - ^
The explanation of the relationships which must be
as XXI equals 21, XXIY equals 24, and XXIX cauals 29. Like
wise , the same for numerals from XXX to XL. For numerals
from 40 to 50, XL is followed by .the numerals from 1 to 10,
ac .XLI equals 41, XLII equals 42, XLI7 equals 44, etc.
numerals from L to XC are constructed with L as L X equals
5% iSil
LXXIY equals 74
LXXIX equals 79
LXXXIY equals 84 .
LXXXIX equals 89
Such ares
%CI' eouals 91
XCIII equals 93
1GT equals 95
XC3X equals 99
This point is well taken for most children with alert and
COHCLTJSIOHS
The eoncluaion that is reached, in this study with
meet his maturative needs, and the means that are employed
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224. Longstaff, E. P.
"Analysis of Some Factors Conditioning Learning in
General Psychology."
Journal of Applied Psychology, 1932, 16:9-48, 131.
225. Lumley, F. E.
"Anticipation of Correct Responses As a Source of
Error in the Learning of Serial Responses."
Journal of Experimental Psychology, 1932, 15:195-205.
226. P„ H.
m * Keltsor, K.
"The Present Status of Experimental Studies on the
250.
‘
Relationship of Peel:'
-
235. KcGeoch, J, A.
Review of Thorndike1s
Journal of General
256* McGeoch, J. A. . , . .
"The Configurational Psychology of learning As
Represented by Wheeler and Perkins,
of Mental Development."
Journal of Applied Psychology, 1933, 17:83-96,
""“ISfeffissasa;:
238.' Kensies* R# .
"The Comparative Memory ,Value of Pleasant, Un
pleasant , and Indifferent Experiences
Journal of Experimental Psychology, 1935,18:267-79.
262, Pechstein, 1. A.
"Massed Versus Distributed Effort in beaming."
Journal of Educational Psychology, 1921, 12:92-97
263, P e t e r 8 « t J m . - ■■ ■ - ■ .. .
"Completeness of Response as an Explanation Prin
ciple in Learning."
Psychological Eeviev/, 1916, 23:153-162.
264. Peterson, J,
"A Bote on Theories of Learning."
Psychological Bulletin, 1922, 19:443-446.
265. Peterson, J,
"Intelligence and Learning."
Psychological Review, 1922, 29:366-389.
266, Peterson, J.
"Intelligence. Conceived As a Mechanism."
Psychological Review, 1924, 31:281-87.
267. Peterson, J.
"Forced Adjustment Versus Association in Con
structive Learning and Thinking."
American Journal of Psychology, 1927, 39:264-282.
26B, Peterson, J. . , .
"Aspects of Learning."
Psychological Review, 1935, 42:1-27.
269. Piokford, R. V/..
"The Tendency Towards Synthesis in Reading."
British Journal of Psychology,1933, 24:50-66.
270. Pillsbury, W. B.
"Tlie Units 1 of Experience, Meaning or Gestalt."
Psychological Review, 1933, 40:481-497.
271. Pyle, W. II.
"iVhat Is Learning.”
School end Society, 1932, 36:534.
272, Rahn, C.
"A St-ady in the Psychology of Thinking.1”
Psychological Monograph, 1912, 16:151,
275. Rascheovsly, H.
"Loam'ing’A s ’a Property of Physical Systems." .
Journal of General Psychology, 1951, 5:207-229,
275. Reed, H. B.
"The Essential Paws of B e a m i n g or. Association.”
Psychological Review, 1927, 34:107-115.
276. Reiser, 0, L.
"Gestalt Psychology and the Philosophy of Mature.”
Philosophical Review, 1930, 39:556-572.
277. Reiser, 0. L,
"The Logic of Gestalt.”
• Psychological Review, 1931, 38:359-368..
278. Remmero, E. R.
“Typical Points of View on Learning Presented to
Beginning'Students of Education.”
Journal Applied Psychology, 1931, 15:155-167.
285. Budman, 3.
”$he Controversial Bases of Character Bduoation."
School mid Society, 1933, 38:405-406.
- ' 1 :' - v •
' ■: ' ' ' . -
286. Sohcidhmann, H. 7.
"Soiae Reasons for Kofflea1o and Thorndilco's Opposing
Views in Regard to Animal intelligence."
Psychological Review, 1926, 33:64-67.
287. Scott, R. R.
"Some Suggestions on Learning from the Point ®f
- View of Gestalt."
Journal of Educational Psychology, 1930, 21:361-366
288. Seltsara, K.
"Organisnic Psychology and Educational Theory.”
Journal of Educational Psychology, 1931, 22:351-57.
289. Selvidgo, R. %. - ^ V-
"Analyzing a Subject for Teaching Purposes." ..
Education, 1935, 55:465-464.
290. Smith, S*
"The Schools of Psychology."
Psychological Review, 1931, 38:461-473. -
291. Sneddon, David
“Heeded Simplifications of Concepts of Education."
Teachers College Record, 1932, 33:624-633.
292. Snoddy, G. S. ; _ f
An Experimental Analysis of a Case of Trial and
Error learning in the Human Subject."
Psychological Monographs, 1920, 20, Humber 124.
293. Spearman, C.
"The Hew Psychology of Shape."
British Journal of Psychology, 1925, 15:211-228.
294. Squires, Paul C.
"A Griticisa ©f the Configurationiots1 Interpreta
tion of 1Structuralism1."
American Journal of Psychology, 1930, 42:134-140.
295* Sgmires, Paul 0.
"A H ot; Psychology After the Kaimer of Einstein."
Scientific Monthly, 1950, 30:155-163.
296. Stagnor, H.
"Coaftitionod Reflex Sheorios of Learning."
Psychological Review, 1931, 38:42-59*
297. Stephans, J. M.
"A Mechanical Explanation of the Law of Effect."
American J o u m a l of Psychology , 19 29 , 4 1 :422-431.
298. Stephens, J. M.
"Some Weaknesses in the Explanation of Hahit For
mation Ad Conditioning."
! Psychological Review, 1931, 38:137-152.
3 W . Stephens , J. .If* - : \ - ■
"Plie Conditioned Reflex Ao the Explanation of
Hahit Formation: I. The Essential Factors in the
Establishment of the Conditioned Reflex."
Journal of General Psychology, 1934, 10:110-136.
301. Stephens, J. M.
ttfhe Conditioned Reflex As the Explanation of
Habit Formation: II. The Operation of a Higher-
Order Reaction and a Lower-Order Reaction in
Close Succession."
Journal of General Psychology, 1934, 10:219-226.
302. Stoddard, G. D. .
"Experiments in.Verbal Learning."
Journal of Educational Psychology, 1929, 20:452-57.
303. Stroud, J. B. ’
"Effect of Complexity of Material Upon the Form
of Learning Curves.
Aaeriean Journal of Psychology, 1932, 44:721-31.
304. Swift* I* C* ' . ■ . ; • . ;■ ■
"Studies in the Physiology and Psychology of
Learning."
American J o u m a l of Psychology, 1903, 14$ 201-281,
xxvii
305. S v f m , E. J.
"The Learning Process: A Criticism and a Theory."
Psychological Review, 1929, 56:27-45.
506. Symonds, P. H.
"Lava of Learning."
Journal of Educational Psychology, 1927, 18:405-13
.
808 fait , VA D.
'*
Behaviorism in Science #
Science, 1932, 75:462-463.
309. Taylor, H.
"A S t u ^ of Configuration Learning."
Journal of Comparative Psychology, 1932, 13:19-26.
310. Taylor, J. H.
"The Effect of Increasing Speed of Stimulation on
J o u r a S ^ o ^ l e n l S i Psychology, 1935, 12:132-143.
511. Thorndike, E. L. ..
"The Influence of Primacy."
Journal of Experimental Psychology, 1927* 10:18-29
312*' Thorndike,-E. L. . - ■
"The Law of Effect.”
American Journal, of Psychology, 1927, 39:212-22.
313. Thorndike, E. 1#
"The ReSactory Period in Associative Processes."
Psychological Review, 2927, 34:234-36.
314. Thorndike, B. L.
"The Influence of Use or Frequency of Occurrence
Upon the Strength of Montal Cohnections."
Proceedings of the ITational Academy of Science,
1931, 19:734-745.
315. Thorndike, E. L.
"The Value of Research in Education."
Teachers College Record, 1931, 33:96-99.
316. Thorndike, E. L.
"A Proof of the Law of Effect.*
Science, 1933, 77:173-175,
xxviii
317. Thorndike, E. L. ' 1
"A Theoiy of the Action of the After Effects of
a Connection Upon It.n
Psychological Eevievf, 1935, 40:434-439.
318. I h omdike, E. I., and ParlanA, G.
"She Influence of Increase and Decrease of the
Amount of Rovmrd Upon the Bate of Learning.11
Journal of Educational Psychology, 1933, 84:401-411
319. Thorndike, E,. L.
•The Influence
Journal of Educational Psychology, 1933, 84.1-16,
Thomdilce, E. X
m\o 1 or 'Scatter' of the Influence From
a in Gelation to Gestalt Doctrine."
■ Sclease.
18JM-96.
zxix
1
327. Tolman, E. C.
"Semin's Concept of Vectors.”
Journal of General Psychology, 193B, 7:3-15.
32$. iPolman, E. C.
"The Sam of Effect: A Reply to Dr. Goodenough."
Journal of Experimental Psychology, 1933, 16:463-69.
330. Tolrnen, E. C.
"Sign Gestalt or Conditioned Reflex."
Psychological Review, 1933, 401246-255.
Warren, H. C.
"Outline of a
American Journal of Education, 1927, 39:23-41.
340. Washhume, J. H.
"An Electro-Chemical Theory of learning."
Journal of Educational Psychology, 1935, 26:99-122.
341. Waters, R. H.
"The law of Effect as a Principle of learning."
Psychological Bulletin, 1934, 31:408-437.
xxxi
J
349. Wheeler, R. H.
"A Psychological description of Intelligence."
Psychological Review, 1924, 31:161-174.
350. IVheeler, R. H.
"Why Psychology'Became the Science of Behavior.”
Educational Review, 1928, 75:300-302.
351. Ydioeler, R. H.
"Behavior and the Law of Least Action."
Psychological Bulletin,2929, 26:137-145. -
354. Wheeler, R . B .
"A Set of Postulates for Educational Theory I.
The Background."
Journal of Educational Research, 1935, 28:321-393.
355. Whitehead, T. R.
"Psychology and Techniques of Discovery."
Journal of General Psychology, 1934, 10:364-375.
356. Ihitely, P. L.
"The Dependence of Learning and Recall Upon Prior
Intellectual Activity."
Journal of Experimental Psychology, 1927, 10 3488-508
357. Willoughby, R. R.
"Incidental Learning."
Journal of Mucational Psychology, 1930, 21:12-23.
858. Wilson, W. R.
"Selection in *Trial and Error1 Learning."
Psychological Review, 1924, 31:150-160.
559. Williams, K. A.
"She Conditioned Reflex and the Sign Function in
learnings"
Psychological Review, 1929, 36:481-497.
xxxii
360. Woodworth, R«,.S.
"Gestalt Psychology and the Concept of Reaction
Stages." .
American Journal of Psychology, 1927, 39S68-6S.
361. Wyatt, H. G.
"The Gestalt Enigma."
Psychological Review, 1928, 3§$g9S-.510.
362. Wyman. H. B.
"Satisfaction: Its Source and Function in Learning.
Progressive Education, 1935, 12:224-230.
rxxlii
t