Woodrow W. Wilkerson College of William & Mary - Arts & Sciences

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W&M ScholarWorks

Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects

1939

A Study in the Interrelations of Measures of Learning, Five Motor

and Two Verbal Problems

Woodrow W. Wilkerson

College of William & Mary - Arts & Sciences

Follow this and additional works at: https://scholarworks.wm.edu/etd

Part of the Experimental Analysis of Behavior Commons

Recommended Citation Recommended Citation

Wilkerson, Woodrow W., "A Study in the Interrelations of Measures of Learning, Five Motor and Two Verbal Problems" (1939). Dissertations, Theses, and Masters Projects. Paper 1539624463.

https://dx.doi.org/doi:10.21220/s2-ka1s-2g64

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Fag# 6 Chapter X C hapter XX Chapter XXX Chapter XV

Chapter 1?

'BO IM ifS In tro d u ctio n X* fhe Problem B i' fh.9 L ite ra tu re S* th e Mm o f th e P resent Study th e P resent Study

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la tu re o f th e h earsin g Problem

S« B e X ia b ilit y o f tlas Measures

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th e S ubjects

4* th e i n t e l l i g e n c e f e e t

6# Ib tiv atio B . and S ectio n al Adjustment 8# Fore»jpractic» ?♦ luwber o f t r i a l s 8* Scoring fho R esults I* Bow S co res 2« Rank Scores 0* ta b le o f In ts ro o rre ln tlo n s

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#* fa b le o f X atev o o rrelatlcas C orrected fo r A ttenuation

0* fa b le o f C o rrelatio n o f In te llig e n c e w ith Each Problem

Biaousslom o f Hesmlte

1« D iscussion o f fa b le

M

2*

Caaparieom o f ie au lb e w ith R esults o f Other S tu d ies

8* Evidence fo r a G eneral Learning A b ility 4# Evidence fo r a Group F actor

5« Brides©# f o r S p ecific Learning 8* Conclusions

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Page 7

GBAFfER I

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f b g r t

CHAPTER X lOfROBtTCflOR

.the. Problem* th e r u b l e s o f le arn in g b** received a p lace o f importance l a th e experiiaent*! lit e r a tu r e o f psychology sin c e th e study on

m m ry

by- ® b ln g h * u * ^ In 1886* One prob*- la » In learn in g th a t i s a ttr a c tin g peyohologists end educators a t th e p re se n t tim e la th e problem o f "learn in g a b i lity ” o r "learn in g a b ilitie s * ’* Is th e re a

gemr&l

learn in g a b i lity which em b lo s a person to lo a m rap id ly # m oderately w ell# o r slow ly In v ario u s learn in g s itiB tio n s f Or i s i t tru e th a t a person say le a rn very ra p id ly in one s itu a tio n and le a rn very slow ly in another? ¥% have o fte n heard o f p u p ils c la s s ifie d as "good* le a rn e rs and "poor** 1earner* in

school

work* Is th is dloheteiaous d iv is io n b a s ic a lly sound? Does a g en eral learn in g a b ility run through a l l prefolene o f learn in g ? l e t no look a t th e o th e r sid e o f th e problem* id have heard o fte n th a t p u p il A i s ’’good” in mathem atics but "poor'* in English* o r th a t p u b ll B i s "good* la L a tin b u t "poor" in. th e sciences* o r th a t p u p il

C

i s "good* in a th le tic c o n te sts b u t "poor" In c la s s work* th e se a ta te m n ts lend su p p o rt to th e Idea th a t learn in g i s s p e c ific and re le v a n t only to th e p a rtic u la r s itu a tio n in question* fhey in d ic a te fu rth e r th a t s h a t a person does in one learn in g s itu a tio n has l i t t l e

^ M e lto n * iUW#* th e Methodology o f Experim ental S tudies o f Homan Learning and R eten tio n , th e Psychologies! B u lle tin SB* 18S6*

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p re d ic tiv e

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o f w hat he w ill da In another* I# th e m any experim ental evidence wMeh would ten d t o prove o r disprove th e th eo ry o f a g an aral lo am lo g a b i l i ty o r th e th eo ry o f s p e c ific le arn in g a b i l i ti e s ? L et us tu rn to th e lit e r a tu r e in search o f previous s tu d ie s which r e la te t o th e p re se n t problem*

th e U iteim ttire* th e lite r a tu r e re v e a ls th e f a s t th a t a saefcer o f

immttg&t&mm m mmmmtmn

have been made which a re s ig n ific a n t to th e p rese n t study#

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though many o f thorn v e rs ooBoemed p r im r ily w ith o th e r problem # f o r th e 's a k e o f'

c l a r ity th e s tu d ie s w ill be divided- In to th re e groups* according to th e ' ty p es o f te s ts ' th a t war© used' i n ’ th e experim ental work* th e groups

mm

as follow s $ iso to ri motor

mm

i v erb al $ and pure v erbal* th e group th a t eo n siste o f motor s tu d ie s io divided In to two sections® motor stu d ie s

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tmiwim#..an& motor s tu d ie s on animale* th o se groups w ill be d iscussed l a th e ' o rd er in which th e y have been mentioned* She s p e c ific stu d ie s in each group w ill be reviewed b r ie f ly giving, p rim arily th e im teroorrelaticm s and te n ta tiv e ccaaolusiona*

th e m ajo rity o f th e -motor s tu d ie s covered In th e l i t e r * a tu re have been made on subhuman su b je c ts *.. However* motor te s ts have- long been o f g re a t in te r e s t to psychologists sod a re becoming more and

m m

v alu ab le to educators s a d teach ers* ' Psychologist* have been more concerned w ith motor a b i lity t e s t s from th e stand* p o in t o f in d iv id u al d iffe re n c e s and th e re la tio n o f motor and

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p h y sical te s te o f m ental a b ility # . th e result® o f th e s tu d ie s

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rep o rted below a re presen ted i» chronological order #

CD

HoXXIngworth In X9X8 found e o e ffio le n ts o f c o rre la tio n ranging fro a If on th e f i r s t t r i a l to #39 on th e te n hundred end f i f t h t r i a l ' between th e co o rd in atio n t e a t (th re e h o le te s t ) and tapping*

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C arothers in a stu d y published in 1991 rep o rted

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between th e co o rd in atio n t e a t and I f eim pls seats*!

and physlo&l te s te * However# he found a c o rre la tio n o f *48 be» tween th e ooo rd in atio n t e a t and th e tapping te e t*

$ e a * h d r» ^ in 1981 designed a group o f t e s t s w ith th e id e a In mind o f p re d ic tin g gmeeese In v o catio n al a c tiv itie s #

The in tero o rrelstio x u ? between th e te s te in th i s group ee ry fro « *#03 to *48* The te s ts in th is u n it a re as follows*

I* th e ffoerth p u rs u it apparatus *

ft* H ater rhythm# o r p re c isio n in follow ing a re g u la r rhythm p a tte rn os*

m

te le g ra p h key#

S* a e r ia l d le o ria s te r# o r speed o f fin g e r omMQ&e in d ie o rissim tiv e re a c tio n to a v is u a l s e rie s* 4# tapping*

8* Spool packing# Involving speed in th e co o rd in atio n o f th e hands*

0* Speed ro to r (I^ le e ) re q u irin g speed In tu rn in g a sm all hand d r ill*

th i s b a tte r y o f te s ts 1® n o t p arttM X arly is # o rts n t fo r th e p resen t study* however# S a r re tt and Schnsok’n eom lueies* r e la tiv e to Sea** she®*®*® In te rp re ta tio n o f th e in te ro o r r e la tio a s , o f h is te s t s i s

CD H olliagw orth* B*L*# C o rrela tio n o f A b ilitie s a s A ffected by P ractice* Jo u rn al o f E ducational Psychology 4,19X8»40S*414* (8) O a rre tt, H*E*# end Echneok* Psychological te s ts * Methods,

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s ig n ific a n t* "Seashore in te rp re t# th e I

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Ixd& roorrclatiens o f th e te s ta In h ie b& ttery* as w all as th e ir low re la tio n s h ip to

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hi# c rite rio n * to

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th a t w ater s k i l l s a re h ig h ly specific*** Sojbc.. s tu d ie s on th e c o rre la tio n between in te llig e n c e

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and s p e c ific w ater problem haw*

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r e p o r ts * Burt , in a stu d y published in 1919# f o w l a c o rre la tio n o f *6? between

m irro r drawing and tsaohere* e stim a te s o f in te llig e n c e on a group o f 3© elem entary school boys# th is r e la tiv e ly high c o rre la tio n

m

found' by © art has n o t

hmm

s u b sta n tia te d by o th er stu d io s*

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Calfb# * In a study published in ISIS# rep o rted a c o rre la tio n o f *0? between m irro r drawing and. school grade# o f

m

group o f elem entary sch o o l boys*

C a r f i e l ^ * i n a stu d y published- in 1933, found a cor* re la tio n , o f **98 between th e Away Alpha In te llig e n c e to i& n a tio n and h is Motor A g ility fe a ts* th e se te a ts included* 109 yard dash* picking up paper i stre n g th o f back* ste a d in e ss | ttfU to g tapping* le g stren g th * and hand stren g th *

Spaas# and T ow nsend^ (1930), u sin g th e high r e l i e f fin g e r m s# and th e Thurstons In te llig e n c e feet* found th e dof^

re la tio n s to range from *#99- t o *52 on te c groups o f c o lleg e students*

and R esults* to r York# t o p e r aM Brothers* 1888* p#84* (2 ) Ibid* p*105«

(3 ) C alfce, ii*# C ollege Freshman end Four C eneral I n t e l l i g e n t te st# * Journal o f E ducational Psychology &« 1918* p*22?*

(4 ) C arrett* B*B*t and Sohncsk, H«R*# RsyohoXogloal te s ts * Methods* and R esults * to r York# Barper and B rothers* 1833* p*&$*

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C lin to n

^1

5 found c o rre la tio n s which w aged from «#88. to *2? totw een. m irro r

&rmting

a b i lity and measures o f

gonaral in te llig e n c e iia groups o f ela ss^ ta ry * high school* sod co lleg e stu d en ts ranging from 56 to 6? p a r grasp* So ecwcritodfti th a t "th e re la no p o s itiv e r e la tio n between s& rtw drawing a b i li t y sod g en eral ia ta llig m Q ° #

In a m a a ria ia g th e motor s tu d ie s on ta s m a*3b$e<sts a s fin d th a t th e re to lack o f evidence fo r th e ex isten ce o f a g en eral motor le arn in g a b i l it y mod no 're a l evidence fo r a

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g rasp fa c to r* a l l o f t t o i i ^ s t l g a t o r e eaeoept 8 u r t ^ # on t t o r e la tio n o f' iiatollig^K so to th e learn in g o f spw oifie- motor pro-*

him®,

show lew oorrm lations*

Stesw human motor stu d io s th a t hoar o s tho p resen t 'problem

mm

lim ited* m otor s tu d ie s i s a s lm l le arn in g to s s to e s

included i s th is th e s is *

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such s tu d ie s a re rep o rted below* S **gg^# wtoa# study was

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le to d I s 1050# found a oo* e f f ic ie n t o f c o rre la tio n o f *11 f a r e rro rs totowexi a s in g le m&se and a m u ltip le choice m ao* Be need n in e ty mice as ©objects*

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B oater # in 1952 made an in w s tig u tio ii <m th e problem, o f th e re la tio n s h ip between a b i l i t y to form

cm

h a b it and then break i t by forming It© opposite* % found a c o rre la tio n o f

*561 *08 (tim e)', and a c o rre la tio n o f ««08£ *08 (d ista n c e ) between i&wrwr Brewing for. Shit® C hildren by Ago mad si& .Jonrim l o f V o c a tio n a l Psychology fft*l$80*p«£2At 888*

(2 } 6 a rre tt #H «E* f and Schm ck*r *F< * *Psychological te s ts * Lathed© #ard % » u lta* tow fork*Barpor and brothers* 1938* |>*10S*

(8 ) Coaming # rr«D**^Kemar *Qutan* and £tonw*Q *P* ^InteroorreX ationii o f to&sure# o f A b ility in th e B at*Journal o f Comparative

Psychology 14*l982.p*228*

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making and breaking a c irc u la r ma&e hab it*

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D avis and folxaui-' i n 1004 rep o rted a c o r r e la t io n o f

*4S$

( tim

sco re) fo r r a te on mas© 4 and 8*

/©\

The

result© o f Hunter and Bandelph'e stu d y in 1904

m

th ey throw lig h t on th e p resen t study ©re presented in fa b le 1* They giv® four c o rre la tio n s fo r each problem*

fa b le 1*

Showing lo te re o rre la tlc m s on Subhuman

Pr®blwm

{taken from Hunter end Baztiolgh** Summary- from eaperim eate 4 to 14*) ,,

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..— l*f*@ase ~*16*-*09**OO3**003 ** #11 **-#08 # *09 0 *90

2

*Straight~awsy Kse© 5*Problem Box *08#*£S##19**18

fa b le 1 ebon©

m

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o o rre la tio n s o f p ra c tic a lly aero*

l* sh l« y (S* . whoa* w rit «aa published in 1929, seaporta a c o rre la tio n o f *®09 fo r tim e* ~*86 fo r error©# and »*38 fo r t r i a l s between two ma*®®# on© th e refers© n a tte m o f th e other* and th e o th e r

®&

elev ated mase*

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W illiams % in a work published in 1929# fo r two groups

lr'C^S^S^iis 1 ”<>ii "I^KferrTrr^rSi®SS5€iSSE^^

fwo

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Jo u rn al o f CowgMuratlve Psychology 4* 1904» p*12t*

(S)H natercf?*S«*and H*ndolph*V«no©» fu rth e r S tudies on th e He- l i a b i l i t i e s o f th e Qase w ith Hats and Humans« Journal o f dear* p aratlfw Ibyohology 4* 1904* p*456*

(0}C m dns* W*0*9LbH^w»r#C.uim#«iid S tone,C *P *ylntercorrelatlons o f Measures o f A b ility in th e B at*Journal o f O oaparatiue Ibyefe*** ology 14# 19S2*p*S26

(15)

o f

£6

ra te

mmh

rep o rted c tte ffto ie n t* o f c o rre la tio n o f *1$ and *08 between a d le o rii& n atlan boat and a 14 u n it t**%ee*

sa tes* 1* in 3980 u sin g 88 r a te found r e s u lts th a t a re co n tra ry to th e r e s u lts o f % o to r iM Randolph* HI#® found a c o rre la tio n o f *60

±

#06 for- tr ia le * *80 ± *03 f o r erro rs* and *8? fo r tin® between an a lle y nag* and an elev ated moo#

m

f ry on in 1931 found a c o rre la tio n o f ap ire x lm b e iy *8 between error® a»de by M l r a te in running two fo la te s * ffc© ©tar*

( 8 )

r e la tio n ishich

Comtiam*

KoHeaar* and Stone found In 1938 on a group o f 44 ra ta nae th e c o n tro l group#

fa b le 11#

Showing In te ro o rre la tis n a tak en froan Cocaine# SkSeasar* and Stone*® ta b le In ta ro o rre ia tlo n o f tk # fo u r Inetiftn&SBte need in th e C a stra tio n %udy*

1 S 3 4

T7m

m a w v E s r

— «a»— *aw— """as —-— ^

2* b ig h t B m **#02 ;04

3* E levated l!&*e 0 fype *63

4* BM oatod ISase ^ . ... ■

They ab ate th a t th e in te ro o rre la tio n a o f th e th re e aages in th e v ic in ity o f *6# noon©id»ring th e r e s tr ic te d range any be taken a s in d lo atiT * o f a muse learn in g fa b le 11

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fa rth e r th a t a lig h t d la o risd n a tio n h a b it ie n o t re la te d to th e p crfo m in ce on any o f th e th ro e natea# Cosasine* lbE es»r# and Stone

cflP "MiEtiSe1 r& ^ K S H ® Lri8Sy'r

A lley %*«©■ o f th e S&sse P a tte rn * Jo u rn al o f C ooperative’ ffcyeh** ology 10,1930*p*28S.

<2)fry<wv»P *C *Studies in In d iv id u al » iff# reo ce» in Bute A b ility ' 111 th e Cosmmity o f Function Between two

%mm

A bilitie»*«Journal

f - lf ; i 9 3 l* e .tB h n to ro o r« ila ti« * o f Stew*

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m m 1 8

ml*

o re p o rt c o rre la tio n s ranging f*©» ~*22 to *19 w ith a $»«*§•*

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fh e result© o f fo ttH in and Stone %

study9

published

in

IS M , a re given in f&bl# i l l * th e authors used 100 famal© and 168 m ale'.albino ra te * ta b le 112

in

a rep ro d u ctio n o f t h e ir ta b le e n title d * In te ro o rre la tlo rn o f t o t a l E rro r Scores from th e Six le a rn in g S itu atio n s* *

ta b le I I I

In terio rr© la tio n a o f t o t a l Error, Score* from th e S ix le a rn in g Brcfeleas*

ism

—

— n s n —

§0* vs*J§*.t

$

i # $

YBBg—

8#8ttlV i* 8 8 *028*22*9Sf * * 6 2 i* 0 ti* 4 U # 0 8 * «**0S-.00 *~*X9*#08 a*Bb*n * . n *0s s # x e * e s t ♦ * *m -*M * **01**06 t ^ i s ^ o e 4 * m « » 1*60 *<NKt e*28« t $ 1 #09-♦OS* *00^*06 6*1/0* #*66 *080# 8*89# # $ « t *S2t*0A 6*Et0 «*98 *066#88*82t t t « «

A ll o f th e above in te ro o rre la tio n s a re n o t corrected* th e sysr*

b o l# and eorreapoM ing t e s t s a re as follow s t w m » t b d if io d % rdeo 8H91* Modified harden Haas* rev ersed p a tte rn s SI**?!* E levated lfas©i SBL*G# E levated Ifcae C rev ersed } | LB# M ultiple L ight Me** oriiainaticm Apparatus j ELD* P%XtlpXe L ight O lee rird a atio ii Apparatus

(rev ersed )* fa b le I I I show* f a i r ly high c o rre la tio n s fo r eaoh o f 1die sms© problew # a good c o rre la tio n between Mi© two lig h t H *» crim in atio n probles*# but low c o rre la tio n s between mas© and lig h t d iso rla d n atlo zu

fbm *

result© atm In agreement w ith Mb© r e s u lts as ehewn in fa b le II* fosdX in and Stone ooaoltide th a t th e ir stu d y ’’confirm© Mi© result© o f previous stu d ies* c le a rly suggests th a t

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lig h t d isc rim in a tio n and th e mas©

mmmm

d if fe re n t le a rn in g functions"*

Y S j^ o S n ia p ^ o fc lS ^

mmmm*

o f Learning A b ility in th e Albino Sat# Journal o f

Com*

p a r a tlw Psychology If-IS * rX984*

(17)

Bags IS

Jfc an utt^sapt to stsaEStiplSB th is iBBts^lsl 0 0 sQttuseiii

motor learning* «e fin d th a t. s i* o f th© in v e s tig a to rs {Hunter$ Pavia and' Telman§ H ilesf fs^oof

Comzkm*

E&Bem*?

<m

I Stoneg and f o s llin and Stone) obtained aQrrsls&io&s ranging from *66 to *80 for- the trafions»-«i«s te s t* # ®agg* H unter, and Randolph* and Bashley fo«M c o rre la tio n # ranging from *11 to ••5 8 fo r

tmm

te s ta * Thus th e isa jo rity o f th e stu d ie s would In d icat# th a t

tm m

i0

m

g en eral

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a b i li t y fo r ra ts * Tit© s tu d ie s o f W illiam s#

tbHiwwr* Ccsialxs»* Stoma# .and fo s d lin and Stone* p o in t o u t th a t th e re Is no s ig n ific a n t re la tio n s h ip behueen lig h t d isc rim in a tio n a b il» t 1% and satis# a b ility * , A te n ta tiv e conclusion suggested by t

m m

e ta d isc I#' t h a t -thsro.'ara in d ic a tio n s o f a g en eral m se le&rMng a b ility * b u t u to n lig h t dlscrliaiE atloB * p la tfo m box and me©

sco res a re c o rre la te d * th e re i e

m&dmm

o f s p e c ific motor learn in g a b i l i t i e s to subtninm su b jects*

-% ta r n n ex t to th o se stu d ie s

m hm m

su b je c ts which have Included both motor and v erab l problems in th© experim ental w ork. Flvo elg n iflo M rt eferiio* by tho foUowlag men.

**P p l* ^ ,**

1

(2) (8) W

( s i

G a rre tt iGun&laob « ‘S a il * and Shelburne * t r i l l be *#•».. viewed b rie fly *

( I J «2K'il!n,l |B®3GCSGpSi3^,T'B^i^5r,,TE5mISB^^

Wnpublished tte te r ^ s fh#»to*6olleg# o f lilllis ® and iaw|r*lS87»y«ld* (£)G«r*#tt*8*V**3!ltt % lati$m ahip o f T esta o f {Senary and te a m in g to

Bach Other and to G eneral In te llig e n c e In a Highly S elected M u lt Group* dfeumal o f Q u e stio n a l Psychology 19*'

W

S8*p*601*61&* (SiGuadlaoh-i^alpfe* The B ffecte o f P ra c tic e on th e C o rrelatio n s ©f

i s & ^ S ‘S9S* •

^ ; W p m l g l l a l Be*!#* 43* 1936* p*I?9*I96*

(18)

Page %?

Ttm

resu lt© o f % !#*# agperfaesxfc <1910} a re shown la fai>la XV# f i l e ’s yorpoae m e to determ ine f a t h e r Seam ing a b ility la ' co n stan t fo r d if fe re n t types of to& tsrlal and a ls o to d s ts ra ta s th e degree o f in te r r e la tio n between scores obtained on d if fe re n t lo a f in g frebleiss* He used fo u r learn in g jffb b ta a u s u b s titu tio n { d ig et^ y g b o l# ayatetledigat* and aSph&bet*»ysb©S)t nonsense #yl» la b e s i card so rtin g s saarblo so rtin g *

ta » 2 » XV#

S h e w in g X & t e r e o r r e l a t i opm

--- 8 --- * a?

“ rara- r *'ji1--- 3 5 “— _«'&>1 _{™ m,ir,1TL}

S« K o r a o n e e S y l l a b l e s . 5 9 m

3 . C a r d S o r t i n g # 2 6

4 . U u t o l e S o r t i n g

Cl}

Xa a n o th ir study which re fe rs to th o above study* Pylov ' g lvaff,;^^rage c o rre la tio n s* fa b le V i s a rep ro d u ctio n o f fcia ta b le *

fa b le V,

Showing th e Average O orro latio n o f Each o f fiv e types o f team in g w ith O ther % pes

"®*^S:ErS%iSM®ES?l^0SiS ^ m*rr^rrrfwn“, T ^■j'lnij'rmr-^'^nmjrmvnirriin

A lphabet S u b s titu tio n t #84?

Honamae S y llab les $: #441

Sard S o rtin g § *498

1bn»X# S o rtin g i .60S

Average o f A ll t *818

IJple re p o rts th a t a raw c o rre la tio n o f a l i t t l e asore th an *8

in d ic a te s a very high p o s it

%m

re la tio n s h ip between th e a h i litt e e

(19)

Pag# 16

r e t ir e d to learn th e d iffer en t type# o f sjaierial# lie state© fur-*

tfcer i n re fe re n c e to & g en eral learning: a b i l i t y , ni f th e dis«* turfeiog factor© could be e iiM r a te d , th e c o rre la tio n would be « n ity » .{1) Fyl# ia <*0 only i n s t i g a t o r *tw> wOtoa euoh an

m *

sumption* This assum ption w ill be discu ssed a t th e «M o f th e s e c tio n

m

t a » motor and v e rb a l leem ing*

( 2 )

G a rre tt in 1926-B6 aad* a study on e ig h t te s te o f

m m r$ md

learn in g * He need IS6 co lle g e m u# th e average age

Of th e group e a t I f «£* Five o f th e t e s t s which he used

m m

designed j^ ls ta rlly to-

mmwm

iwsed&at# * » « ry * Only eer* re la tio n s o f th re e te s te (le a rn in g t e s te )

hmm

tseea .recorded in ta b le Vf # thee© c o rre la tio n s e re t e l m

frtm

% f t tt* e ta b le 1 »

( 6 )

In te ro o rre la tio a s o f E ight Memory T este , Etc#

f a b l e n *

Shoelog Im te rco rrela tlo a a and n e lla b iX ity C o efficien t* l a Parentheses

m —

-1 #. " S b ro ^ te f^ a n ln a tfo n . ( #-10)tr r n ^ jg g .m , n

2# D ig it Syzi!boX C*ts) #261 #67

$* furki»-B ngli#h Vocabulary (*61) •S©

&* Cod© Learning , , . . r (*86)

I t iw lll be acted th a t th e only s ig n ific a n t c o rre la tio n i s #67 between th e diglt~ayaiboX t e a t and th e code le arn in g te a t# Cor**

Y ^ p y R ^ ' ^ E T ' f ^ '''l^ c b o t o g y :axif

forfe# Ino* 1928* p*222*

(20)

relation© fo r th e e ig h t

probtmm

range

firm

**«12 t© *89# ttam m r# G a rre tt draw© a te n ta tiv e conclusion th a t th e c o rre la tio n between

t t }

th e e ig h t problems show th a t th e re I s

m

sm all

msmry

le c to r present* Gandlaoh ' (1086)# m rM n g w ith 89 co lleg e stu d e n ts ©** th e e f f e c t o f p ra c tic e

on

th e c o rre la tio n s o f th re e r e n ta l te s ts * did n o t fin d th a t th e r e s u lts would In d ic a te th a t ”ln t« ro o rr© latio n s in crease w ith p ractice * due to a more accu rate tapping o f uX tiim te

W

ca p ac ity

or

g en eral a b ility * ’, Average eo rrel& tlo n s> fo r t r i a l s 6-XO and 21*28 a re found in fa b le VII*

ta b le VII*

Shoeing Average In te rc o rre la tlc n s fo r t r i a l s 6-10 and t r i a l s 21-28, R espectively . ■^ y --- g - ---, ^ : ^ r .,,„

---ts m B s r m a r

--- ---— ^

^ r : < j g ^ a r a nr —

2* C an cellatio n *89 and *4? 8% P u ltip H o a tim --- i f j — - --- :---:---

---B a ll (1858) ends an in v e s tig a tio n concerning th e in - te rc c rre la tio n a between fo u r learn in g probleiae * a s ln t

mm

hundred c o lle g e sophomore wesasn* th e age range o f th is group was f r « s

IB

y ears and seven months t o 19 y ears and f le e mouths* tb s ©or*

t T j S w r S ^ aEn5^''‘13sM^^

to baoh o th e r and to G eneral In te llig e n c e in a S elected M u lt Group#Journal o f M u catlo n al Psychology 19*1928* p.613 •

(2)Gundlaoh# Ralph* Th© E ffe c ts o f F ractio n on C o rrelatio n s o f

ftwm

Basntal T ests*Journal o f E ducational r*yohology 17.1926*p*S96* (S )lb ld * p.401*

(21)

Bag© m

**eletiens which he obtained a re found in fa b le ¥112*^

*A ble V III#

Shoving X ntoroorrelatione (C orrected) and Probable E rrors*

1* i^mofcbocrd k&s© #40±*O6 #$Qt*0? *S4i*08 i t Rational Learning #202*0? *18~*0¥

$* s ty lu s m i© *112*0?

4# Eensense S yllab les

B*&** la te rp re ta tlo K i o f th e se e m w la tte n a i s

m i&Mmm* *h\**

though th e r e s u lts o f th e p rese n t and previous s tu d ie s p o in t to a high degree o f s p e c if ic ity in learning* th e m i t e r b e lie v e s th a t

a general learning ab ility of soae inspt«*tsmoo night be dleoewsrsfe were w© able to control the differential Influence of wotimtion

fg%

and previous*

pem bim

in. th e le a rn in g attn atio B * *

th e resu lt© o f Shelburne work (ISS?) a t th e Sol* leg e o f W illiam and Hary w ith tve&ty*»alght co lleg e stu d e n ts i s

shown b elo w i n t a b le .IX#

fab le IX*

Shewing In te rc o rre la tlo a e f o r JVoblame l a le a rn in g (A rep ro d u ctio n !^ )) ®* 0# — S’, ---b;--- 87 i* ’SubaM 'iuifssr 2#

fimmblm

Bm

Honsana© i i i s r y 6-Alohabet ■■"""’^ r . T r ^ ’s r a r »7Qr»09 '.4 d * .l£ ' .6 * 8 ± .ie .S8±,M ..0 2 4 .1 8 . s i t . 17 . 692.M .: i gSf : 1 . ^ 4 . l | .8*4.16 Review 4S* 1936* p*X92*

(22)

ffcge 31

BhmWmrm omminSm from him

stu d y th a t wi t deea o a t appear th a t

■we can p resen t any avidenos

fo r

a g en eral fa o tu r th a t run® through

m

m il learning**# * ^Shem f a good evideneo to in d ic a te m group

fa c to r eh ieh runs through th e learn in g o f nonsense sy lla b le s* poetry*

I®)

and .

goneidarlttS th e se ata& iee me** group* t t m a la no de#» U n ite evidence l a su pport o f m g en eral lemmiJ&g a b ility # - las** wear* th e re to a su g g e stio n s!

mom

o f th e stu d ie s th a t th e m is a- group fa c to r

pmmmfa

in th e to&rMng o f o e r ta te feints o f te s ta #

mlmm

su g g ests th a t th e m i s u n ity

in

m ii lemming# th is * o f course# i s 4m assumption#

Bmh

an assum ption

mmm

t be issde cm a lie d to d nx&fcsr o f t e s t s in th e f ie ld o f lemming* M ac* him

work

i s

mm

o f the- f i r s t s tu d ie s

m

m te ro c m w latian s o f te s ta in human lamming, and Ixs m e n o t fo rtu n a te snoiagh to have Impsroired teofujiquss o f adradnistratloa* scoring* and a t a t l s t l o a l tastiiode a t h is d isp o sal* Goun&laoti su ggests thm p o s s ib ility o f a group

fa c to r p resen t in th e lam m ing o f

mm&mr

a e rie s and mnltlg&iefe&§£&* (fah l# VIX») O & rratt found a c o rre la tio n o f #.§f heteeem d ig it* symbol mod cod© la m in g # ( Table ¥1.#) Shaltoursa indicate® $ ab le 135$ th a t th e re is a group m o to r p resen t in th e le a rn in g o f non* seasa sy lla b le s* p o e tr y mad w m b o lary *

(23)

Page 30

problems a re ra th e r H a lte d * th e lit e r a tu r e re v e a ls th a t a t le a s t two im^or atudie© have te a s seSe*«*me r e la tin g to th e p resen t problem and th e o th e r d ir e c tly concerned w ith i t *

A a a s ta a l^ * .. I s a s tu d y .on iiEsediat©

m m ry

published in 10S0* found e c m ' ii& erestlxig re s u lts * She used 006 co lle g e stu d e n ts a® subject®* B ight mmsory to o ts were weeds p aired «e* co o latee (iror&»word* formHooiaiber# and- oolor^word) * d i g it

**mpm* rm.**

tfidaiiag ras& ere reco g n itio n of' geom etrical forwt# and nonsense sy lla b le s *

**&mm*m%**

eoncloded th a t th e re -1# ewMe&ee f o r th e presence o f a g en eral fo o te r in th e se te s te # I s a a e e w t study#

( 3 )

publlehed i s 1982* A nastaei found d is tin c tly d if fe re n t result© IToss h e r f i r s t study* in h er second ©tody she used fo u r

m m ay

to s ts f two . t e s t s o f fM o rto e l e x i l it y sod two te s t s o f v erb al a b i l i t y . (vcoalmXikry end sm lo g ie e )* fit© c o rre la tio n s fem & 'W pe low o r negative# She concluded th a t a g en eral isomcry ffcotop*n» soft in d ic a te d by h e r f i r s t study* does n e t run tro u g h , e l l ffe&Mt Of mesxjry* fh le conclusion o f teaediat© awmory i s i s harmony w ith meet o f th e lite ra te s © on m otor and v e rb a l S easslss* ,„.

®r* Of th e C ollege o f W illiam and l^ ry .h a e asS s th e aost, re c e n t stu d y

m tbo

p tb le m o f Ittte ro o rre la tio n s o f

learn in g scores* lb s r e s u lts which he obtained a r t c o n s is te n tly h ig h er th an th o se obtained i s any study th u s fa r* C ollege stu d e n ts

rfeyohology Wusfcer 1&§* I960* pp. 1*61.

{ 2 }tos,8 te a l » Ann* * F u rth er stu d io s on th e

Ummovy

F actor *Arehlv«s o f Psychology Bushes* 142# 1930* pp*l~60*

{3 Jnannsmn*B *11 * #& Ctn&y In V erbal L ssrning *Bsip»r Head Before th e .

A m m l

IJseting o f th e Eeuthem A sso ciatio n o f IhlloJsephy end

(24)

ffcge m

m m

used as subject® * Hi© follow ing v e rb a l problems were used* nonsense syllable© $ group of m eaningful words* ralay an vocabulary* prose (Idee©) and pros© (verbatim )* C o e ffic ien ts o f c o rre la tio n s

between these problems

mm

found to range from *86 to *?2* Ha©

result© of th is study suggest that th e re is a goners! verbal le arn in g a b i lity or c e rta in ly a group fa c to r p resen t in a l l o f th e above mentioned problems *

th e stu d io s on th e in te rre la tio n © o f measures o f learning* when considered from th e stand p o in t o f sis© o f cor* re la tio n # c o e ffic ie n ts * a re n o t in complete- agreement*

Bammt*

th is probably should n o t be s u rp ris in g because th e same method o f sco rin g was n o t used c o n s is te n tly and th e re has been a la ck o f s im ila rity In s t a t i s t i c a l treatm ent* In © pits o f th e se difference® * th e motor s tu d ie s seem to In d ic a te th a t motor le a n in g i s a p e a ifie i th e subhuman s tu d ie s p o in t to a g en eral mas© learn in g a b ility * b u t th e mass a b i l it y doe® n o t c o rre la te h ig h ly w ith performance on o th e r te s t s i th e s tu d ie s w ith in th e v erb al range p rese n t f a i r l y high c o rre la tio n s l» th e m ajo rity o f csss®* b u t g e n e ra lly low c o rre la tio n s a re given between motor and v erb al' le a rn in g problems*

(25)

ffeg© M

(26)

CI&FSG&t XI

(27)

Page 26

$US HSESBET STODIf

tiatn re o f th e le a rn in g

**Prtit&mm* Bmm**

problem© (fiv e w ater and two v e rb a l) were s e le c te d

fxom

a g re a t auaiber o f

le a rn in g problems* fh© i^obleaas a r e t c a n c e lla tio n s speed o f cmndpulatio&i nase#

mp

and b e l l i a i r r or~dr*srlng| nonsense eyl-** l* b les$ and prose (vefbati© }* Xfcea# were se le c te d on th e fol<* loving

tm&mt

problem which could bo scored e t o i l e r ly§ problem In which th e re could be s im ila r c r i t e r i a o f m aetsryi p ro b lem o f

wide v sn riab llity a s to ty p e , o r problm * s&loh overlapped l i t t l e o r none in. th e measuring o f th e oatne

pmtmmmm#

% ls I a a t c r ite r io n i t p a rtic u la rly s ig n ific a n t fo r th e p re se n t stu d y , be* cause i f reasonably high c o rre la tio n s

m m

found among th e

v ario u s te s ta * th e re would be

m

in d ic a tio n o f a gen eral learn in g a b ility * or* i f a c lu s te r o f

mmmmW®-

high c o rre la tio n s

m m

found* t h i s would be an in d ic a tio n o f a group fa c to r* I f low o r n eg ativ e c o rre la tio n s mare found* th e re would be an In d ic a tio n o f s p e c ific le a rn in g a b ilitie s *

th e c a n c e lla tio n to s t* a s to p ic motor t e s t , m s th e f i r s t adm inistered* th is t e s t c o n s ists .of a pros® paragraph which eon* ta in s 28 n fe and $8 i*« to be can celled a s qulokiy and a c c u ra te ly

(1 ) as p o ssib le*

th e epeed~of~nsm ipulaticai te a t c o n s is ts o f a board f if te e n Inches square w ith th ir ty - s i* h o les colored In

m

c e rta in IT J E H S S S ^ ^

(28)

order (black* white* green* end red) and th ir ty - s is

mrr&&ptm&tn&%$

colored stoppers* th is te s t requires th e subject* using ©bly

mm

hand* to m teh each hoi© w ith a proper *topper we rapidly as

possible# Since th ere are only thirty®©!* ©toppers* the eubjeot

torrect© hie erro rs

m

he proceeds*

the ms©

is «o

©l©mt#d wire lin g er sa t# ©©misting

of

'one

mmm

®tod pot 1 m y fro* beginning to end with, telw alleys*

fh ie te a t feqptM i ©ash subject to

msSm

two perfect store® in

susoossioii w ithin a oorfealo time

She eupHNsd«%*li te a t requires each subject to oak© two

<*)

perfect score© in aooceeaion w ithin a c e rta in tft&e lim it* ' In

order to

m$m

a p erfect score on a tr ia l* the subject w i t catch

the M il in th e

mp

too tin e s in auooeneloa*

Sh© a&rror-drawing M ot consists o f the drawing bos*

a mirror* ana edmographod copies o f a double star* th is t e s t

requires the subject to draw a

th ir d

©tar w ithin the' double s ta r

(S)

in

a t i

m

lim it

with no errors# In order to . nek© no errors*

th e subject a»t touch n eith er inside nor outside cu b ital o f the

doable star*

the nonsense M et ewoaiate o f te a nonsense sy llab les

to be learned perfectly* these

m m

exposed se ria lly * two- seconds

fo r each syllable* ^ ftc r th e te n were exposed* each subject was

glum a c e rta in t i r e U n it w ithin which to w rite them from memory*

t I T ,wT e e ^ a e i r !r ^ '^ ,lrt

---M

ib id *

(29)

IWg© 28

th e tim e l i s d t

.mm

.in creased a r b itr a r ily w ith each t r i a l * Bet#* sense sy llab les- have M an used frequem tly in s tu d ie s o f t h i s type# According to fy le* '^Senseuse sy lla b le s* p ro p erly co n stru cted end arranged* .furnish us w ith one o f th e b e s t m ens o f nwaswri&g le arn in g capacity*

« * *fhe

m a te ria l

bait

th e advantage th a t i t i s a b s o lu te ly

mm

to experience* _ 2hs a s so c ia tio n most be ©stab* lia h e i afe H0W©%^

th e prose t e s t c o n s is ts o f a seX ectlon o f f i f t y words in le n g th tak en from a h is to ry textbook w ith which th e su b je c ts were n o t fam iliar# th is t e s t re q u ire s th a t th e su b je c t repro* due© th® s e le c tio n p e rfe c tly tw ice in succession* tim e I s held co n stan t fo r each su b ject* b u t n ot on each t r i a l *

R e lia b ility o f th e Measures* ffee r e l i a b i l i t y c o e ffic ie n ts f o r th e to ta l tim e sco re on th e motor te s t s

m m

o b tained by

c o rre la tin g th e sum o f tb s sco res on th e odd. t r i a l s w ith th e sum o f M e sco res on M e

m m

t r i a l s * Since tie * a m h eld co n stan t on th e two v erb al te s ts # i t was necessary to c o rre la te th e sum o f th e e rro r sco res

m

Mo odd t r i a l s w ith M e a im t r i a l s * th e odd scores, were c o rre la te d w ith tit# oven sco res by th e

s m a rt* <S) rank—d iffo ro n o e formula*

I t would be expected th a t 'th e r e l i a b i l i t y c o e ffic ie n ts would be high sin e# each t r i a l was a re*»test o f th e previous tr i a l *

u y '

:*

mrmiok'

(30)

ia g e 99

According to Spearman# th e r e l i a b i l i t y c o e ffic ie n t i s th e woor~ ro ta tio n between th e anna o f sco res mad# on odd and even co t*

{1}

p arab le independent (n o n -Id e n tic a l) teats*** Bow ser# fo r th e purpose o f th e

gr$m nt

study* i t aaaaad th a t th e »o et s u it a b le and oonrentent seethed o f o b ta in in g th e r e l i a b i l i t y o f th e

tmmmm wm

by c o rre la tin g th e sraas o f th e odd sc o re r

(

8

)

w ith th e

emm

o f th e even sooree* th e odd euewS even sc o re s e e re c o rre la te d by Spearm n1* rm nk-dif fersn ae f o rs m la * ^ The r e l i a b i l i t y co efficien t© obtained a re

m

fe llo w st can ce llatio n *

*96# apesd o f w ^ipulatlom * *99# saare* *8?t cup and b a l l , *98# M rro r-d ra s to g , *96# nonsense, ,94# p ro se , *97*

She s u b je c ts » Ihen th e in v e s tig a tio n

mm

begun, fo rty -n in e high school p u p ils , sophomores* J u n io r, and s e n io rs , volunteered to a c t as s u b je c ts . An In te llig e n c e t e s t was given to t h i s group,, end th e tM rfcy -flu o pupil® » h S n g th e h ig h e st sco res e a rs s e le c te d a s su b jects* fM a gave a group c o n sistin g o f th ir te e n boys and tw enty-tw o g i r l s , ranging in ages from f if te e n y ears and no xson&hs to eig h teen y ears and e ig h t n in th s* The issdian was s ix te e n y ears and fiv e nontfce * Host o f 'th e s tu d ie s on

tmmm

le arn in g h ate d e a lt w ith a d u lt su b je c ts or su b je c ts o f a t le a s t eig h teen y e a rs o f ag e. Consequently# i t

mmm&

f i t t i n g 1Y J1'

le a rn in g s a l SetootloxittSha rsy ch o lo g ical B u lle tin 6$*1096«p«969« CS) Ibid* p*508*

(31)

m h m t

ly* the problems of learning at any one devBlopswntal level are

neither

m m

oil

and sysbeaatte psychology of tto gre*th of human

ffto In tolligettoo fo o t# looot^Eug to t t o r e su lts o f

tto

0ssmm&*!?©isaa foot© o f Mental A b ility* form a# ©tob o f tto thirty*fiv© s u b le t s i s a t le a s t o f average a b ilit y or abort average a b ility * $h© v a lid ity o f tfc©

llammn

mwmtrntimm

wm

re a lis e d th a t on© o f t t o ao at iaqportost facto r# th a t a ffo o ts t t o re la tio n # between le a rn in g porforaanoos la e s tiv a tio n * Before th e to * w s tlg a tio n an© begun* th e su b je c ts

m m

c a lle d to g eth er* t t o n atu re o f t t o study was explained* ©to an attem pt ©as ©ad® to in su re a fo o lin g o f ©as© and a d e s ire to do on©*# t o s t on ©aoh prcblasj* to a naans o f m o tiv atio n , i t m aimotmced th a t f if te e n point# would t o given ©ash su b je c t on on© f in a l exam ination i f to would do h is t o s t throughout t t o experim ents * t o attem pt

m s

(32)

Bag© $1

d istu rb e d by th o n o v elty o f being a su b je c t In an © xpefiaental s itu a tio n and to s e e th a t t t o s u b je c t

ms-

n o t discouraged by poor performance* At th e beginning o f each te a t t t o su b je c t was reminded and urged: to do hi® o r t o r to s t# Q uite fto ^ u en tly on** ooureglng rem arto were made between tr ia l s * Another sjettod used In e s ta b lis h in g ■ n atu rals# # #

in

t t o ea^parisantal s itu a tio n *&s to g iv e .p ra c tic e ' on pro b lem which were not included In an a c tu a l study* t t o w r ite r f e e ls th a t a high degree o f in te r e s t was aalnt& lned througtoiut t t o experim ents as was in d ic a te d b y t t o rem arks o f t t o s u b je c ts about t t o t e s t s and by th e apparent eagerness w ith which each began t t o te s te *

Pere«*praetloe o r Adjustm ent Period* Before any o f t t o se v e ra l te s ts wore given which to m toon d iscu ssed above* a c e rta in .-number o f t r i a l s o r p ra c tic e was given each s u b je c t on s im ila r te s te * fen t r i a l s war# given each su b je c t on a s h o rt c a n c e lla tio n te s t$ te n t r i a l s tsero given each su b je c t on a epead o f m anipulatioa boards f i r e t r i a l s , war# given on % sa Ag#osi<* p la te learn in g was req u ired fo r s i s im m ense s y lla b le s and *

s h o rt pros# passage o f th irty ~ th re # words* Ac was Eentloned above# th is seemed to to an e x c ellen t, naans o f b rin g in g about a fe e lin g o f ease o r n a tu ra ln e ss and t t o estab lish m en t o f th e

proper

em otional adjustm ent*

(33)

'tto-mg# n i

v?

isoior problem® u n til the leam ln g curve tax led to le v e l o ft# the verbal problem were given u n til each su bject could g iv e two

erro rless psrfoiwnaows#

\

S coring* - I t sssiosd more d e s ira b le to use th e ostfcod o f oomon p o in ts o f a a » tif^ * ^ ta In te rp re tin g , le arn in g a b i lity on thee# problems th an th e tr a d itio n a l peroentag# method o r th e m thod o f ab so lu te §stn* I f su b je c t A Improve#

imm

a s e e rs o f tM i% to a sc o re o f e ix tp (Scaring * c e rta in t o s t , according to th e percentage sasthod M e tmprovenont i s one hundred p er ce n t o f th e I n i t i a l score* I f s u b je c t

B ■$&

pew s# from a sco re o f tuent^r t o a sco re o f f if ty # h i# improvement I s one hundred and f i f t y p er cen t o f th e I n i t i a l score* According to th e percentage method# su b je c t B i s th e b e a t le a rn e rf however, i f th e

method o f ab so lu te g ain s la used# th e su b je c ts a re equal* *ffeo percentage method I t in v a lid because i t a g o m o th a t - th e a r b itr a r y te ro p o in t o f th e t e s t co in cid es sw eetly w ith th e

mb-CbI

so lu te eero point of th e a b ility being ftsnsidersd *

the

absolute gains method Is invalid because 1%. asssws# th a t the

a b ility o f subject A end 8 is equal a t the sta rt* the cossaoa

points o f mastery techniques method

a

# consist# o f selectin g seme

I n itia l point a t which, or w ithin-a U n ited rang# of which* a l l

the subjects achieve through a varied nug&er o f tr ia ls * learning

'thshw h s^ ^

Technique in Bu&an le a rn in g Experimentation* Psychological fierlew 48* 1836* p|h£88*886«

(34)

lag© SS

i s th en in te rp re te d In

term

o f th e

imwmmmnt

from th e i n i t i a l oossam p o in t t o th e f in a l

mmmm

point* X& t h i s in v e s tig a tio n sco rin g i s in to ru s o f t o t a l tis o * ?ablo X shows th e

oomsm

p o in ts f o r each problem and th e method o f scoring*

(35)

Bftg#

M

tm u

x*

Cconoa {feintc and Method o f SecHug For Each o f tto® % m lfeefel«8ai

fretolei* « ... F e in t* ...%HCwB«S0^Ci

t ' Fm a i

®wmxm'

"' «

* F e in t . ... « . S o o rto i... "' # 'Iit t r i a l oa which ’

*

*S

''8 ® ^ * !# ™ ' t fl $ t r i a l s o f 60 to 66 « cseconds (In c lu siv e ) t iw ith no so re th an fo u r len m sitt . . . §

f e t a l time--tr , r, ■

^ ig ^ S k

'

{seconds to etu aiv e*

"fin s’ o f

I

oo^A S f' m ' s

1

? t r ie ls to su ccessio n « te f 68 to 40 seconds « t in c lu siv e # i T o tal f in s race f 1 s t t r i a l on which esoh cob je o t used * between i0 and fO ■[seconds in c lu s iv e . ' tod o f 2 c o rre c t * * tria l© to su ccessio n * io f '66 to 00 seconds *in c lu siv e # . f e t a l

flm

'tUsfe w ■

'm ’wmm

a each su b je c t used

Cup

end 3*11

tfwtm&m

60 end 60 eseconds in c lu siv e * i m o r ’te c c o rre c t * i t r i a l s to su ccessio n « ic f 18 to

BQ

seconds * «in c lu siv e * . . . .i t o t a l fto e ESrror vlsh t r i a l

on

which » each s u b je c t used i between 95 end 106 teeeonde in clu siv e*

J l s t toSSWbi W Ie l o f *

*60 to f0 seconds. #

t In clu siv e# t

5 . . .*

T otal fin e

S

%

t o ta l f

im

(36)

(37)

Fag# 0 0

(38)

tog© m

o m p fm i n * T

BB

RESULTS

Am

has been in d ic a te d b efo re in th ie study# m il te a ts

m m

scored in t u r n o f t o t a l tin© th a t was req u ired by tb s s u b je c t to pro g ress from an i n i t i a l eemsBoa p o in t to- a f in a l cgjkdoii p o in t o f m astery* Thu® th e sm a lle st sco re o f each o f to© le a rn in g teat© i s considered th e boat# t o i l # to # la rg e s t sco re on to o In te llig e n c e t o s t to to # beat* Th# raw sco re on each problem , to© raw ©core on to # in te llig e n c e t o s t mod th e ago o f each s u b je c t, sera given in Table XI* Each flg u ;• re present© to© t o ta l number o f m inutes req u ired by each su b je c t to reach to # given c r ite r io n on each problem*

Table X II give# th e rank o f each stu d e n t on to e in - te lllg e n o # t o s t and on each problems «»g*» su b je c t

m a im

1 ranked f i r s t an to© Sem on-Eelson T e s t, and fifte e n th * tw enty- n in th # te n th * th ird * f i f t h * fourth* fluid second on th e c a m e l-

la tic n # speed o f m anipulation* mate# cup and b a ll* m irro r- draw ing, nonsense sy lla b le s* and prose to s t* resp e ctiv e ly *

Table X III g iv es to # rank

m

th e motor problems* th© motor rank* th e average fo r th e rank stan d in g on th e v erb al te s ts * th # v e rb a l rank# to # average stan d in g on a l l

th©

problem *

end to # f in a l rank on a l l to # problems# S ubject

(39)

Bage $6

stan d in g

o f

12*4

m

motor

rank o f seven* made an average stan d in g o f 8*0 on to#

v e rb a l problems* th ereb y making a v e rb a l rank o f one* and made an average on a l l th e problems o f 0*71* tto re b y o b tain in g th® f i n a l ran d o f two* Column fo u r was o btained by averaging th® ran k o f each stu d e n t a® found In coluam fo u r torcnigh e ig h t o f fab le, XII* Column f iv e

wm

m tw m

fo u r. Column s ix was ob ta in e d by averaging th e rank o f each s u b je c t in column* s in e

and te n o f fa b le XI1* Column seven was obtained frets six * Coltsm e ig h t i s to o average made by o&oh su b je c t on a l l seven problem * Column nine* to e f in a l rank column* was obtained fro® column eig h t*

Table XXV g ives to e in te rc o rre la tlo a s *

%mm

c o r- .

(

1

)

r e la tio n s were obtained by th e ffearson Sfeoduet-Sbsasat Lfettod* fa b le XV shows th e c o rre la tio n * co rre c te d fo r " a tte n u a tio n ”

f Z )

and th e probable e r r o r , fo r each c o rre la tio n * The raw co r re la tio n # were co rrected fo r " a tte n u a tio n ” by th e Speannm

(05

forvmX&i.

I t i s im portant to not# th a t, 'th is ta b le stows r e la

m m

and m irror-draw ing

to u g h to n -f& m in Co* 1937* pp*501~S03,

(40)

Hige m

to s t* low

or mgo&iv®

c o rre la tio n s between th e motor problem end to e v erb al problems* and a f a ir ly high c o rre la tio n be* tween t t o two v erb al problem#*

fa b le JCIX. g iv es t t o eevswlatlOB o f in te llig e n c e w ith each o f t t o le arn in g problem * w ith to e rank stan d in g on t t o motor problems* w ith t t o ran k whaadiwg on t t o v erb al problem * end w ith t t o f in a l rank on a l l problem®* E&ch c o rre la tio n wee obtained by t t o Spearman Bank-Dlfferei^s© Method artI t t o r e - s u itin g p (c o rre la tio n ) wet changed to Eoareon*# o o rre sfo to in g

r (a o rre la tlo n )* I t i t in te re s tin g to to te th a t t o e h ig h e st c o rre la tio n s w ith in te llig e n c e were o b tained between to e two v erb al p ro b lem 'w h ile th e re a re very lew co m p le tio n s between each o f to # motor t e s t s and In te llig e n c e * Also# to® h ig h e st ran k stan d in g c o rre la tio n i s w ith to e v e rb a l problem s#'

%

mmm

o f to e Spearman B aak-M ffcrenoe Ketood# ran k stan d in g on t t o motor p ro b lem was c o rre la te d w ith t t o rank stan d in g on to # v e rb a l problem # th© c o rre la tio n ob ta in e d m s *6$£*1X#

'13 ’K ycK ^

(41)

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