Summary of your 'study carrel' ============================== This is a summary of your Distant Reader 'study carrel'. The Distant Reader harvested & cached your content into a collection/corpus. It then applied sets of natural language processing and text mining against the collection. The results of this process was reduced to a database file -- a 'study carrel'. The study carrel can then be queried, thus bringing light specific characteristics for your collection. These characteristics can help you summarize the collection as well as enumerate things you might want to investigate more closely. This report is a terse narrative report, and when processing is complete you will be linked to a more complete narrative report. Eric Lease Morgan Number of items in the collection; 'How big is my corpus?' ---------------------------------------------------------- 8 Average length of all items measured in words; "More or less, how big is each item?" ------------------------------------------------------------------------------------ 8066 Average readability score of all items (0 = difficult; 100 = easy) ------------------------------------------------------------------ 65 Top 50 statistically significant keywords; "What is my collection about?" ------------------------------------------------------------------------- 7 child 5 work 5 mind 4 time 4 teacher 4 illustration 4 idea 4 fact 4 attention 3 thing 3 problem 3 object 3 memory 3 life 3 interest 3 habit 3 good 3 form 3 experience 3 Psychology 2 training 2 thought 2 thinking 2 study 2 school 2 process 2 man 2 great 2 chapter 2 God 1 year 1 woman 1 way 1 value 1 type 1 test 1 suggestion 1 situation 1 sidenote 1 sense 1 result 1 reaction 1 pupil 1 psychical 1 power 1 play 1 observation 1 new 1 nature 1 method Top 50 lemmatized nouns; "What is discussed?" --------------------------------------------- 2323 child 1308 life 1258 mind 1154 experience 1127 fact 1124 time 1124 idea 1085 thing 1040 habit 1038 school 1034 attention 1028 process 1011 man 983 teacher 916 work 885 way 857 problem 845 object 835 pupil 832 case 826 interest 819 word 795 sense 760 memory 758 knowledge 745 part 720 nature 694 form 685 feeling 671 method 661 thought 657 activity 610 one 607 power 602 study 598 type 576 boy 572 education 571 class 567 consciousness 557 result 553 act 530 development 528 meaning 528 action 524 tendency 503 question 494 training 487 other 487 element Top 50 proper nouns; "What are the names of persons or places?" -------------------------------------------------------------- 5492 _ 247 | 136 Footnote 118 pp 112 vol 110 Psychology 95 God 90 Education 73 CHAPTER 63 New 63 Chapter 60 B. 57 b 54 Pedagogical 53 Seminary 53 IV 51 James 48 School 47 Latin 46 II 45 c 45 association 45 English 43 York 43 Mr. 43 III 40 Dr. 39 Chapters 38 John 38 C. 37 A 36 Study 36 Habit 35 Professor 35 Co. 35 American 34 Children 33 VI 33 University 33 D. 32 retina 32 Principles 31 Method 31 England 29 Socrates 28 Sidenote 28 Process 28 I. 28 Bible 27 London Top 50 personal pronouns nouns; "To whom are things referred?" ------------------------------------------------------------- 6317 it 3892 we 2685 he 2072 they 1297 them 1196 i 1122 you 955 us 787 him 503 she 448 itself 328 one 324 themselves 289 himself 168 me 130 her 119 ourselves 55 herself 35 myself 34 yourself 11 oneself 8 ours 8 mine 7 theirs 6 his 3 yours 2 thee 1 underreach 1 tollit 1 thinking.--what 1 process._--next 1 pelf 1 manipulation.--this 1 fields,''--they 1 appear.--this Top 50 lemmatized verbs; "What do things do?" --------------------------------------------- 26019 be 5164 have 2280 do 1744 make 1205 give 1034 see 954 find 868 take 829 know 817 think 792 say 791 come 749 become 635 call 634 use 605 learn 564 go 555 follow 510 show 480 seem 480 develop 443 form 439 feel 431 involve 424 get 402 bring 399 mean 393 work 384 read 315 teach 315 need 310 grow 296 write 285 understand 285 begin 278 look 278 lead 270 suggest 269 require 268 note 250 live 249 pass 249 keep 246 let 246 consider 243 depend 242 study 240 acquire 239 remember 238 play Top 50 lemmatized adjectives and adverbs; "How are things described?" --------------------------------------------------------------------- 3825 not 1995 more 1645 other 1537 so 1440 only 926 great 923 most 913 such 908 good 896 first 888 well 871 many 805 very 791 new 757 same 756 certain 754 as 752 up 748 then 735 also 719 much 701 even 687 mental 664 now 663 out 594 different 592 often 556 own 546 high 539 however 537 general 516 therefore 515 far 513 thus 500 particular 493 little 475 just 458 too 447 old 446 long 444 less 436 always 419 important 417 possible 409 physical 390 never 387 large 381 true 359 various 359 able Top 50 lemmatized superlative adjectives; "How are things described to the extreme?" ------------------------------------------------------------------------- 410 good 263 most 159 least 124 great 96 high 54 Most 39 simple 28 strong 25 deep 24 large 24 bad 22 low 22 early 12 near 9 pure 9 old 9 full 9 easy 9 clear 8 sure 7 rich 7 manif 7 common 7 close 6 wide 6 small 6 slight 6 poor 6 noble 6 late 5 true 5 hard 5 free 5 bright 4 weak 4 safe 4 long 4 few 4 faint 4 broad 3 wise 3 short 3 l 3 happy 3 fine 3 dark 3 cheap 2 young 2 slow 2 sad Top 50 lemmatized superlative adverbs; "How do things do to the extreme?" ------------------------------------------------------------------------ 660 most 54 well 33 least 3 highest 2 hard 1 wagner[52 1 thinnest 1 oldest 1 long 1 fast 1 close Top 50 Internet domains; "What Webbed places are alluded to in this corpus?" ---------------------------------------------------------------------------- 2 www.gutenberg.org 2 www.gutenberg.net 2 archive.org Top 50 URLs; "What is hyperlinked from this corpus?" ---------------------------------------------------- 1 http://www.gutenberg.org/files/46677/46677-h/46677-h.htm 1 http://www.gutenberg.org/files/46677/46677-h.zip 1 http://www.gutenberg.net/dirs/2/0/2/2/20220/20220-h/20220-h.htm 1 http://www.gutenberg.net/dirs/2/0/2/2/20220/20220-h.zip 1 http://archive.org/details/introductiontops032004mbp 1 http://archive.org Top 50 email addresses; "Who are you gonna call?" ------------------------------------------------- Top 50 positive assertions; "What sentences are in the shape of noun-verb-noun?" ------------------------------------------------------------------------------- 30 _ see _ 19 mind is able 14 things being equal 13 _ is _ 12 _ do _ 9 thing is true 8 _ doing _ 8 _ know _ 8 _ think _ 7 _ are _ 7 _ feel _ 7 _ thought _ 7 child does not 7 man is not 6 child is not 5 _ form _ 5 _ thinking _ 5 men are mortal 5 mind does not 4 _ feeling _ 4 _ known _ 4 attention is not 4 children are more 4 knowledge is not 4 man is able 4 process takes place 4 words are not 3 _ become _ 3 _ go _ 3 _ use _ 3 _ were _ 3 attention is thus 3 case is no 3 children take in 3 ideas are not 3 man does not 3 mind is dependent 3 nature does not 3 things are not 2 _ be _ 2 _ do n''t 2 _ do not 2 _ is also 2 _ is not 2 _ knowing _ 2 _ knows _ 2 _ learning _ 2 _ made _ 2 _ make _ 2 _ read _ Top 50 negative assertions; "What sentences are in the shape of noun-verb-no|not-noun?" --------------------------------------------------------------------------------------- 3 case is no different 2 _ is no longer 1 attention are not successive 1 attention is no doubt 1 case are not new 1 cases are no farther 1 child does not really 1 child had no memory 1 child has no resources 1 child is no longer 1 child is not content 1 child is not likely 1 child is not yet 1 child takes no interest 1 children are not as 1 children are not properly 1 children have no rights 1 experience are not yet 1 experience does not always 1 experience has no special 1 experience is not recent 1 fact is not really 1 facts is not education 1 feeling is not present 1 feelings do not simply 1 feelings is not necessary 1 formed has no way 1 habit are no wise 1 habits do not just 1 idea is no more 1 ideas are not permanent 1 ideas are not then 1 interests are not yet 1 knowledge is not adequate 1 knowledge is not essential 1 knowledge is not science 1 life have no distinct 1 lives do not immediately 1 man has no special 1 man is no doubt 1 man is not sessile 1 man is not so 1 man is not war 1 man is not yet 1 memory did not necessarily 1 memory has not yet 1 memory is not necessarily 1 mind does not first 1 mind does not naturally 1 mind does not simply A rudimentary bibliography -------------------------- id = 20220 author = Betts, George Herbert title = The Mind and Its Education date = keywords = FIG; act; attention; chapter; child; development; expression; fact; form; good; habit; illustration; image; imagination; interest; life; memory; mental; mind; problem; thinking; thought; time; work summary = for imagination and memory--Imagery in the thought processes--The use of are we to discover the nature of the mind, or come to know the processes never come to understand the nature of mind and its laws of working by we come to know the laws which govern the mind and its development. core of thought, and thinks into relation with this object the things different facts, mind and brain, to be so related in our speech? responsible for our consciousness--sensation, memory, reasoning, feeling thing appears, but far better is it so to have formed the habit of large number of useful habits is receiving no mean education, no matter would be the meaning or use of the physical world with no mind to know PRESENT THINKING DEPENDS ON PAST EXPERIENCE.--Images or ideas of things interesting fact concerning our minds than that our thoughts move in a id = 37423 author = Dewey, John title = How We Think date = keywords = case; child; experience; fact; idea; intellectual; matter; meaning; method; mind; object; observation; problem; sidenote; suggestion; thing; thinking; thought; training summary = [Sidenote: Reflective thought is consecutive, not merely a sequence] [Sidenote: Reflective thought aims, however, at belief] of present experience issue suggestions, ideas, beliefs as to what is Thinking is specific, in that different things suggest their own [Sidenote: True and false meaning of method] THE MEANS AND END OF MENTAL TRAINING: THE PSYCHOLOGICAL AND THE LOGICAL [Sidenote: The practical is the important meaning of _logical_] [Sidenote: Logic of subject-matter is logic of adult or trained mind] [Sidenote: A simple case of reflection involving experiment] [Sidenote: Thinking comes between observations at the beginning and at [Sidenote: Back and forth between facts and meanings] as suggested is a _meaning_, an idea--to the particular facts, so as to consciously by ideas--by suggested meanings accepted for the sake of [Sidenote: A conception is a definite meaning] [Sidenote: Play indicates the domination of activity by meanings or [Sidenote: The work attitude is interested in means and ends] id = 9173 author = Hall, G. Stanley (Granville Stanley) title = Youth: Its Education, Regimen, and Hygiene date = keywords = American; Bible; Children; Co.; English; God; Journal; Latin; London; New; October; Psychology; Seminary; Study; York; age; boy; child; early; education; find; footnote; form; german; girl; good; great; high; ideal; interest; life; love; man; nature; play; power; school; sense; teacher; time; training; woman; work; year summary = period of intense work--The natural development of the drawing close to nature--The age also for drill, habituation, memory, work and close to nature--The age also for drill, habituation, memory, work and active, objective life, and to know nature and man at first hand. muscles, whose functions develop later in life and represent a higher so school work and modern activities in civilized life generally lay of a fourteen-year-old boy during the study time of a single school late function--nature''s way of making the best of things and utilizing effects of a brief period of intense work--The natural development of [Footnote 3: A Study of Children''s Drawings in the Early Years. has been an admirable school for training young men to conduct great [Footnote 7: A Study in the Play Life of Some South Carolina Children. [Footnote 4: Study of Boys Entering the Adolescent Period of Life. id = 16287 author = James, William title = Talks To Teachers On Psychology; And To Students On Some Of Life''s Ideals date = keywords = God; american; attention; certain; child; fact; good; great; idea; interest; life; little; man; memory; mind; new; object; reaction; teacher; thing; time; way; work summary = mental life of their pupil as the sort of active unity which he himself The child''s native interests,--How uninteresting things acquire an Now the _immediate_ fact which psychology, the science of mind, has to state of things was what I had in mind when, a moment ago, I said there parrot-like in the schoolroom, rested on the truth that a thing merely Every teacher knows the advantage of having certain things performed by in adult life; for the acquired habits of our training have by that time from it that, in working associations into your pupils'' minds, you must mind without good desultory memory may know how to work out results and new thing in either our own mind or a pupil''s, our conscious effort No life like poverty could so get one to the heart of things and make men know their meaning, could so let us feel life and the world id = 18451 author = Ontario. Department of Education title = Ontario Normal School Manuals: Science of Education date = keywords = Education; III; Principles; Psychology; attention; chapter; child; experience; form; illustration; knowledge; lesson; mind; object; problem; process; pupil; teacher summary = situation, or problem, therefore, the mind first uses its present ideas, The end in any learning process being to set the pupils a problem which experience, or knowledge, we may note two important problems confronting to the child, education involves a gaining of control over experiences. purpose, the child soon forms ideas of different acts, and readily lesson problem is presented to the child in such a way that he sees a the problem by the pupil in its relation to his present knowledge presented problem of a lesson is neither a state of complete knowledge of old knowledge the mind is able to read into a presented problem, are =Examples of General and Particular Knowledge.=--When a pupil learns the lesson, seek to have the pupil use his new knowledge in pointing out learning process so that the pupil may both build up a new experience id = 18477 author = Pyle, William Henry title = The Science of Human Nature A Psychology for Beginners date = keywords = Psychology; child; class; experience; habit; idea; illustration; memory; mind; study; test; thing; work summary = acquiring and organizing experience--habit-formation, memory, thinking, experiment, for example, the work must be done at the same time of day, development, heredity, instincts, habits, sensation, memory, mind sees by means of eyes, which are physical sense organs. So great is the importance of good vision in school work and the later work of life, that every teacher should know how to make simple tests to actions in life are habits which we learn or acquire, the fundamental training and experience, serve as a stimulus to make a child perform a attentive to a thing or subject, we mean that perceptions or ideas of connection with the subjects of habit, memory, and thinking, little more best form an idea of the nature of habit by considering some concrete ideas that come up from his past experience, but a mature person can the way we work over and organize these experiences. id = 12769 author = Strayer, George D. (George Drayton) title = How to Teach date = keywords = activity; attention; child; fact; grade; habit; illustration; individual; result; school; situation; study; teacher; time; type; value; work summary = Any careful study of the mental life and development of children reveals school class in English literature in which children are at work in Children come to school with both an original nature determined by their teacher must work primarily in terms of developing, in so far as he can, It is necessary at times to have children give forced attention. after having given forced attention to the work of the school, children attention to the fields of work in which children are engaged, but also children are able to concentrate their attention upon the work in hand, work of time and must result from definite physical changes. 8. Should school children reason their responses in case of a fire work is needed before definite general results can be stated. 3. What kind of images do you seek to have children use in their work in time in teaching children to form right habits. id = 46677 author = Wundt, Wilhelm Max title = An Introduction to Psychology Translated from the Second German Edition date = keywords = beat; consciousness; element; feeling; idea; impression; process; psychical summary = certain merely apprehended elements of consciousness, it is combined cases of a combination of a larger complex of elements, apperception as the single beat is called a sensation, a combination of elements feeling of pleasure, which is bound to certain sensations and ideas, is volitional processes as psychical contents, all of which differ from psychical value to a feeling arising from any objective content of resultants of the psychical processes of combination. combination processes associations, and the active ones apperceptive elements the processes of consciousness caused by metronome beats ideas give each single experience its specific feeling-tone, by means feelings into complex ideas, emotions, &c., psychical laws, if they consciousness, i.e. sensations, feelings and their combinations. of the results of those psychical thought-combinations, the lawful regular relation between psychical elements and physical processes then combination of processes of consciousness from simple sense-perceptions experienced feelings, a thought-process is a combination of its