DOCSLIB.ORG

Understanding Art Testing: Past Influences, Norman C. Meier's Contributions, Present Concerns, and Future Possibilities

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Understanding Art Testing: Past Influences, Norman C. Meier's Contributions, Present Concerns, and Future Possibilities DOCUMENT RESUME ED 302 496 SO 019 608 AUTHOR Clark, Gilbert; And Others TITLE Understanding Art Testing: Past Influences, Norman C. Meier's Contributions, Present Concerns, and Future Possibilities. INSTITUTION National Art Education Association, Reston, Va. PUB DATE 87 NOTE 140p. AVAILABLE FROM National Art Education Association, 1916 Association Drive, Reston, VA 22091. PUB TYPE Books (010) -- Collected Works - General (020) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Aptitude; *Art Expression; *Children; *Childrens Art; Creative Art; Educational History; Elementary Education; Freehand Drawing; Literature Reviews; *Testing IDENTIFIERS *Meier (Norman C); Meier Art Tests ABSTRACT This collection of 10 papers focuses on art testing and Norman C. Meier's role in this area of study. The titles written by Gilbert Clark are:(1) "Early Inquiry, Research, and Testing of Children's Art Abilities"; (2) "Norman C. Meier: A Critique of His Tests and Research"; and (3) "Recent Inquiry and Testing of Children's Art Abilities." The titles by Enid Zimmerman are: (1) "Norman C. Meier's Story of Frustrations and Accomplishments"; (2) "Meier's Interlinkage Theory of Special Ability: Art Aptitudes of Children and Creative Processes of the Artist"; and (3) "Art Talent and Research in the 1920s and 1930s: Norman C. Meier's and Leta S. Hollingsworth's Theories about Special Abilities." Marilyn Zurmuehlen has written: (1) "Questioning Art Testing: A Case Study of Norman C. Meier"; (2) "An Historical Look at Developing Art Tests: Norman C. Meier and His Students"; and (3) "A Psychologist Studies Artists." The last paper, "Implications for the Future of Inquiry, Research, and Testing of Children's Art Abilities" includes an excerpt from a conversation among the three authors. The book also contains a selected chronology of publications on inquiry about children's drawings and testing of art abilities and an extensive bibliography that corresponds with the chronology. Drawings, charts, and black and white photographs are included. (DJC) Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** - 1 .. z. :zz :z.111 111IV.:11:g; 18i:11` '161? ::: . ::::- :11 ........ *4-',1111IT.1:1111 inys III ....vows'::111 los Sea -1-----1---t ----T i 1- li1 i fir 7-1 1 --t, --T-- i--# i i -I---' -;- 1 -....="7.1 ---i-4--T ---7 -{ . !, 1 1 __, ____1 _,_'__'..---1 -'-k-- ''t--Y.-- 4- i T -t : . --1 .----- --7-1-t -Ti--1 -"-- " -: ; 1 L - -4_ -i-------t-., , Etta* nisiElsinn gni6E121 NN gill IRE I II iT...;r - n n 74: 0 ic;i1':L111 1510;` NAME 101 PM nib= 1141111'- "PERMISSION TO REPRODUCE THIS U.S DEPARTMENT OF EDUCATION Office of Educational Research IMATERIAL IN MICROFICHEONLY and Improvement HAS BEEN GRANTEDBY ED' ICATIONAL RESOURCES INFORMATION CENTER (ERIC) X This document has been reproducedas D. 6. ekvNon/ receivedfrom the person or organaabon originating it Minor changes have been made toimprove rey,oduction Qualify N-;:"..:::,::. TO THE EDUCATIONALRESOURCES Points of vusw or opsruons stated in this docu- 'INFORMATION CENTER mere do not necessarily represent official ' (ERIC)." OERI positronor policy r) 2 UNDERSTANDING ART TESTING: Past Influences, Norman C. Meier's Contributions, Present Concerns, and Future Possibilities Gilbert Clark, Indiana University Enid Zimmerman, Indiana University Marilyn Zurmuehlen, The University of Iowa The National Art Education Association Copyright 0 1987 National Art Education Association 1916 Association Drive Reston, Virginia 22091 Cover design by Marilyn Zurmuehlen 4 UNDERSTANDING ART TESTING: Past Influences, Norman C. Meier's Contributions, Present Concerns, and Future Possibilities Preface: Enid Zimmerman i Chapter 1: Early Inquiry, Research, and Testing of Children's Art Abilities. Gilbert Clark 1 Chapter 2: Norman C. Meier's Story of Frustrations and Accomplishments. Enid Zimmerman 19 Chapter 3: Meier's Inter linkage Theory of Special Ability: Art Aptitude of Children and the Creative Process of the Artist. Enid Zimmerman 26 Chapter 4: Art Talent and Research in the 1920s and 1930s: Norman C. Meier's and Leta Stetter Hollingworth's Theories About Special Abilities. Enid Zimmerman 36 Chapter 5: Norman C. Meier: A Critique of His Tests and Research. Gilbert Clark 46 Chapter 6: Questioning Art Testing: A Case Study of Norman C. Meier. Marilyn Zurmuehlen 60 Chapter 7: An Historical Look at Developing Art Tests: Norman C. Meier and His Students. Marilyn Zurmuehlen 68 Chapter 8: A Psychologist Studies Artists. Marilyn Zurmuehlen 75 Chapter 9: Recent Inquiry, Research, and Testing of Children's Art Abilities. Gilbert Clark 86 Chapter 10: Implications for the i-ucure of Inquiry, Research, and Testing of Children's Art Abilities. Gilbert Clark, Enid Zimmerman, and Marilyn Zurmuehlen 143: Chronology:Inquiry About Children's Drawing Abilities and Testing of Art Abilities. Gilbert Clark ifsr References: 47-1 e 6 1 List of Figures Chapter 1: Figure 1. Thorndike's Scale for the Merit of Drawings by Pupils 8 to Fifteen YearsOld (Four selected images) Figure 2. Thorndike's Test of Aesthetic Appreciation (Sample display) Chapter 3: Figure 3. Meier's Inter linkage Theory of Special Ability Chapter 4: Figure 4. Hollingworth's Theory About the Nature of Abilities and Disabilities Chapter 5: Figure 5. Meier Art Test:1. Art Judgment (Sample item- four image comparison) Figure 6. Meier Art Test: 2. Aesthetic Perception (Sample item- four image comparison) Chapter 6: Figure 7. Norman C. Meier lecturing abouta painting Figure 8. Norman C. Meier as painter 7 Chapter 8: Figure 9. Subject manipulating composition apparatus (Meier standing at left) Figure 10.Three sketches by Oscar Beringhaus of Taos, New Mexico Figure 11.Letter to Norman C. Meier from Jacques Lipshitz Figure 12.Sky People, by Sioux artist Calvin Larvie 8 PREFACE For the past decade, Gilbert Clark and I have researched and written about the development and nurturance of abilities in the visual arts. In our meanderings through this literature, we frequently came across refer- ences to the Meier Art Tests and the Meier-Seashore Art Judgement Test. Clark was intrigued with the idea that there might be some of Norman Meier's papers and research materials at The University of Iowa. In December 1982, he spoke to Marilyn Zurmuehlen, Head of Art Education at The University of Iowa, to ask whether she knew of any archival material that related to Norman Meier. Zurmuehlen responded that she had done some checking and had located Norman Meier's papers in The University of Iowa Archives. Clark and I were excited by this information and we applied for, and received, a grant from Indiana University's School of Education to travel to Iowa and stay for five days to study the Meier archival materials. Soon after our arrival in Iowa, Zurmuehlen accompanied us to The University of Iowa Archives. We previously had made arrangements with the Curator of Archives to have Norman C. Meier's papers available. We were told that we were the first researchers to request the Meier Papers since they had been placed in the University Archives. Wheeled out to us on a cart, as the three of us assembled around a large library table, were seven archival boxes of correspondence, one archival box of personal papers, and four additional archival boxes of reprints, cuts for illustrations, manuscripts and lectures, and slides. A large box contained memorabilia consisting of rewspaper articles, cards, drawings of research apparatus, slides, and photographs. In addition, there was a separate stack of books and tests. For five days, we diligently read and examined these items, occasionally making comments to one another. The Meier papers were not catalogued which meant that we looked at every document, studied every object, and took notes about materials we thought would be interesting to study fur- ther. We did not approach the Meier papers with any preconceived notions except that we were acquainted with the Meier Art Tests that seemed to be somewhat dated and naive in conception. Meier was an inveterate collector and it appeared he never discarded a letter he received nor disposed of a carbon copy of a letter he sent. Copies 9 of his course notes, radio talks, and invited lectures also were filed with his correspondence. The correspondence reflected both positive responses to his work and negative comments about his personal and professional worth. The eight unexpurged files and the beginnings of an unfinished autobiography imply that perhaps Meier was waiting for someone to find this information and tell his story. After five days of perusing Meier's papers, the three of us sat down and exchanged reactions to the data. Our different life experiences, educational backgrounds, and areas of research expertise produced multifaceted responses to the Meier papers. From these differences emerged not only an interest in Meier's life and impact on the art testing movement, but to a much greater extent, Meier's work emerged as one case study in the history of the art testing movement with implications for its present and future status in the field of art education. Our conundrum concerned deciding how we would each describe, interpret, and analyze some of the original source material we had encountered in the Meier papers. Should we write individual papers or collaborate on a group of papers? Methodology and Context "Biography," according to Clifford (1983), "is not a treatise on life but the evoking of life" (p. 57). Archival data that enrich our understanding of a person's life also can serve to demonstrate how a person living at a specific time responded to his or her environment and how that environment affected his or her professional efforts. Historiography involves reconsti- tuting events from the past, using primary sources that form bits and pieces that eventually evoke a semblance of wholeness and unity. Each research- er's reconstitution of events to create unity is to some extent idiosyncratic and dependent upon his or her value and belief systems and chosen research stance.
Load more

Recommended publications
  • Print This Article
    Learnings, However Wise colorful narrative. The chapter is organized as much by experience as chronology, with Lyn Corno six key sections. Readers can find one- sentence lessons signaled by underlined material located at the start of some paragraphs within each key section. Why and How Educational Research I was an Arizona girl, born near the Grand Canyon, where my father had his first teaching job, and raised in Tempe just a short walk from Arizona State University. I was ready to leave home as soon as I finished college. As a child, my grandmother took me on bus trips to California, where beaches and flowering tree gardens lured me away from desert landscapes and endless days of sun. I wrote this chapter during the COVID-19 pandemic of 2020. How coincidental it is to be writing a reflective memoir at a time when it is hard to avoid reflecting. I had not thought I could tackle this project until well into the year, but sequestration at a rented house in South Carolina gave me time and so the pages multiplied in a different way. With this said, what is omitted is often the First grade photo, Broadmoor School, Tempe, most important material for reflection - the AZ emotional moments of childhood and the feelings that come with each turn of event. My parents appreciated my independent This is to be an account of things I may streak and, after helping me set up a studio have learned, however “wise,” for graduate apartment in Seal Beach, California, near my students or others who would have careers first job, my mother boarded a plane home in education and psychology, so it lacks a and left me to it.
    [Show full text]
  • An Academic Genealogy of Psychometric Society Presidents
    UvA-DARE (Digital Academic Repository) An Academic Genealogy of Psychometric Society Presidents Wijsen, L.D.; Borsboom, D.; Cabaço, T.; Heiser, W.J. DOI 10.1007/s11336-018-09651-4 Publication date 2019 Document Version Final published version Published in Psychometrika License CC BY Link to publication Citation for published version (APA): Wijsen, L. D., Borsboom, D., Cabaço, T., & Heiser, W. J. (2019). An Academic Genealogy of Psychometric Society Presidents. Psychometrika, 84(2), 562-588. https://doi.org/10.1007/s11336-018-09651-4 General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl) Download date:30 Sep 2021 psychometrika—vol. 84, no. 2, 562–588 June 2019 https://doi.org/10.1007/s11336-018-09651-4 AN ACADEMIC GENEALOGY OF PSYCHOMETRIC SOCIETY PRESIDENTS Lisa D.
    [Show full text]
  • Research and Development Center for Teacher Education, the University of Texas
    REPORT RESUMES ED 013 981 24 AA 000 252 RESEARCH AND DEVELOPMENT CENTER FOR TEACHER EDUCATION, THE UNIVERSITY OF TEXAS. BEHAVIORAL SCIENCE MEMORANDUM NUMBER 13, PARTS A AND B. BY- MCGUIRE, CARSON TEXAS UNIV., AUSTIN, R! AND DEV. CTR. FOR ED. REPORT NUMBER BR- 23 PUB DATE 67 CONTRACT OEC-0 106 EDRS PRICE -$0.25 HC-$2.00 46P. DESCRIPTORS- *BIBLIOGRAPHIES, *ANNOTATED BIBLIOGRAPHIES, *TEACHER EDUCATION, *BEHAVIORAL SCIENCES, *EDUCATIONAL PSYCHOLOGY, ELEMENTARY EDUCATION, SECONDARY EDUCATION PART A OF MIS MEMORANDUM IS AN ANNOTATED BIBLIOGRAPHY FOR INSTRUCTORS IN TEACHER EDUCATION. PART B PRESENTS AN ANNOTATED BIBLIOGRAPHY THAT IS INTENDED AS AN ADDENDUM TO "BEHAVIORAL SCIENCE RESEARCH MEMORANDUMS" NUMBERS 10 AND 12. THESE BIBLIOGRAPHIES REPORT UPON TEXTS, BOOKS OF READINGS, SELECTED JOURNAL ARTICLES, VARIOUS MONOGRAPHS, AND RECENT BOOKS UPON TOPICS PERTINENT TO TEACHER EDUCATION. THE REFERENCES WERE COMPILED BY INSTRUCTORS OF EDUCATIONAL PSYCHOLOGY COURSES AT THE UNIVERSITY OF TEXAS AND BY RESEARCH PERSONNEL OF THE RESEARCH AND DEVELOPMENT CENTER FOR TEACHER EDUCATION LOCATED AT THE UNIVERSITY. THE AUTHOR STATES MOST OF THE REFERENCES ARE RELEVANT TO THE COURSE "BEHAVIORAL SCIENCES IN EDUCATION" OFFERED AT THE UNIVERSITY FOR BOTH ELEMENTARY AND SECONDARY EDUCATION SECTIONS, (AL) AltC- 0A-q7- r A RESEARCH AND DEVELOPMENT CENTER FOR TEACHER EDUCATION THE UNIVERSITY OF TEXAS , Behavioral Science Memorandum No. 13 This issue of the BSR Memo series reports upon texts, books of readings,selected journal ar- ia*. tidies, various monographs, and recent books upon topics pertinent toteacher education.Most of CC) the references are relevant to a course "Behavioral Sciences inEducation" (Elementary and Second- ary Education sections) offered at The University of Texas.
    [Show full text]
  • International Journal of Scientific Research and Reviews Meaning
    Islam Md. Nijairul, IJSRR 2018, 7(4), 1969-1982 Research article Available online www.ijsrr.org ISSN: 2279–0543 International Journal of Scientific Research and Reviews Meaning and nature of human intelligence: A review Islam Md. Nijairul Gazole Mahavidyalaya, Malda, West Bengal, India. PIN 732124. E-mail: [email protected] ABSTRACT How to define intelligence seems to be a conundrum with human race. People have been pondering over the nature of intelligence for millennia. Simply put, intelligence is the ability to learn about, learn from, understand and interact with one‟s environment. This mental ability helps one in the task of theoretical as well as practical manipulation of things, objects or events present in one‟s environment in order to adapt to or face new challenges and problems of life as successfully as possible. Some psychometric theorists like Spearman believed that intelligence is a basic ability that affects performance on all cognitively oriented tasks – from computing mathematical problems to writing poetry or solving riddles, and that it can be measured through IQ tests. On the other hand, cognitive theorists like Earl B. Hunt hold that intelligence comprises of a set of mental representations of information and a set of processes that can operate on the mental representations. The latest ones – cognitive-contextual theorists of intelligence such as Howard Gardner – think that cognitive processes operate in various environmental contexts. The present paper tries to understand the meaning and nature of human intelligence from various perspectives, development of intelligence, and its measurement. KEY WORDS: Intelligence, understanding, psychometric theory, cognitive theory, cognitive- contextual theory.
    [Show full text]
  • Copyrighted Material
    CHAPTER 1 Educational Psychology: Contemporary Perspectives WILLIAM M. REYNOLDS AND GLORIA E. MILLER INTRODUCTION TO EDUCATIONAL PSYCHOLOGY IN THE SCHOOLS 12 PSYCHOLOGY 1 PERSPECTIVES ON EDUCATIONAL PROGRAMS, CURRENT PRESENTATIONS OF THE FIELD 3 RESEARCH, AND POLICY 15 DISTINCTIVENESS OF THIS VOLUME 4 SUMMARY 18 OVERVIEW OF THIS VOLUME 5 REFERENCES 18 EARLY EDUCATION AND CURRICULUM APPLICATIONS 10 INTRODUCTION TO EDUCATIONAL assessment of intelligence and the study of gifted chil- PSYCHOLOGY dren (as well as related areas such as educational tracking), was monumental at this time and throughout much of the The field of educational psychology traces its begin- 20th century. Others, such as Huey (1900, 1901, 1908) nings to some of the major figures in psychology at were conducting groundbreaking psychological research the turn of the past century. William James at Harvard to advance the understanding of important educational University, who is often associated with the founding fields such as reading and writing. Further influences on of psychology in the United States, in the late 1800s educational psychology, and its impact on the field of edu- published influential books on psychology (1890) and edu- cation, have been linked to European philosophers of the cational psychology (1899). Other major theorists and mid- and late 19th century. For example, the impact of thinkers that figure in the early history of the field include Herbart on educational reforms and teacher preparation in G. Stanley Hall, John Dewey, and Edward L. Thorndike. the United States has been described by Hilgard (1996) Hall, cofounder of the American Psychological Asso- in his history of educational psychology.
    [Show full text]
  • Learning Theory This Course Will Cover the Fundamentals Of
    Learning Theory This course will cover the fundamentals of pedagogy and andragogy, as well as examine different theories in learning. We will analyze the particular characteristics of adult learning, identifying the contributions of theoretical and scientific support to andragogy, its principles and applications. Also we will evaluate the concept and importance of permanent or life-long education. Hopefully you will come away with a better sense of how humans learn and how you in particular can continue to learn. What is learning? Learning involves change. It is concerned with the acquisition of habits, knowledge, and attitudes. It enables the individual to make both personal and social adjustments. Since the concept of change is inherent in the concept of learning, any change in behavior implies that learning is taking place or has taken place. Learning that occurs during the process of change can be referred to as the learning process. Learning is a change in the individual, due to the interaction of that individual, and his environment, which fills a need to make him more capable of dealing adequately with his environment. A distinction is frequently made between education and learning. Education is an activity undertaken or initiated by one or more agents that is designed to effect changes in the knowledge, skill, and attitudes of individuals, groups, or communities. The term education emphasizes the educator, the agent of change who presents stimuli and reinforcement for learning and designs activities to induce change. The term learning, in contrast, emphasizes the person in whom the change occurs or is expected to occur.
    [Show full text]
  • Beyond Pavlov, Thorndike, and Skinner: Other Early Behaviorist Theories
    Supplementary reading in the Companion Website accompanying HUMAN LEARNING 5/E by J. E. Ormrod, 2008, Upper Saddle River, NJ: Merrill/Prentice Hall. Copyright© 2007 by Pearson Education, Inc. All rights reserved. BEYOND PAVLOV, THORNDIKE, AND SKINNER: OTHER EARLY BEHAVIORIST THEORIES Chapters 3 and 4 in Human Learning describe the work of three prominent early behaviorists: Ivan Pavlov, Edward Thorndike, and B. F. Skinner. But other theorists had a significant impact on early behaviorist thinking as well. Here we’ll focus on three especially notable ones: John Watson, Edwin Guthrie, and Clark Hull. John Watson It was actually John Watson (1913) who introduced the term behaviorism and served as the most vocal advocate for the behaviorist perspective in the early part of the twentieth century. In his major writings, Watson (1914, 1916, 1919, 1925) adamantly called for the introduction of scientific objectivity and experimentation into the study of psychological phenomena. He emphasized the need for focusing scientific inquiry on observable behaviors rather than on such nonobservable phenomena as “thinking.” Not only did Watson oppose the study of internal mental events, but he also denied any existence of the mind at all! Thought, he proposed, was nothing more than tiny movements of the tongue and larynx and thus was a behavior just like any other. Greatly influenced by the work of both Pavlov and another Russian, Vladimir Bechterev (1913), Watson adopted the classically conditioned S-R habit as the basic unit of learning and extended it to human learning (e.g., see Watson and Rayner’s study with an infant named Albert, described in Chapter 3).1 Watson proposed two laws describing how such habits develop.
    [Show full text]
  • 3. Main Theories on Acquisition and Development Del Language. 3.1 Learning Theories: Watson and Skinner Operant Conditioning B
    SEC 3 Page 1 of 9 3. MAIN THEORIES ON ACQUISITION AND DEVELOPMENT DEL LANGUAGE. 3.1 LEARNING THEORIES: WATSON AND SKINNER OPERANT CONDITIONING By the 1920s John B. Watson had left academic psychology and other behaviorists were becoming influential, proposing new forms of learning other than classical conditioning. Perhaps the most important of these was Burrhus Frederic Skinner; Although, for obvious reasons he is more commonly known as B.F. Skinner. Skinner's views were slightly less extreme than those of Watson. Skinner believed that we do have such a thing as a mind, but that it is simply more productive to study observable behavior rather than internal mental events. Skinner believed that the best way to understand behavior is to look at the causes of an action and its consequences. He called this approach operant conditioning. Skinner's theory of operant conditioning was based on the work of Thorndike (1905). Edward Thorndike studied learning in animals using a puzzle box to propose the theory known as the 'Law of Effect'. BF Skinner: Operant Conditioning Skinner is regarded as the father of Operant Conditioning, but his work was based on Thorndike’s law of effect. Skinner introduced a new term into the Law of Effect - Reinforcement. Behavior which is reinforced tends to be repeated (i.e. strengthened); behavior which is not reinforced tends to die out-or be extinguished (i.e. weakened). Skinner (1948) studied operant conditioning by conducting experiments using animals which he placed in a “Skinner Box” which was similar to Thorndike’s puzzle box. B.F.
    [Show full text]
  • Structural Peculiarities of Social Mental Abilities of Future Teachers
    INTERNATIONAL JOURNAL OF ENVIRONMENTAL & SCIENCE EDUCATION 2016, VOL. 11, NO. 18,12629-12636 OPEN ACCESS Structural Peculiarities of Social Mental Abilities of Future Teachers Ardakh Rizabekovna Yermentayevaa,Kundyz Serikovna Kenzhebayevab,Akerke Nurlanbekovna Umirbekovac, Zhanat Kanashovna Aubakirovad, and Akmaral Bakytbekovna Iskakovad a N.Gumilyov Eurasian National University, KAZAKHSTAN, b The Korkyt Ata Kyzylorda State University, KAZAKHSTAN, c Abai Kazakh National Pedagogical University, KAZAKHSTAN, d University Turan-Astana, KAZAKHSTAN, ABSTRACT The problem of social intelligence of researchers has attracted attention in recent years. Social intelligence is one of the most important characteristics of teachers. The aim of this research was to study features of structure of social intelligence of future teachers. The respondents in this study were selected 360 students of pedagogical specialties from Kyzylorda State University. The following tools are used in the work: methods of investigation of social intellect by J.P. Guilford and M.O. Sullivan. Results of theoretical and experimental studies have revealed general and specific features of social intelligence of future teachers. The results of research indicated that normative-role values accepted in society are significant for respondents; the students are guided by these values in situations of interpersonal interactions. Dynamics of parameters of social intelligence of respondents was performed. Gender features of social intelligence of future teachers were established. Differences which were related with professional specialization were not found. KEYWORDS ARTICLE HISTORY Teacher, social intelligence, interpersonal Received 11 April 2016 interaction, specialization, dynamics Revised 07 August 2016 Accepted 30 August 2016 Introduction There is a considerable amount of research of social structure of social intelligence for both children and adults.
    [Show full text]
  • EDUCATIONAL PSYCHOLOGY SERIES Critical Comprehensive Reviews of Research Knowledge, Theories, Principles, and Practices Under the Editorship of Gary D
    Transfer of Learning This is a volume in the Academic Press EDUCATIONAL PSYCHOLOGY SERIES Critical comprehensive reviews of research knowledge, theories, principles, and practices Under the editorship of Gary D. Phye Transfer of Learning Cognition, Instruction, and Reasoning Robert E. Haskell Department of Psychology University of New England Biddeford, Maine San Diego San Francisco New York Boston London Sydney Tokyo This Page Intentionally Left Blank Contents Foreword xi Introduction xiii I What Transfer of Learning Is 1. THE STATE OF EDUCATION AND THE DOUBLE TRANSFER OF LEARNING PARADOX A World at Risk: National Reports 4 Corporate Business Training and Transfer 9 The Double Transfer of Learning Paradox: Importance 9 The Double Transfer of Learning Paradox: Failure 12 Conclusion 17 Notes 17 2. TRANSFER OF LEARNING: WHAT IT IS AND WHY IT’S IMPORTANT The Basics of What Transfer of Learning Is 24 Evolution of Transfer from Rats to Chimps to Humans 27 v vi Contents A General Scheme for Understanding the Levels and Kinds of Transfer 29 Importance of Transfer of Learning 32 Tricks of the Trade: Now You See It, Now You Don’t 35 Conclusion 37 Notes 37 3. TO TEACH OR NOT TO TEACH FOR TRANSFER: THAT IS THE QUESTION Instructional Prospectus for the 21st Century 44 Implications for Instruction and a Prescriptive Remedy 47 From Research to Useful Theory 49 Conclusion 54 Notes 54 4. TRANSFER AND EVERYDAY REASONING: PERSONAL DEVELOPMENT, CULTURAL DIVERSITY, AND DECISION MAKING Reasoning about Everyday Events 58 Reasoning with Single Instances 59 Legal Reasoning and Transfer 62 Personal Development, Human Diversity, and the Problem of Other People’s Minds 63 Social Policy Decision Making and Transfer Thinking 69 Notes 72 5.
    [Show full text]
  • The Adventures of Love in the Social Sciences: Social Representations, Psychometric Evaluations and Cognitive Influences of Passionate Love
    The adventures of love in the social sciences : social representations, psychometric evaluations and cognitive influences of passionate love Cyrille Feybesse To cite this version: Cyrille Feybesse. The adventures of love in the social sciences : social representations, psychometric evaluations and cognitive influences of passionate love. Psychology. Université Sorbonne Paris Cité, 2015. English. NNT : 2015USPCB199. tel-01886995 HAL Id: tel-01886995 https://tel.archives-ouvertes.fr/tel-01886995 Submitted on 3 Oct 2018 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. UNIVERSITE PARIS DESCARTES INSTITUT DE PSYCHOLOGIE HENRI PIERON Ecole Doctorale 261 « Cognition, Comportements, Conduites Humaines » THESE Pour obtenir le grade de DOCTEUR DE L’UNIVERSITE PARIS DESCARTES Discipline : Psychologie Mention : Psychologie Sociale et Différentielle Laboratoire de Psychologie Sociale: menaces et société (LPS) Laboratoire Adaptations Travail Individu (Lati) Présentée et soutenue publiquement par Cyrille FEYBESSE Le 26 Novembre 2015 The adventures of love in the social sciences: social representations, psychometric evaluations and cognitive influences of passionate love. JURY G. COUDIN – MCF-HDR – Directrice de Thèse T. LUBART – Professeur à l’Université Paris Descartes – Co-directeur de Thèse I. OLRY-LOUIS – Professeur à l’Université Paris Ouest Nanterre - Rapporteur E.
    [Show full text]
  • Psychology: Behaviorism
    Psychology: Behaviorism Skill: Objectives: ​ ● Students will explain what constitutes Classical Conditioning, as well as describe the type of behavior for which this type of conditioning is suitable. ● Students will explain what constitutes Operant Conditioning, as well as describe the type of behavior for which this conditioning is suitable. ● Students will then compare and contrast Classical and Operant conditioning. Online Activity Have students look up and read about the experiments of Ivan Pavlov, John B. Watson, and Edward Thorndike, and B.F. Skinner. Ask students to pay special attention to the differences between Classical (Pavlov and Watson) and Operant (Thorndike and Skinner) Conditioning. Online Websites that contain relevant articles include (or you can research your own): https://www.simplypsychology.org/classical-conditioning.html https://www.simplypsychology.org/operant-conditioning.html https://www.verywellmind.com/classical-conditioning-2794859 https://courses.lumenlearning.com/boundless-psychology/chapter/classical-conditioning/ https://www.verywellmind.com/operant-conditioning-a2-2794863 https://courses.lumenlearning.com/boundless-psychology/chapter/operant-conditioning/ Online Activity 1 Complete the Following Questions: 1. What are the three steps to Classical Conditioning? 2. What type of behavior does Classical Conditioning address? 3. Describe Pavlov’s Experiment. 4. Describe Watson’s Experiment. 5. What are the steps to Operant Conditioning? 6. What were Thorndike’s Contributions to Operant Conditioning? 7. Describe Skinner’s Experiment. 8. Explain the difference between Primary and Secondary Reinforcers. 9. Describe the four different reinforcement schedules. 10. Compare and Contrast Classical and Operant Conditioning in paragraph form. Online Activity 2 Complete ONE of the following options: ● Draw a cartoon depicting the differences between positive reinforcement, negative reinforcement, positive punishment, and negative punishment.
    [Show full text]