Thomson, Godfrey Hilton, Sir, 1881-1955 (psychologist and Bell Professor of Education, University of Edinburgh)
Found in 6 Collections and/or Records:
Scope and Contents Thomson defines educational science, which he sees as having two facets: operational, such as the research undertaken by the Scottish Council for Research in Education regarding the best teaching methods; and fundamental, such as research undertaken to explore the sources of intelligence differences, and their relationship to one another. Thomson charts how educational science has progressed, due in part to the use of mathematical statistics and the...
Dates: 29 Apr 1952
Identifier: EUA IN1/ACU/G1
Scope and Contents Material regarding the Moray House Tests, c1920s-1970s; Northumberland Mental Tests, c1920s; Sample tests, 1920-1987; Testing Samples, United States, c1920s-1950s; Publications, 1896-c1978; Godfrey Thomson, c1930s-1947; Correspondence...
Scope and Contents Biographical and personal papers, c mid 19th century-1972; Publications authored and co-authored by Thomson, 1904-1954; Unpublished materials by Thomson, 1897-1954; Publications collected by Thomson regarding education, intelligence, psychology, and statistics, 1879-1971 Unpublished material collected by Thomson and authored by others, c mid 20th...
Fonds — Box: CLX-A-667
Scope and Contents The collection largely consists of letters from Godfrey Thomson to Ledermann. Many are highly mathematical in content, containing formulae and mathematical notation, though they also regard social events and contain enquiries from Thomson with regards to the safety of Ledermann's family throughout the war.
Scope and Contents Thomson outlines his ideals for educational research, which he feels is at its best when conducted by an individual investigating fundamental educational problems. He acknowledges that modern research is in reality constrained by input from collaborators or funders. Thomson discusses how research bodies such as the National Foundation and the Scottish Council for Research in Education can help the researcher in a variety of ways, including not limiting the researcher with too many or too...
Dates: 14 Oct 1953
Scope and Contents Thomson outlines the problems and difficulties in Educational research, and how these can be resolved. These include the difficulty of selecting a representative group (the selection fallacy) and the importance of using suitable control groups in experimental work. Thomson also discusses the difficulty of co-operation with schools, particularly state or public schools, and the need for resources to be dedicated to research. He expounds upon the usefulness of...
Dates: 19 Jan 1929