ACTIVE IMAGINATION
A very large part of the mental life of a student consists in the manipulation of images. By images we mean the revivals of things that have been impressed upon the senses. Call to mind for the moment your house-number as it appears upon the door ... BRAIN ACTION DURING STUDY
Though most people understand more or less vaguely that the brain acts in some way during study, exact knowledge of the nature of this action is not general. As you will be greatly assisted in understanding mental processes by such knowledge, we s... CONCENTRATION OF ATTENTION
Nearly everyone has difficulty in the concentration of attention. Brain workers in business and industry, students in high school and college, and even professors in universities, complain of the same difficulty. Attention seems in some way to be ... EXAMINATIONS
One of the most vexatious periods of student life is examination time. This is almost universally a time of great distress, giving rise in extreme cases to conditions of nervous collapse. The reason for this is not far to seek, for upon the result... EXPRESSION AS AN AID IN STUDY
In our discussion of the nervous basis underlying study we observed that nerve pathways are affected not only by what enters over the sensory pathways, but also by what flows out over the motor pathways. As the nerve currents travel out from the m... FIRST AIDS TO MEMORY; IMPRESSION
Of all the mental operations employed by the student, memory is probably the one in which the greatest inefficiency is manifested. Though we often fail to realize it, much of our life is taken up with memorizing. Every time we make use of past exp... FORMATION OF STUDYHABITS
As already intimated, this book adopts the view that education is a process of forming habits in the brain. In the formation of habits there are several principles that must be observed. Accordingly we shall devote a chapter to the consideration o... HOW TO BECOME INTERESTED IN A SUBJECT
"I can't get interested in Mediaeval History." This illustrates a kind of complaint frequently made by college students. It is our purpose in this chapter to show the fallacy of this; to prove that interest may be developed in an "uninteresting" s... HOW WE REASON
If you were asked to describe the most embarrassing of your class-room experiences, you would probably cite the occasions when the instructor asks you a series of questions demanding close reasoning. As he pins you down to statement of facts and f... INTELLECTUAL PROBLEMS OF THE COLLEGE FRESHMAN
In entering upon a college course you are taking a step that may completely revolutionize your life. You are facing new situations vastly different from any you have previously met. They are also of great variety, such as finding a place to eat an... MENTAL SECONDWIND
Did you ever engage in any exhausting physical work for a long period of time? If so, you probably remember that as you proceeded, you became more and more fatigued, finally reaching a point when it seemed that you could not endure the strain anot... NOTETAKING
Most educated people find occasion, at some time or other, to take notes. Although this is especially true of college students, they have little success, as any college instructor will testify. Students, as a rule, do not realize that there is any... SECOND AIDS TO MEMORY: RETENTION, RECALL AND RECOGNITION
Our discussion up to this point has centred around the phase of memory called impression. We have described some of the conditions favorable to impression and have seen that certain and accurate memory depends upon adherence to them. The next phas... THE PLATEAU OF DESPOND
In our investigation of the psychology of study we have so far directed our attention chiefly toward the subjective side of the question, seeking to discover the _contents_ of mind during study. We shall now take an objective view of study, examin...

BRAIN ACTION DURING STUDY NOTETAKING HOW TO BECOME INTERESTED IN A SUBJECT THE PLATEAU OF DESPOND ACTIVE IMAGINATION FORMATION OF STUDYHABITS CONCENTRATION OF ATTENTION EXAMINATIONS

INTELLECTUAL PROBLEMS OF THE COLLEGE FRESHMAN FIRST AIDS TO MEMORY; IMPRESSION EXPRESSION AS AN AID IN STUDY MENTAL SECONDWIND SECOND AIDS TO MEMORY: RETENTION, RECALL AND RECOGNITION HOW WE REASON EXAMINATIONS CONCENTRATION OF ATTENTION