Journal of Applied Psychology

Tinker, M. A.; Paterson, D. G.

doi: 10.1037/h0073699pmid: N/A

Forms A and B of the Chapman-Cook Speed of Reading Test were given in 3 type forms––all capitals, roman lower case, italics––to 640 subjects. Comparisons were made between the speed of reading the all capitals vs. the lower case text and the italics vs. the lower case text. The ABBA method of sequence was used for each form of the text and each style of type. A difference of 13.4% was shown in favor of lower case vs. capitals; 2.8% in favor of lower case vs. italics.

Lehman, H. C.; Witty, P. A.

doi: 10.1037/h0075877pmid: N/A

The Lehman Play Quiz was used on groups of subnormal (I.Q. of 93 or less), normal (I.Q. of 94-106), and relatively superior (I.Q. 107-163) children. The children were asked to indicate the play activities in which they had engaged during the previous week, the 3 activities they liked best, the one to which most time was given, and those in which they had engaged alone. The bright children were less interested than the dull children in motor, religious, and social activities; the dull were less interested than the bright in those activities which required reading and in those which require a sense of humor.

Ruch, G. M.; Charles, J. W.

doi: 10.1037/h0075108pmid: N/A

An examination of 100 questions based on the text of Woodworth's Psychology was given in five different forms: the recall or completion test, the five-response, the three-response, and the true-false. The reliability of each form of test was ascertained with uncorrected and corrected scores, as was also the reliability as determined by Brown's formula for tests of twice the length. The recall test did not show as high a reliability as the three- and five-response tests. The exact time for each student on each test was noted; the totals and averages for the groups in each test were obtained. Almost twice as many items per unit of time were answered by the true-false as by the recall.

Woodrow, H.; Bemmels, V.

doi: 10.1037/h0075315pmid: N/A

An overstatement test, composed of an "assertion" test and an "execution" test, was given to 271 children in third-grade classes. The data secured were the children's overstatement scores (secured by dividing total number of subject's assertions by total number of successes in execution test; average correlation with M.A. + 0.29, with C.A. as a whole, + 0.03); teachers' character rankings (average reliability coefficient + 0.69; average correlation with M.A. + 0.25, with school achievement, + .0.37); validity coefficients (average, + 0.50––with M.A. constant, + 0.48; with achievement constant, + 0.44). The Brown-Spearman reliability coefficient for the test was + 0.71. The average correlation between achievement and M. A. was + 0.40, between achievement and overstatement, + 0.39.

Fenton, N.

doi: 10.1037/h0070990pmid: N/A

A questionnaire was given to the students and faculty of a teachers' college at the beginning of the practice for the public presentation of a pageant. The questionnaire asked for information in regard to class time lost, courses interfered with, amount of personal time taken, the effect of the pageant on school morale, the educational and cultural values of the pageant, the light thrown on the problem of organization and direction of such school exercises. The average loss of class time by students was 8.7 hours. The courses interfered with were chiefly those which had something to contribute to the pageant. The students gave their time after school, evenings, or week ends. During the pageant practice school morale was low; after it was over, it was high. The cultural and educational values listed varied from dancing and musical training to training in observing the organization features of such a program. Recommendations for future organization indicated that (1) "the process of preparation should be accorded at least as much weight as the resulting performance," (2) the students should be given an opportunity to take part in the organizing end of the production, the faculty to correlate the work of the pageant with the curriculum, (3) work on the pageant should not be compulsory on the part of either students or faculty. A suggested plan for the possible organization of a pageant is given in diagram form. The questionnaire is given in full.

Broom, M. E.

doi: 10.1037/h0071903pmid: N/A

The Moss Social Intelligence Test and Thorndike Intelligence Examination were given to 258 students in the San Diego State Teachers' College. The coefficient of correlation for the two tests was 0.560±0.029; after correction for attenuation, 0.644. The coefficient of alienation was 0.828.

Beik, A. K.

doi: 10.1037/h0074583pmid: N/A

Information was secured before the admission of pupils to Milne High School as to their rate of progress during elementary school, with a view to determining whether it was related to success in high school, especially during the first year. It was found that a record of normal progress in the elementary school promised more in the way of high school success than retardation, but less than acceleration. The author gives suggestions concerning the use which might be made of progress records.

Asher, E. J.

doi: 10.1037/h0075884pmid: N/A

112 high school seniors of Austin, Texas, were given an association test to determine the relative familiarity of retail stores. A comparison made between relative familiarity and newspaper advertising expenditure showed that advertising was the most important single factor determining the familiarity.

Porter, James P.; Book, William F.

doi: 10.1037/h0067694pmid: N/A

Reviews the book, Statistical Methods for Students in Education by Karl J. Holzinger (1928). It is the reviewer's opinion that Professor Holzinger's book is in many respects the best book which has yet appeared in its field. It is scholarly and sufficiently thorough to meet the demands of students of psychology and education. It is an excellent contribution to the field. The organization of the book is good. After dealing with the collection, classification, and graphic representation of data, a brief account of logarithms is introduced. Then follows a chapter on errors in calculation and measurement. Subsequent chapters are devoted to averages, measures of dispersion, percentiles, correlation, the binomial theorem, the normal curve, sampling and response errors, partial and multiple correlation, and a number of miscellaneous topics. The reviewer commends most heartily the inclusion of the chapter on logarithms as a means of reducing arithmetical labor and increasing the probability of accurate results.

Porter, James P.; Book, William F.

doi: 10.1037/h0069233pmid: N/A

Reviews the book, The Lure of Superiority by Wayland F. Vaughn (1928). This book is a psychological study of inferiority and its possible compensations. The approach while not entirely psychoanalytic makes use of certain concepts similar to those used in psychoanalysis. Originally presented as a Ph.D. thesis at Harvard University this study has been rewritten for the lay reader. The author shows in a most engaging manner how men and women in the face of apparently insuperable obstacles succeed in impressing their names on the roll of immortals. Labor movements, feminists, the Jews, and a number of prominent individuals are studied in detail to make evident how handicapped groups and afflicted persons seek to work out their particular compensations. Individual chapters are devoted to psychological analyses of Schopenhauer and Lincoln.