CHAPTER XII_Vocational Psychology: Its Problems and Methods

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_,

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

---------------+----+----+----+----+----+----+----+----+----+----+----+----+----

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

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

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

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

(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

(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

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

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 | #

(sec.) | 27 | 23 | 21 | 19 | 17 | 15 | 14 | 13 | 12 | 12 | # | # | #

(lines) | 4 | 5 | 5 | 5 | 6 | 6 | 6 | 6 | 7 | 7 | 8 | # | #

Aud. Dig. | 4 | 5 | 5 | 5 | 6 | 6 | 6 | 6 | 6 | 6 | 6 | 7 | 7

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| # | # | # | #

Boys | # | # | 24 | 29 | 30 | 33 | 35 | 37 | 36 | 37 | 34 | 35 | 37

Girls | # | # | 29 | 31 | 34 | 36 | 38 | 39 | 39 | 39 | 37 | 37 | 38

conditions | ...| ...| 4 | ...| ...| 13 | ...| ...| 18 | ...| ...| 27 |

(A) (In 2 | | | | | | | | | | | | |

minutes) | 18 | 21 | 25 | 33 | 35 | 41 | 41 | # | # | # | # | # | #

(gr) | 42 | 45 | 48 | 50 | 44 | 40 | 40 | 38 | 35 | 35 | 34 | 27 | #

Percent Common| 55 | 62 | 68 | 75 | 73 | 82 | 84 | 81 | 84 | 79 | 86 | # | #

(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

(1 min.) | # | # | 5 | 6 | 7 | 9 | 10 | 11 | 12 | 14 | 16 | 16 | 19

(1 min.) | # | # | 8 | 8 | 9 | 11 | 13 | 15 | 16 | 17 | 19 | 19 | 23

Interpretation| # | # | # | 38 | 45 | 53 | 55 | 70 | 73 | # | # | # | #

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.

[Note 1: This scale is intended for the measurement of children. The steps

from sentence to sentence are of approximately equal difficulty.]

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.

[Note 2: This scale is intended for the measurement of young people and

adults. The steps between the sentences are of approximately equal

difficulty.]

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.

----------------------------------------------------------------------

1 Knows sex, boy or girl. (girl or boy.)

2 Recognizes key, knife, penny.

3 Repeats 7 4 8.

4 Compares lines.

----------------------------------------------------------------------

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."

----------------------------------------------------------------------

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.

----------------------------------------------------------------------

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

----------------------------------------------------------------------

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'.)

----------------------------------------------------------------------

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.

----------------------------------------------------------------------

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.

[Symbol: star] 1 [Symbol: Circle] 2 [Symbol: square] 3 [Symbol: cross] 4

[Symbol: triangle] 5

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