The interference of will-impulses: With applications to pedagogy, ethics and practical efficiency.

Abstract

Agents: G. E. STECHERT & CO., London (2 Star Yard, Carey St., W. C); Leipzig (Koenigstr., 10); Pakis (76, rue de Rennes) NOTE.This monograph constitutes the first part only of the investigation on the interference of will-impulses. The second part dealing with the complex processes of writing lapses is to appear separately. ACKNOWLEDGMENTTo the late Prof. Mtinsterberg, I am greatly indebted for guidance in some of the difficult steps necessarily involved in the course of this investigation. Thanks are also due to Prof. Langfeld who not only acted as a subject in the experiment for two years, but whose suggestions have been extremely helpful in the working up of the results. Prof. Holt by his criticisms after a careful perusal of my work, at the time it was submitted as a dissertation, has laid me under further obligation, while it is scarcely necessary to mention my debt to the subjects who willingly participated in the "most difficult problem" in the laboratory. I am also grateful to Prof. Warren who has placed his library at my disposal and has been most obliging in other ways. Acknowledgment must also be made of the fact that Miss Rose J. Ginsburg assisted in the tabulation of the results, while Miss Virginia H. Bartlett prepared the index of names and subjects.

A history of the pedagogy of voluntary attention: Exploring the epistemological potential of the pathological.

“…The purpose of education, as it was understood in the literature analyzed here, was exactly to cultivate the capacity of attention in children, and thereby educating the will. A series of studies were concerned with concepts that are related to self-control, for example the ability to control the reflexes (Partridge, 1900), and the interference of will-impulses (Roback, 1918). Although experiences of children’s distractible behavior within an educational context were well known before (Lange et al, 2010, pp.…”