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Sequence 21Lambert, N. (1988). Adolescent outcomes for hyperactive children. American Psychologist 43(1), 786-799. Meichenbaum, D. (1977… |
Sequence 133Lambert, N. (1988). Adolescent outcomes for hyperactive children. American Psychologist 43(1), 786-799. Meichenbaum, D. (1977… |
Sequence 6In summary, adolescent psychosocial disorders are to a large extent ea used by teenagers being genetically primed for be-… |
Sequence 13REFERENCES Aries, P. Centuries of Childhood. New York: Vintage, 1962. Csikszentmihalyi, M. Flow: The Psychology of Optimal… |
Sequence 4escence provides a good context for new research because much of the work that has been done on optimal experience and… |
Sequence 29field of human development. More specifically, new applications and extensions of optimal experience theory (Csikszentmihalyi… |
Sequence 30way to envision the related processes of education and human devel- opment. The synthesis of these perspectives also provides… |
Sequence 8that assessed the ability to discriminate various tastes, smells, sounds, and textures, the study found that these individuals… |
Sequence 12in the sequence of activities, stronger mentoring relationships and community ties, and multifaceted tasks and problems that… |
Sequence 18ualization of flow and Montessori's idea of normalization as a period of deep absorption at the heart of normal… |
Sequence 1brings wholeness rather than fragmentation to one's life and requires the courage to use life-affirming principles to… |
Sequence 8ceived grades; and those who did, did so voluntarily (i.e., it was not a mandatory practice). Finally, time was often managed… |
Sequence 17In addition to the comparison of the Montessori and traditional students, Figure 1 also provides additional interesting… |
Sequence 25detailed classroom signals, percentage variables were calculated for each student and for the Montessori and traditional… |
Sequence 33Why are these results important for the Montessori middle school students? Many skeptics will look at these results and say… |
Sequence 37of Human Development. Ed. R.M. Lerner. New York: Wiley, 1998. Vol. 1 of Handbook of Child PsychologiJ, Wil- liam Damon, ed.-… |
Sequence 5The central concept in optimal experience theory is flow, a state of complete involvement that is seen as central to education… |
Sequence 7combine affective and rational modes in their most productive work (Csikszentmihalyi). They can be passionate or detached,… |
Sequence 32paper and pen to record his thoughts and sketch his passionate observations of the Sierra Mountains. The process of writing… |
Sequence 3because it facilitates student experiences of deep engagement and interest that have been referred to as flow (… |
Sequence 4students are expected to sit quietly, listen to lectures, do homework, and focus only on the symbols and concepts they are… |
Sequence 12person's attention, concentration, and overall experience (see Rathunde & Csikszentmihalyi, "The… |
Sequence 21example, the Montessori schools focused on deep concentration and were imbued with a philosophy of intrinsic motivation,… |
Sequence 26rational thought only with a scientist and spontaneity and passion only with an artist. Schools that socialize normalized or… |
Sequence 28Csikszentrnjhalyi, M. Creativity: Flow a11d the Psychology of Discovery a11d l11vention. New York: HarperCollins, 1996.… |
Sequence 10a unique research direction by exploring the benefits of nature walks on adolescents' attention and mood at school. The… |
Sequence 17The ESM (Long-Term) Measures Students received approximately 2,500 ESM signals across the four walking and non-walking days… |
Sequence 30Second, the study is the first to use both short-term and long-term, measures to look at the benefits of nature experience;… |
Sequence 69Lambert, N. (1988). Adolescent outcomes for hyperactive children. American Psychologist 43(1), 786-799. Meichenbaum, D. (1977… |
Sequence 201I OTHER BOOKS BY MIHALY CSIKSZENTMIHALYI Finding Flow: The Psychology of Engagement with Everyday Life, BasicBooks, 1997.… |
Sequence 116In summary, adolescent psychosocial disorders are to a large extent ea used by teenagers being genetically primed for be-… |
Sequence 123REFERENCES Aries, P. Centuries of Childhood. New York: Vintage, 1962. Csikszentmihalyi, M. Flow: The Psychology of Optimal… |
Sequence 18escence provides a good context for new research because much of the work that has been done on optimal experience and… |
Sequence 43field of human development. More specifically, new applications and extensions of optimal experience theory (Csikszentmihalyi… |
Sequence 44way to envision the related processes of education and human devel- opment. The synthesis of these perspectives also provides… |
Sequence 531that assessed the ability to discriminate various tastes, smells, sounds, and textures, the study found that these individuals… |
Sequence 535in the sequence of activities, stronger mentoring relationships and community ties, and multifaceted tasks and problems that… |
Sequence 541ualization of flow and Montessori's idea of normalization as a period of deep absorption at the heart of normal… |
Sequence 561brings wholeness rather than fragmentation to one's life and requires the courage to use life-affirming principles to… |
Sequence 23ceived grades; and those who did, did so voluntarily (i.e., it was not a mandatory practice). Finally, time was often managed… |
Sequence 32In addition to the comparison of the Montessori and traditional students, Figure 1 also provides additional interesting… |
Sequence 40detailed classroom signals, percentage variables were calculated for each student and for the Montessori and traditional… |
Sequence 48Why are these results important for the Montessori middle school students? Many skeptics will look at these results and say… |
Sequence 52of Human Development. Ed. R.M. Lerner. New York: Wiley, 1998. Vol. 1 of Handbook of Child PsychologiJ, Wil- liam Damon, ed.-… |
Sequence 16The central concept in optimal experience theory is flow, a state of complete involvement that is seen as central to education… |
Sequence 18combine affective and rational modes in their most productive work (Csikszentmihalyi). They can be passionate or detached,… |
Sequence 43paper and pen to record his thoughts and sketch his passionate observations of the Sierra Mountains. The process of writing… |
Sequence 192because it facilitates student experiences of deep engagement and interest that have been referred to as flow (… |
Sequence 193students are expected to sit quietly, listen to lectures, do homework, and focus only on the symbols and concepts they are… |
Sequence 201person's attention, concentration, and overall experience (see Rathunde & Csikszentmihalyi, "The… |
Sequence 210example, the Montessori schools focused on deep concentration and were imbued with a philosophy of intrinsic motivation,… |
Sequence 215rational thought only with a scientist and spontaneity and passion only with an artist. Schools that socialize normalized or… |
Sequence 217Csikszentrnjhalyi, M. Creativity: Flow a11d the Psychology of Discovery a11d l11vention. New York: HarperCollins, 1996.… |
Sequence 227a unique research direction by exploring the benefits of nature walks on adolescents' attention and mood at school. The… |
Sequence 234The ESM (Long-Term) Measures Students received approximately 2,500 ESM signals across the four walking and non-walking days… |
Sequence 247Second, the study is the first to use both short-term and long-term, measures to look at the benefits of nature experience;… |