Edward L. Thorndike.
Teachers College
Columbia University
April 1, 1920
CONTENTS
| CHAPTER | PAGE | |
| [Introduction: The Psychology of the Elementary School Subjects] | [xi] | |
| [I.] | The Nature of Arithmetical Abilities | [1] |
| Knowledge of the Meanings of Numbers | ||
| Arithmetical Language | ||
| Problem Solving | ||
| Arithmetical Reasoning | ||
| Summary | ||
| The Sociology of Arithmetic | ||
| [II.] | The Measurement of Arithmetical Abilities | [27] |
| A Sample Measurement of an Arithmetical Ability | ||
| Ability to Add Integers | ||
| Measurements of Ability in Computation | ||
| Measurements of Ability in Applied Arithmetic: the Solution of Problems | ||
| [III.] | The Constitution of Arithmetical Abilities | [51] |
| The Elementary Functions of Arithmetical Learning | ||
| Knowledge of the Meaning of a Fraction | ||
| Learning the Processes of Computation | ||
| [IV.] | The Constitution of Arithmetical Abilities (continued) | [70] |
| The Selection of the Bonds to Be Formed | ||
| The Importance of Habit Formation | ||
| Desirable Bonds Now Often Neglected | ||
| Wasteful and Harmful Bonds | ||
| Guiding Principles | ||
| [V.] | The Psychology of Drill in Arithmetic: The Strength of Bonds | [102] |
| The Need of Stronger Elementary Bonds | ||
| Early Mastery | ||
| The Strength of Bonds for Temporary Service | ||
| The Strength of Bonds with Technical Facts and Terms | ||
| The Strength of Bonds Concerning the Reasons for Arithmetical Processes | ||
| Propædeutic Bonds | ||
| [VI.] | The Psychology of Drill in Arithmetic: The Amount of Practice and the Organization of Abilities | [122] |
| The Amount of Practice | ||
| Under-learning and Over-learning | ||
| The Organization of Abilities | ||
| [VII.] | The Sequence of Topics: The Order of Formation of Bonds | [141] |
| Conventional versus Effective Orders | ||
| Decreasing Interference and Increasing Facilitation | ||
| Interest | ||
| General Principles | ||
| [VIII.] | The Distribution of Practice | [156] |
| The Problem | ||
| Sample Distributions | ||
| Possible Improvements | ||
| [IX.] | The Psychology of Thinking: Abstract Ideas and General Notions in Arithmetic | [169] |
| Responses to Elements and Classes | ||
| Facilitating the Analysis of Elements | ||
| Systematic and Opportunistic Stimuli to Analysis | ||
| Adaptations to Elementary-school Pupils | ||
| [X.] | The Psychology of Thinking: Reasoning in Arithmetic | [185] |
| The Essentials of Arithmetical Reasoning | ||
| Reasoning as the Coöperation of Organized Habits | ||
| [XI.] | Original Tendencies and Acquisitions before School | [195] |
| The Utilization of Instinctive Interests | ||
| The Order of Development of Original Tendencies | ||
| Inventories of Arithmetical Knowledge and Skill | ||
| The Perception of Number and Quantity | ||
| The Early Awareness of Number | ||
| [XII.] | Interest in Arithmetic | [209] |
| Censuses of Pupils' Interests | ||
| Relieving Eye Strain | ||
| Significance for Related Activities | ||
| Intrinsic Interest in Arithmetical Learning | ||
| [XIII.] | The Conditions of Learning | [227] |
| External Conditions | ||
| The Hygiene of the Eyes in Arithmetic | ||
| The Use of Concrete Objects in Arithmetic | ||
| Oral, Mental, and Written Arithmetic | ||
| [XIV.] | The Conditions of Learning: the Problem Attitude | [266] |
| Illustrative Cases | ||
| General Principles | ||
| Difficulty and Success as Stimuli | ||
| False Inferences | ||
| [XV.] | Individual Differences | [285] |
| Nature and Amount | ||
| Differences within One Class | ||
| The Causes of Individual Differences | ||
| The Interrelations of Individual Differences | ||
| [Bibliography of References] | [302] | |
| [Index] | [311] | |