The L'Anse sentinel. (L'Anse, L.S., Mich.) 18??-current, 1910-02-12
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interval between learning and recall can De most ao
filed then the arrangement OF the school
program Of studies be worked out on psycnoiog-
ical basis and not the more or less haphazard OASIS
which seems to be the present plan
Among other problems In this field of applied psy'
choogy which the department has undertaken or pro
poses to carry the future may be mentioned
the following:
l. What are some of the most advantageous condi
lions of learning to spell correctly?
g. In learning s It better to give all Of the time to
study of subject matter to be learned or Is 1t bet
ter to devote portion Of the time in the attempt to
recall material that has already been mastered!
g. Is 1t better in learning to attempt to memoriss
the material by commencing at the beginning and run
ming through the end consecuvey and By repeating
this process until the whole has been mastered or IL Il
better to learn part then another part and ONT
4. What method of presentation Is more advanta-
geous in learningf BY this is meant specifically Is
better present to the child material to learn orally or
usually and better present the material stimuli
taneousiy or successively-that is should the whole
thing is learn be given at once or is he to
study one part and then the next and so ont
In considering the first Of these problems II may b
said that results Illinois clearly point to the fact that
method Of teaching children to spell by giving the
word as whole and not breaking it up into syllables
Is not psychological method that the old method
syabicaton with Of its obvious faults had dis
tinct advantages of the extreme methods OF
to-day.
Apropos the problem It Is clearly established
by experiments Illinois that there is great advantage
ing the material presented but that 1t s Of great
advantage to spend part of this time In attempting TO
recall what has shown. Train the pupil to look
at the page that he s trying to memorize for period
and then to turn his away and in his minds eye
recall the printed matter.
1t is generally held by investigators that the best
method Of memozing Is to learn the material by COM
encing the beginning and running through the whole
process to the end The Illinois experiments brought
this fact that in such consecutive learning there
certain parts that mastered quickly than 9TH
that IL advantageous to first the whole
material consecutively until the easily acquired
material Is mastered and then to spend time In
learning those parts dicut and to finally
relearn the whole consecutivey.
Now in attempting to answer the fourth question
experiments have been carried at Illinois which show
rather clearly that the most advantageous way to pre-
material little children IL usually and In success
sion The for this in part ut least b becauss
successive presentation secures better attention than
Simultaneous presentation and that the word when seen
especially II II Il dncult be better comprehende3
than II II IL merely heard 4]S s@ s.
The foregoing account gives statement Of some -
the most typical important experimental inyestlg~
lions now In progress in the psychological laboratory -
the University Of Illinois, A has already been sad the
main emphasis Is being placed upon the psycncloU q
Learning more specifically techniQue and economy n
our processes Of acquisition At ne same time ample
scope 4 given Tor ne theoretical aspects of u so
ject that The neld a general NY may % covered
ana that those Who vah p obtain hhor dogreee n ~
suhioct may fnd ample oppoStunity ~ "A ~
titoctSoh which ntsru1(s thom u6o1(> "a, s "a !.