Satisfaction
      result of
    Scales of measurement
    School government
      participation in
    Sex differences
      education
    Social aim of education
      and curriculum
      and special types of schools
    Stone, C.W. 
    Study
      how to
      types of
      and habit formation
      and memorization
      and interest
      necessity for aim in
      and concentrated attention
      involves critical attitude
      general factors in
      for appreciation
      involving thinking
      use of books in
      supervised
    Substitution
      method of

    Thinking defined
    Thinking
      stimulation of
      and problematic situations
      by little children
      and habit formation
      essentials in process of
      for its own sake
      and critical attitude
      laws governing
      and association
      failure in
      and classroom exercises
    Thorndike, E.L. 
    Thought
      imageless
    Trabue, M.R. 
    Training
      transfer of
      identity of response
      probability of
      amount of
    Transfer of training

    Will power and habits
    Woody, Clifford
    Work, independent
    Work and play

Footnote 1:  The nervous system is composed of units of structure called neurones or nerve cells.  “If we could see exactly the structure of the brain itself, we should find it to consist of millions of similar neurones each resembling a bit of string frayed out at both ends and here and there along its course.  So also the nerves going out to the muscles are simply bundles of such neurones, each of which by itself is a thread-like connection between the cells of the spinal cord or brain and some muscle.  The nervous system is simply the sum total of all these neurones, which form an almost infinitely complex system of connections between the sense organs and the muscles.”

The word synapses, meaning clasping together, is used as a descriptive term for the connections that exist between neurone and neurone.

Footnote 2:  This is synonymous with James’s Involuntary Attention, Angell’s Non-Voluntary Attention, and Titchener’s Secondary-Passive Attention.

Footnote 3:  Educational Psychology, Briefer Course, pp. 194-5.

Footnote 4:  Thorndike, Psychology of Learning, p. 194.

Footnote 5:  How We Think, p. 6.

Footnote 6:  The Psychology of Thinking, p. 98.

Footnote 7:  How We Think, p. 66.

Footnote 8:  How We Think, pp. 69-70.

Footnote 9:  Psychology of Thinking, p. 291.

Footnote 10:  How We Think, p. 79.

Footnote 11:  Thorndike, Educational Psychology, Briefer Course, p. 172.

Footnote 12:  Introduction to Psychology, p. 284.