ABSTRACT
Psychology, and in particular educational psychology, is a modern science. Its studies illuminate the problems of the child as learner and provide an essential background of fundamental thinking on normal mental development and on the meaning of disability and handicap. On both counts it has much to offer the remedial teacher. Psychologists and teachers have contributed various observations, criticisms, and researches to the neurological findings. The belief that emotion and personality have a considerable, perhaps fundamental part to play in learning is not new, and can be used to explain both general and specific backwardness. Dramatic and heart-rending case studies are sometimes presented in evidence and strong views are expressed on the 'blighting insecurity' of the backward. In practice both psychologists and teachers seem inclined to regard emotional disturbance as just one inhibiting factor among many. Psychological evidence favouring this comes, for instance, from Chester Bennett's careful review of the variables involved in reading failure.
