quadgram

This is a table of type quadgram and their frequencies. Use it to search & browse the list to learn more about your study carrel.

quadgram	frequency
on the other hand	176
in the case of	110
at the same time	89
it is evident that	63
the fact that the	57
in so far as	55
on the part of	55
it is to be	51
the part of the	50
one of the most	50
is one of the	50
at the end of	50
for the sake of	49
in the form of	47
of the nervous system	46
in the same way	45
in the fact that	44
in connection with the	42
as a result of	42
the nature of the	41
to be able to	40
to the fact that	38
the development of the	36
the work of the	35
in such a way	35
from the standpoint of	35
upon the part of	33
in the first place	32
the case of the	32
on the basis of	31
the end of the	31
in the nervous system	31
in the light of	30
a study of the	30
by means of the	29
so far as it	28
of the learning process	27
on the one hand	26
in the way of	26
it is possible to	26
as a matter of	26
at the age of	26
the mind of the	25
in the field of	25
it is true that	25
is to be noted	25
problems in observation and	24
in accordance with the	24
of the most important	24
for its own sake	24
is likely to be	24
on account of the	24
as we have seen	24
form the habit of	24
members of the class	24
is a matter of	23
in the development of	23
in observation and introspection	23
rated at rated at	22
the use of the	22
in the high school	22
in terms of the	22
in the study of	21
as a means of	21
a more or less	21
the meaning of the	20
so far as the	20
in such a case	20
a large number of	20
at rated at rated	20
the study of the	20
the aim of education	20
he is able to	20
is found in the	19
the fact that it	19
in the sense of	19
the presence of the	19
the members of the	19
at the beginning of	19
per cent of the	19
the value of the	19
the mind is able	19
of a number of	19
it was found that	18
the good of the	18
as well as the	18
that it is a	18
the history of the	18
such a way as	18
one of the greatest	18
the way in which	18
a knowledge of the	18
of the development of	18
a way as to	17
the formation of habits	17
for the most part	17
a large part of	17
the case of a	17
consists in the fact	17
is evident that the	17
the mind and its	17
mind is able to	17
make a study of	17
it is not the	17
as far as possible	17
the beginning of the	17
as well as in	16
such a way that	16
the achievements of children	16
the life of the	16
american journal of psychology	16
the difference between the	16
for the first time	16
in the history of	16
in the mind of	15
for a long time	15
be borne in mind	15
in order to be	15
if we wish to	15
it is easy to	15
there can be no	15
the focus of attention	15
in the use of	15
by the fact that	15
it is for this	15
as has already been	15
the laws of association	15
it is only as	15
the association of ideas	15
in the midst of	15
one of the chief	15
the extent to which	15
one of the best	15
it is hard to	15
that there is no	15
is to be found	15
mind and its education	15
that is to say	14
work of the school	14
of the field of	14
is for this reason	14
of the laws of	14
of boys and girls	14
for the purpose of	14
of the nature of	14
in the direction of	14
to be found in	14
a part of the	14
in relation to the	14
in the process of	14
for the good of	14
of the fact that	14
to do with the	14
the point of view	14
other things being equal	14
so far as we	14
the training of thought	13
the standpoint of the	13
it is in the	13
in a general way	13
within the nervous system	13
under the head of	13
the character of the	13
the part of children	13
in a state of	13
the education of the	13
of the law of	13
the form of the	13
as one of the	13
for this reason that	13
the relation of the	13
so far as they	13
of a sense organ	13
and at the same	13
it is obvious that	13
in the training of	13
the process by which	13
feelings of strain and	13
from what has been	13
the scope of consciousness	12
the position of the	12
means to an end	12
in the course of	12
as a process of	12
betts the mind and	12
the question as to	12
as in the case	12
of strain and relaxation	12
in which the mind	12
point of view of	12
the principles of education	12
to the exclusion of	12
a matter of fact	12
the direction of the	12
the principle of the	12
it must not be	12
for the development of	12
far as it is	12
of the child and	12
in which they are	12
that the mind is	12
bagley the educative process	12
the fact that they	12
with the problem of	11
of the high school	11
the use of a	11
the conditions under which	11
the rest of the	11
references for class reading	11
the tendency to imitate	11
at the mercy of	11
in order that the	11
the cortex of the	11
the age of the	11
a certain amount of	11
five per cent of	11
the sake of the	11
the purpose of the	11
is made up of	11
development of the child	11
the sum total of	11
has to do with	11
we are able to	11
stimulation of a sense	11
the method of the	11
is due to the	11
the sense of sight	11
in this way the	11
the idea of a	11
in the last chapter	11
it is one of	11
take the place of	11
over and over again	11
the facts of the	11
of the members of	11
nature of the child	11
in our study of	11
the interpretation of the	11
of education is to	11
is the result of	11
must be able to	11
to a large extent	11
if we are to	11
a result of the	11
the place of the	11
under the influence of	11
in which it is	11
a row of beats	11
is to say that	11
we do not know	11
from the point of	11
it is impossible to	11
in all these cases	11
on the other side	11
solution of the problem	10
it is only by	10
the development of a	10
borne in mind that	10
with which they are	10
a great number of	10
not be able to	10
be looked upon as	10
it should be noted	10
as well as for	10
in the habit of	10
and the training of	10
to the extent that	10
to find out the	10
is the fact that	10
a part of our	10
and on the other	10
the most important of	10
it enables us to	10
an analysis of the	10
in the sense that	10
raymont the principles of	10
history of the race	10
the fact that in	10
the stream of consciousness	10
the order of the	10
the light of the	10
it is in this	10
to the law of	10
brain and nervous system	10
in the formation of	10
in the same manner	10
what has been said	10
in addition to the	10
of the aim of	10
as a means to	10
to find out what	10
in the education of	10
the solution of the	10
what it is to	10
the problem of the	10
the problem in hand	10
of the association of	10
large part of the	10
the form of a	10
the condition of the	10
as an example of	10
in the second place	10
of which he is	10
of the value of	10
have to do with	10
outlines of educational psychology	10
in dealing with the	10
in exactly the same	10
the words of the	10
member of the class	10
is it true that	10
that we do not	10
the attention of the	10
pillsbury essentials of psychology	10
any one of the	10
to form the habit	10
it is evident from	9
a complete outline of	9
the results of the	9
the various aspects of	9
cortex of the brain	9
we are trying to	9
the step of preparation	9
that it is not	9
it will be well	9
the attitude of the	9
examination of school children	9
in what sense is	9
it is necessary to	9
is more or less	9
are not to be	9
the intensity of the	9
it is difficult to	9
this point of view	9
meaning of the word	9
of a series of	9
the sense of touch	9
our study of the	9
the science of education	9
the function of the	9
if it is to	9
by means of which	9
the language of the	9
for the same reason	9
in the learning process	9
the complexity of the	9
make a complete outline	9
the process of learning	9
a means to an	9
of the process of	9
in the work of	9
by the use of	9
it is not a	9
with reference to the	9
for this reason the	9
is known as the	9
the law of habit	9
it is of course	9
the basis of the	9
or it may be	9
presence of the other	9
a high degree of	9
and more or less	9
it will be found	9
is seen in the	9
does not mean that	9
as well as of	9
at the present time	9
through a process of	9
knowledge of human nature	9
to do is to	9
of the mind to	9
in a similar way	9
it is well to	9
in regard to the	9
the direction in which	9
it may be noted	9
to know how to	9
aim of education is	9
the strength of the	9
have a tendency to	8
to the development of	8
the length of the	8
the formation of a	8
the parts of the	8
nothing more than the	8
as we shall see	8
we are in the	8
it has already been	8
by means of a	8
high school and college	8
the degree in which	8
the shape of the	8
that the pole was	8
the order of their	8
of a class of	8
one or more of	8
of some of the	8
of the brain and	8
there is always a	8
the history of education	8
his knowledge of the	8
the original nature of	8
as well as a	8
any one of these	8
the movements of the	8
should be taught to	8
presented to the child	8
part of the teacher	8
a great deal of	8
which is to be	8
our knowledge of the	8
in the discussion of	8
if they are to	8
it must be remembered	8
be able to do	8
the mind must be	8
in the life of	8
of billions a second	8
from the fact that	8
as if they were	8
in consequence of the	8
is evident from the	8
the order in which	8
of interest in the	8
be found in the	8
the spirit of the	8
the law of the	8
a consideration of the	8
are more or less	8
at the dawn of	8
in the matter of	8
is spoken of as	8
in the elementary school	8
may be described as	8
is said to be	8
will be found to	8
so far as our	8
to look at the	8
there will always be	8
to the laws of	8
due to the fact	8
despite the fact that	8
an object of attention	8
as it is possible	8
fact that it is	8
the question and answer	8
that the child should	8
the child who is	8
in the upper grades	8
his attention upon the	8
may be looked upon	8
as if it were	8
of the same age	8
good of the group	8
process by which the	8
the outlines of educational	8
the same time the	8
to enable him to	8
in the early teens	8
in the degree in	8
the idea of the	8
see whether you can	8
an end in itself	8
the scope of attention	8
to say that the	8
the age of twelve	8
the fact that we	8
with the development of	8
make a list of	8
the threshold of consciousness	8
is the most important	8
the beginning of a	8
that there is a	8
what sense is it	8
the part played by	8
of induction and deduction	8
the best of all	8
to be noted that	8
is not so much	8
one or the other	8
the sight of a	8
for the solution of	8
is that of the	8
as long as the	8
the training of the	8
the same amount of	8
a lesson on the	7
in which children are	7
just as truly as	7
in the solution of	7
question and answer method	7
a process of learning	7
it will be seen	7
it is clear that	7
the stimulation of a	7
the course of the	7
the rights of others	7
the arrangement of the	7
is the basis of	7
so it is with	7
mind of the child	7
the content of consciousness	7
has a tendency to	7
be given to the	7
the constitution of the	7
of the social instinct	7
become a part of	7
a part of a	7
are likely to be	7
it is doubtful whether	7
in the above example	7
principles and practice of	7
with respect to the	7
by a process of	7
at the proper time	7
the instinct of curiosity	7
fell in love with	7
the same kind of	7
during the learning process	7
we have already seen	7
the experience of the	7
the elements of the	7
the interests of the	7
be more or less	7
is the one who	7
some of the most	7
it may be said	7
part of the body	7
the result of the	7
the more or less	7
in power of appreciation	7
go back to the	7
of the human race	7
is the tendency to	7
can be no doubt	7
in which he lives	7
and see whether you	7
is to some extent	7
the meaning of a	7
the only way to	7
in order to understand	7
within the range of	7
a brief course in	7
so long as the	7
the control of the	7
in a way that	7
into the nature of	7
the laws of habit	7
as a basis for	7
as soon as the	7
for granted that the	7
method of the recitation	7
is easy to see	7
landon the principles and	7
the fact is that	7
more likely to be	7
the child should be	7
make use of the	7
this is to say	7
the aim of the	7
as well as its	7
to take up the	7
the solution of a	7
as a part of	7
is by no means	7
to be noted further	7
present to the senses	7
in which there is	7
in this type of	7
this is especially true	7
to the idea of	7
if it does not	7
spoken of as a	7
the law of resultants	7
to the age of	7
to the child in	7
i do not know	7
the influence of the	7
as long as we	7
we do not understand	7
the pupils should be	7
that the teacher should	7
from this point of	7
same thing is true	7
for a short time	7
in spite of the	7
we may say that	7
to attend to the	7
to say nothing of	7
in the presence of	7
from this it is	7
the great majority of	7
the function of suggestion	7
extent to which the	7
of such a nature	7
is a state of	7
for class reading colvin	7
the manner in which	7
to have the pupil	7
strayer a brief course	7
the quality of the	7
the welfare of the	7
from the outside world	7
the work in hand	7
an act of memory	7
the application of the	7
social aim of education	7
mcmurry the method of	7
and practice of teaching	7
with that of the	7
the processes by which	7
in any one of	7
this does not mean	7
direction in which the	7
in the latter case	7
the principles and practice	7
the child and the	7
and all the other	7
education of the child	7
to a consideration of	7
a few of the	7
at the rate of	7
a matter of the	7
what is meant by	7
of this type of	7
relation to one another	7
brief course in the	7
a number of particular	7
it is found that	7
be considered more fully	7
more or less of	7
in the long run	7
and in the second	7
the same thing is	7
the brain and nervous	7
in the experience of	6
at different stages of	6
to form a habit	6
and that of the	6
in place of the	6
a difference in the	6
the conservation of energy	6
of a particular object	6
thorndike principles of teaching	6
class reading colvin and	6
of the phenomena of	6
to distinguish between the	6
the degree to which	6
norms are shown in	6
to some extent in	6
in front of the	6
at the expense of	6
the rapidity of the	6
a course of action	6
of the body is	6
the formation of the	6
is not to be	6
differ from each other	6
lightning in the west	6
he does not know	6
is the one that	6
from your own experience	6
by means of an	6
there is no sharp	6
to the extent to	6
is only as the	6
the young child is	6
it has been seen	6
of the power of	6
made up of a	6
the field of vision	6
established in the nervous	6
in a given case	6
question as to the	6
to provide for the	6
control of the process	6
in the face of	6
ways of doing things	6
of many of the	6
the nervous system to	6
study of general method	6
the stimulus and the	6
the science of psychology	6
taken for granted that	6
are the result of	6
under the direction of	6
it must be noted	6
the development of an	6
in the first case	6
as well as to	6
the consciousness of the	6
into the habit of	6
of children in the	6
it is necessary for	6
at the bottom of	6
reading colvin and bagley	6
at the beginning and	6
in the primary grades	6
the law of association	6
in the order of	6
of the processes of	6
come to know the	6
at the top of	6
of the conservation of	6
to see that the	6
in the sixth grade	6
of our mental stream	6
for the child to	6
the organization of the	6
in the school curriculum	6
the field of consciousness	6
one after the other	6
seems to be that	6
the point of a	6
of body and mind	6
the same sort of	6
to solve the problem	6
in consciousness as a	6
the one that is	6
by virtue of the	6
in a certain sense	6
give the following instructions	6
the social aim of	6
by the mind as	6
for the time being	6
the norms are shown	6
by a number of	6
to find out how	6
fact that in the	6
enable the child to	6
a little more closely	6
makes the difference between	6
in such cases the	6
in the shape of	6
colvin the learning process	6
as it is to	6
and in so far	6
the center of the	6
under the stimulus of	6
a new experience in	6
the same time a	6
than that of the	6
division of labor in	6
looked upon as a	6
to which they are	6
an interest in the	6
will enable us to	6
in this case the	6
of a group of	6
in order to gain	6
there is a great	6
a boy or girl	6
that it is hard	6
to make use of	6
in the teaching process	6
achievements of children in	6
have been made to	6
to make clear the	6
centres involved in the	6
it is probable that	6
the presence of a	6
by the presence of	6
of our past experience	6
an important factor in	6
it is seen that	6
formed the habit of	6
a sufficient number of	6
it is through the	6
is to be used	6
the material of the	6
and the laws of	6
it is at once	6
the activities of the	6
will be considered more	6
is conditioned by the	6
to the study of	6
with the help of	6
is the one which	6
the thought of the	6
for the teacher to	6
the majority of people	6
the relation between the	6
per cent of all	6
as an object of	6
the child in the	6
of the more important	6
and there is a	6
into a number of	6
of the number of	6
this seems to be	6
be noted further that	6
in the educative process	6
the ability of the	6
to call up the	6
in addition to its	6
is the business of	6
complete outline of the	6
and to what extent	6
of the child by	6
it may be the	6
do not know how	6
in the art of	6
upper part of the	6
to the point of	6
of attention to the	6
are the basis of	6
the subject in hand	6
to make a living	6
should be borne in	6
the cells of the	6
the good of others	6
small part of the	6
of mind and body	6
it may not be	6
the higher education of	6
sense is it true	6
for the welfare of	6
to the needs of	6
part of the pupil	6
so far as to	6
of our psychical life	6
the psychology of education	6
is not in the	6
is that it is	6
statement of the aim	6
the rate of forgetting	6
the difference in the	6
it is only when	6
the key to the	6
in a more or	6
welton the psychology of	6
it seems as if	6
of which it is	6
we come to know	6
of the work of	6
thing is true of	6
in the early years	6
is used as a	6
to refer to the	6
development of the individual	6
to the common good	6
an indefinite number of	6
in the absence of	6
let us see how	6
as the science of	6
true in the case	6
what we call the	6
with the fact that	6
it would have been	6
the beauty of the	6
way in which the	6
course in the teaching	6
by the individual of	6
of the meaning of	6
the experiences of the	6
of analysis and synthesis	6
an idea of the	6
the whole range of	6
the habit of attention	6
the children in the	6
of the organization of	6
the general laws of	6
in the cortex of	6
the relations of the	6
outline of the chapter	6
a visual image of	6
on account of this	6
the habit of doing	6
such a nature that	6
through the nervous system	6
the end of a	6
the child is to	6
the operation of the	6
each member of the	6
in which the boat	6
will be seen that	6
be remembered that the	6
just as in the	6
the ease with which	6
the feeling side of	6
in a definite way	6
it is a question	6
the conditions of the	6
that columbus discovered america	6
to which we are	6
the importance of the	6
as compared with the	6
is not able to	6
the nervous system is	6
the content of the	6
we do not have	6
children of the same	6
at the time of	6
be thought of as	6
should be encouraged to	6
to the problem in	6
much to do with	6
it is certain that	6
to be a good	6
and there is no	6
a great variety of	6
is the cause of	6
it is of the	6
work of the teacher	6
we have seen that	6
of means to end	6
of which they are	6
seem to be in	6
that are for the	6
only in the sense	6
all members of the	6
of course it is	6
there must be a	6
is supposed to be	6
and development of the	6
a number of different	6
the result is that	6
one of the main	6
the ability to recall	6
of the mind and	6
ideas in the mind	5
take care of themselves	5
the law of apperception	5
the sphere of the	5
fundamentals of child study	5
the interest of the	5
than at any other	5
the distribution of the	5
their relation to the	5
parts of the body	5
at the same age	5
the harmonious development of	5
of the race and	5
that he does not	5
various ways in which	5
a factor in the	5
it is said to	5
dancing in the breeze	5
the feeling of pleasure	5
is said and done	5
of the bodily organs	5
it may be that	5
a number of objects	5
the time of the	5
the law of repetition	5
is not likely to	5
well as in the	5
in harmony with the	5
is shown by the	5
in a given time	5
the length of time	5
with which it is	5
belong to the class	5
different kinds of attention	5
the sense of taste	5
the age of fourteen	5
likely to be more	5
possibility of forming habits	5
of labor in the	5
recovery of the coin	5
in a certain field	5
easy to see that	5
the sole purpose of	5
at the present day	5
to the conclusion that	5
to respond to the	5
gray matter of the	5
care must be taken	5
it has been proved	5
the law of expression	5
the centre of the	5
this stage of life	5
not only in the	5
the measurement of the	5
only in so far	5
the body as a	5
experiences of the child	5
on the physical side	5
there is nothing in	5
is the process of	5
the processes of consciousness	5
what is known as	5
takes place in the	5
the success or failure	5
the field of psychology	5
the organs of speech	5
should be allowed to	5
the fact to be	5
to the formation of	5
of the spinal cord	5
the recovery of the	5
the learning process in	5
a state of feeling	5
in the first instance	5
because he has not	5
the working of the	5
to the type of	5
practical point of view	5
part of the organism	5
may be able to	5
a state of attention	5
the action of the	5
a state of knowledge	5
is the case in	5
of the life of	5
can be of service	5
of the course of	5
be presented to the	5
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the most important factor	4
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aspects of human nature	4
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the part of pupils	4
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the problem may be	4
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the organization of ideas	4
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his attention to the	4
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may be given to	4
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the teacher should explain	4
the middle fifty per	4
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greater than that of	4
what grade are you	4
the learning process is	4
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the results of our	4
which they have been	4
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all that is necessary	4
the front of the	4
way of saying that	4
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process of learning the	4
the children of the	4
reasonably be expected to	4
the elements of which	4
the organization of experience	4
particular to the general	4
both children and adults	4
both sides of the	4
the moment of their	4
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the science of human	4
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the teacher must be	4
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origin and development of	4
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he feels the need	4
part of the cortex	4
become more and more	4
some of us are	4
being of the group	4
one from the other	4
at least some of	4
the method by which	4
they are to be	4
what would be the	4
more than one thing	4
it for granted that	4
social purpose of education	4
it should be remembered	4
it is the most	4
of the ability to	4
to think of the	4
means by which we	4
left out of account	4
a form iii class	4
to make up the	4
it is best to	4
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a scale for measuring	4
in which we have	4
from fundamental to accessory	4
should be provided for	4
work up to the	4
may be called upon	4
of mind and brain	4
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a state of consciousness	4
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between sensory and motor	4
as we saw in	4
of voluntary attention is	4
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a process of induction	4
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order of development of	4
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a resultant of the	4
in the nervous tissue	4
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by no means the	4
use of the term	4
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the other hand we	4
the movement of the	4
the sum of his	4
a sense of the	4
i saw a crowd	4
is the presence of	4
of the sense of	4
is true of the	4
relations of mind and	4
type of will is	4
cultivation of the emotions	4
what is the meaning	4
in the intellectual field	4
a tendency to repeat	4
of the new problem	4
this may be done	4
found to be the	4
in the one case	4
to the presence of	4
to what we are	4
see at once that	4
of which we have	4
may be regarded as	4
science of human nature	4
by means of our	4
attention to the work	4
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at any particular time	4
be able to read	4
beats follow each other	4
have the power to	4
the simplest and most	4
of the science of	4
in order to secure	4
belonging to our past	4
will be found that	4
what has been seen	4
dependence of mind upon	4
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an important part in	4
already been referred to	4
to deal with the	4
of the nature and	4
mind and body is	4
are to be found	4
far as we have	4
play an important part	4
may be seen from	4
children should be taught	4
mind to a subject	4
of the results of	4
it should be the	4
the reasons for the	4
to call attention to	4
in an earlier chapter	4
the fact that he	4
of human nature is	4
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value to the teacher	4
rhythmical disposition of consciousness	4
nature and needs of	4
the essentials of the	4
has been suggested in	4
part of such a	4
in favor of the	4
parents and teachers should	4
process of going from	4
when we come to	4
the person who has	4
of the purpose of	4
that there is an	4
he passes to the	4
of the social purpose	4
i am sure that	4
the darker field of	4
upon the problem in	4
hours at a time	4
to a limited extent	4
but at the same	4
blindness in human beings	4
the image of the	4
answers to the questions	4
a good part of	4
the first thing to	4
may or may not	4
any one of them	4
interest in the problem	4
the basis of all	4
of the majority of	4
this we see that	4
be adapted to the	4
ability of the mind	4
as the child is	4
when there is a	4
the world in which	4
lack of interest in	4
the centres involved in	4
us first of all	4
as you need to	4
two interior and opposite	4
from that of the	4
law of the conservation	4
we can learn to	4
words that have no	4
the practical needs of	4
in the previous chapters	4
is the bliss of	4
with the good of	4
is the meaning of	4
areas of the cortex	4
in some of the	4
use of the imagination	4
what we may call	4
is called upon to	4
the mercy of our	4
the reason for the	4
center of the field	4
even in the case	4
of what we call	4
may be called the	4
the child would be	4
one of them can	4
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in the power of	4
many there are who	4
vacant or in pensive	4
from eight to twelve	4
more or less directly	4
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read it again as	4
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reduced to a minimum	4
which may be called	4
with which the mind	4
on both sides of	4
and it is only	4
be of service in	4
the setting up of	4
it is also the	4
i have tried to	4
does not seem to	4
at the age when	4
columbus discovered america in	4
we should not be	4
from a current over	4
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the inspiration of the	4
act in accordance with	4
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which he has never	4
types of classroom exercises	4
a process of deduction	4
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as a kind of	4
the weight of the	4
your own experience of	4
higher education of women	4
be determined by the	4
take it for granted	4
the right kind of	4
are in danger of	4
must be remembered that	4
the recall of the	4
who is to be	4
the remainder of this	4
so that it is	4
to a certain extent	4
sides of a triangle	4
a certain kind of	4
the laws of attention	4
you a boy or	4
from beginning to end	4
inward eye which is	4
at this age the	4
from the particular to	4
he is likely to	4
the rhythmical disposition of	4
in the lower grades	4
in relation to one	4
in a world of	4
for the great majority	4
common to all members	4
in danger of being	4
organ of the body	4
of those who are	4
the number of words	4
a list of the	4
may be thought of	4
for one of the	4
the home and the	4
is of the utmost	4
the development of mind	4
to build up a	4
close connection with the	4
upon that inward eye	4
especially in the upper	4
the part of boys	4
the development of moral	4
to a great extent	4
is much more likely	4
each step of the	4
the separate parts of	4
do you find that	4
should be noted that	4
this and then write	4
between stimulus and response	4
have been able to	4
there is need for	4
in advance of the	4
more and more in	4
one to the other	4
in a certain way	4
as a member of	4
it has been noted	4
original nature of the	4
the characteristics of the	4
to the interpretation of	4
these two types of	4
of looking at the	4
as we have already	4
is dependent on the	4
the base of the	4
is due to a	4
the very essence of	4
the fissure of sylvius	4
same amount of time	4
see to it that	4
so far as possible	4
to give the child	4
and in the case	4
in terms of a	4
the head of the	4
and it is the	4
and in this way	4
the psychology of the	4
between good and bad	4
to account for the	4
to be used in	4
the presence of some	4
the general law of	4
that he had been	4
the child as a	4
must not be forgotten	4
and at another time	4
of the instincts of	4
the exclusion of others	4
means by which the	4
is no sharp line	4
the first time it	4
of which we are	4
of the possibility of	4
a way that the	4
a current over the	4
into a new experience	4
to the relation of	4
be devoted to the	4
repetition of the act	4
does not know what	4
the sense that the	4
the fourth of july	4
study of the various	4
order of development in	4
all processes of consciousness	4
in an act of	4
is the organization of	4
methods of teaching and	4
such as the following	4
enable the individual to	4
may be taken the	4
of the whole group	4
that they can be	4
we look at the	4
involved in the experience	4
through the influence of	4
than in the case	4
the discovery of the	4
of the training of	4
the rules of the	4
the back of the	4
in a sense to	4
in the affairs of	4
of this principle is	4
more or less casual	4
for the measurement of	4
of the special senses	4
as to the nature	4
is to find out	4
in order that they	4
be made as follows	4
a sense organ is	4
interest and attention are	4
will be necessary to	4
sense of the term	4
the sense organs and	4
as a measure of	4
in a sense a	4
in introspection and observation	4
in the preceding chapter	4
of the most valuable	4
interpretation of the new	4
it is much more	4
to keep in mind	4
will be made in	4
which the race has	4
if he is not	4
the most economical way	4
application of the principle	4
step of the learning	4
presented to the mind	4
by the nature of	4
as noted in the	4
often as you need	4
process by which a	4
be sure that the	4
how many of us	4
in close connection with	4
to the subject in	4
the power to think	4
by which the child	4
the bliss of solitude	4
worthy of the name	4
a man and a	4
in the days of	4
thing at a time	4
order in which the	4
of attention and the	4
which enable him to	4
the impression of the	4
what has been noted	4
can be made to	4
scale by clifford woody	4
nothing to do with	4
we are to have	4
is brought about by	4
the loss of a	4
the form of images	4
contribution to the common	4
able to make the	4
of the complexity of	4
simply for the sake	4
is the age of	4
aim of the lesson	4
lead the pupil to	4
in one way or	4
the subject of the	4
to concentrate their attention	4
who has learned to	4
it was pointed out	4
on his own account	4
inquiry into the nature	4
so great that the	4
development of the social	4
will be able to	4
more and more complex	4
the teacher who is	4
study in connection with	4
the line of his	4
the cultivation of the	4
each of the four	4
of the strength of	4
use of the senses	4
the social purpose of	4
the various kinds of	4
importance to the teacher	4
as much as the	4
going on in the	4
face down on the	4
utilized when they appear	4
free attention is given	4
to the end of	4
in the attempt to	4
it is the only	4
to repeat the act	4
for the remainder of	4
but it is not	4
the same is true	4
is the sum of	4
by means of their	4
upon which to base	4
at a later stage	4
of the growth of	4
our feelings and emotions	4
the validity of the	4
the particular to the	4
of the scope of	4
when a child is	4
closely related to the	4
just as we do	4
that inward eye which	4
and then write the	4
a result of experience	4
our sense of the	4
fear of the dark	4
the outcome of the	4
the powers of the	4
that it can be	4
members of the group	4
in the focus of	4
if you do not	4
read this and then	4
the ability to attend	4
it is hard for	4
into an affective process	4
in order that we	4
the arts and crafts	4
it is ever right	4
the power to reproduce	4
order that we may	4
with laws and principles	4
again as often as	4
with a minimum of	4
by an act of	4
of the facts of	4
often spoken of as	4
a high order of	4
that the tendency to	4
be one of the	4
it is that the	4
in this way that	4
in the earlier period	4
even to the extent	4
by the laws of	4
of the child is	4
in such a situation	4
the questions should be	4
between the stimulus and	4
it is possible that	4
through the law of	4
the smooth flow of	4
that the development of	4
in the fourth grade	4
the other side of	4
that he should be	4
tendency to imitate is	4
the most important part	4
in each case the	4
be left out of	4
a certain type of	4
has already been said	4
the realization of the	4
may say that the	4
the matter of the	4
the process of habit	4
from moment to moment	4
the close of the	4
not only of the	4
problems in introspection and	4
to say that we	4
one thing at a	4
be able to use	4
with the world of	4
the mind may be	4
as indicated by the	4
different from that of	4
the greater is the	4
to be applied in	4
what is the significance	4
so on through the	4
the love of god	4
the only kind of	4
up of a number	4
for the interpretation of	4
at the close of	4
that the conclusion is	4
to the work in	4
means that we must	4
to bear upon it	4
the focus of consciousness	4
the facts in the	4
and even in the	4
was pointed out that	4
half hours a day	4
there is a marked	4
front of the boat	4
sensations arising from the	4
accordance with the laws	4
to which the child	4
times nine equals eighty	4
only in connection with	4
which we may call	4
not so much to	4
to the nature of	4
the fact that certain	4
not only to be	4
understanding of the meaning	4
of the lower animals	4
one or other of	4
had the experience of	4
is a sure sign	4
no sharp line of	4
it is possible for	4
the sense of a	4
middle fifty per cent	4
according to the laws	4
the effects of a	4
are for the good	4
the form of an	4
to a certain point	4
two or three years	4
is especially true in	4
relations with each other	4
power of the nervous	4
how old will you	4
part of the original	4
familiar with the fact	4
a rhythmical row of	4
any other period of	4
it is sometimes said	4
the various forms of	4
that it may not	4
which have been given	4
sharp line of division	4
of our mental life	4
if we could examine	4
as the case may	4
a notion of the	4
and at the end	4
of a good memory	4
of the need of	4
for their own sakes	4
in what grade are	4
circulation of the blood	4
the fact that one	4
in some cases the	4
to what extent is	4
of the cortex is	4
of a feeling state	4
one of the great	4
the apprehension of the	4
for the education of	4
one of these is	4
without the presence of	4
the age at which	4
we must know the	4
the kindergarten and the	4
i ask you to	4
eye which is the	4
in a very few	4
in a study of	4
by a series of	4
if one wishes to	4
such an extent that	4
of the working of	4
to the sense of	4
upon the number of	4
teachers and parents should	4
the interior of the	4
usually spoken of as	4
because he feels the	4
the fact that a	4
at the other extreme	4
so that they will	4
into the focus of	4
nor are we to	4
an image of the	4
in its relation to	4
education of the will	4
and it is just	4
it seems to me	4
is the science of	4
application of the law	4
current over the gustatory	4
be of use in	4
in the two cases	4
related to each other	4
the same object may	4
the case of human	4
line of division between	4
through the process of	4
is to be feared	4
when we turn to	4
in the service of	4
has already been noted	4
to do a thing	4
tossing their heads in	4
the results of a	4
for better or worse	4
is that the child	4
of the art of	4
thing in the world	4
there is only one	4
what are the elements	4
but that it is	4
of the various types	4
in order to make	4
to all members of	4
to commit to memory	4
in a kind of	4
is a test of	4
with each other in	4
the inductive process is	4
we say that the	4
any part of the	4
the end of each	4
this means that we	4
of children in school	4
problems to be solved	4
a line of action	4
upon the age of	4
in connection with other	4
in the strict sense	4
the nature and needs	4
the original equipment of	4
the coming of the	4
accordance with the way	4
the origin and development	4
as to how far	4
the state of the	4
same is true of	4
of which he has	4
a copy of the	4
in the character of	4
in the acquisition of	4
in our mental life	4
be used in the	4
in a certain order	4
the performance of the	4
work upon the part	4
the learner should be	4
what constitutes a good	4
may think of the	4
differences between the sexes	4
of the cases fall	4
be made in chapter	4
a waste of time	4
in the type of	4
activity for its own	4
particular part of the	4
centres of grey matter	4
to arrive at a	4
the line of least	4
what they would do	4
lonely as a cloud	4
until such time as	4
of ideas in the	4
other side of the	4
the dark side of	4
that the teacher has	4
original nature of man	4
to which the mind	4
of the school as	4
part of boys and	4
which he is not	4
through the medium of	4
the largest number of	4
are we able to	4
used as a means	4
what it means to	4
steps of the learning	4
for a few years	4
the highest type of	4
the carrying out of	4
of the presence of	4
out of the window	4
the nature of education	4
interior and opposite angles	4
in an atmosphere of	4
the part of a	4
to lead the pupil	4
for the formation of	4
within the focus of	4
it is better to	4
of the possibilities of	4
it is not enough	4
knowledge through the senses	4
the description of the	4
merely a matter of	4
two or three times	4
are of this type	4
an important element in	4
say that it is	4
to the class of	4
a certain number of	4
as often as you	4
the sound of a	4
a wide range of	4
factor in social efficiency	4
as an act of	4
of each of the	4
the nature of habit	4
the connection of the	4
the concrete to the	4
the two interior and	4
can do is to	4
illustrated in the case	4
is possible only because	4
the law of recency	4
of the problems of	4
there is probably no	4
of the row of	4
if they do not	4
in the number of	4
from point to point	4
of stimulus and response	4
so that they may	4
combination of the two	4
stand out in consciousness	4
steps of the process	4
set forth in the	4
of this is that	4
the age of sixteen	4
in the natural sciences	4
the level of the	4
old will you be	4
another way of saying	4
in which he is	4
however this may be	4
in the opposite direction	4
to escape from the	4
men and women who	4
in which the pupil	4
more important than the	4
from one to the	4
be used as a	4
possible for us to	4
is a great mistake	4
movements of the heart	4
is nothing more than	4
the activity of the	4
to such an extent	4
the region of the	4
elements of past experience	4
the fact that this	4
children must be taught	4
the tendency of the	4
the influence of environment	4
the coefficient of correlation	4
there is no reason	4
as possible to the	4
as a mental process	4
thing to do is	4
all along the line	4
a good rote memory	4
point on the scale	4
in the region of	4
words of the teacher	4
may be said that	4
the child is not	4
the same way that	4
the flow of ideas	4
or not at all	4
we have but to	4
the sense organs are	4
past experience may be	4
detailed study of the	4
the mastery of a	4
is ever right to	4
for those who are	4
of soul and body	4
can be carried on	4
it is desirable to	4
the best way to	4
the particular type of	4
the work of a	4
try to find out	4
a recognition of the	4
an act of will	4
to the solution of	4
attempt to have children	4
the child grows older	4
line of least resistance	4
idea of the nature	4
only thus can we	4
subjective scale of values	4
the object of the	4
is to have the	4
of the developing method	4
can be done in	4
thus it is that	4
or in pensive mood	4
this is one of	4
the focusing of attention	4
as in the other	4
the feeling of interest	4
to get at the	4
of his former knowledge	4
on their own account	4
the connection between the	4
that the person who	4
of life and the	4
it may seem to	4
to receive and like	4
out of which the	4
the number of those	4
a process of going	4
solution of a problem	4
is able to make	4
the discussion of the	4
it was seen that	4
to more than one	4
if we go back	4
of the history of	4
the mind is said	4
is always a danger	4
the observation of the	4
two objects of thought	4
a change in the	4
as has been said	3
of the world as	3
we can hope to	3
one who has not	3
a good question is	3
areas of the brain	3
is that the mind	3
when he began to	3
of the home and	3
taken as a measure	3
to a degree that	3
idea of a body	3
which he has to	3
a conscious end in	3
the psychology of advertising	3
see and hear and	3
all the work that	3
of the mind in	3
for this seems to	3
in this method the	3
physical basis of memory	3
as in step number	3
work instantly and turn	3
compare the results with	3
a stronger appeal to	3
the same activity may	3
is the effect of	3