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(1492-1540). He wrote in the style of modern educational psychology. He stressed the importance of practicing what one has learned. He anticipated the work of educational and school psychologists in special education and the area of aptitude-treatment interaction by writing about individual differences and the need to alter instruction for all pupils, but especially for the "feeble-minded," the deaf, and the blind.
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Comenius (1592-1671), a humanist who wrote at the dawn of the modern age, had an educational and psychoeducational influence (1657; Broudy, 1963).
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(1842-1910). He is regarded as a pivotal role in the development of psychology in the United States. William James was an American philosopher and psychologist who was the first educator in the United States to teach a psychology course. James is regarded as a key thinker of the late nineteenth century, as well as one of America's most influential thinkers and the "Father of American psychology."
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G. Stanley Hall (1844-1924), the creator of the child-study movement about which James was concerned, was a proponent of psychology in ways that James must have despised. Hall was the organization's founder and first president.
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(1857- 1934). The father of educational research. Just a few years before Thorndike's experimental psychology, he had enormous challenges for his beliefs.
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In 1886, Dewey published a psychology textbook. In 1896, he published his first important psychological article. It was about the relationships between stimuli and responses, and it was very American (Dewey, 1896). Because of the nature of experience, Dewey noticed that stimuli and responses occur as part of past and future chains. As a result, we should consider the stimulus and response to be one and the same.
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Thorndike was one of the first psychologists to combine learning theory, psychometrics, and applied research for school-related issues to create educational psychology. His opinions on the widespread commercialization of tests and textbooks at the time were one of his educational influences.
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In 1880, Eliot rode by Hall's house and, while still astride his horse, asked the impoverished Hall to deliver a series of public lectures on education, under the auspices of the university (Ross, 1972; Joncich, 1968).
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Dewey published a psychology work in 1886, four years before James published Principles.
Dewey’s first major article in psychology came out in 1896. It was on the relations between stimuli and responses, and it had a particular American flavor to it (Dewey, 1896). -
In 1891, Harvard's administrators asked James to provide some lectures on the new psychology to the teachers of Cambridge, Massachusetts. These talks were polished and expanded over the years and published in 1899 as the now famous Talks to Teachers on Psychology (W. James, 1899/1983).
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Jean Piaget was a genetic epistemologist and a Swiss psychologist. He is most known for his cognitive development hypothesis, which examined how infants develop mentally throughout their youth.
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Joseph Mayer Rice (1857- 1934), the father of research on teaching. Rice endured great difficulties for his beliefs just a few years before the experimental psychology of E. L. Thorndike was deemed acceptable (see Rice, 1912). In 1897, in Atlantic City, New Jersey, Rice was asked to present his empirical classroom-based research on the futility of the spelling grind to the annual meeting of school superintendents
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In his presidential address to the APA in 1899, he (1900) chose to discuss educational issues, particularly psychology and social practice. He pointed out the failure likely to occur should educational psychology not recognize that the teacher.
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He was an educational psychologist from the United States who contributed to the classification of educational objectives as well as the notion of mastery learning.
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By 1915, Hall, with his students and coworkers, had developed 194 questionnaires to determine what youngsters and adolescents knew (Hall, 1923).
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He published his model of school learning (Carroll, 1963a) and also wrote on the discipline of educational psychology. The inventor of one of our discipline's most beautiful, parsimonious, and influential theories of learning, one derived from a practical difficulty of instruction, observed that educational psychology's potential remained untapped because it appeared to be uninterested in true educational problems.
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He went on to say that when writing an educational psychology work, all references to subjects should be removed and replaced with the term student, and when producing a child psychology text, children should be used instead of subjects. His final piece of advise to authors of educational and child psychology books was to reorder the chapters in general psychology books.
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She observed that real-world challenges were starting to shape the development of instructional psychology. Basic psychology applied to education is no longer known as instructional psychology. It is fundamental research into the teaching and learning processes. (p. 660)