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Psychology today differs from the psychology of yesterday. Not that human nature has changed; but we know more about it, thanks to scientific method. The thirty lectures in the first half of this volume are filled with recent findings of psychological research, exemplifying the insight which science makes possible. Written for the radio audience, these chapters are at once vivid and compact. Read in sequence, they give as in a panorama a glimpse across the main fields tilled by contemporary psychology. These include the normal processes of mind; child development; our changing personalities; animal behavior; the psychology of education; and industrial psychology. Students will wish to preface each group of five lectures by turning first to the appropriate manual in the second half of the volume, reading there the introductory chapter and noting the supplementary aids to study. There are also questions to provoke discussion, and annotated references to further readings illustrative of the new understanding which scientific method is bringing to man's knowledge of himself. Here, then, is a fairly representative picture of Psychology Today.
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"The primary concern of any practitioner who deals with children is to understand the factors that determine the development of children. These factors can be divided into those which are inherent in the organic make-up of the individual and those which surround but are outside him. The interaction of these two, heredity and environment, constitute the determiners of individual development. Scientific study in all areas is constantly at work endeavoring to understand how this interaction takes place and how much each group of factors (inherited or environmental) determine development. Thus, medicine studies physiological functioning and disease; nutritionists study food composition and metabolism; the psychologist and educator study learning and maturation. The series of studies reported in this monograph were undertaken in an effort to contribute to our understanding of the role of training or practice in relation to maturation in determining the ability of children. The peculiar merits of the studies in this monograph lie in the fact that seven different performances were studied under similar experimental conditions with more than two hundred children, ranging in age from two to eleven years. This similarity of procedure has made possible comparisons of the relative influence of training and maturation on such widely differing performances as color naming, tapping, and singing. They indicate types of activities wherein training and guidance are effective at certain ages and other types of activity where training seems ineffective"--Foreword. (PsycINFO Database Record (c) 2010 APA, all rights reserved).
Child development. --- Psychophysiology. --- Learning, Psychology of.
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Child Development --- Juvenile delinquency --- Child welfare --- Educational tests and measurements
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Child development. --- Child rearing. --- Education --- Public schools --- Enfants --- Education des enfants --- Enseignement --- Ecoles publiques --- Experimental methods --- Développement --- Méthodes expérimentales --- PTHESIS TSPY
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