A historical overview of educational psychology

A historical review of educational psychology might improve understanding of current status and problems. Before American development of the field, the Greeks, Juan Vives in the 16th century, and Pestalozzi and Herbart in the 19th century applied psychological views to educational problems. Despite the absence of scientific psychology in 19th century America, normal schools offered courses purporting to be psychological in content; these courses were supported by textbooks on the subject. James began, and Thorndike developed, the discipline that by the mid-1920s had assumed much of its current form. Journals and academic departments appeared in the first quarter of the century also. The continuing search through the middle of the century for a satisfying professional organization reflected educational psychology's difficulties in establishing an identity. It is not clear even today that the field has “crystallized,” as one writer described it in the 1920s.     

Spatial and temporal matching ability among subgroups of disabled readers

Spatial and temporal matching abilities of 67 male and female fifth and sixth grade average (18) and severely disabled readers (49) were investigated. Subjects were classified according to the Boder Diagnostic Screening Procedure readers: dysphonetic, dyseidetic, and alexic. Results of the matching task indicated that average and dyseidetic readers were better able than dysphonetic and alexic readers to match purely temporal information. When order of difficulty among the spatial and temporal tasks was analyzed, dysphonetic and alexic readers demonstrated greater difficulty with temporal information. Matching abilities were found to be less related to integration ability than to an ability to sequence temporal information. The existence of possible memory and neurological correlates is discussed.     

粤港澳台学校课余运动训练和竞赛的比较研究

通过对粤港澳台四地区课余运动训练和竞赛的发展现状及特征的比较研究结果表明，四地区之间的课余运动训练和竞赛开展各有特点并存在不平衡现象。广东、台湾的发展水平相对较高，而香港、澳门的发展水平相对较低。