The Superior times. [volume] (Superior, Wis.) 1870-1912, 1910-02-05

life. This is great advantage in abstract tb,,,ipe y
however, distinct hndrance in annreciotio f or1
ture and art If wish to train our cbIsroo - .,si
accurately and abstracy we must train tbor &c tbo
schoos eVuenty are now training them in the direc.
ton OF verbal imagery. r. however we wish n Do
veop artists poets men Of letters inventors and those
with technical skill in the various professions uo r
to 1t that this concrete imagery is NOT LOST. for :,
this loss takes place it will tremendous waste and
disaster for many.
The experiments further showed that those children
who thought in visual terms were best able IN n,e
orize material with visual content that those who
thought in auditory motor terms were hest ab,e IN
learn material with auditory or motor content This
of course, far the application of results IN
school work Is concerned that the material which the
child learns must be in way adapted to his idea.
tonal type II the pest results to be accomplished
This perhaps, is not vital fact with the average
child who has many ways, 1t may be- in which he can
imagine his experience but there always in every
schoolroom numbers Of exceptional children who are
very slow to get in certain fields and who neverthe.
less far from being mental detectives To take a
illustration there children who have great
difficulty in learning to read and yet who are often
bright in other school subjects 1t probable that such
children have not developed the type If verbalvsual
imagery. The printed word fails to carry its proper
significance, Such child. obviously must be treated
differently from the average individual In the first
place he may be helped In his reading by being in.
strLcted to spell and pronounce words The method
of showing him words and having him grasp them as
visual signs will be hopeless method of procedure in
his Further, the child may be aided by sys.
ematic attempt to strengthen his verbavsual imagery
led
any type of imagery and it is business of educa
ton to that those who defective in an essential
type are trained to overcome this defect.
We cannot think for a moment of demanding the
sort Of thing from the child whose eyesight is poor
that demand from the child Of normal visual acuitv
1t is just foolish 10 expect the child who defective
in certain ideatonal tyre to do the work Of a normal
child 1t is to expect the child who defective in his
visual sensiblity 70 accomplish the same results under
the same conditions that the child Of normal sens5nfv
accomplishes
Another important problem which has been under.
taken by the psychological laboratory at the university
is discover the most advantageous conditions besides
those relating to the ideatoual type under which Ger
tain kinds Of school material may be memorized 81
the outset Of such investigation the PSYCHOLOGISTS is
confronted with the difficulty Of selecting the sort ~
material for memorizing which Will be sufficiently rni
fern TO be tried many children and on the same Mia
at various times 1t is quite evident that if We sa tb
ordinary materials Of the schoorOo such rs tho cr
has had in his reading geography ana history room,
that this material will not be the uniformity 4frs1
1t was 10 avoid this difficulty that the PSYCHOLOGISTS, b
binglaus, nearly Is ago. tried a memory avrrJ
ment n which he used for material nonsense svlahe
that is, certain syabies which could be rroronc5 AMI
which yet had no significance; syabes for exan-rIe
like nee.dozhuX Here we have relatively ,.rtg1r
material that has 'of the part little or no sfg-tq
canoe. '71-'
ss'nS This kind Of material several thous4ud sehoo