By Frederick J Morrison, Catherine Lord and Daniel P. Keating (Eds.)
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Additional resources for Applied Developmental Psychology. Volume 1
Some people have worked out primary reading by . . using phones or letter-sounds instead of letter-names. They are said to use, then, a phonic method instead of an alphabetic method" (Charters, 1913, p. 121). Analytical thinking was clearly recognized as a different type of cognitive activity having its own time course. This process of phonetic analysis is necessarily slower than that in which recognition takes place by vision alone, just because it is a process of analysis rather than immediate apprehension of relatively large units.
Write it out and look at it, but usually resort to visual images first. (Charters, 1913, pp. 16-17) An experiment reported by Cameron (1927) was conducted on 3000 German children in grades 3-8. The children practiced one of seven spelling methods listed in Table I. 54 °From Cameron (1927, p. 318). concluded that (1) the visual drill method was superior to the auditory, (2) both methods were improved by the addition of kinesthetic factors, (3) copying was the best method, since it involved both visual and kinesthetic processes, (4) copying was also the best way of controlling attention, and (5) copying incorporated the further advantage that "the studying of the word takes the form in which it is eventually reproduced" (p.
How many letters can be accessed at once? There is no attempt as yet to formulate and test hypotheses. Not enough is known about the phenomena themselves. (3) Subject behaviors are described with painstaking precision. Sequences of cognitive operations are not random. There is al- 38 S. FARNHAM-DIGGORY AND BILLIE NELSON ways a pattern but it may not be discoverable unless data can be examined in slow motion and in fine detail. We illustrate this modern approach to curriculum psychology by excerpts from two projects of our own.
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