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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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A Guide to the Theory, Administration and Interpretation of the Southern California Scales of Development Scales of Cognition Second Edition takes a detailed look at the theory behind the scales of cognition as well as how to score and interpret the results. The results indicate where the students assessed are functioning across the developmental spectrum from infancy through formal adult logic in a manner that is age independent. The Guide details how to use the Scales with numerous groups of students with special needs, ranging from students with intellectual disabilities, physical disabilities, learning disabilities, autism, bilingual students and others. Cognition and language development is described with practical applications for working with preschool age students. Educational and vocational implications of the various levels of cognitive development are presented. Recommendations are suggested. One-third of proceeds will be donated to the United Cerebral Palsy Association of Hawaii.
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