Manual of Mental and Physical Tests: A Book of Directions Compiled with Special Reference to the Experimental Study of School Children in the Laboratory Or Classroom, Part 2"Hitherto the literature of mental and physical tests has been scattered in numerous journals; the results obtained by different investigators have too often not been compared; indeed, in many cases where the methods have been divergent, comparison has been impossible. In consequence, there have been no recognized standards of procedure and none of performance. Nevertheless, I believe that the time has now come for the taking of an account of stock, and for the systematization of the available materials. This conviction, which is the outgrowth of my own interest in the experimental study of mental capacities, an interest that has been with me during the past ten years, has been confirmed by many suggestions from colleagues and friends, who have pointed out that a manual of directions for mental tests would meet a real need, and might further the cause of investigation. I began, in March, 1906, to prepare a small handbook of mental tests. |
Contents
| 70 | |
| 74 | |
| 82 | |
| 83 | |
| 89 | |
| 92 | |
| 100 | |
| 101 | |
| 110 | |
| 115 | |
| 116 | |
| 119 | |
| 121 | |
| 123 | |
| 124 | |
| 128 | |
| 131 | |
| 134 | |
| 138 | |
| 142 | |
| 144 | |
| 145 | |
| 148 | |
| 159 | |
| 166 | |
| 180 | |
| 186 | |
| 188 | |
| 194 | |
| 198 | |
| 207 | |
| 221 | |
| 222 | |
| 236 | |
| 239 | |
| 244 | |
| 251 | |
| 253 | |
| 254 | |
| 262 | |
| 263 | |
| 265 | |
| 266 | |
| 268 | |
| 286 | |
| 292 | |
| 305 | |
| 307 | |
| 308 | |
| 310 | |
| 312 | |
| 313 | |
| 317 | |
| 318 | |
| 319 | |
| 321 | |
| 322 | |
| 326 | |
| 327 | |
| 336 | |
| 337 | |
| 338 | |
| 339 | |
| 340 | |
| 343 | |
| 346 | |
| 350 | |
| 353 | |
| 354 | |
| 356 | |
| 394 | |
| 404 | |
| 405 | |
| 410 | |
| 414 | |
| 419 | |
| 423 | |
| 427 | |
| 430 | |
| 441 | |
| 442 | |
| 454 | |
| 465 | |
| 473 | |
| 493 | |
| 519 | |
| 527 | |
Other editions - View all
Common terms and phrases
accuracy adults Anthropometric apparatus astigmatism attention auditory average Biervliet Binet and Henri Bolton boys cancellation cardboard cent Chicago child-study color color-blindness compared computation correlation curve defect degree Dependence determine deviation digits discrimination distribution dynamometer E. L. Thorndike efficiency employed ergograph errors esophoria esthesiometer experimental experiments exposure factors fatigue formula Gilbert girls given grade grip heterophoria hyperopia increase indicate instrument intelligence investigators Kraepelin kymograph large number left hand letters limen maximal measure median memory ment method metronome motor movement myopia normal objects physical psychology pupils range record relation reproduced Rept school children secure sensitivity size-weight illusion Smedley Spearman speed STADIOMETER strabismus suggestion Table tachistoscope tapping tendency Thorndike tion Titchener traits trial Ueber variation visual visual acuity visual perception vital capacity weight Whipple Winteler Wissler words
Popular passages
Page 296 - ... reports of children are in every way inferior to those of adults : the range is small, the inaccuracy large, and, since the assurance is high, the warranted assurance and reliability of assurance .are both very low. During the ages 7 to 18 years, the range, especially the range of knowledge, increases as much as 50 per cent, but the accuracy, save in the deposition, does not increase as rapidly (20 per cent). This development of capacity to report is not continuous, but is characterized by rapid...
Page 298 - ... (11) Dependence on form of report. All authorities agree that the use of the interrogatory, whether of the complete or incomplete form, increases the range and decreases the accuracy of the report. Thus, in comparison with the narrative, the range of the interrogatory may be 50 per cent greater, while the inaccuracy (of the incomplete interrogatory) may be as much as 550 per cent greater.
Page 235 - ... number of objects seen in passing. I must own that my son reached a perfection far greater than mine, for he could often write down forty objects, while I could scarce reach thirty. Often feeling vexed at this defeat, I would return to the shop and verify his statement, but he rarely made a mistake. My male readers will certainly understand the possibility of this, but they will recognize the difficulty.
Page 51 - No child whose weight or height is below the average (median or norm) for its age should be permitted to enter a school grade beyond the average of its age except after such a physical examination as shall make it probable that the child's strength is equal to the strain.
Page 497 - Then he reads the sentence very slowly. These are the sentences : 1. An unfortunate cyclist has had his head broken and is dead from the fall: they have taken him to the hospital and they do not think that he will recover. . 2. I have three brothers, Paul, Ernest and myself.
Page xiii - To make such assertions is surely misleading, for . . . there is at the present time scarcely a single mental test that can be applied unequivocally as a psychical measuring rod. The fact is we have not agreed upon methods of procedure; we too often do not know what we are measuring; and we too seldom realize the astounding complexity, variety, and delicacy of form of our psychical nature.
Page 295 - S, it is doubtless true that there is an inverse relation between these two coefficients.* . . . (4) Accuracy and attestation. Generally speaking, attestation does not guarantee accuracy : on the contrary, though the number of errors is nearly twice as great in unsworn as in sworn testimony (according to Stern, 1.82 times, according to Borst, 1.89 times as great), there still remains as high as 10 per cent error in sworn testimony. These relations are shown clearly in Table 44. (5) Dependence on...
Page 235 - ... were enabled to give instantaneously the product of a dozen dominoes. This result obtained, we applied ourselves to a far more difficult task, over which we spent a month. My son and I passed rapidly before a toyshop, or any other displaying a variety of wares, and cast an attentive glance upon it. A few steps...
Page 195 - This also accords with our previous measurements, that the non-laboring classes are more sensitive to pain than the laboring classes.* (3) University women are more sensitive than washerwomen but less sensitive than business women.- There seems to be no necessary relation between intellectual development and pain sensitiveness. Obtuseness to pain seems to be due more to hardihood in early life.
Page 434 - simple, easily applied device for testing those intellectual activities that are fundamentally important and significant both in the school and in life...