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Excerpt from Mental Set and Shift The fact Of mental set is primary in all conscious activity. The same stimulus may evoke any one of a large number Of responses depending upon the contextual setting in which it is placed. A series Of two-place numbers is being called: to the pupil in an arithmetic class the numbers serve as stimuli for mental addition or multiplication; to the foot-ball player on the field the same numbers serve as signals calling into play certain preparatory muscular reactions; to the man in a trolley car the numbers designate names Of streets. In each case the Objective stimuli are the same, but the response pat terns are widely different. The significance of mental set as here presented is by no means a _new Observation in psychology. We stress it only to introduce the considerations which follow. For just as all activity is colored and influenced by the predominance Of a mental set, so also it involves an element of constant adjust ment, an element Of shift. The Old laws of span, duration, and fluctuation Of attention bear witness to the fact of peri odic change in the responses made to a homogeneous repertory Of stimuli. The necessity for continued adjustment inheres also in the elements Of a given task taken by itself. Ordinarily one tends to overlook the fact Of adjustment. Discrete elements within a single task become telescoped and fused through the automatizing influence Of habit. Even the larger units in a person's activity take on the appearance of unified wholes. The fact of adjustment, evidenced by the slow and halting manner in which one goes about to coordinate the elements of a new habit, is gradually masked by practise. Change certain details of the task, combine Old elements in a new way, and the smoothness Of the Operation is temporarily destroyed. The continuity Of function is broken into discrete activities; the fact of shift effects is demonstrated; and the cost Of shift is loss in efficiency. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
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Attention: Theory and Practice provides a balance between a readable overview of attention and an emphasis on how theories and paradigms for the study of attention have developed. The book highlights the important issues and major findings while giving sufficient details of experimental studies, models, and theories so that results and conclusions are easy to follow and evaluate. Rather than brushing over tricky technical details, the authors explain them clearly, giving readers the benefit of understanding the motivation for and techniques of the experiments in order to allow readers to think through results, models, and theories for themselves. Attention is an accessible text for advanced undergraduate and graduate students in psychology, as well as an important resource for researchers and practitioners interested in gaining an overview of the field of attention.
In this much anticipated follow-up to their groundbreaking book, Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom, authors Jan Burkins and Kari Yates, together with co-author Katie Cunningham, extend the conversation in Shifting the Balance 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom. This new text is built in mind specifically for grades 3-5 teachers around best practices for the intermediate classroom. Shifting the Balance 3-5 introduces six more shifts across individual chapters that: Zoom in on a common (but not-as helpful-as-we-had-hoped) practice to reconsider Untangle a number of "misunderstandings" that have likely contributed to the use of the common practice Propose a more science-aligned shift to the current practice Provide solid scientific research to support the revised practice Offer a collection of high-leverage, easy-to-implement instructional routines to support the shift to more brain-friendly instruction The authors offer a refreshing approach that is respectful, accessible, and practical - grounded in an earnest commitment to building a bridge between research and classroom practice. As with the first Shifting the Balance, they aim to keep students at the forefront of reading instruction.