Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

The culture of education

https://www.redalyc.org/pdf/337/33770318.pdf

A guide for naming research studies in Psychology

CROMBACH, Lee J., GLESER, Goldine C., NANDA, Harinder & RAJARATNAM, Nageswar. The dependability of behavioral measurements: theory of generalizability for scores and profiles. New York, John Wiley and Sons, 1972.

The dependability of behavioral measurements: theory of generalizability for scores and profiles

Inner speech—also known as covert speech or verbal thinking—has been implicated in theories of cognitive development, speech monitoring, executive function, and psychopathology. Despite a growing body of knowledge on its phenomenology, development, and function, approaches to the scientific study of inner speech have remained diffuse and largely unintegrated. This review examines prominent theoretical approaches to inner speech and methodological challenges in its study, before reviewing current evidence on inner speech in children and adults from both typical and atypical populations. We conclude by considering prospects for an integrated cognitive science of inner speech, and present a multicomponent model of the phenomenon informed by developmental, cognitive, and psycholinguistic considerations. Despite its variability among individuals and across the life span, inner speech appears to perform significant functions in human cognition, which in some cases reflect its developmental origins and its sharing of resources with other cognitive processes.

Inner speech : development, cognitive functions, phenomenology, and neurobiology.

The purpose of the present study was to explore patterns of mother-child interaction, children's private speech use, and behavioral self-regulation among a sample of preschool children identified by their preschool teachers as evidencing behavior problems. Forty preschoolers were classified into two groups (behaviorally at-risk and a matched comparison group) on the basis of teacher ratings of impulsivity, inattention, and hyperactivity. Children completed a magnet board puzzle task once in collaboration with their mother and once individually, and maternal and child speech and behavior were coded from videotapes. Although there were no group differences in children's behavior or speech during the collaborative session, nor were there differences in children's individual task performance or on-task attention, mother-child interaction involving behaviorally at-risk children was characterized by more other-regulation, negative control, less praise, and less physical withdrawal over time, compared to interactions involving comparison children. Behaviorally at-risk children, compared to controls, used more overt, task-relevant private speech during individual problem solving. Partially internalized private speech use among at-risk preschoolers was positively associated with task performance. Group differences rather than similarities prevailed in terms of the relations between maternal behavior, child speech, and child performance.

Mother-child interaction, private speech, and task performance in preschool children with behavior problems.

Self-Regulatory Growth Effects for Young Children Participating in a Combined Social and Emotional Learning and Mindfulness-Based Intervention

Computer technology is changing culture. Opinions vary regarding the impact of computers on children and the value of using computers in the education of children. This article discusses the impact of technology on culture, attitudes about technological change, the nature of literacy in a technological society, and frameworks for thinking about teaching and learning with technology.

Computers, Culture, and Learning.

Inspired by Vygotskian theory, a large number of studies have emerged in the past 4 decades investigating the mediation of self-regulation through children's use of private speech (Berk, 1992; Winsler, Chapter 1 of this volume; Zivin, 1979). It is now widely accepted that children use private speech as a tool for thinking and as a metacognitive mediator of self-regulatory function (Winsler, Diaz, & Montero, 1997; Winsler & Naglieri, 2003). Within the Vygotskian tradition, it is assumed that private speech represents children's capacity to verbally mediate their own thoughts and actions and that this capacity is social in origin (Berk & Spuhl, 1995; Berk & Winsler, 1995). Children essentially appropriate the capacity to collaborate with themselves from the collaborations they have had with others. Therefore, we now understand that private speech is speech for self that mediates the development of higher psychological processes (Wertsch & Stone, 1985). The focus of this chapter is to build on this consensus in the field and extend the discussion regarding private speech mediation into the more conative and motivational aspects of self-regulation. This discussion is based on two subtle, yet important, ideas found within Vygotsky's theory. The first notion embedded in his writings warns us that in order to truly understand the manner in which private speech mediates self-regulatory development, we must understand self-regulation as a union of intellectual and affective development. In his words: Among the most basic defects of traditional approaches to the study of psychology has been the isolation of the intellectual from the volitional and affective aspects of consciousness … thinking was divorced from the full vitality of life, from the motives, interests, and inclinations of the thinking individual (Vygotsky, 1934/1987, p. 50).

Private Speech and Motivation: The Role of Language in a Sociocultural Account of Motivational Processes

Background: Mindfulness and vitality are related constructs in the literature; however, mindfulness and vitality have not been fully examined in the literature, specifically with mental hea...

Therapist mindfulness and subjective vitality: the role of psychological wellbeing and compassion satisfaction

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