Psychology and Its Bearing on Education

In this book I have aimed above all at five things. First, to be clear; concrete illustrations are given throughout, and technical terms introduced only where essential are explained when they are first used.

Second, I have tried to make the earlier parts of the book as simple and general as possible, gradually introducing the reader to a more detailed discussion of the same topics later …

Third, I have stressed point of general agreement among competent psychologists … rather than dwell upon matters of dispute … There is … far greater agreement among properly qualified psychologists than is commonly thought.

Fourth, I have aimed at comprehensiveness … I may perhaps mention specially the attention here given to aesthetic education and the appreciation of beauty … which are so often neglected in psychological text-books.

Finally, I have sought to rouse interest in the fascinating study of human nature …

Introduction[rtoc]
- The scope of this book
- What psychology is not
- Is psychology of any practical use?
  - Psychology applied to industry
  - The use of intelligence tests
  - Vocational guidance tests
  - Tests in the Army
  - The cure of minor mental disorders
- Psychology as a guide to probabilities
- Plan of study for this book
[/rtoc]
Supposed Mental Faculties and Their Training[rtoc]
- The supposed ‘faculty of memory’
  - Rote memory and substance memory
  - Visual and auditory rote memory
  - Interest and learning
  - The supposed ‘training of memory’
  - Some practical applications to teaching
- The supposed ‘faculty of observation’ and its training
  - Observation, perception and apperceptiuon
  - Imagination and its ‘training’
    - The forming of mental images
    - Reproductive imagination
    - Constructive imagination
- Attention and the training of attention
  - Mental discipline and the doctrine of formal training
  - The need for considering the popular interpretation of psychological terms
  - The meaning of ‘habit’
[/rtoc]
The Modern Psychological View of Mental Abilities[rtoc]
- General intelligence
- Special abilities
- Innate general ability
- Mental age and the intelligence quotient
- Distribution of intelligence
- The difference between the modern psychology of mental abilities and the ‘faculty psychology’
[/rtoc]
Desire and Striving, Pleasure, Emotions and Sentiments[rtoc]
- Three aspects of mental process
- Conation and feeling-tone
- Is conation always directed towards pleasure?
- The emotions
- Emotions and sentiments
- The development of a sentiment
[/rtoc]
Are There Human Instincts? The Innate Bases of Conduct and ‘Drives'[rtoc]
- What is an instinct?
- Distinction between instincts and reflexes
- Instincts and intelligence
- The essential qualities of instinctive tendencies in man
- ‘Instincts’ or ‘innate tendencies’ or ‘drives’?
- Innate tendencies in man resembling instincts
- The main clues to innate tendencies
- The spread of innate tendencies in man
- The modification of innate tendencies by experience
- ‘Drives’ and innate tendencies
- Temperament
- Anthropological evidence about innate tendencies
- The order of discussion of tendencies or drives
[/rtoc]
Sympathy, The Parental Impulse, Fear and Disgust[rtoc]
- Passive sympathy or sympathetic induction of emotions
- Specific elements in passive sympathy
- The sympathetic induction of emotions in moral and aesthetic education
- Passive sympathy in crowds and groups
- Active sympathy: the parental or protective impulse
- The appeal for sympathy and help
- Fear and the avoidance of danger
- Disgust and repulsion
[/rtoc]
Anger, Pugnacity and Aggressiveness; Self-Assertion and Self-Submission[rtoc]
- Pugnacity and war
- Assertiveness and self-assertion
- Self-display
- Individual differences in self-assertion
- Self-assertion in the teacher
- Self-submission or self-abasement
[/rtoc]
Suggestion, Imitation and Gregariousness[rtoc]
- Suggestion under hypnosis
- Suggestion in waking life
- The suggestibility of children
- Affection, desire and suggestion
- Self-assertion and contrary suggestion
- Incidental suggestion
- Desirable qualities in the teacher or leader
- The limits of suggestion
- Imitation
- Gregariousness and sociability
- Sociability
- Sociability and experience
- Gregariousness, privacy and loneliness
[/rtoc]
Sex and Sex Education[rtoc]
- Sex as an ‘appetite’
- Sex in infancy, and the supposed Oedipus Complex
- Sex maturation at puberty
- Changes in attitude towards the opposite sex
- Homo-sexual attraction as a substitute for the normal
- The mature sex impulse in later adolescence
- Sex education
[/rtoc]
The Unconcscious, Repression, Sublimation, and some Freudian Ideas on Sex[rtoc]
- Reasons for studying the psychology of the unconscious
- The need for the study of normal persons
- Some main facts about unconscious processes
- Dissociations and complexes in more normal persons
- Mental conflict a cause of repression
- What is repression?
- The solution of conflict by sublimation
- Sublimation contrasted with substitution
- Sublimation of sex
[/rtoc]
The Inferiority Complex and Some Other Complexes and Neuroses[rtoc]
- Self-assertion
- The inferiority complex
- The ‘feeling’ of inferiority
- Excessive self-assertiveness
- The ‘parent’ or ‘father’ complex
- The ‘mother’ complex
- Unconscious appeals for sympathy or protection: some ‘defence mechanisms’
[/rtoc]
Temperament and the Coordination of Innate Tendencies[rtoc]
- Conscious and unconscious motives
- The unification of innate tendencies
- The grouping of tendencies and emotions
- Types of temperament
- The co-ordination of tendencies by the self or by social training
- Alternating and conflicting tendencies
- The checking of one tendency by another
- The social checking or encouraging of crude impulses
- The control of impulses by thoughts of future consequences
- The influence on tendencies and the thought of the disapproval (or approval) of others
[/rtoc]
Sentiments, Volition, Character, and Moral Habits[rtoc]
- x
[/rtoc]
Play, and “The Play-Way” in Education[rtoc]
- x
[/rtoc]
Acquisitive, Collecting, Manipulative, and Constructive or Creative Tendencies[rtoc]
- x
[/rtoc]
Curiosity, Special Interests and the Popularity of School Subjects[rtoc]
- x
[/rtoc]
Mental Work, Interest and Attention[rtoc]
- x
[/rtoc]
The Span and Division of Attention or Apprehension[rtoc]
- x
[/rtoc]
Learning and Remembering[rtoc]
- x
[/rtoc]
Learning Movements and the Acquisition of Skill[rtoc]
- x
[/rtoc]
Thinking, and Training in Reasoning[rtoc]
- x
[/rtoc]
Imagination and Fluency[rtoc]
- x
[/rtoc]
General Intelligence and Intelligence Tests[rtoc]
- x
[/rtoc]
Special Abilities and Their Testing[rtoc]
- x
[/rtoc]
Estimating Temperament, Personality or Character[rtoc]
- x
[/rtoc]
Educational Guidance, School Records, And Attainments Tests[rtoc]
- x
[/rtoc]
Vocational Guidance[rtoc]
- x
[/rtoc]
The Appreciation of Beauty and Aesthetic Education: (1) Nature and Visual Art[rtoc]
- x
[/rtoc]
The Appreciation of Beauty and Aesthetic Education: (2) Music[rtoc]
- x
[/rtoc]
The Appreciation of Beauty and Aesthetic Education: (3) Poetry[rtoc]
- x
[/rtoc]
Development in Infancy[rtoc]
- x
[/rtoc]
Middle Childhood and Its Interests[rtoc]
- x
[/rtoc]
Adolescence: (1) General, Social and Emotional[rtoc]
- x
[/rtoc]
Adolescence: (2) Intellectual and out of school interests[rtoc]
- x
[/rtoc]
Backward Children, Problem Children, and Young Delinquents[rtoc]
- x
[/rtoc]
Mind and Body[rtoc]
- x
[/rtoc]

Appendix: Correlation and Other Common Statistical Terms
Tables:
1. Children’s questions
2. Reasons for liking school subjects
3. Order of popularity of subjects in Grammar Schools
4. Intelligence levels in different schools and vocations
5. Order of aesthetic values in types of judgment
6. School subjects in order of preference: Boys (1925)
7. School subjects in order of preference: Girls (1925)
8. Order of preference for school subjects in Worcestershire Elementary schools (1935)
9. Changes during adolescence in University students
10. Changes during adolescence in young workers and Technical students
11. Newspaper reading among adolescents
12. Attendance of Senior School Children at Cinema
13. Preference in school subjects among adolescents (Boys and Girls)
14. Percentage of persons reporting increased aesthetic interests during adolescence
Figures:
1. Analysis of memory
2. Apperception illustrated
3. Distribution of Intelligence Quotients
4. Curve of forgetting
5. Mirror drawing
6. Maze
7. Ink blot test
8. Increases in weight in boys and girls, ages nine to fourteen
9. Frequency of religious conversions at various ages
10. Example of a high degree of correlation
11. Curve of normal distribution
12. Curve showing some averages with different scatter

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