CHAPTER XII. Conclusion

CONCLUSION

The leading problems of vocational psychology we have seen to be three in number: First, how may the individual achieve the most adequate knowledge of his own peculiar mental and instinctive constitution, his equipment of capacities, tendencies, interests and aptitudes, and the ways in which he compares, in these respects, with his fellows? Second, how may the individual acquire information concerning the general or special traits required for successful participation in the various vocations, in order to select a line of activity for which he is constitutionally adapted? Third, how may the employer determine the relative desirability, fitness and promise of those who may offer themselves as his associates and assistants, or for minor positions in his employ? Obviously, if vocational psychology were in its maturity, rather than in its infancy, these various questions would resolve themselves into a single problem. The traits required in the various types of work would be fully known and specified, so that both the choice of the individual and the selection by the employer would proceed directly, once the individual's characteristics were known.

From this goal we are very far, but by no means hopelessly, removed. As we have seen in the preceding chapters, the line of attack is being advanced very unevenly at its various points. It is indeed characteristic of any new branch of science that it does not advance symmetrically and at a uniform rate, but moves ahead, now in this direction, now in that, so that the line of complete development is some distance behind the outposts of exploration. So in the case of vocational psychology we may draw a rough line which shall represent the main region of advance, and may indicate the various points where the line lags behind or goes conspicuously forward.

The main line of advance has left far behind it the magical ritual of primitive thought, the medieval search for significant omens and clairvoyant signs, the pseudo-scientific faith in the structural characteristics elaborated in physiognomy and phrenology, and has taken its stand firmly at the point where emphasis is laid on the objective study of the individual's behavior. Educationally this position shows itself in the abandonment of the purely disciplinary ideal of abstract training, and the substitution of training in specific forms of conduct, exercise, and occupation, accompanied by concrete experience with industrial opportunities, rewards, and satisfactions. From the more strictly psychological point of view the position shows itself in the experimental application of mental tests. In the measurement of the more strictly intellectual capacities, the line has shown a very decided advance since the beginning of the present century. The available intelligence scales make possible the diagnosis of intellectual defect, normality or precocity in units of considerable reliability, in the case of pre-adolescents. This step in itself is sufficient to put educational, industrial and social enterprise deeply in debt to the new science of experimental psychology.

But this by no means constitutes the only point of marked advance. Thanks to the elaboration of more complex and more diversified tests, and the gradual accumulation of norms, it is now possible to make mental measurements in the case of individuals considerably beyond the age of adolescence. By means of such methods, degrees of sensitivity, dexterity, accuracy, speed, comprehension, docility, discrimination, ingenuity, information, observation, and numerous other general aspects of mental alertness may be recognized. Comparison of such measures, in the case of adult workers with actual success in the field of their activity, tends constantly to show high degrees of positive correlation. The fact that the correlations are not perfect raises numerous problems, the solution of which is now being attempted.

The evidence now at hand suggests that the incomplete correlation comes, in part at least, from the fact that some of the tests of momentary achievement do not fully represent the ultimate capacities of the individuals measured. At this point the line is relatively slow in advancing. The obstacles encountered consist partly in our incomplete information concerning which of the tests at once reveal final capacity and which do not. This information must necessarily come slowly because of the difficulties involved in securing the cooperation of subjects who will submit to the prolonged series of measurements which such investigations involve. Such data as are available, while inadequate to constitute proof, suggest very strongly that those tests which are now in most common use correlate closely with each other when the limit of practice is reached in all of them. If subsequent work confirms this suggestion, the determination of the factor of general intelligence may proceed on either of two bases. Either we may use a very few trials of tests in which such trials may be found to indicate ultimate capacity, or we may use a small number of tests, but continue the measures until the limits of practice are reached.

But there is probably another factor in part responsible for the incompleteness of the correlations between test records and direct measures of vocational success. This is the fact that characteristics other than general intelligence play a conspicuous part in daily life. The interests, the incentives, the emotions, and the equipment of instinct and habit, which show themselves in such traits as curiosity, competition, honesty, loyalty, promptness, patience, the play impulse, etc., do not count for nothing in vocational activity. Moreover, it is quite likely that, in addition to the common fund of intelligence, each individual possesses in his or her own degree, certain more specialized capacities and aptitudes, for the complete measurement of which the available tests are inadequate. The graded "product scales," however, represent a definite step toward the measurement of many of these specific capacities.

Another difficulty encountered at this point is the fact that such direct measures of vocational success as have been utilized in these comparisons are in themselves subject to very large error. Only in recent years, and as a result of the emphasis of the human factor in industry, has it come to be the common practice to secure adequate records of the work of the individual as contrasted with the work of the gang. Even today such records are available in accurate form for only the simpler operations, in which standardized conditions of work can be maintained. The relative success of salesmen, for example, is not fairly measured in terms of the amounts of their sales, the number of prospects interviewed, or the frequency with which the assigned tasks are accomplished, unless the local trade conditions of the respective territories are fully taken into account. Inasmuch as such errors of measurement tend to reduce the apparent correlation between the traits measured, it is extremely probable that the psychological tests are even more significant than their present results indicate. Refinement of the tests must be accompanied by more accurate and precise measurement of the actual working efficiency of individuals in the industrial field, if the results of the one are ever to represent the amount of the other. In this as in many other respects, the development of vocational tests depends as much upon the active and intelligent cooperation of industrial concerns as it does upon the enthusiasm and diligence of the psychological investigators.

From the point of view of the employer, the incompleteness of the correlation between tests and direct measures is of little concern. Even a very small positive correlation affords him a degree of guidance in the selection of his workers that was far from forthcoming under the haphazard methods of employment that have been traditional. But from the point of view of the individual who is seeking guidance, or who is accepted or rejected on the basis of his performance in psychological tests, any correlation which is imperfect may lead to occasional injustice and misdirection.

The diagnosis of the instinctive and attitudinal characteristics and the recognition of the more specialized aptitudes constitute two points at which the line of advance is relatively slow. It is at these points that the psychographic methods find their task. As we have already seen in detail, the methods of the individual and the vocational psychograph are still in the stage of empirical procedure. In this stage of their development nearly any effort to amplify or apply them is certain to contribute results of positive value. The recent studies that have contributed most notably toward the further development of the psychographic technique have been in the form of the specialized vocational tests and methods. Such studies, in addition to yielding results of immediate applicability in the description and analysis of the special tasks at which they are directed, also constitute positive progress towards the more elaborate psychographic pictures of individuals and of tasks.

Meanwhile groups of further problems have been definitely organized, and preliminary steps taken toward their solution. The formulation of systematic guides to self-analysis and introspection and the study of the reliability to be placed in the individual's estimates of his own characteristics are making definite and interesting progress. The examination of the time-honored "recommendation" and the estimates of associates and friends, and the investigation of the accuracy of such judgments as are based on these testimonials, on letters of application, on the school records, etc., have already thrown long-desired illumination on several aspects of vocational psychology. The effort to base the vocational endeavors of women on the data of exact inquiry, rather than on the maintenance of primitive taboos and domestic and literary traditions, has played its own valuable part in one of the most vital economic adjustments of our age.

The very fact that a systematic presentation of the problems and methods of vocational psychology is possible signifies an enormous advance beyond the very recent stage in which all vocations were mysteries, all choices a serious form of gambling, and all employment confessedly a matter of impressionistic prejudice. To those who become familiar not only with the program of this new branch of applied science, but as well with the outstanding definite and positive contributions which that program has already yielded, the words of a constructive pioneer in this branch of scientific inquiry seem to be already becoming a statement of fact, rather than the mere expression of a hope. "The nineteenth century witnessed an extraordinary increase in our knowledge of the material world, and in our power to make it subservient to our ends; the twentieth century will probably witness a corresponding increase in our knowledge of human nature, and in our power to use it for our welfare."

APPENDIX

CLASSIFIED BIBLIOGRAPHY FOR VOCATIONAL PSYCHOLOGY

1. MOTIVES OF VOCATIONAL PSYCHOLOGY

Bloomfield, M.: The Vocational Guidance of Youth

---- Readings in Vocational Guidance

Davis, J. B.: Moral and Vocational Guidance Hollingworth, H. L.: Vocational Psychology

Muensterberg, H.: Psychology and Industrial Efficiency

Parsons, F.: Choosing a Vocation

Puffer, J. A.: Vocational Guidance

Thorndike, E. L.: "Educational Diagnosis," Science, Jan. 24 1913

2. THE METHODS OF INDUSTRIAL EDUCATION

Bonser, F. G.: Fundamental Values in Industrial Education

Bonser and Russell: Industrial Education

Hanus, P.: Beginnings in Industrial Education

Righter and Leonard: Educational Surveys and Vocational Guidance

Weeks, R. M.: The People's School; a Study in Vocational Training

3. PSEUDO-PSYCHOLOGICAL METHODS

Those interested in the historical features of vocational psychology will find innumerable books and monographs on magic, clairvoyance, astrology, chiromancy, palmistry, phrenology, physiognomics, character-analysis, etc. All of these have only historical interest. See also an interesting survey of the development and motives of these systems, by Prof. Joseph Jastrow, in Popular Science Monthly, June, 1915

4. HISTORY OF PSYCHOLOGICAL TESTS

Cattell and Farrand: "Physical and Mental Measurements of the Students of Columbia University," Psychological Review, Nov., 1896

Stern, W.: Die Differentielle Psychologie

---- The Psychological Methods of Testing Intelligence

Thorndike, E. L.: Educational Psychology, Vol. III

Whipple, G. M.: Manual of Mental and Physical Tests

Whitley, M. T.: Tests for Individual Differences

Wissler, C.: "Correlation of Mental and Physical Tests," Psychological Review Monograph Supplement, No. 16, 1901

5. GRADED INTELLIGENCE TESTS AND PRODUCT SCALES

Binet and Simon: A Method of Measuring the Development of Intelligence of Young Children

Hillegas, M. B.: "Scale for Measurement of Quality in English Composition by Young People," Teachers College Record, Sept., 1912

Pyle, W. H.: The Examination of School Children

Sylvester, R. H.: "The Form Board," Psychological Review Monograph Supplement, No. 65, 1913

Thorndike, E. L.: "Handwriting," Teachers College Record, March, 1910

Thorndike, E. L.: "Measurement of Achievement in Drawing," Teachers College Record, Nov., 1913

Trabue, M. R.: A Graded Series of Completion Tests, School and Society, April 10, 1915

----"Completion-test Language Scales." Contribution to Education, Teachers College, Columbia University, No. 77, 1916

Whipple, G. M.: Manual of Mental and Physical Tests

Yerkes and Bridges: Point Scale for Measurement of Intelligence

6. THE INDIVIDUAL PSYCHOGRAPH

Hollingworth, H. L.: "Review of Toulouse," Psychological Bulletin, Nov., 1912

Stern, W.: Die Differentielle Psychologie

Toulouse, E.: Henri Poincare

7. THE VOCATIONAL PSYCHOGRAPH

Muensterberg, H.: Vocation and Learning

Parsons, F.: Choosing a Vocation

Schneider, H.: "Selecting Young Men for Particular Jobs," Bulletin 7, National Association of Corporation Schools

Seashore, C. E.: "The Measurement of a Singer," Science, Feb. 9, 1912

Seashore, C. E.: Psychology in Daily Life

Trade Educational League Bulletins, Boston

8. SPECIALIZED VOCATIONAL TESTS AND METHODS

Ayres, L.: "Psychological Tests in Vocational Guidance," Journal of Educational Psychology, April, 1913

Hollingworth, H. L.: "Specialized Vocational Tests and Methods," School and Society, June 26, 1915

Lahy, J. M.: "Les conditions psychophysiologiques de l'aptitude au travail dactylographique," Journal de Physiology, 1913

Lough, W. H.: "Experimental Psychology and Vocational Guidance," Proceedings Second Conference on Vocational Education

McComas, H. C.: "Some Tests for Efficiency of Telephone Operators," Journal of Philosophy, Psychology and Scientific Methods

Muensterberg, H.: Psychology and Industrial Efficiency

---- Business Psychology

Scott, W. D.: "The Scientific Selection of Salesmen," Advertising and Selling, October, 1915

Taylor, F. A.: Scientific Management

Woolley and Fischer: "Mental and Physical Measurements of Working Children," Psychological Review Monthly Supplement, No. 77

9. SELF-ANALYSIS OF THE INDIVIDUAL

Cattell, J. McK.: "Homo Scientificus Americanus," Science, XVII

Davenport, C. B.: "The Trait Book," Eugenics Record Office

Partridge, S. E.: An Outline for Individual Study

Parsons, F.: Choosing a Vocation

Thorndike, E. L.: The Original Nature of Man

---- "Professor Cattell's Relation to the Study of Individual Differences." In Psychological Researches of J. McKeen Cattell, Archives of Psychology, 30

Wells, F. L.: "The Systematic Observation of the Personality," Psychological Review, July, 1914

Yerkes and LaRue: Outline for a Study of the Self

10. THE JUDGMENT OF ASSOCIATES

Cattell, J. McK.: "Homo Scientificus Americanus," Science, XVII

Cogan, Lucy G., Conklin, Agnes M., and Hollingworth, H. L.: "Self-Analysis, Estimates of Associates, and Psychological Tests," School and Society, Vol. II, 1915

Norsworthy, N.: "On the Validity of Judgments of Character," Essays in Honor of William James

Simpson, B. R.: "Reliability of Estimates of General Intelligence, with Applications to Appointments to Positions," Journal of Educational Psychology, April, 1915

11. THE SCHOOL CURRICULUM AS A VOCATIONAL TEST

Dearborn, W. F.: "The Relative Standing of Pupils in the High School and in the University," Bull. 312, Univ. of Wisconsin, 1909

Jones, A. L.: "The Value of College Entrance Examinations," Educational Review, Sept., 1914

Kelley, T. L.: Educational Guidance

Lowell, A. L.: "College Studies and the Professional School," Harvard Graduates' Magazine, Dec., 1910; Educational Review, Oct., 1911

Miles, W. R.: "Comparison of Elementary and High School Grades," Iowa Studies in Education, I, 1

Nicholson, F. W.: "Success in College and in After Life," School and Society, Aug. 14, 1915

Smith, F. O.: "A Rational Basis for Determining Fitness for College Entrance," University of Iowa Studies in Education, N. S., 51, Dec., 1912

Thorndike, E. L.: "Educational Diagnosis," Science, Jan. 24, 1913

---- "The Future of the College Entrance Examination Board," Educational Review, May, 1906. Also Science, Vol. 23, p. 289

---- "The Permanence of Interests and Their Relation to Abilities," Popular Science Monthly, Nov., 1912

12. THE DETERMINANTS OF VOCATIONAL APTITUDE, AND THE VOCATIONAL APTITUDES OF WOMEN

Castle, Cora Sutton: "A Statistical Study of Eminent Women," Archives of Psychology, No. 27, August, 1913

Hollingworth, Leta S.: "An Economic Study of Feeble-minded Women," Medical Record, June 6, 1914

---- Functional Periodicity, Teachers College Studies, No. 69, 1914

---- "Variability as Related to Sex Differences in Achievement," American Journal of Sociology, Jan., 1914

Jastrow, J.: Character and Temperament

Montague, Helen, and Hollingworth, L. S.: "The Comparative Variability of the Sexes at Birth," American Journal of Sociology, Oct., 1914

Muensterberg, H.: Vocation and Learning

---- Psychology and Industrial Efficiency

Pearson, K.: "Variation in Man and Woman," in "Chances of Death," 1897

Schneider, H.: "Selecting Young Men for Particular Jobs," Bulletin 7, National Association of Corporation Schools

---- "The Problem of Selecting the Right Job," National Association of Corporation Schools, Bulletin June 9, 1915

Thompson, Helen B.: The Mental Traits of Sex

Thorndike, E. L.: Educational Psychology, Part III, 1914

Wells, F. L.: "The Principle of Mental Tests," Science, Aug. 22, 1913

Woolley, Helen: "Sex Differences in Mental Traits," Psychological Bulletin, Oct., 1914

13. THEORY AND PRINCIPLE OF MENTAL TESTS AS APPLIED IN VOCATIONAL ANALYSIS

Brown, W.: Habit Interference, University of California Publication in Psychology, I, 4

Hollingworth, H. L.: "Correlation of Abilities as Affected by Practice," Journal of Educational Psychology, Jan., 1912

---- "Individual Differences Before, During and After Practice," Psychological Review, Jan., 1914

Stern, W.: Die Differentielle Psychologie

Thorndike, E. L.: "Educational Diagnosis," Science, Jan. 24, 1913

---- Mental and Social Measurements

Wells, F. L.: "The Principle of Mental Tests," Science, Aug. 22, 1913

Wells, F. L.: "Systematic Observation of the Personality," Psychological Review, July, 1914

Whipple, G. M.: Manual of Mental and Physical Tests

Whitley, M. T.: Tests for Individual Differences

TESTS, BLANKS, STANDARDS, FORMS

EARLY COLUMBIA TESTS

LABORATORY OF PSYCHOLOGY OF COLUMBIA UNIVERSITY PHYSICAL AND MENTAL TESTS

On the back of this sheet will be found the record of the student to whom it is sent, together with the results obtained with about 250 college freshmen. The individual student may thus see how certain of his physical and mental traits compare with those of other students. Some of the records are given in percentages: Thus, in the case of eyesight, if the student has a record of 44 cm. or under he is among the third or fourth having the worst eyesight and should consult an oculist. Others of the records are given in averages, and the student can readily see whether he is above or below the average. After the average is given a number in parenthesis which is the probable error. If the record of an individual departs from the average by less than this quantity he belongs to the half of the students who are medium or normal. Thus in the case of the reaction-time, if a student has a time more than 0.019 sec. below 0.159 sec. he is among the quarter of the students who are the quickest.

In several of the tests, especially sensation-areas, force of movement, perception of pitch, of size and of time, and memory for size, the number of trials is not sufficient to establish certainly the place of the student among the others.

Tests such as these are of importance for science. They teach us the normal type of individual and the normal variation from this type. They show us how different classes in the community differ, and on what conditions of heredity, education, etc., these differences depend. They show us how physical and mental traits are interrelated, how they alter with growth, and on what conditions development depends. The tests should be of interest to the individual as they show how he compares with his fellows, indicating defects and special aptitudes, and if repeated later in the college course or in after life the comparison may prove of great value. This record should be compared with the measurements taken in the gymnasium.

EARLY COLUMBIA TESTS

Record of ________________________________________________________

Together with the averages and percentages of about 250 students.

* * * * * ---------------------------------------------------------------------- Head: { length, 19.4 cm. (0.43) |_____________ { breadth, 15.3 cm. (0.38) |____________ Vision: Right eye, 72 cm. and over, 15%; 61 to 52 cm., | 52%; 44 cm. and under, 33% |____________ Vision: Left eye, 72 cm. and over, 16%; 61 to 52 cm., | 60%; 44 cm., and under, 24% |____________ Color vision: Normal, 94.5%; defective, 4%; blind, 1.5%|____________ Preference for color: Blue, 42%; red, 22%; violet, 19%;| yellow, 2%; green, 7%; white, 3%,; none, 5% |____________ Hearing: Right ear, abnormal, 3% |____________ " Left ear, abnormal, 2% |____________ Perception of pitch: Error less than 1/10 tone, 10%; | 1/10 to one tone, 53%; more than one tone, 37% |____________ Sensation areas: Correct 4 or 5 times, 63%; 3, 2, 1 or | 0 times, 37% |____________ Force of movement: Error, 1.44 cm. (0.51) |____________ Sensitiveness to Pain: Right hand, 5.9 kg. (2.4) |____________ " " Left " 5.6 kg. (2.2) |____________ Strength: Right hand, 36.3 kg. (4.9) |____________ " Left " 33.5 kg. (4.7) |____________ Fatigue: Work done 284.3 kg |____________ " Amount of fatigue, 65% (27) |____________ Reaction-time: 0.159 sec. (0.019) |____________ Marking 100 letters: 100 sec. (12) |____________ Naming 100 colors: 85 sec. (14) |____________ Making 100 movements: 34 sec. (4) |____________ 100 accurate movements: {time, 49 sec. (47) |____________ {av. error, 0.8 mm. (0.3) |____________ Perception of size: Error, 2.4 mm. (2.0) |____________ Perception of time: " |____________ Memory: Numerals, heard, 7.6 (0.4) |____________ " " seen, 6.9 (0.5) |____________ " logical, 44.5% (11) |____________ " retrospective, error, 4.5 mm. (2.6) |____________ Association time, 55.4 sec. (22.9) |____________ Association of opposites |____________ Imagery: Visualization, distinct, 83% |____________ " Auditory, distinct, 23% |_____________

NORMS AND STANDARDS

The following tables illustrate the principle of norms and standards for mental and physical characteristics. In these cases various traits or measures of performance have been recorded on large numbers of children at each age from six years to eighteen years. The figures under a given age column indicate what should be expected from the average or normal person of that age, in the trait in question. If the individual is precisely "at age" in all the traits measured, all his records will fall in the vertical column under the figure indicating age. Deviation above or below the average will be indicated by position above or below this column. For description of the tests and instructions for their administration the reader should consult the references given on pages 275-282.

PSYCHOPHYSICAL NORMS

Physical

-------------------------------------------------------------------------------- | Year Trait |---------------------------------------------------------------- | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 ---------------+----+----+----+----+----+----+----+----+----+----+----+----+---- Height (cm) | | | | | | | | | | | | | Boys | 111| 116| 121| 126| 131| 135| 140| 146| 152| 158| 164| 168| 171 Girls | 110| 115| 120| 125| 130| 135| 141| 148| 154| 157| 158| 159| 159 Weight (kg) | | | | | | | | | | | | | Boys | 20| 22| 24| 26| 29| 31| 34| 38| 43| 48| 53| 57| 61 Girls | 19| 21| 23| 25| 28| 31| 34| 39| 44| 48| 51| 52| 53 Skull L. (mm) | | | | | | | | | | | | | Boys | 177| 179| 180| 181| 182| 183| 183| 184| 187| 188| 191| 191| 192 Girls | 172| 174| 175| 176| 177| 180| 180| 181| 183| 184| 184| 185| 186 Skull W (mm) | | | | | | | | | | | | | Boys |142 | 142| 143| 144| 144| 145| 145| 147| 147| 148| 149| 150| 151 Girls |139 | 140| 140| 141| 142| 142| 143| 144| 145| 146| 146| 146| 147 Vital Capacity | | | | | | | | | | | | | (cc) Boys |1023|1168|1316|1469|1603|1732|1883|2108|2395|2697|3120|3483|3655 " Girls | 950|1061|1165|1286|1409|1526|1664|1827|2014|2168|2266|2319|2343 Tapping | | | | | | | | | | | | | (Right Hand) | | | | | | | | | | | | | (30 sec.) | | | | | | | | | | | | | B | ...| ...| 147| 151| 161| 169| 170| 184| 184| 191| 196| 196| 197 G | ...| ...| 146| 149| 157| 169| 169| 178| 181| 181| 184| 188| 193 Grip (kg) | | | | | | | | | | | | | Right, Boys | 9| 11| 12| 14| 17| 19| 21| 24| 28| 33| 39| 45| 49 " Girls | 8| 10| 11| 13| 15| 17| 19| 22| 25| 27| 29| 30| 30 Pain Limen (kg)| | | | | | | | | | | | | Boys | 1.3| 1.4| 1.7| 1.7| 1.7| 2.0| 2.0| 2.1| 2.1| 2.4| 2.7| 2.8| 2.9 Girls | 1.2| 0.9| 1.2| 1.4| 1.5| 1.6| 1.5| 1.7| 1.8| 1.8| 1.9| 1.9| 1.8 --------------------------------------------------------------------------------

Mental Tests

------------------------------------------------------------------------------ | Year Trait |---------------------------------------------------------------- | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 -------------+----+----+----+----+----+----+----+----+----+----+----+----+---- School Grade | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | # Form Board | | | | | | | | | | | | | (sec.) | 27 | 23 | 21 | 19 | 17 | 15 | 14 | 13 | 12 | 12 | # | # | # Knox Cube | | | | | | | | | | | | | (lines) | 4 | 5 | 5 | 5 | 6 | 6 | 6 | 6 | 7 | 7 | 8 | # | # Memory, Span .| | | | | | | | | | | | | Aud. Dig. | 4 | 5 | 5 | 5 | 6 | 6 | 6 | 6 | 6 | 6 | 6 | 7 | 7 Memory, | | | | | | | | | | | | | Concrete Words| # | # | 31 | 32 | 36 | 37 | 38 | 39 | 42 | 42 | 43 | 43 | 50 Abstract Words| # | # | 22 | 25 | 29 | 31 | 32 | 34 | 37 | 37 | 40 | 40 | 40 Pictures | 5.3| 6.1| 6.0| 7.3| 7.5| 7.5| 8.4| 9.2|10.0| # | # | # | # Logical Memory| | | | | | | | | | | | | (Items of 67)| | | | | | | | | | | | | Boys | # | # | 24 | 29 | 30 | 33 | 35 | 37 | 36 | 37 | 34 | 35 | 37 Girls | # | # | 29 | 31 | 34 | 36 | 38 | 39 | 39 | 39 | 37 | 37 | 38 Visual Range, | | | | | | | | | | | | | under special| | | | | | | | | | | | | conditions | ...| ...| 4 | ...| ...| 13 | ...| ...| 18 | ...| ...| 27 | Cancellation | | | | | | | | | | | | | (A) (In 2 | | | | | | | | | | | | | minutes) | 18 | 21 | 25 | 33 | 35 | 41 | 41 | # | # | # | # | # | # Size-Weight | | | | | | | | | | | | | Suggestion | | | | | | | | | | | | | (gr) | 42 | 45 | 48 | 50 | 44 | 40 | 40 | 38 | 35 | 35 | 34 | 27 | # Association, | | | | | | | | | | | | | Percent Common| 55 | 62 | 68 | 75 | 73 | 82 | 84 | 81 | 84 | 79 | 86 | # | # Word Building | | | | | | | | | | | | | (5 min.) | | | | | | | | | | | | | a-e-i-r-l-p | # | # | 7 | 8 | 9 | 11 | 12 | 14 | 14 | 16 | 16 | 17 | 18 Substitution | # | # | 12 | 15 | 17 | 18 | 21 | 23 | 24 | 26 | 26 | 27 | 28 Words in 3min.| # | # | 23 | 29 | 31 | 35 | 35 | 36 | 36 | 40 | 41 | 42 | 48 Part-Whole | | | | | | | | | | | | | (1 min.) | # | # | 5 | 6 | 7 | 9 | 10 | 11 | 12 | 14 | 16 | 16 | 19 Opposites | | | | | | | | | | | | | (1 min.) | # | # | 8 | 8 | 9 | 11 | 13 | 15 | 16 | 17 | 19 | 19 | 23 Fable | | | | | | | | | | | | | Interpretation| # | # | # | 38 | 45 | 53 | 55 | 70 | 73 | # | # | # | # Vocabulary, | | | | | | | | | | | | | Per cent of | | | | | | | | | | | | | 18000 | 12 | 14 | 18 | 23 | 26 | 30 | 36 | 42 | # | # | 54 | # | 72 ------------------------------------------------------------------------------

Spelling Ability Special Scales, Ayres, Buckingham. Arithmetic Ability Special Norms, Courtis, Woody, Starch. Language Ability Special Graded Scales, Trabue. Composition Ability Special Scale, Hillegas. Handwriting Ability Special Scales, Thorndike, Ayres, Starch. General Mental Age Standardized Intelligence Scales, Binet, Yerkes, etc.

GRADED SCALES

A ROUGHLY GRADED TEST FOR CHILDREN WHO ARE LESS THAN THREE YEARS OLD

Normal Course of Development

(After Preyer, Church, Peterson and Paton)

1st Week--Sensitive to light, reaction to touch, evidences of audition, sensibility to taste. 2nd Week--Notices candle, facial reaction suggesting pleasure. 3rd Week--Tears. 4th Week--Smiles and vowel sounds. 1st Month--Taste, smell, touch, sight, hearing. Sleeps two hours at a time, 16 hrs. out of 24. 2nd Month--Occasional strabismus, recognizes human voice, turns head toward sound, pleased with music and with human faces. Laughs at tickling. Clasps with four fingers by 8th week. First consonants. 3rd Month--Cries with joy at sight of mother or father. Eyelids not completely raised when child looks up. Knows sound of watch at 9th week. Listens with attention. 4th Month--Eye movements perfect. Sees objects move toward eye. Joy at seeing itself in mirror. Opposes thumb. Head held up permanently. Sits up with support to back. Begins to imitate. 5th Month--Discriminates strangers. Pleasures of crumpling and tearing papers, pulling hair, or ringing bell. Sleeps 10 or 11 hrs. without food. Consonants l and k. Seizes and carries objects to mouth. 6th and 7th Month--Raises self to sitting posture. Laughs. Raises and drops arms when pleasure is great. Teeth begin to appear. Astonishment shown by open mouth and eyes. Turns head as sign of refusal. 8th and 9th Months--Stands on feet without support. Claps hands for joy. Has fear of dogs. Turns over when laid face down. Turns head to light when asked where it is. Questions understood before child can speak. Voice more modulated. 10th, 11th, 12th Months--First attempts at walking. Sitting has become a habit. Stands without support. Whispering begins. Pushes chair. Obeys command, "Give the hand." 13th, 14th, 15th Months--Says "Papa" and "Mama." Raises itself by chair. Imitates coughing, and swinging of arms. Walks without support. Understands ten words. 16th, 17th, 18th, 19th Months--Sleeps 10 hrs. at a time. Associates words with objects and movements. Blows horn, strikes with hand or foot, waters flowers, tries to wash hands, to comb and brush hair, to execute the other imitative movements. 20th to 24th Months--Marks with pencil and paper. Executes orders with surprising accuracy. 25th to 30th Months--Distinguishes colors. Makes sentences of several words. Begins to climb and jump and to ask questions. 30th to 40th Months--Goes up stairs without help. Clauses formed. Words distinctly spoken. Influence of dialect appears. Much questioning. Beyond 40th Month--See Binet-Simon and other tests and norms.

TRABUE LANGUAGE SCALE C(1)

Write only one word on each blank Seven minutes time allowed

Name _________________ 1. The sky ---- blue. 2. Men ---- older than boys. 3. Good boys ---- kind ---- their sisters. 4. The girl fell and ---- her head. 5. The ---- rises ---- the morning and ---- at night. 6. The boy who ---- hard ---- do well. 7. Men ---- more ---- to do heavy work ---- women. 8. The sun is so ---- that one can not ---- ---- ---- directly ---- causing great discomfort to the eyes. 9. The knowledge of ---- ---- use fire is ---- of ---- important things known by ---- but unknown ---- animals. 10. One ought to ---- great care to ---- the right ---- of ----, for one who ---- bad habits ---- it ---- to get away from them.

TRABUE LANGUAGE SCALE K(2)

Write only one word on each blank Five minutes time allowed

Name ______ ________

1. The boy will ---- his hand if ---- plays with fire. 2. Hot weather comes in the ---- and ---- weather ---- the winter. 3. The poor little ---- has ---- nothing to ----; he is hungry. 4. Very few people ---- how to spend time and ---- to the best advantage. 5. One ---- not, as a ----, ---- attention ---- uninteresting things. 6. To eat ---- one is ---- is a ---- pleasure. 7. ---- they ---- us ---- not, nature's ---- are ---- and unchangeable.

RECORD BLANK FOR

NAME BORN ADMITTED ====================================================================== III

1 Points to nose, eyes, mouth. 2 Repeats "It rains. I am hungry." 3 Repeats 7 2. 4 Sees in Picture 1. 5. 2. 6. 3. 7. 4. 8. ---------------------------------------------------------------------- IV

1 Knows sex, boy or girl. (girl or boy.) 2 Recognizes key, knife, penny. 3 Repeats 7 4 8. 4 Compares lines. ---------------------------------------------------------------------- V

1 Compares 3 and 12 grams. 6 and 15 grams. 2 Copies square. (Draw on back of this sheet.) 3 Repeats, "His name is John. He is a very good boy." 4 Counts four pennies. 5 "Patience." ---------------------------------------------------------------------- VI

1 Morning or afternoon. (afternoon or morning.) 2 Defines fork horse table mama chair 3 Puts key on chair; shuts door; brings box. 4 Shows R Hand. L. Ear. 5 Chooses prettier? 1 & 2. 4 & 3. 5 & 6. ---------------------------------------------------------------------- VII

1 Counts 13 pennies. 2 Describes Pictures. (See III 4.) 3 Sees picture lacks eyes, nose, mouth, arms. 4 Can copy diamond. (over.) 5 Recognises red, blue, green, yellow. (Time 6".) ---------------------------------------------------------------------- VIII

1 Compares (Time 20") Butterfly Wood Paper Fly Glass Cloth 2 Counts backward 20-1. (Time 20".) 3 Repeats days. M. T. W. T. F. S. S. (Time 10".) 4 Counts stamps. 111222. (Time 10".) 5 Repeats 4 7 3 9 5. ---------------------------------------------------------------------- IX

1 Makes change 20c-4c. 2 Definitions. (See VI 2.) 3 Knows date. 4 Months. J. F. M. A. M. J. J. A. S. O. N. D. (Time 15".) 5 Arranges weights. (2 correct.) (1 min. each.) 1. 2. 3.1 ---------------------------------------------------------------------- X

1 Money 1c. 5c. 10c. 25c. 50c. $1. $2. $5. $10. 2 Draws design from memory. (show 10 seconds.) 3 Repeats 8 5 4 7 2 6. 2 7 4 6 8 1. 9 4 1 7 3 8. 4 Comprehends. (1st Series time 20") (2nd Series time 20") (2 out of 3) (3 out of 5) a. (Missed train.) a. (Late to School.) b. (Struck by playmate, etc.) b. (Important affair.) c. (Broken something.) c. (Forgive easier.) d. (Asked opinion.) e. (Actions vs. words.) 5 Sentence: New York, Money, River. (Time 1'.) ---------------------------------------------------------------------- XI

1 Sees absurdity. (3 out of 5.) (Time 2'.) a. Unfortunate painter. d. R. R. accident. b. Three brothers. e. Suicide. c. Locked in room. 2 Sentence: New York, Money, River. (See X 5.) 3 Give sixty words in three minutes. (Record on back.) 4 Rhymes (Time 1' each.) (3 rhymes with each word.) day mill spring 5 Puts dissected sentences together. (Time 1' each.) a. b. c. ---------------------------------------------------------------------- XII

2 Repeats 2 9 6 4 3 7 5. 9 2 8 5 1 6 4. 1 3 9 5 8 4 7. Defines Charity Justice Goodness. 3 Repeats, "I saw in the street a pretty little dog. He had curly brown hair, short legs and a long tail." 4 Resists suggestion (Lines). 1. 2. 3. 4. 5. 6. 5 Problems: (a) Hanging from limb. (b) Neighbor's visitors. ---------------------------------------------------------------------- XV

1 Interprets picture. 2 Change clock hands. 6.20 = 2.56 = 3 Code. COME QUICKLY. 4 Opposites. 1 good 3 quick 5 big 7 white 9 happy 2 outside 4 tall 6 loud 8 light 10 false

ADULT

1 Cutting paper. 2 Reversed triangle. 3 Gives differences of abstract words. 4 Difference between president of a republic and a king. 5 Gives sense of a selection read.

SUGGESTIONS TOWARD A VOCATIONAL PSYCHOGRAPH

List of Measurements on a Singer

(Prepared by C. E. Seashore, University of Iowa)

I--SENSORY A--PITCH 1--Discrimination at a, 435 vd. 2--Survey of register of discrimination. 3--Tonal range, (a) Upper, (b) Lower. 4--Timbre--discrimination. 5--Consonance and Dissonance. B--INTENSITY 1--Sensibility 2--Discrimination C--TIME discrimination for short intervals

II--MOTOR A--PITCH 1--Striking a note 2--Varying a tone 3--Singing intervals 4--Sustaining a tone 5--Registers 6--Timbre a--purity b--richness c--mellowness d--clearness e--flexibility 7--Plasticity; curves of learning B--INTENSITY 1--Natural strength and volume of the voice. 2--Voluntary control. C--TIME 1--Motor ability 2--Transition and attack 3--Singing in time 4--Singing in rhythm

III--ASSOCIATIONAL A--IMAGERY 1--Type 2--Role of auditory and motor imagery B--MEMORY 1--Memory span 2--Retention 3--Redintegration C--IDEATION 1--Association type and musical content 2--Musical grasp 3--Creative imagination 4--Plasticity: curves of learning

IV--AFFECTIVE A--LIKES AND DISLIKES,--character of musical appeal 1--Pitch, timbre and harmony 2--Intensity and volume 3--Time and rhythm B--REACTION TO MUSICAL EFFECT C--POWER OF INTERPRETATION IN SINGING

V--SUPPLEMENTARY DATA,--biographical information, musical training, temperament and attitude, spontaneous tendencies in pursuit of music, general education and non-musical accomplishments, social circumstances, physique.

THORNDIKE'S PROPOSED TESTS FOR THE MEASUREMENT OF INTELLIGENCE OF ADULTS

(Science, Jan. 24, 1913)

Series to consist of eight tests, four trials of each being given.

1. Supplying words to make sense in mutilated passages, the four trials being of four grades of difficulty. (See Trabue's Completion Test for sample of this material.)

2. Giving the "opposites" of words, each trial comprising twenty words, the four trials being of four grades of difficulty. (See Woodworth-Wells: Opposites Tests for sample.)

3. Memorizing a given word in connection with a given form, so as to be able to give the former when the latter is presented, there being 10 pairs in each "trial." (See special blanks.)

4. Selecting from 50 forms a group of 25 of these which have been previously seen and examined for a minute or two. (See special blanks.)

5. Marking the necessarily false statements in mixed series of false and true statements, the four trials being of four grades of difficulty. (See special blanks.)

6. Addition. (See Woodworth-Wells: Addition Tests.)

7. Directions Tests. (See Woodworth-Wells: Hard Directions.)

8. Selecting valid from invalid reasons for a given fact, the four tests being of four grades of difficulty. (See special blank.)

MISCELLANEOUS EMPIRICAL TESTS

The following samples, chosen from the Report of the Committee on Standardization of Tests of the American Psychological Association (see Woodworth and Wells: Association Tests), are given as illustrations of tests which have been carefully prepared and standardized as to content and procedure and which are slowly being correlated with various types of occupational activity.

Following Instructions Test

With your pencil make a dot over any one of these letters, F G H I J, and a comma after the longest of these three words: BOY MOTHER GIRL. Then, if Christmas comes in March, make a cross right here ----, but if not, pass along to the next question, and tell where the sun rises ----. If you believe that Edison discovered America, cross out what you just wrote, but if it was someone else, put in a number to complete this sentence: "A horse has ---- feet." Write "yes," no matter whether China is in Africa or not ----; and then give a wrong answer to this question: "How many days are there in the week?" ----. Write any letter except G just after this comma, and then write "No" if two times five are ten ----. Now, if Tuesday comes after Monday, make two crosses here ----; but if not, make a circle here ---- or else a square here ----. Be sure to make three crosses between these two names of boys: GEORGE ---- HENRY. Notice these two numbers: 3, 5. If iron is heavier than water, write the larger number ----, but if iron is lighter write the smaller number ----. Now show by a cross when the nights are longer: in summer? ----; in winter? ----. Give the correct answer to this question: "Does water run uphill?" ----, and repeat your answer here ----. Do nothing here (5 + 7 =) unless you skipped the preceding question; but write the first letter of your first name and the last letter of your last name at the end of this line:

Naming Opposites Verb-Object Test

In the case of each word, name In the case of each verb, supply the word having the OPPOSITE an appropriate OBJECT, as: MEANING, as: tall--short bake--bread

long north sing read soft sour build tear white out wear throw far weak shoot paint up good scold mail smooth after win light early above answer sail dead sick weave spin hot slow wink lock asleep large mend wash lost rich pump bake wet dark learn spill high front open kiss dirty love eat polish east tall climb sweep day open lend fill yes summer smoke sharpen wrong new singe write empty come dig chew top male sift drive

Mixed Relations

Give a fourth word which shall have the same relation to the third word that the second has to the first, as:

Box--Square :: Orange--Round East--West :: Over--Under Man--Woman :: Boy--Girl

Eye--see :: Ear-- | Good--bad :: Long-- Monday--Tuesday :: April-- | Eagle--bird :: Shark-- Do--did :: See-- | Eat--bread :: Drink-- Bird--sings :: Dog-- | Fruit--orange :: Vegetable-- Hour--minute :: Minute-- | Sit--chair :: Sleep-- Straw--hat :: Leather-- | Double--two :: Triple-- Cloud--rain :: Sun-- | England--London :: France-- Hammer--tool :: Dictionary-- | Chew--teeth :: Smell-- Uncle--aunt :: Brother-- | Pen--write :: Knife-- Dog--puppy :: Cat-- | Water--wet :: Fire-- Little--less :: Much-- | He--him :: She-- Wash--face :: Sweep-- | Boat--water :: Train-- House--room :: Book-- | Crawl--snake :: Swim-- Sky--blue :: Grass-- | Horse--colt :: Cow-- Swim--water :: Fly-- | Nose--face :: Toe-- Once--one :: Twice-- | Bad--worse :: Good-- Cat--fur :: Bird-- | Hungry--food :: Thirsty-- Pan--tin :: Table-- | Hat--head :: Glove-- Buy--sell :: Come-- | Ship--captain :: Army-- Oyster--shell :: Banana-- | Man--woman :: Boy-- ----------------------------------------------------------------

Cancellation Test

Cancel the specified digit whenever it occurs. There are five occurrences of each of the digits in each of the horizontal lines.

51684923701275048693418902563717560892437869043125 78051342692409761538320415796848126739053790865214 35978461025182374960859324107693452086179316758402 27396508149736150284047859621309315648724235679081 42530179863860915472936748012564931207586127490538 94703856216093827145781096435252794163801048237956 09825617438354692017602137958421849570360952186743 10462795380628439751274560389135078421695681924370 86149230574517286309195683274086207354912473501869 63217084957941503826563271840970683915248504312697 79621340584251938607904817236562830514975948071236 96810537421945370268047238659190368271547503294168 07342918659612487053198306547215793482608359726401 34768125906307594812485973120671029645383471652890 65973284010836149725253469018754172839061265830749 83509472168570213946521084763927451906836897103524 18097653242784651390312695874048205163794180569372 20485761397169025439670142395806947328152016487953 41256809735093762184869751402383516790429624315087 52134096873429806571736520981439684057210732948615 --------------------------------------------------

SUBSTITUTION TEST

Write in each figure the number assigned it in the key line.

circle star square cross triangle star circle square triangle cross square cross star triangle cross circle star triangle square circle star circle square star square cross triangle circle cross star cross square triangle circle cross square star square circle triangle square star cross triangle star triangle circle star triangle square cross circle triangle star circle square star triangle cross circle triangle cross circle cross square star cross circle square triangle circle triangle cross square star triangle circle star triangle square star cross square circle triangle star square cross circle star triangle square circle star circle cross triangle square star cross

SOURCES FOR TESTS

Those who desire to make use of mental tests for vocational purposes, or in vocational investigations, will find suggestive material, sets of tests, instructions, norms, and similar useful directions in the following places. The list is by no means exhaustive but contains those references which in the author's experience have been most useful.

Pyle, W. H.: "The Examination of School Children." The author describes numerous tests of a simple type, and gives age norms for each.

Reports of Committee on Tests of the American Psychological Association. These appear from time to time in the Psychological Review Monograph Series, and contain accounts, instructions and frequently norms, for carefully planned and standardized tests.

Woodworth and Wells: "Association Tests." This is one of the reports mentioned above, and contains an especially suggestive group of tests which should have widespread use because of their standard character.

Woolley, Rusk and Fisher: "Psychological Norms of Working Children." This is a monograph in the Psychological Review Series and gives an account of the tests in use in Cincinnati, with tables of norms for thirteen- and fourteen-year-olds.

Simpson, B. R.: "Correlations of Mental Abilities," Columbia University Contributions to Education, No. 53. The Appendix contains descriptions of the tests used; many of them are worth trying out.

Whipple, G. M.: "Manual of Mental and Physical Tests." By far the most useful and complete compendium of tests, norms, and bibliography available. Contains also chapters on methods of using tests and the statistical methods of scoring and evaluation.

Teachers College, Columbia University, Contributions. These monographs appear at irregular intervals and frequently contain reports of the construction and use of mental tests as instruments of educational and vocational measurement. Several of them in particular are concerned with scales and standards for the measurement of school abilities. Numerous tests may also be secured in the form of printed blanks, from the Publication Bureau of Teachers College.

Thorndike Tests: Numerous forms of mental tests devised by Prof. E. L. Thorndike and his associates may be secured through the Teachers College Bureau of Publications, New York City.

Stoelting and Co., 3047 Carroll Ave., Chicago, manufacturers of scientific apparatus and materials, supply material and forms for many of the tests described in the above references.

The Morningside Press, 3000 Broadway, New York City, supplies materials, instructions, record blanks, and tables of norms for a large number of psychological tests, especially those intended for vocational, educational and clinical application, and for use in the class room and laboratory.

INDEX OF AUTHORS

AMSDEN, 128

ARNOLD, 236

BINET, 62, 70, 72, 86

CATTELL, 60, 62, 126, 129, 135, 136, 138, 157

COGAN, 48

COURTIS, 232

DARWIN, 229

DAVENPORT, 129

DEARBORN, 178, 181, 182

DESCARTES, 21

ELLIS, 230

FARRAND, 60

GALL, 24

GALTON, 62

HARRISON, 234

HARVEY, 21

HENRI, 62

HUYMANS, 129

HOCH, 128

HOLLINGWORTH, 231

JASTROW, 24, 62

JONES, 186, 189

KELLEY, 177

KRAEPELIN, 62

LAHY, 113, 119

LARUE, 131

LOMBROSO, 37

LOUGH, 112, 119

LOWELL, 179, 199, 200, 202, 204, 205

MCCOMAS, 110, 112

MECKEL, 229

MILES, 178

MILL, 224

MOeBIUS, 224

MONTAGUE, 231

MUeNSTERBERG, 100, 111, 116

NICHOLSON, 193, 195

NIETZSCHE, 224

NORSWORTHY, 134, 136, 138, 141

PARTRIDGE, 128

PAYNTER, 111

PEARSON, 230

PYLE, 232

RICE, 195

ROMANES, 226

SCHNEIDER, 53, 103, 216

SCHOPENHAUER, 224

SEASHORE, 90, 93, 95, 96

SIMON, 69, 70, 72

SMITH, 182, 185

SPURZHEIM, 24

SYLVESTER, 72

TERMAN, 232

THOMPSON, 226

THORNDIKE, 74, 111, 127, 180, 188, 189, 190, 191, 206, 210, 216, 227

TOULOUSE, 81, 88

TRABUE, 71, 78, 232

VOITSECOVSKY, 235

VANDENBERG, 179

WELLS, 128, 129, 130

WIERSMA, 129

WOOLLEY, 114, 119

YERKES, 131

INDEX OF SUBJECTS

Advancement in industry, 219

Analysis, of belief in physiognomic signs, 32 ff. of character, 49, 121 ff., 133 ff., 143 ff. of educational changes, 11 of effects of practice, 345 ff. of individuals, 18, 121 ff., 143 ff., 245 ff. of maternal instinct, 238 of medieval clairvoyance, 7 of mental tests, 64, 245 ff. of occupations, 78, 80, 92, 96 ff., 109 ff., 208 ff. of phrenology, 26 ff. of primitive thinking, 2 of school curriculum, 174

Antecedents of vocational psychology, 1 references, 275

Aptitudes, of the average individual, 215 of the feeble-minded, 208 of the mentally inferior, 210 of the specially gifted, 212 of women, 222 ff.

Attitudinal factors, 15, 63, 65, 104, 149 ff., 190 ff., 210, 214 ff., 237, 270

Behavior, judgment of, 134 study of, 57

Bibliographies, 275-281

Binet tests, nature of, 69 record blank for, 290

Brain, functions of, 22, 27 measurements of, 30 size of, 29

Character analysis, 8

Clairvoyance, 7 ff.

Correlation, formula for, 45 meaning of, 44 of ability to judge self and ability to judge others, 168 of elementary school standing and later academic achievement, 177 ff. of estimated traits and objective measures, 161 ff. of initial and final trials, 246 ff. of judicial capacity and possession of traits, 158, 167 of mental tests and vocational ability, 113, 116, 212 of mental traits, 46, 50, 52, 161, 164, 169, 171 of school standing and success in later life, 192 ff.

Curriculum, as a vocational test, 174 ff. bibliography on, 279

Determinants, bibliography on, 280 of vocational aptitude, 208 ff.

Division of labor between the sexes, 223, 240, 242

Education, industrial, 15 popularization of, 13 theory of, 14

Employment bureaus, 47, 141

Experiments, on abilities and interests, 190 on brain, 22, 226 on college students, 60, 137 on effects of practice, 245 ff. on eminent men, 81, 87, 135, 138 on functional periodicity, 236 on judgments of character, 135-173 on mental defectives, 76 on mental measurement, 67, 74 on mental tests, 59, 64 on musicians, 94 on photographs, 41, 48 on physiognomies, 53 on selecting employees by psychological methods, 78, 110-121, 211 on self-analysis, 114 ff., 156 on sex differences, 226 ff.

Form board, 72

Fortune telling, 7

General intelligence, 69, 255 ff.

Individual differences, 18 as affected by practice, 245 ff. in vocational aptitudes, 208 ff., 222 ff.

Intelligence scales, bibliography on, 276 nature of, 67 types of, 69 vocational use of, 75 ff.

Judgment, of associates, 48, 79, 121 ff., 133 ff., 143 ff. of character, 133 ff., 139 ff., 143 ff. of photographs, 41, 47, 48 of scientific men, 135 of self, 122, 124-133, 143 ff. of students, 137, 143 ff. of teachers, 136

Localization of functions, 22, 27

Magic, examples of, 3 ff. vocational efforts of, 1 ff.

Maternal instinct, analysis of, 238

Mental age, 70

Mental defectives, detection of, 75 education of, 14 in industry, 75, 213 menace of, 77 vocational aptitudes of, 208, 213

Motives of vocational psychology, 1 bibliography on, 275

Norms of performance, 61, 66 ff., 73, 79, 91, 94, 285-293 bibliography on, 276

Occupations, analysis of, 92, 96 ff., 102, 103, 208 ff. blind alley, 16, 210, 218

Periodicity effect of, on mental and motor ability, 234 ff.

Photographs, experiments with, 41, 48 judgments of, 41, 47, 48 vocational use of, 48, 52

Phrenology, assumptions of, 26 errors of, 27-32 origin of, 23 practice of, 25

Physiognomies, analysis of, 34 dogmas of, 39 experiments in, 41, 49, 53 practice of, 32 vocational futility of, 54

Practice, effect of, on individual differences, 257 ff. limits of, 256 on correlation of abilities, 247

Primitive thinking, examples of, 3 stages of, 2 ff. vocational efforts of, 2

Product scales, bibliography on, 276 nature and use of, 74

Psychograph, bibliography on, 277 nature of, 80, 88 of individuals, 80 of a mathematician, 81 ff. of a novelist, 86 of occupation, 90, 97, 98, 102 of a singer, 92 vocational use of, 96, 99, 107

Psychological tests, bibliography on, 276 method of, 61 of adults, 210, 248 of children, 69, 114 of clerical workers, 110, 111

Psychological tests, of college students, 60, 145 of efficiency experts, 78 of factory operators, 111, 115 of judges, 111 of marine officers, 112 of motormen, 112 of musical ability, 94 of Poincare, 81 ff. of a singer, 92 of stenographers, 113 of salesmen, 111 of telephone operators, 110, 112 of typesetters, 111 of typewriters, 113, 114 of Zola, 86 origin and history of, 57 ff. samples of, 284-300 scales of, 67 ff. standardization of, 63, 67 sources of, and instructions for, 300-302 tests of, 64 theory of, 245 ff. vocational use of, 60, 66, 75, 78, 80 ff., 90, 109-121, 210, 218, 261

Scales, bibliography on, 276 for measuring intelligence, 67 for measuring special achievement, 74 ff. samples of, 285-293 use of, 75

School records, as indicative of interests, 190 ff. as related to later academic achievement, 177 ff.

School records, as related to success in later life, 192 ff. bibliography on, 279 correlation of, with tests, 165 intercorrelation of, 172 vocational significance of, 174 ff.

Selection, of an occupation, 12 ff., 102, 104, 123 of employees, 53, 75, 78, 99, 110-113, 115, 133, 210, 211, 219, 240

Self-analysis, bibliography on, 278 method of, 122 problems of, 124 reliability of, 149 ff. systematic guides to, 125-133

Sex differences, bibliography on, 280 in average intelligence, 225 ff. in instinctive equipment, 237 in physiological function, 242 in special handicaps, 234 in variability, 228 ff. in vocational opportunity, 240 ff.

Testimonials, 142, 173

Tests. See Psychological tests

Theory, bibliography on, 281 of mental tests, 245

Variation, in ability, 228 ff. in judgment, 43, 51, 134, 136, 138 ff.

Variation, measures of, 42 of individual performance, 251 of self-estimates, 149 ff.

Vocational aptitudes, bibliography on, 280 determinants of, 208 ff. of women, 222 ff.

Vocational guidance, 11

Vocational methods, bibliography on, 278 specialized forms, 109 ff. analogy, 111, 118 correlations, 112 ff. miniature, 109, 116 samples, 110, 117

Vocational psychology, bibliography on, 275 ff. motives and antecedents of, 1 ff. present status of, 267 ff. problems of, 266 ff. progress of, 274

Vocational surveys, 17

Vocational training, 16

Women, bibliography, 280 biological handicap of, 242 ff. future of, 244 in industry, 222 instinctive equipment of, 237 ff. mental abilities of, 228 special disabilities of, 234 ff. variability of, 228 ff. vocational aptitudes of, 223 ff.

* * * * *

BY HARRY L. HOLLINGWORTH

JUDGING HUMAN CHARACTER

THE PSYCHOLOGY OF FUNCTIONAL NEUROSES

ADVERTISING AND SELLING Principles of Appeal and Response

VOCATIONAL PSYCHOLOGY

APPLIED PSYCHOLOGY (With A. T. Poffenberger, Jr.)

D. APPLETON AND COMPANY

Publishers New York