WorldCat Identities

Columbia University Teachers College Institute of Psychological Research

Overview
Works: 18 works in 90 publications in 1 language and 2,779 library holdings
Genres: Examinations  Technical reports  Conference papers and proceedings 
Classifications: LB1051, 153.93
Publication Timeline
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Most widely held works by Columbia University
The fundamentals of learning by Edward L Thorndike( Book )

18 editions published between 1932 and 1971 in English and Undetermined and held by 769 WorldCat member libraries worldwide

"This volume reports investigations covering a period of three years, dealing with the fundamental facts and forces in learning. It was the author's original purpose to work at certain basic problems until satisfactory solutions were reached; and in general he has done so. But the results suggested certain new problems of such great importance that he has thought it wise to study these also, even without expectation of attaining a final settlement of them. As an indirect consequence of this, one important problem in his original set, that of the relation of the formation of conditional reflexes to associative shifting of the ordinary sort, has been treated only very cursorily". (PsycINFO Database Record (c) 2005 APA, all rights reserved)
The measurement of intelligence by Edward L Thorndike( Book )

11 editions published between 1926 and 1973 in English and held by 490 WorldCat member libraries worldwide

"This volume represents the fruits of three years of investigation (from July 1, 1922, to July 1, 1925) by the Division of Psychology of the Institute of Educational Research. It attempts to answer the essential questions concerning the nature and meaning of the measurement of a mental fact in the sample case of intelligence, or rather of a defined segment thereof. Its conclusions, in so far as they are warranted, should become the basis of sound practice in the construction and calibration of scales for use in mental measurement. According to them, the present theory and practice of measurement of mental abilities are justified to a remarkable degree in certain respects, but in others should be almost recreated"--Preface. (PsycINFO Database Record (c) 2006 APA, all rights reserved)
The psychology of wants, interests and attitudes by Edward L Thorndike( Book )

6 editions published between 1935 and 1970 in English and held by 468 WorldCat member libraries worldwide

Adult interests by Edward L Thorndike( Book )

12 editions published between 1935 and 1966 in English and Undetermined and held by 375 WorldCat member libraries worldwide

"This book by Dr. Thorndike and his coworkers is a sequel to the volume entitled "Adult Learning" and performs a similar service for anybody who is interested in improving his own interests or those of other in adult years. This book states the main results of experiments carried out in 1931 to 1934 on changes in the intensity of interests with age, on the possibility of modifying and improving interests in adult years, and on means and methods of doing this effectively. Facts are also presented concerning individual differences in interests among adults, and differences between old and young. There are practical discussions of the means and methods desirable in the teaching of adults"--Résumé de l'éditeur. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
Tests for vocational guidance of children thirteen to sixteen by Herbert A Toops( Book )

7 editions published between 1923 and 1975 in English and held by 194 WorldCat member libraries worldwide

An experimental study of rewards by Edward L Thorndike( Book )

8 editions published between 1933 and 1972 in English and held by 193 WorldCat member libraries worldwide

The language of the classroom; meanings communicated in high school teaching by Arno A Bellack( Book )

4 editions published in 1963 in English and held by 94 WorldCat member libraries worldwide

A methodology was developed to describe the language of the classroom by considering--(1) pedagogical moves of structuring, soliciting, responding, and reacting, (2) substantive meanings, (3) substantive-logical meanings, (4) instructional meanings, and (5) instructional-logical meanings. A procedure was also developed for characterizing the overall emotional style of discourse utilizing the concepts of valence, potency or strength, and activity. Data were collected from a unit of instruction on international economic problems presented by 15 high school teachers to 345 students in senior high school classes. Measures of knowledge and attitudes were utilized, and the four class sessions comprising the unit were tape recorded in each of the 15 classes. Content analysis of transcriptions revealed the various kinds of meanings conveyed by the linguistic behaviors of both teachers and pupils. Statistical analyses were made of these results. The data revealed a consistent and remarkably stable pattern of pedagogical discourse. No apparent relation was found between the valence, I.E., pleasantness or unpleasantness, or the meanings expressed by the teacher and subsequent learning of the pupils. It was recommended that subsequent research should consider the consequences of the variables in classroom language which were defined in this study. (Jm)
The semantic count of the 570 commonest English words by Irving Lorge( Book )

8 editions published between 1949 and 1979 in English and held by 80 WorldCat member libraries worldwide

Validity and standardization of the McAdory art test by Margaret McAdory Siceloff( Book )

2 editions published in 1933 in English and held by 43 WorldCat member libraries worldwide

Virgin Islands intelligence testing survey by Richard R Rowe( Book )

2 editions published in 1963 in English and held by 10 WorldCat member libraries worldwide

Television and the Metropolitan Museum of Art by Lydia Powel( Book )

3 editions published in 1946 in English and held by 10 WorldCat member libraries worldwide

The measurement of intelligence by Edward L Thorndike( )

1 edition published in 1927 in English and held by 3 WorldCat member libraries worldwide

"This volume represents the fruits of three years of investigation (from July 1, 1922, to July 1, 1925) by the Division of Psychology of the Institute of Educational Research. It attempts to answer the essential questions concerning the nature and meaning of the measurement of a mental fact in the sample case of intelligence, or rather of a defined segment thereof. Its conclusions, in so far as they are warranted, should become the basis of sound practice in the construction and calibration of scales for use in mental measurement. According to them, the present theory and practice of measurement of mental abilities are justified to a remarkable degree in certain respects, but in others should be almost recreated"--Preface. (PsycINFO Database Record (c) 2006 APA, all rights reserved)
The Adequacy of written reports in problem solving by teams and by individuals by Irving Lorge( Book )

1 edition published in 1956 in English and held by 2 WorldCat member libraries worldwide

'In studies of the adequacy of individual and group problem-solving behavior, the criterion quality of the solution is often assessed on the basis of written responses. This study represents an effort to estimate the bias in reports of problem solutions, written by team or by individual solvers, in terms of whether the thinking and/or actions recorded by trained observers are over- or under- reported. The findings of this study have implications for Air Force personnel concerned with improving team effectiveness as well as for those who must evaluate individual and team written reports.'--Summary
Transfer in skill from problem solving experience at different levels of remoteness from actual reality by Columbia University( Book )

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

Psychometric characteristics of the work importance study : the values scale, the salience inventory, 1983 forms by Dorothy D Neville( Book )

1 edition published in 1983 in English and held by 1 WorldCat member library worldwide

The language of the classroom, meanings communicated in high school teaching. part two by Arno A Bellack( Book )

2 editions published in 1965 in English and held by 1 WorldCat member library worldwide

Analysis of verbal classroom activity was made in high school classes. TechnIQues for recoding, coding and analyzing activity were discussed in detail in phase one. It was found that despite the lack of specified rules and despite individual differences in teaching philosophies of teachers, and although classes differ somewhat in details, common elements underlie much of the teaching game, in that pupils and teachers follow a set of implicit rules with few deviations. The basic verbal maneuvers that the teacher and the pupil make in playing the game are pedagogical moves--structuring and soliciting, which are initiatory moves, and responding and reacting, which are reflexive moves. Soliciting, responding, and reacting each account for slightly less than one third of the moves in a given classroom and structuring accounts for the remaining small fraction of moves. The teacher is the most active player in the game and discussion takes place within the substantive framework of the teacher's structuring. Players generally use the empirical mode of thought (fact stating and explaining) rather than the analytic mode (defining terms and interpreting statements) in dealing with the substantive material under discussion. The frequency of evaluative statements (opinioning and justifying) is also relatively low. As the chief solicitor, the teacher normally attempts to keep the game in focus by using three types of moves--substantive task/explaining/construction, substantive task/fact-stating/ construction, and instructional task/perform oral/ constructing. High school teachers have found the "teacher soliciting- pupil responding- teacher reacting" pattern of instruction to be the most effective method of instruction
 
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Alternative Names

controlled identityColumbia University. Teachers College. Institute of Educational Research. Division of Psychology

Columbia University. Teachers College. Institute of Educational Research. Division of Psychology

Languages
English (88)