Educational psychology.

Eurich, Alvin C.; Carroll, Herbert A.

doi:10.1037/14718-000

Cited by 8 publications

(4 citation statements)

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“…The two criteria have been found to correlate around zero by many investigators. This situation was found by Meier, 24 Christensen, 11 Stinson, 33 Carroll, 7 - 14 Speer, 32 and the present investigator in a previous study. * On the other hand, Garrells 16 and Norton 27 claimed a positive correlation between appreciation and intelligence.…”

Section: Reliability and Validitysupporting

confidence: 76%

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A study comparing two methods of developing art appreciation with college students.

Bottorf¹

1947

Journal of Educational Psychology

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Educators of today are becoming increasingly aware of a situation which exists in the average community, a situation which deals with the good taste or judgment-or lack of it-of the average individual. It is a situation which is legitimate property of the public schools; if education is to prepare one to live the best life possible for the individual, it must make one acquainted with knowledge of what is the best and how to choose the best from the great array of forms that confront one.Knowledge of good art forms is one of the most important knowledges needed, since the individual is constantly surrounded by objects and is meeting and selecting new ones. This knowledge is so important, not only because the individual is happier and better with beautiful surroundings, but because he must himself do the choosing of the beautiful and the rejecting of the poorer products. Each individual is a potential consumer of art, but comparatively few become producers of art. Even should it be possible for each person always to have the best supplied to him, he would not enjoy himself and his life so much as if he made his own selections and knew why he did so. Enjoyment is keener for knowing that which is enjoyable.But can appreciation of art be taught? What seem to be the determining factors in developing it? If it can be taught, the public schools are the logical places for it to be done. They are equipped to supply the necessary knowledge; the methods of disseminating information and developing attitudes are theirs, and the number of people that can be benefitted is larger through the schools than any other channel. It is no wonder that the educators are concerned over the situation. RELATED STUDIESExamining the studies carried out by interested individuals, and their conclusions relative to the nature of art appreciation and its development, varying attitudes are found.

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Section: Reliability and Validitysupporting

confidence: 76%

“…* Since the beta weighting of initial test * See Eurich and Carroll. 14 score was fairly high and negative-the higher the initial test score, the smaller the amount of gain and the lower the test score the greater the amount of gain*-this would help to explain the slightly higher gains of the boys.…”

Section: C+ Minus 25mentioning

confidence: 97%

A study comparing two methods of developing art appreciation with college students.

Bottorf¹

1947

Journal of Educational Psychology

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“…Eurich and Carroll, 3 for example, appear to favor a point of view which treats the Negro as somewhat inferior to the white. To be sure, they offer some cautions, but it appears fair to say the above statement is a just interpretation.…”

Section: Educational Psychology Textbooks and "Racial Differences"mentioning

confidence: 99%

Trends in discussions of intelligence: race differences.

Witty¹,

Garfield²

1942

Journal of Educational Psychology

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It is provocative to compare the treatments accorded any controversial issue in different areas of knowledge. In the field of educational psychology, there are various topics concerning which experts disagree or hold disparate views. One author treats learning as a matter of "insight"; another interprets it to be a process of strengthening neural bonds; while a third views it almost entirely as a result of conditioning. The student who obtains his concepts from reading a single textbook presentation often assumes that the position expressed is the only scientifically sanctioned view. This, of course, is not the case. If the reader were to scrutinize other books, he might become confused, but he would appreciate the diversity of opinion and interpretation concerning many psychological or educational issues. Unfortunately, however, students seldom go beyond the textbook employed in a course. For this reason, textbooks play an important role in moulding the students' attitudes and opinions. Even when other books are assigned, the instructor is often zealous to insure that the collateral reading will corroborate or reinforce the position which he or the textbook affirms.Illustrative of a controversial issue usually considered in textbooks in educational psychology is racial differences in intelligence. Very different attitudes toward this subject are exemplified by the treatments found in two recently published volumes, Carroll's Genius in the Making, 1 and Benedict's Race: Science and Politics. 2 Let us assume that the student is referred to the first book to corroborate or extend the discussion found in the textbook. One section of this book deals with the extent to which gifted children may be found in different "racial" groups.The following excerpts show that the author accepts a view which is rather unfavorable toward the Negro: Accepting a mean of 82 as being typical of the average mentality of the Negro and assuming that this is accompanied by a standard deviation of 12, an IQ becomes four standard deviations above the mean. Statistically there is but one chance in 30,000 of a score falling above plus four standard deviations. In other words, a Negro child has but one chance in 30,000 of being intellectually gifted. ... It seems that the cards of inheritance-and 584

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“…After defining art activities in behavioral terms, the test-maker finds it necessary to devise situations (or test items) which will show the presence or absence of that particular behavior, and combine these into tests in the customary manner. 7 ' 18 '" There are some artists and psychologists who believe that it is impossible to measure art activities objectively. To them art measurement seems a contradiction in terms, for is not art concerned with the infinite, the intangible?…”

Section: The Underlying Philosophymentioning

confidence: 99%

Evaluation in a general art course.

Faulkner¹

1940

Journal of Educational Psychology

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Educational psychology.

Cited by 8 publications

References 0 publications

A study comparing two methods of developing art appreciation with college students.

A study comparing two methods of developing art appreciation with college students.

Trends in discussions of intelligence: race differences.

Evaluation in a general art course.

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