Individual Differences : Part 3

The Science of Human Nature: A Psychology For Beginners
by William Henry Pyle

(Page 11 of 15)

I shall read to you a story entitled "Willie Jones and His Dog" (or "A Farmer's Son," or "A Costly Temper," as the case may be). After I have read the story you are to write down all you can remember of it. You are not to use the exact words that I read unless you wish. You are to use your own words. Try to recall as much as possible and write all you recall. Try to get all the details, not merely the main facts.

Material. For grades three, four, and five, use "Willie Jones and His Dog"; for grades six, seven, and eight, use "A Farmer's Son"; for the high school, use "A Costly Temper." The norms for the latter are based on eighth grade and high school pupils.

The Results. The material for the test is divided into units as indicated by the vertical lines. The pupil's written reproduction should be compared unit by unit with the story as printed, and given one credit for each unit adequately reproduced. The norms for the three tests are shown in the accompanying Figures VII, VIII, and IX. In these and all the graphs which follow, the actual ages are shown in the first horizontal column. The norms for girls appear in the second horizontal column, the norms for boys in the column at the bottom. By the norm for an age is meant the average performance of all the pupils of that age examined. Age ten applies to those pupils who have passed their tenth birthday and have not reached their eleventh birthday, and the other ages are to be similarly interpreted.

The vertical lines in the graphs indicate birthdays and the scores written on these lines indicate ability at these exact ages. The column marked ten, for example, includes all the children that are over ten and not yet eleven. The graphs show the development from age to age. In general, it will be noticed, there is an improvement of memory with age, but in the high school, in the "Costly Temper" test, there is a decline. This may not indicate a real decline in ability to remember ideas, but a change in attitude. The high school pupil probably acquires a habit of remembering only significant facts. His memory is selective, while in the earlier ages, the memory may be more parrot-like, one idea being reproduced with about as much fidelity as another. This statement is made not as a fact, but as a probable explanation.

Rote Memory

Object. The object of the rote memory tests is to determine the pupil's memory span for unrelated impressions - words that have no logical relations with one another. Much school work makes demands upon this ability. Therefore, the tests are of importance.

Method. There are two lists of words, concrete and abstract, with six groups in each list. The list of concrete words should be given first, then the abstract. The procedure is to pronounce the first group, cat, tree, coat, and then pause for the pupils to write these three words. Then pronounce the next group, mule, bird, cart, glass, and pause for the reproduction, and so on through the list.

Give the following instructions:

We wish to see how well you can remember words. I shall pronounce first a group of three words. After I have pronounced them, you are to write them down. I shall then pronounce a group of four words, then one of five words, and so continue with a longer group each time. You must pay very close attention for I shall pronounce a group but once. You are not required to write the words in their order, but just as you recall them.

Results. The papers are graded by determining the number of concrete words and the number of abstract words that are reproduced. No account is taken of whether the words are in the right position or not. A perfect score in each test would therefore be thirty-three. The norms are shown in Figures X and XI.

The Substitution Test

Object. This test determines one's ability to build up new associations. It is a test of quickness of learning.

Method. The substitution test-sheets are distributed to the pupils and turned face down on the desks. The teacher gives the following instructions:

We wish to see how fast you can learn. At the top of the sheet which has been distributed to you there is a key. In nine circles are written the nine digits and for each digit there is written a letter which is to be used instead of the digit. Below the key are two columns of numbers; each number contains five digits. In the five squares which follow the number you are to write the letters which correspond to the digits. Work as fast as you can and fill as many of the squares as you can without making mistakes. When I say "stop," quit work instantly and turn the paper over.

Before beginning the test the teacher should explain on the blackboard the exact nature of the test. This can be done by using other letters instead of those used in the key. Make sure that the pupils understand what they are to do. Allow eight minutes in grades three, four, and five, and five minutes above the fifth grade.

Copyright 1917 by Silver, Burdett & Company.