Chapter XV: 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.

[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. ---------------------------------------------------------------------- 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.

[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