Journal of Applied Psychology

Cowdery, K. M.

doi: 10.1037/h0071110pmid: N/A

Two problems in connection with the task of selecting trade training for boys are considered: (1) The minimum necessary level of intelligence for successful learning of the activities and coördinations involved in the various trades, and (2) the relative value of different levels of intelligence above the minimum. The I. Q., the age of a boy at the time of assignment to trade work and his mental age were obtained from the records of a school and a bureau of juvenile research. The coefficients of correlation between the Trade Averages and the Intelligence Quotients, chronological ages and mental ages are presented. A detailed account of each trade is also presented. By considering the relation of trade learning records and the mental levels of those taking training in various occupations, the trades may be classified into three divisions on the basis of the nature of the relationship found to exist, as follows: The positive type, in which a positive coefficient is found interpreted to mean that the expected degree and occurrence of success is directly dependent on the position of the mental level of the boy on the scale of intelligence ratings; the neutral type, in which a negligible relationship is found; the negative type, in which the relationship is the reverse of the positive and indicates that the work is more adapted to those of lower levels of intelligence. General intelligence, another factor, influences trade success during the learning stages in different degrees, depending on the trade and the conditions of instruction. In no group is the degree of success wholly dependent upon intelligence. In a few trades and occupational groups statistical treatment of data indicates that general intelligence is practically negligible. From Psych Bulletin 20:09:00982.

Garth, T. R.

doi: 10.1037/h0071004pmid: N/A

A group of Indians composed of mixed and full bloods showed a tendency to more successfully resist the onset of mental fatigue than did the whites or negroes. The questions then arose: Do full bloods fall away in this performance less than mixed bloods? Do mixed bloods fall away less than whites? The full blood Indians of Forest and Plain groups resist the onset of fatigue more successfully than the mixed bloods whose blood is of the same Indian stock. The mixed blood performance is more like the white performance than that of the full bloods. As introspectionists the full blood Indians are more inclined to acknowledge fatigue than the mixed bloods. This indicates a willingness to put forth effort in larger degree than was found in the mixed bloods. From Psych Bulletin 20:11:01116.

Chapman, J. C.

doi: 10.1037/h0076011pmid: N/A

The author points out the injustice which may be done to an individual by too great reliance upon the neutralizing effect of chance in a True-False examination. In a fifty-item examination a student answered fourteen, thirteen being right, and said that was his limit of knowledge. He was urged to guess at the others, and after doing so his score was zero. A discussion of the work of Kohs and McCall follows, with illustrations. From Psych Bulletin 20:09:00983.

Baker, H. J.

doi: 10.1037/h0074644pmid: N/A

The purpose of the investigation was to discover to what extent a useful diagnosis of mental constitution can be effected by means of mental tests. Fifty subjects were given twenty-six tests at four sittings. Among the conclusions drawn are: Tests specially designed to measure "general intelligence" are of paramount value in the measurement of all-round mental ability. There is a dearth of reliable norms on mental tests. From Psych Bulletin 20:09:00984.

Arlitt, A. H.

doi: 10.1037/h0073971pmid: N/A

An attempt was made to determine the median I. Q. of all ages of negroes to show to what extent the inferiority of negroes is dependent on age. One hundred eighty negro children were tested in New Orleans and 63 in Philadelphia. Of the 243 children 129 were boys and 114 girls. Fifty-four were five and six years old (28 boys, 26 girls), 50 seven years old (25 boys, 25 girls), 49 nine years old (25 boys, 24 girls), 40 between ten and fifteen (26 boys, 14 girls). As to social status 33.7 per cent were very inferior, 58 per cent were of inferior, 6.5 per cent were of average, and 1.6 per cent of very superior social status. The Stanford revision of the Binet tests was used. The median I. Q. for negro children decreases with increasing age from age five to ages ten to fifteen combined. At five and six negroes are superior to whites of the same social status. All ages beyond six, negroes are inferior to whites, and this inferiority increases with increasing age. The conclusions are based on the group tested, which is relatively small. From Psych Bulletin 20:09:00987.

Hull, C. L.

doi: 10.1037/h0071512pmid: N/A

A method of obtaining Pearson's r from ranks is to convert the series of ranks into an array of scores on a convenient linear scale, the linear scores then to be used in the computation of r in the ordinary way. In translating the ranks into linear units, it is assumed that the ability in question is distributed according to the Gaussian law. With Sheppard's table one can determine the per cent of cases falling between the various successive points on the scale. From Psych Bulletin 20:09:00842.

Viteles, M. S.

doi: 10.1037/h0071457pmid: N/A

The purpose of the study was to determine the variability in performance of the members of a selected, homogeneous group in a number of accepted tests of general intelligence and to measure the relationship between success in each of these tests and school grades, the measures of academic success. The tests used were the Otis General Intelligence, the Army Alpha, and the Morgan Mental tests. The subjects were students (men) in the junior and senior classes of the Wharton School of Finance and Commerce of the University of Pennsylvania. An analysis of the results shows that there is less variability in the performance of the individuals of a selected group with the Army Alpha and the Otis test than between Alpha and the Morgan test. The discrepancy in the results of individual members of the group on the different tests of "General Intelligence" leads to the conclusion that the mental ability measured by each of these tests is not the same. The comparison of test results with academic records indicates that none of these three tests can be used to predict the academic standing in the Wharton School. An examination of an unselected group of applicants for entrance might reveal the potential failures. The problem raised is that of determining which of these three tests measures what we call General Intelligence. From Psych Bulletin 20:09:00981.

Johnson, O. J.

doi: 10.1037/h0071070pmid: N/A

A survey of the literature on group tests for young children is given. The author has worked out a non-verbal intelligence examination for primary pupils. It consists of an oral directions test, designs, substitution, pictorial completion and pictorial identities. The reliability of the tests, intercorrelations, and correlation with scholarship are discussed. Tentative standards obtained from scores in St. Paul, Minn., are given. From Psych Bulletin 20:09:00985.

Porter, James P.; Book, William F.

doi: 10.1037/h0067853pmid: N/A

Reviews the book, The problem of proof by Albert S. Osborn (1922). Osborn--whose "questioned documents" is the classic volume on the handling of disputed writing with the aid of modern instruments and in the light of scientific analysis--in this new book considers the manner in which facts should be collected in preparation for a trial in which identification of handwriting or typewriting is concerned and how the evidence obtained should be presented. Trial lawyers, handwriting experts, and judges should read the book with care. Much practical and very valuable advice is given as to how to obtain writing standards with which to compare disputed material, how writing exhibits should be handled and filed and how shown in court.

Porter, James P.; Book, William F.

doi: 10.1037/h0064037pmid: N/A

Reviews the book, Fundamental reading habits by Guy Thomas Buswell . The purpose of this study is to detect the fundamental reading habits of children and to compare them with the mature reading habits of adults. The assumption of the author is that by knowing what the child's early reading habits are to begin with, and what the mature habits of good readers are as an end product, we shall be better able to direct the child toward the desired goal of efficient reading. By knowing the route and the individual difficulties to be met the teacher is enabled to adapt the plan to the need.