Excerpt from Experimental Psychology and Child Study Measure to the suggestions of many readers of the latter work, pointing out the desirability of issuing. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1922 edition. Excerpt: ... experimental psychology and child study part I section I research in education Education has come to be regarded as an applied science, like medicine, engineering, or industrial chemistry. In each case, the change in standpoint has been due almost entirely to the application of the methods of research to problems of everyday practice. Training the mind requires a scientific study of the mind, just as healing the body requires a scientific study of the body. For long the teacher, like the earlier physician, was guided by little else than historical tradition, a priori speculation, and personal common sense. He now practises a technique almost as specialized as that of the modern surgeon or physician; and that technique, in turn, rests upon a large body of knowledge, almost as specialized as anatomy, physiology, or pathology. Teaching, however, consists in much more than mere applied psychology. Starting with the application of psychological generalizations to the difficulties of the classroom, educational research has developed problems and methods of its own. Indeed, to education would now be conceded by almost universal consent the rank of a separate science, "applied "--that is, practical--in its nature, but as independent and as self-contained as engineering or medicine. 1 The methods of research are much the same in education as in other sciences: observation and description of individual children; questionnaires seeking data from large numbers; experimental investigation of specific problems, particularly by means of tests; genetic studies of growing children; pathological studies of abnormal children; and statistical analysis of the data collected. The problems which have formed the chief subjects for re

First Published in 1986. This is a collection of essays in honour of Charles C. Spiker due to his personal contribution to the field of experimental child psychology. Each of the contributions to this volume echoes in its way the proclamation that some of the best lessons learned were from Charlie Spiker.

Study of child psychology is not a child s play. It requires more patience, understanding and sensitivity than the study of adult s behaviour of child s psychology like heredity, environment and acquired traits in a classroom and playground. Needless to say media influence is stronger than any other factor. All these require empirical as well personalized studies for experimentation and inferences for treatment and course correction. This book provides a systematic framework to study and teach this crucial subject.

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This unique hands-on lab manual in child development provides great ideas and resources for teaching research courses involving child subjects. It includes projects in psychomotor/perceptual, cognitive, and social development. Projects are preceded by background essays on the history of that topic, related research, theoretical issues, and controversies. Each project has hypotheses to test, detailed procedures to follow, all stimuli, individual and group data sheets, empty tables, suggested statistics, discussion questions, and an updated bibliography. Special features of this second edition: *The introductory text portion details research considerations, including an introduction to psychological research, sections on developmental research, children as subjects, and general experimental research procedures. *The popular Infant Observation project has the student visit homes with babies for a semester and provides practice in observational data collection, reliability assessment, and report writing. *The cognitive development section includes two new subfields: Theory of Mind and Language--Children's Interpretation of the Word Big, in addition to classic studies of Piaget's spatial perspective-taking and attention and memory. The final chapter describes a suggested neuropsychological project. *The socialized child section includes a new study on sibling relationships as seen by the older or younger sibling, in addition to the earlier projects on self-esteem, sex identity, and cooperation-competition. The final section describes a suggested cross-cultural interview project.