Fundamentals of Memory Development

الغلاف الأمامي
University Publishing Company, 1919 - 45 من الصفحات

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الصفحة 25 - The very conception of consciousness, in whatever mode it may be manifested, necessarily implies distinction between one object and another. To be conscious, we must be conscious of something; and that something can only be known, as that which it is, by being distinguished from that which it is not. But distinction is necessarily limitation; for, if one object is to be distinguished from another, it must possess some form of existence which the other has not, or it must not possess some form which...
الصفحة 23 - Every thought involves a whole system of thoughts; and ceases to exist if severed from its various correlatives. As we cannot isolate a single organ of a living body, and deal with it as though it had a life independent of the rest ; BO, from the organized structure of our cognitions, we cannot cut out one, and proceed as though it had survived the separation.
الصفحة 7 - The other way of retention is the power to revive again in our minds those ideas which after imprinting have disappeared, or have been as it were laid aside out of sight; and thus we do, when we conceive heat or light, yellow or sweet, the object being removed. This is memory, which is, as it were, the storehouse of our ideas.
الصفحة 40 - secret of a good memory ' is thus the secret of forming diverse and multiple associations with every fact we care to retain. But this forming of associations with a fact, what is it but thinking about the fact as much as possible...
الصفحة 19 - Often at first it will wander away without the wandering being noticed, and the student suddenly awakes to the fact that he is thinking about something quite other than the proper object of thought. This will happen again and again, and he must patiently bring it back — a wearisome and tiring process, but there is no other way by which concentration can be gained. "Thought Power.
الصفحة 7 - The mental capacity of retaining unconscious traces of conscious impressions or states, and of recalling these traces to consciousness with the attendant perception that they (or their objects) have a certain relation to the past.
الصفحة 41 - ... and by adding, with Dr. Pick, that, when we wish to fix a new thing in either our own mind or a pupil's, our conscious effort should not be so much to impress and retain it as to connect it with something else already there. The connecting is the thinking; and, if we attend clearly to the connection, the connected thing will certainly be likely to remain within recall. I shall next ask you to consider the process by which we acquire new knowledge, — the process of 'Apperception...
الصفحة 40 - must be introduced; and, when introduced, it is as the associate of something already there. . . , The one who thinks over his experiences most, and weaves them into the most systematic relation with each other, will be the one with the best memory." 6. When you wish to associate one fact with others already in the mind, think over the new fact from all angles. Ask about it such questions as these: "Why is this so? How is this so? When is it so ? Where is it so ? Who said it is so...
الصفحة 7 - Memory proper, or secondary memory as it might be styled, is the knowledge of a former state of mind after it has already once dropped from consciousness; or rather it is the knowledge of an event, or fact, of which meantime we have not been thinking, with the additional consciousness that we have thought or experienced it before.
الصفحة 7 - The refrain of the once popular song. "I don't know where I'm going, but I'm on my way," is fairly descriptive of the situation in which a majority of our teachers find themselves.

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