By Frederick J Morrison, Catherine Lord and Daniel P. Keating (Eds.)

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Extra info for Applied Developmental Psychology. Volume 1

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It must select, repress, soften, emphasize, correlate and organize, all under the influence of the right mental set or purpose or demand. (Thorndike, 1917, p. 329) Thorndike noted that the children could recognize the absurdity of their errors if confronted with them directly. What the children failed to do, he said, was "of their own accord test their responses by thinking out their subtler or more remote implications" (p. 330). He therefore recommended explicit training in comprehension strategies, noting that "it is in their outside reading of stories and in their study of geography, history, and the like, that many school children really learn to read" (p.

Nonsense syllables) rather than pedagogical materials (9%). 11. Laboratory: cognitive processes—experiments also using artificial stimuli, but concerned with cognition rather than with traditional learning paradigms. These did not appear in this journal until 1970, but now account for - 8 % of its publications. 12. Motivation—articles concerned with interest, preference, reinforce­ ment, personality, social interactions, etc. These appeared infrequently un­ til 1950. Since then, they have accounted for 22% of articles in the volumes sampled.

It must not be thought. . that the mature reader goes to the extreme of resolving words into the sounds of the individual letters when he is making use of the method of phonetic analysis. (Cameron, 1927, pp. 309310) Cameron went on to point out that the mature reader dealt with syllables rather than with individual letters. LaRue discussed at some length the reader's need to master inclusive units—first, "groups of letters that remain together in many different words, as ap in cap, nap, rap, and tap," (p.

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