By Frederick J Morrison, Catherine Lord and Daniel P. Keating (Eds.)
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Extra resources for Applied Developmental Psychology. Volume 1
Charters, 1913, pp. 2-3) Such was the humorless disgrace that awaited children who shirked their spelling practice. Charters (1913) referred somberly to the pedagogical goal of instilling a spelling conscience. By 1915, a number of experiments had been done on the best way to teach spelling. There were three domains of research preoccupation: modality, attention, and automaticity. The first interesting thing about learning to spell is the fact that there are different types of imagery used by people who spell .
But perhaps, as Piagetians would point out, that comment reveals only the egocentrism of our own stage of formal operations. 35 COGNITIVE ANALYSES OF BASIC SCHOOL TASKS B. Then What Happened? In a word, tests. With the advent of the testing movement, the psychology of school tasks was submerged and almost extinguished. This historical sequence is illustrated in Fig. 4, which graphs the percentage of school task vs testing articles that appeared in the Journal of Educational Psychology from 1910 (the year of its inception) through 1981.
Experience," or as much of it as we want, without the aid of the voice, just as a pupil who has had practice in thinking-talking-writing will at length write his thought silently without the middle step of talking, at the same time testing out by inner speech how his sentences will feel and sound when his reader lifts them from the paper. If we are willing to sacrifice what the voice contributes, we can also gain in speed, for if we uncouple our talking machinery and let the inner speech run on alone, it keeps on going when we are breathing in as well as when we are breathing out, and even faster than when the lips are moving.
Applied Developmental Psychology. Volume 1 by Frederick J Morrison, Catherine Lord and Daniel P. Keating (Eds.)