WorldCat Identities

Cronbach, Lee J. (Lee Joseph) 1916-2001

Works: 106 works in 614 publications in 5 languages and 13,401 library holdings
Genres: Conference papers and proceedings  Longitudinal studies  Handbooks and manuals 
Roles: Author, Editor, Other
Classifications: BF431, 370.15
Publication Timeline
Most widely held works about Lee J Cronbach
Most widely held works by Lee J Cronbach
Essentials of psychological testing by Lee J Cronbach( Book )

146 editions published between 1949 and 1998 in 5 languages and held by 3,552 WorldCat member libraries worldwide

This book is about current and emerging practices, some of them radically new. But it is also a book about a mature discipline, one whose basic principles have stood firm under the pressures of new social demands and the emergence of new technology
Educational psychology by Lee J Cronbach( Book )

118 editions published between 1952 and 2013 in 3 languages and held by 1,794 WorldCat member libraries worldwide

"The last decade has seen important changes of emphasis within general psychology that make its theories more pertinent to education. Ten years ago the dominant psychology was that of Hull and his followers. Their emphasis on stimulus-response connections, reduction of primary drives, and reinforcement, while useful for explaining the learning of single tasks in the laboratory, seemed not to be very enlightening to the educator. Today the general psychologist is as concerned as the educator with meanings. Harlow demonstrates how long-continued experience facilitates learning in monkeys. Piaget and Inhelder demonstrate the emergence of disciplined thought from the child's long years of trial and error. Skinner proposes to design learning sequences such that each success on one question makes the next question more meaningful. Underwood shows that forgetting is primarily the result of interference from prior associations. Osgood, Kendler, and others advance from Hull to a theory of mediated learning. At the same time, motivational theory has broadened to recognize that mastery and understanding of the environment seems to be a basic source of satisfaction. White's paper (1959) on the need for "competence" climaxes a substantial series of advances on this front which have included Harlow's observations on manipulation and the work of McClelland and others on achievement motivation. The same decade has seen vigorous re-examination of the purposes and quality of American education. The first great result was a marked extension of testing and counseling, of special programs for the talented and the handicapped, and, in the elementary school, of more flexible administrative arrangements for teaching. These efforts put well-established psychological knowledge to use. The second great result has been radical curriculum revision. In science and mathematics where this work has been carried furthest, the new curricula emphasize not the mastery of facts and calculations but the understanding of scientific and mathematical reasoning. The teacher is called upon to promote understanding and curiosity, and to capitalize upon the pupil's intuitions and discoveries. Cognitive development thus has become the central aim in educational reform just at the time when substantial psychological knowledge about these processes has become available. To emphasize cognitive development in this edition required no radical change of viewpoint, since the first edition made meaning the first principle of learning. The chapters dealing with intellectual development and the attainment of concepts have been augmented to deal with the theory of Piaget and such topics as "learning by discovery" and "programed instruction." In contemporary experimentation and theory the psychology of learning and the psychology of development are inseparable. Even developments once considered to be "purely physiological" are now known to depend on experience. The teacher cannot gain a full understanding of the pupil unless every bit of learning is seen in its developmental context. I believe that it is a mistake to divide educational psychology for teachers into separate courses in "development" and "learning." In the first edition learning and development were interwoven; I hope that in this revision the treatment has become truly integrated"--Preface. (PsycINFO Database Record (c) 2013 APA, all rights reserved)
Psychological tests and personnel decisions by Lee J Cronbach( Book )

38 editions published between 1957 and 1969 in English and Undetermined and held by 1,144 WorldCat member libraries worldwide

Designing evaluations of educational and social programs by Lee J Cronbach( Book )

26 editions published between 1982 and 1994 in English and held by 765 WorldCat member libraries worldwide

Met voorbeelden toegelichte technieken voor het bepalen van de waarde van programma's die op verbetering van samenleving en opvoeding gericht zijn
Aptitudes and instructional methods : a handbook for research on interactions by Lee J Cronbach( Book )

25 editions published between 1974 and 1981 in English and Undetermined and held by 743 WorldCat member libraries worldwide

Toward reform of program evaluation by Lee J Cronbach( Book )

23 editions published between 1980 and 1985 in English and held by 725 WorldCat member libraries worldwide

The Dependability of behavioral measurements: theory of generalizability for scores and profiles by Lee J Cronbach( Book )

19 editions published between 1967 and 1972 in English and Undetermined and held by 636 WorldCat member libraries worldwide

Research for tomorrow's schools: disciplined inquiry for education; report by National Academy of Education( Book )

20 editions published in 1969 in English and held by 502 WorldCat member libraries worldwide

Mental tests and cultural adaptation by Lee J Cronbach( Book )

12 editions published between 1972 and 1973 in English and Undetermined and held by 455 WorldCat member libraries worldwide

The gifted group in later maturity by Carole K Holahan( Book )

7 editions published in 1995 in English and Undetermined and held by 325 WorldCat member libraries worldwide

This volume traces the progress of the men and women in the Terman Study of the Gifted through the years of later maturity, when most of them were in their sixties and seventies. In the process, it provides unique insights into the determinants of successful aging. The study - the longest life cycle study in the history of the social sciences - was begun in 1921 by Lewis M. Terman of Stanford University, when the intellectually gifted subjects averaged eleven years of age. This is the fifth in a series of books that document these individuals
Text materials in modern education; a comprehensive theory and platform for research by Lee J Cronbach( Book )

9 editions published in 1955 in English and Undetermined and held by 321 WorldCat member libraries worldwide

Improving inquiry in social science : a volume in honor of Lee J. Cronbach by Richard E Snow( Book )

11 editions published between 1990 and 2009 in English and held by 288 WorldCat member libraries worldwide

This volume celebrates Lee J. Cronbach's considerable contributions to the methodology of social and behavioral science. Comprised of chapters written by colleagues and contemporaries of the highly influential scholar, it offers a range of ideas, perspectives, and new approaches to improving social science inquiry
Remaking the concept of aptitude : extending the legacy of Richard E. Snow by Richard E Snow( Book )

8 editions published between 2001 and 2002 in English and held by 219 WorldCat member libraries worldwide

The unique perspective of Richard E. Snow, in recent years one of the most distinguished educational psychologists, integrates psychology of individual differences, cognitive psychology, and motivational psychology. This capstone book pulls together the findings of his own 35 years of research on aptitudes and those from (especially) European scholars, of which he had exceptional knowledge. A panel of experts and former associates completed this book after his death in 1997, expanding his notes on implications of the theory for instructional design and teaching practice. The panel developed Sn
Einführung in die pädagogische Psychologie by Lee J Cronbach( Book )

5 editions published between 1971 and 1974 in German and held by 125 WorldCat member libraries worldwide

Exploring the wartime morale of high-school youth by Lee J Cronbach( Book )

5 editions published in 1943 in English and held by 85 WorldCat member libraries worldwide

Research Conference on Learning and the Educational Process, at Stanford University, June 22-July 31, 1964 by Richard C Atkinson( Book )

4 editions published in 1964 in English and held by 37 WorldCat member libraries worldwide

From among approximately 175 applicants, 40 persons were selected to participate in a conference to discuss current research in educational learning, including both classroom and laboratory studies. The conference was organized into four groups--(1) in group a, the emphasis was on learning, instruction, and pupil characteristics, with particular reference to the language arts, (2) in group b, the behavioral analysis of concept formation and transfer with implications for programed instruction and computers in educational research were stressed, (3) in group c, the focus was on sociocultural and organizational determinants of student motivation, (4) in group d, the motivational determinants of achievement-oriented behavior were highlighted. Participants were specialists in educational psychology, psychology, or sociology, plus a few from other fields. The report presents the selection of participant procedures, preconference and conference activities, a log of conference activities, and a list of participants. (Jc)
Research Conference on Learning and the Educational Process, at Stanford University, June 21-July 30, 1965 by Richard C Atkinson( Book )

3 editions published in 1965 in English and held by 23 WorldCat member libraries worldwide

A research training conference on learning was held for 37 psychologists and educational researchers. The 6-week conference centered its activities on such topics as language learning, computer simulation, instructional procedures design, attitude and personality development, and curriculum evaluation. Lectures and talks were offered by instructors and visiting consultants. Topics discussed included (1) language learning, (2) computer simulation of intellectual processes, (3) design of instructional procedures and experimentation on learning, (4) the nature of aptitude, attitude development and change, (5) personality development in college, and (6) curriculum evaluation. One of the conclusions drawn was that a general acquaintance with significant current work was achieved. Development of competence in depth, however, was not as successful. Identification of areas of study and motivation to do research were indicated as accomplishments of the conference. (Rs)
A valedictory : reflections on 60 years in educational testing by Lee J Cronbach( Book )

9 editions published in 1995 in English and held by 14 WorldCat member libraries worldwide

Similarity between persons and related problems of profile analysis by Lee J Cronbach( Book )

6 editions published in 1952 in English and held by 5 WorldCat member libraries worldwide

Processes affecting "understanding of others" and "assumed similarity." by Lee J Cronbach( Book )

3 editions published in 1954 in English and held by 1 WorldCat member library worldwide

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Essentials of psychological testing
Alternative Names
Cronbach, L. J.

Cronbach, L. J. 1916-

Cronbach, L. J. 1916-2001

Cronbach, L. J. (Lee Joseph), 1916-

Cronbach, L. J. (Lee Joseph), 1916-2001

Cronbach, Lee J.

Cronbach, Lee Joseph.

Cronbach, Lee Joseph 1916-

Cronbach, Lee Joseph 1916-2001

Lee Cronbach Amerikaans psycholoog (1916-2001)

Кронбах, Ли

Лий Кронбах

لي كورنباخ

ลี ครอนบาค


English (436)

Spanish (29)

Italian (13)

German (5)

Esperanto (1)

Remaking the concept of aptitude : extending the legacy of Richard E. Snow