Mathematical vs. scientific significanceBoring, Edwin G.
doi: 10.1037/h0074554pmid: N/A
Differentiates between mathematical and scientific methods. The differences between scientific intuition and mathematical results have been attributed to the fact that scientific generalization is broader than mathematical description. While scientific methods deal with samples which are representative of the total whole, the mathematical methods measure the differences between the particular samples observed. Science begins with description but ends in generalization. Mathematical measures are too high and may need to be discounted in arriving at a scientific conclusion.
LearningGleason, Josephine
doi: 10.1037/h0072549pmid: N/A
Nine studies, published from the year 1918 to 1919, on learning Nonsense Syllables (NSS) have been reviewed. Pechstein experimented on the field of learning verbatim the use of the various whole and part methods, applied to the maze problem. Reed discussed the relation of association aids to various aspects of learning. Froeberg found a difference of 12 per cent in the percentages of right responses in favor of simultaneous presentation. Pyle observed transfer and interference of training. Some experiments also studied the effects of practice of type writing and translating more passages.
Memory and thoughtRuediger, W. C.
doi: 10.1037/h0073041pmid: N/A
Reviews various studies on memory and thought. The studies on memory pertain to time relations and quality in the recall of simple visual images, immediate and delayed recall, word association, forgetting, issue of one memory or forms of memory, and relation of memory to the appreciation of beauty. The studies on thought include work on logic, the biological foundations of belief, metaphysical discussions, and analysis of the thinking process.
Review of 'Some Questions of Phonetic Theory'Franz, Sheperd I.
doi: 10.1037/h0069170pmid: N/A
Reviews the book, Some Questions of Phonetic Theory by W. Perrett . The reviewer regrets that he has not had access to the previously published chapters of this work. The chapter under review is an argument against the theory of resonance as advanced by Helmholtz. After a brief consideration of the historical antecedents of the Helmholtz theory, the author proceeds to discuss various data from acoustics and phonetics which point to the conclusion that the movements of the internal ear are dead beat in their character. The author's discussion, though seemingly well informed, is marred by flippancy of style and the frequent introduction of "smart" terms of speech. The effectiveness of the argument is thus, seriously impaired by an egregious trifling.
Review of 'Theorie der Konsonanz und Dissonanz. (Schriften zur Anpassungstheorie des Empfindungsvorganges. 2 Heft.)'Franz, Sheperd I.
doi: 10.1037/h0066533pmid: N/A
Reviews the book, Theorie der Konsonanz und Dissonanz (Schriften zur Anpassungstheorie des Empfindungsvorganges. 2 Heft) by J. Pikler (1919). In place of the excitation theory of sensation, the author advances a theory of adjustment, in accordance with which the apprehension of sensation involves a relational activity on the part of the mind. In the phenomena of consonance, the author traces the effects of an adjustive attitude which is but an expression of the general principle of self-preservation. With this principle as a foundation he proceeds to distinguish sharply the method of apprehension on an arithmetic basis from apprehension on a geometric basis; the latter possessing the natural significance which endows musical consonance with its peculiar effectiveness, since it consists in measuring all tones with reference to a fundamental.
Review of 'The Psychology of Musical Talent'Franz, Sheperd I.
doi: 10.1037/h0068491pmid: N/A
Reviews the book, The Psychology of Musical Talent by C. E. Seashore . The author's purpose in this volume is to promote the vocational and avocational guidance of musical talent. It will be granted that the end is praiseworthy. The debate lies in the degree with which this purpose has been fulfilled. It is unsatisfactory to find that questions disputed in the literature are passed over dogmatically, unless such treatment can be justified by the popular nature of the presentation. There is conspicuous difficulty with the systematic significance of the capacities listed as elementary. A capacity is elemental when it "does not vary with training, intelligence, or age after the child is intelligent enough to observe." Not all the capacities which we are told are elemental can qualify under this definition; the sense of time, for instance, varies with intelligence.
Review of 'Filosofien I. Norden'Franz, Sheperd I.
doi: 10.1037/h0068010pmid: N/A
Reviews the book, Filosofien I. Norden by Anathon Aall (1919). In this work, the scientific world is offered for the first time a comprehensive and valuable critical history of "new thought and mental science," in the four countries of the North: Sweden, Denmark, Finland and Norway. With the interest of the scientific North now turning westward as never before, due consideration will speedily come to the great and inspiring work being done in America. Considering the vastness of the field covered, through constant illuminating reference to Western Europe at large, the author's work marks a source book for psychologists, philosophers, educators, scholars in literature and art, and others, who desire to get a scholarly view over the Scandinavian field, written by a man who for a lifetime not only has himself given original contributions to psychology and philosophy, but who also has for decades expounded the progress of Scandinavian science through representative European periodicals. No doubt an English translation of the author's work would be heartily welcomed by a vast majority of Anglo-Saxon scholars.
Review of 'A Study of the Mental Life of the Child'Franz, Sheperd I.
doi: 10.1037/h0065037pmid: N/A
Reviews the book, A Study of the Mental Life of the Child by H. Von Hug-Hellmuth . This book is interesting and in many ways suggestive to students in child psychology. The book is more a philosophical discourse than one which has to do with psychology proper. Child psychology is some decades old; several centuries hence an encyclopedic work like the one the author has attempted may be written. With behavioristic, psychophysical, introspective, and other methods, psychoanalysis may, by laying bare the individual child, become of great service, but then it must turn from speculations like the author's into minute experiments and controlled observations. The German original of the book is not given, so the translation can not be judged. Is it good form that the names of the translators head the pages, instead of that of the original author?
Review of 'The Psychology and Pedagogy of Anger'Franz, Sheperd I.
doi: 10.1037/h0064499pmid: N/A
Reviews the monograph, The Psychology and Pedagogy of Anger by R. F. Richardson . This is a study of the conditions, course and consequences of anger as they appear to introspection. Twelve persons, ten of them graduate students of psychology at Clark University, reported daily to the author from notes during a period of three months or more the cases arising in their own experience. Their findings and the author's comments, together with certain pedagogical applications, make up the volume.