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Symonds, Percival M.

Percival M. Symonds — 1960
It is the purpose of this discussion to review some of the findings of psychology that deal with the origin and development of personality, to discuss their implications for education, and to suggest some of the practical steps that may be taken by teachers, if the conclusion is reached that education has some responsibility for the development of personality.

Percival M. Symonds — 1959
The main purpose of this article is to emphasize the extent of individual differences and to discuss the school's and the teacher's responsibility with respect to them.

Percival M. Symonds — 1959
IT MIGHT SEEM AS THOUGH THERE WERE little need for a new statement with regard to transfer and formal discipline, inasmuch as there are already many excellent reviews of the psychological findings relating to these topics. More than a score of texts in educational psychology published within the past few years have reviewed most adequately the experimental literature dealing with transfer and have drawn applications to education.

Percival M. Symonds — 1959
The statements in educational psychology texts authoritative as they are, have not been seen by many who are confused as to what education can accomplish. This discussion may reach many who would welcome a fresh statement of psychological findings bearing on transfer and formal discipline.

Percival M. Symonds — 1958
A discussion of emotion and learning. Mild emotion serves as an important and indeed essential incentive to learning, but when emotion becomes intense, and particularly for the individual who has not wholly adjusted to previous stressful situations, it can become disorganizing and hence interfere with learning.

Percival M. Symonds — 1957
One learns the acts that are performed, the words that are repeated, or the thoughts and feelings that are experienced. Unfortunately, much educational practice is based on entirely different principles and it is important to become aware of the extent to which current practice diverges from the simple principle stated in the title of this article.

Percival M. Symonds — 1957
Whether learning takes place most efficiently when attention is given to the whole task to be learned, or when the task is broken down into its elements, each of which is to be learned separately, is an issue that permeates all education.

Percival M. Symonds — 1956
No aspect of education evokes greater difference of opinion and practice than the use of punishment. On the one hand punishment is lauded as a desirable incentive to learning, and on the other it is decried as an abominable practice. A matter that is controversial certainly could benefit from facts that psychology can supply regarding the use and outcomes of punishment.

Percival M. Symonds — 1955
A discussion of the role that rewards play in learning.

Percival M. Symonds — 1955
In this discussion, the place of motivation in learning will be dealt with. Where possible, the experimental basis of the discovery will be reviewed and illustrations of its applications to educational practice will be provided.

Percival M. Symonds — 1952
This article points to an inevitable subjectivity in marks given by teachers and by pupils in self-evaluation, and discusses some of the problems that are involved in helping pupils and their parents to make constructive use of evaluations.

Percival M. Symonds — 1949
A description of the issue of classroom discipline and physical punishment.

Percival M. Symonds — 1949
It is difficult, if not impossible, to describe the kind of persons who make good parents. It would be convenient if what makes a good parent could be reduced to a set of ten commandments. Perhaps the most valid general thing that can be said is that good parents are well-adjusted people.

Percival M. Symonds — 1948
After studying the needs of the 40 boys and girls and planning educational programs for them, the conclusion was reached that an understanding of the fantasy life has a secondary but nevertheless important role in determining the essential features of a program for personality development.

Percival M. Symonds & Richard A. D. Stewart — 1948
Methods of planning in education have had almost no discussion, and students still are left more or less to their own resources in selecting methods of planning the improvement of educational practices. This analysis serves as a springboard for the discussion of procedures in educational planning and the improvement of procedures.

Percival M. Symonds — 1946
The methods of evaluating the personality of candidates for teaching positions are still to be discovered, and superintendents of schools are still relying on snap judgments based on inadequate records and informal personal interviews.

Percival M. Symonds — 1944
This article is devoted chiefly to the corrective aspect of child guidance.

Percival M. Symonds — 1943
The suggestions contained in this article for the better adjustment of teachers are a precipitate of discussions which the writer has had with nine classes in mental hygiene attended largely by teachers.

Percival M. Symonds — 1942
A tribute to Professor Rudolph Pintner, 1884-1942

Percival M. Symonds — 1941
Supervision may belong with the practices which are grouped under the heading of counseling rather than with those which are grouped as educational. This distinction may not be immediately apparent, but a closer examination will reveal that the purposes and procedures of the counselor are quite different from those of the educator.

Percival M. Symonds — 1941
Schools must be concerned with the kind of individuals for whose development they are in part responsible. That is mental hygiene.

Percival M. Symonds — 1938
Rapport is defined in this article as a personal relationship of mutual trust and respect based on a feeling of confidence and security in the other person. When rapport is established the inhibitions due to fear, anxiety, or guilt are relaxed, and response is free and less restrained. Response may also apparently be free when a person wishes to please, to win esteem, to impress, or to vindicate himself with the interviewer, but these attitudes on the part of the subject should not be confused with rapport.

Percival M. Symonds — 1937
It is the purpose of this paper to trace the several lines of development in the guidance field in order to show how they are today rapidly converging in a focus on the child in school and how the convergence of these several streams of development is resulting in confusion and in some instances misunderstanding and professional friction.

Percival M. Symonds — 1936
A description of a study that presents data bearing on the problems and interests of adults.

Percival M. Symonds — 1936
The field of psychological counseling possesses vast possibilities for rendering distinctive service in showing how the motives of man may be changed in order to realize a reconstruction of society, and how the individual may be taught and may learn to adjust himself more adequately to society.

Percival M. Symonds — 1933
The present series of studies was undertaken in an attempt to make more explicit the qualities of a good dissertation.

Percival M. Symonds & Eugene M. Hinton — 1932
GRAMMATICAL usage is like the running of an automobile engine—so long as it runs smoothly we do not notice when it begins to misfire we become painfully conscious of it.1 Correct usage is one of those necessary elements of the mechanics of writing and speaking which serve as a framework for the expression of thought and emotion.

Percival M. Symonds — 1931
I HAVE. before me four documents which represent noteworthy advances in thought concerning the classification and grouping of pupils in school. The first of these, by McGaughy, is the tempered statement of one who has been a severe critic of the so-called plan of X-Y-Z grouping.

Percival M. Symonds — 1931
IN THE long run a boy should choose the curriculum which will bring him the maximum of satisfaction, adjustment, or happiness. The factors controlling one's satisfactions are many and diverse.

Percival M. Symonds — 1931
In the long run a boy should choose the curriculum which will bring him the maximum of satisfaction, adjustment, or happiness. The factors controlling one's satisfactions are many and diverse. The problem has no simple or easy solution.

Percival M. Symonds — 1931
This article presents the arguments for and against homogeneous grouping which are presented in summarized form here.

Helen Fern Daringer & Percival M. Symonds — 1930
SENTENCE structure in a language is a key to the logic and structure of thinking, inasmuch as the sentence is the smallest complete unit of thought.

Percival M. Symonds — 1930
In 1925 the writer undertook, as one of the projects of modern foreign language study, the construction of a prognosis test of ability to succeed in the study of a modern foreign language. Preliminary testing was carried on during the year 1925—26.

Helen Fern Daringer & Percival M. Symonds — 1930
The present article records the result of a detailed analysis of errors in sentence structure in compositions selected from composition scales so arranged as to show the improvement in sentence structure as one passes to writing of better quality.

Percival M. Symonds — 1930
In 1925 the writer undertook, as one of the projects of modern foreign language study, the construction of a prognosis test of ability to succeed in the study of a modern foreign language. Preliminary testing was carried on during the year 1925—26.

Baldwin Lee & Percival M. Symonds — 1929
IN STUDYING the growth of vocabulary usage in written composition it was our purpose to determine the changes that occur in the use of words as writing becomes more and more mature.

Percival M. Symonds & Baldwin Lee — 1929
This article is the second of a series by Professor Symonds and Dr. Lee. Other articles in the series will appear in early issues of The Record. The present study of learning the correct use of capital letters is the second in the series on the learning of English expression. The procedure used in the study of punctuation learning described in the February, 1929, issue of THE RECORD was reemployed here.

Percival M. Symonds & Balwin Lee — 1929
The series of studies which this paper commences is an attempt to describe exactly how pupils learn to express themselves in writing. This first paper presents these facts for punctuation.

Baldwin Lee & Percival M. Symonds — 1929
In studying the growth of vocabulary usage in written composition, it was the purpose of the authors to determine the changes that occur in the use of words as writing becomes more and more mature.

Percival M. Symonds — 1927
IN 1924 I was confronted with the problem of taking over and developing a course in research in secondary education. There was very little written at that time that one could refer to for help in determining the organization of such a course.

Percival M. Symonds — 1925
N using the subway to get from the Pennsylvania Station to the Grand Central Station in New York City one has to change cars and take the "shuttle," which connects the subway lines on two sides of the city.

E. L. Thorndike & Percival M. Symonds — 1923
As a result of the investigations producing a list of 10,000 English words with a measure of the importance of each,1 data are available for making vocabulary tests much superior to those which we have had in the past.

 
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A.Boyce, George
A.Hanson, Abel
Aagaard, Lola
Abbate, Fred J.
Abbe, George
Abbot, Julia W.
Abbott, Allan
Abbott, Daniel H.
Abbott, Dorothy
Abbott, Forest L.
Abbott, Herbert V.
Abbott, Mary Allen
Abbott, Mary Ellen
Abbs, Peter
Abdi, Ali A.
Abdus-Sabur, Qadir
Abedi, Jamal
Abel, David A.
Abel, Emily K.
Abel, Jerian
Abel, Yolanda
Abeles, Harold F.
Abelmann, Nancy
Abelson, Harold H.
Aben, Patricia
Abernathy, Ruth
Abernathy, Scott F.
Abeson, Alan
Abney, Louise
Abo-Zena, Mona
Aboulafia, Mitchell
Abowitz, Kathleen Knight
Abrahams, Frank
Abrahams, Salie
Abram, Percy
Abrams, Alfred W.
Abrams, Lisa
Abrams, Samuel E.
Abrams, Sandra Schamroth
Abramson, David A.
Abrego, Michelle
Abu El-Haj, Thea
Acharya, Urmila
Achenbach, Thomas M.
Achilles, Charles M.
Achinstein, Betty
Achner, M. J.
Ackerman, Debra
Ackerman, John M.
Ackerman, Phillip L.
Ackerman, Winona B.
Acosta, Elda
Acosta, Melanie M.
Acosta, Rudy
Acosta , Vasthi Reyes
Acuff, Bette
Ada, Alma Flor
Adair, Jennifer Keys
Adair, Vivyan C.
Adam, Roy
Adamany, David
Adams, Arlene
Adams, Arthur S.
Adams, Curt M.
Adams, Donald
Adams, Hazard
Adams, Kathy
Adams, Kenneth R.
Adams, Margaret
Adams, Megan
Adams, Natalie Guice
Adams, Susan R.
Adamson, Susan C.
Adelson, Joseph
Adely, Fida J.
Adkins, Amee
Adkins, Dorothy C.
Adkins, Winthrop D.
Adkison, Judith
Adler, Chaim
Adler, Karlyn
Adler, Mortimer J.
Adler, Susan Matoba
Ado, Kathryn
af Malmborg, Nils M.
Afzal, Saima
Agans, Jennifer P.
Agee, Jane
Agirdag, Orhan
Agius, Kirsten
Agne, Russell M.
Agnew, Walter D.
Agosto, Vonzell
Agre, Gene P.
Agren, Raymond
Aguiar, Jeff
Aguilar, Jose V.
Aguilera-Black Bear, Dorothy
Aguirre, Julia
Aguirre Jr, Adalberto
Ahearn, Amy
Ahern, T. James
Ahern, Terence
Ahlberg, Mauri
Ahlstrom, Winton M.
Ahmad, Iftikhar
Ahmad, Nabeel
Ahn, June
Ahram, Roey
Ahrens, Maurice R.
Aiken, Henry David
Aiken-Wisniewski, Sharon A
Aikin, Wilford M.
Airasian, Peter W.
Airton, Lee
Aitchison, Alison E.
Aitchison, Gertrude M.
Aitken, Graeme
Aitken, Jenny
Aitken, Johanna
aka Don Trent Jacobs, Four Arrows
Akanbi , Linda
Akers, Milton E.
Akerson, Valarie L.
Akiba, Daisuke
Akiba, Motoko
Akin, Clayton
Akita, Kiyomi
Akkari, Abdeljalil
Akom, Antwi
Akrawi, Matta
Alarcon, Jeannette
Alatis, James E.
Alba, Richard
Albert, Gerald
Albert, Marta K.
Alberty, H. B.
Alberty, Harold
Albrecht, Arthur E.
Albrecht, Lisa
Albright, Julie M.
Albright, Kathy Zanella
Aldemir, Jale
Alden, Elizzabeth
Alden, Vernon R.
Alderfer, H.F.
Aldrich, Grace L.
Alessi, Jr., Samuel J.
Alexander, Carter
Alexander, Dameon V.
Alexander, Francie
Alexander, Gadi
Alexander, Herbert B.
Alexander, Jonathan
Alexander, Karl L.
Alexander, Leslie
Alexander, Nathan N.
Alexander, Neville
Alexander, Nicola A.
Alexander, Patricia A.
Alexander, Theron
Alexander, Thomas
Alexander, W. P.
Alexander, William M.
Alexander, M.D., Franz
Alfonso, Mariana
Alford, Harold D.
Alford, Schevaletta M.
Alfred, Mary
Alger, Chadwick F.
Alharthi, Ahmad A.
Ali-Khan, Carolyne
Alibutod, Marilyn
Alicea, Monica
Alishahi, Afsoon
Alkin, Marvin C.
Allegrante, John P.
Alleman, Janet
Allen, Anna-Ruth
Allen, Arthur
Allen, Ayana
Allen, C. R.
Allen, Clinton M.
Allen, Danielle
Allen, David
Allen, Forrest
Allen, Harvey A.
Allen, Ira Madison
Allen, Jan
Allen, Jane C.
Allen, Jennifer
Allen, Keisha McIntosh
Allen, R. V.
Allen, Richard D.
Allen, Tawannah G.
Allen, Virginia F.
Allen, W. Paul
Allen, Walter R.
Allen, Wendell C.
Allen, Willard Paul
Allen-Jones , Glenda L.
Allensworth, Elaine
Alleyne, Melissa L.
Alline, Anna L.
Allington, Richard
Allison, Valerie A.
Allport, Gordon W.
Allyn, David
Almack, John C.
Almeda, Victoria Q.
Almog, Tamar
Almy, Millie
Alonso, Harriet Hyman
Alonzo, Julie
Alpern, D. K.
Alperstein , Janet F.
Alpert, Augusta
Alridge, Derrick P.
Alsaedi, Najah
Alsbury, Thomas L.
Alson, Allan
Alston, Chandra
Altbach, Philip G.
Althouse, J.G.
Altman, James W.
Altman, William
Alvermann, Donna E.
Alviar-Martin, Theresa
Alvy, Harvey B.
Amanti, Cathy
Ambach, Gordon M.
Ambrosio, John
Ames, Carole A.
Amonette, Henry L.
Amory, Alan
Amrein-Beardsley, Audrey
Amsel, Eric
Amster, Jeanne E.
Amthor, Ramona Fruja
An, Sohyun
Anagnostopoulos , Dorothea
Anastasi, Anne
Ancess, Jacqueline
and Associates,
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and others,
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and others,
Anderegg, David
Anderman, Lynley H.
Anders, Patricia
Andersen, C. T.
Andersen, Erik A.
Andersen, Neil
Anderson, Archibald
Anderson, Barry D.
Anderson, Bernice E.
Anderson, Brett
Anderson, C. Arnold
Anderson, Celia Rousseau
Anderson, Celia M.
Anderson, G. Lester
Anderson, Gary L.
Anderson, Gina
Anderson, Gregory M.
Anderson, Haithe
Anderson, Harold A.
Anderson, Helen
Anderson, Homer W.
Anderson, Howard R.
Anderson, James D.
Anderson, James
Anderson, Jeffrey B.
Anderson, Jervis
Anderson, John E.
Anderson, Kate T.
Anderson, Kelly
Anderson, Kenneth Alonzo
Anderson, L. Dewey
Anderson, Lauren
Anderson, Lorin W.
Anderson, Michael L.
Anderson , Noel S.
Anderson, O. Rober
Anderson, Richard E.
Anderson, Richard C.
Anderson, Robert H.
Anderson, Rodino F.
Anderson, Rowland C.
Anderson, Roy N.
Anderson, Sir George
Anderson, Thomas H.
Anderson, W. P.
Anderson-Thompkins, Sibby
Andic, Martin
Andrι, Aline B.
Andreescu, Titu
Andrei, Elena
Andress, Paul
Andrew, Thomas
Andrews, Alon
Andrews, Benjamin R.
Andrews, Gillian "Gus"
Andrews, Richard L.
Andrews-Larson, Christine
Andrianaivo, Solange
Andrus, Ruth
Andry, Robert C.
Andrzejewski, Carey E.
Angelis, Janet
Angoff, Charles
Angulo, A. J.
Angus, David L.
Annamma, Subini
Annenberg, Norman
Ansari, Sana
Ansell, Amy E.
Anthony, Albert S.
Anthony, Kate S.
Antia , Shirin
Antler, Joyce
Antler, Stephen
Antonelli, George A.
Antrop-Gonzαlez, Renι
Anyon, Jean
Aoudι, Ibrahim G.
Apfel, Nancy
Appell, Clara T.
Appiah, Kwame Anthony
Apple, Michael W.
Applebaum, Barbara
Applebee, Arthur N.
Appleman, Deborah
Aptheker, Herbert
Apugo , Danielle L.
Aquino-Sterling, Cristian
Araaya, Hailu
Arafeh, Sousan
Arbeit, Miriam R.
Arberg, Harold W.
Arbuckle, Dugald
Archibald, Sarah
Arcilla, Rene Vincente
Ardsdale, May B.
Areen, Judith
Arenas, Alberto
Arends, Jack
Arent, Emma
Ares, Nancy
Arey, Charles K.
Argyris, Chris
Arias, M. Beatriz
Arisman, Kenneth J.
Arlett, Elizabeth
Armbruster, Bonnie B.
Armentrout, W.D.
Armor, David J.
Arms, Emily
Armstrong, Denise E.
Armstrong, John A.
Armstrong, Louis W.
Armstrong, Willis C.
Arndt, C. O.
Arnesen, Arthur E.
Arnett, Alex Mathews
Arnheim, Rudolf
Arnold, David B.
Arnold, Katharine S.
Arnold, Noelle Witherspoon
Arnot, Madeleine
Arnspiger, V. C.
Arnstein, George E.
Arnstine, Barbara
Arnstine, Donald J.
Arntsine, Barbara
Aronowitz, Stanley
Arons, Stephen
Aronson, Brittany
Arrastia, Lisa
Arrington, Angelique Renee
Arrington, Ruth E.
Arrowsmith, Mary Noel
Arroyo, Andrew T.
Arsenian, Seth
Arshad, Rosnidar
Arshavsky, Nina
Artelt , Cordula
Artiles, Alfredo J.
Arzubiaga, Angela E.
Asby, Sir Eric
Asch, Adrienne
Aschbacher, Pamela R.
Ascher, Abraham
Ascher, Carol
Ash, Doris
Ashbaugh, Ernest J.
Ashby, Christine
Ashby, Lloyd W.
Ashcom, Banjamin M
Ashcraft, Catherine
Asheim, Lester
Asher, Nina
Ashford, Shetay N.
Ashida, K.
Ashley, Dwayne
Ashmore, Jerome
Ashton, Patricia E.
Ashworth, Delmer
Asil, Mustafa
Asimeng-Boahene, Lewis
Askeland, O.
Assouline, Susan G.
Assow, A. Harry
Assuncao Flores, Maria
Astelle, George E.
Aster, Samuel
Astin, Helen S.
Astin, John A.
Astor, Ron Avi
Astuto, Terry A.
Ata, Atakan
Atanda, Awo Korantemaa
Athanases, Steven Z.
Atherley, Marilyn
Atkin, J. Myron
Atkinson, Ruth V.
Attannucci, Jane S.
Atteberry, Allison
Attwood, Adam
Atwater, Mary
Atwater, Sheri
Atwell, Nancie
Atwell, Robert King
Atwood, Virginia Rogers
Atyco, Henry C.
Au, Wayne
Aubert, Adrianna
Aubrey, Roger F.
Audley-Piotrowski, Shannon
Auerbach, Susan
Auguste, Byron
Aultman, Lori
Aurini, Janice
Auser, Cortland P.
Austin, Ann E
Austin, David B.
Austin, Duke W.
Austin, Glenn
Austin, Jean
Austin, Mary C.
Austin, Mike
Austin, Theresa
Austin, Vance
Ausubel, David P.
Autin, David B.
Avalos, Mary A.
Avcioglu, Ilhan
Averch, Harvey
Averill, Hugh M.
Averill, Julia
Averill, W. A.
Avila, JuliAnna
Avila, Maria
Avila Saiter, Sean M.
Aviles, Ann M.
Avison, O. R.
Axelrod, Paul
Axelrod, Ysaaca
Axelson, Alfhild J.
Axline, Virginia M.
Axtelle, G. E.
Ayala, Jennifer
Ayalon, Hanna
Ayer, Adelaide M.
Ayer, Fred C.
Ayers , Bill
Ayers, David
Ayers, Leonard P.
Ayers, Richard
Ayers, Rick
Ayers, William
Azevedo, Roger
Azzam, Tarek
 
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