Reasoning and thinking technique of Recapitulation theory Recitation social purpose of Recitation lesson, the Repetition Retention power of Review Review lesson, the Roark, R.N. Satisfaction result of Scales of measurement School government participation in Sex differences education Social aim of education and curriculum and special types of schools Stone, C.W. Study how to types of and habit formation and memorization and interest necessity for aim in and concentrated attention involves critical attitude general factors in for appreciation involving thinking use of books in supervised Substitution method of Thinking defined Thinking stimulation of and problematic situations by little children and habit formation essentials in process of for its own sake and critical attitude laws governing and association failure in and classroom exercises Thorndike, E.L. Thought imageless Trabue, M.R. Training transfer of identity of response probability of amount of Transfer of training Will power and habits Woody, Clifford Work, independent Work and play Footnote 1: The nervous system is composed of units of structure called neurones or nerve cells. "If we could see exactly the structure of the brain itself, we should find it to consist of millions of similar neurones each resembling a bit of string frayed out at both ends and here and there along its course. So also the nerves going out to the muscles are simply bundles of such neurones, each of which by itself is a thread-like connection between the cells of the spinal cord or brain and some muscle. The nervous system is simply the sum total of all these neurones, which form an almost infinitely complex system of connections between the sense organs and the muscles." The word synapses, meaning clasping together, is used as a descriptive term for the connections that exist between neurone and neurone. Footnote 2: This is synonymous with James's Involuntary Attention, Angell's Non-Voluntary Attention, and Titchener's Secondary-Passive Attention. Footnote 3: Educational Psychology, Briefer Course, pp. 194-5. Footnote 4: Thorndike, Psychology of Learning, p. 194. Footnote 5: How We Think, p. 6. Footnote 6: The Psychology of Thinking, p. 98. Footnote 7: How We Think, p. 66. Footnote 8: How We Think, pp. 69-70. Footnote 9: Psychology of Thinking, p. 291. Footnote 10: How We Think, p. 79. Footnote 11: Thorndike, Educational Psychology, Briefer Course, p. 172. Footnote 12: Introduction to Psychology, p. 284. Footnote 13: Thorndike, Origin of Man, p. 146. Footnote 14: Racial Differences in Mental Traits, pp. 177 and 181.