| Geometry Marks | Algebra Marks | |
|---|---|---|
| 1. | 80 | 60 |
| 2. | 68 | 73 |
| 3. | 65 | 80 |
| 4. | 96 | 80 |
| 5. | 59 | 62 |
| 6. | 75 | 65 |
| 7. | 90 | 75 |
| 8. | 86 | 90 |
| 9. | 52 | 63 |
| 10. | 70 | 55 |
| 11. | 63 | 54 |
| 12. | 85 | 95 |
| 13. | 93 | 90 |
| 14. | 87 | 70 |
| 15. | 82 | 68 |
| 16. | 79 | 75 |
| 17. | 78 | 86 |
| 18. | 79 | 75 |
| 19. | 82 | 60 |
| 20. | 70 | 82 |
| 21. | 52 | 86 |
| 22. | 94 | 85 |
| 23. | 72 | 73 |
| 24. | 53 | 62 |
| 25. | 94 | 85 |
5. Compare the abilities of the 10-year-old pupils in the sixth grade with the abilities of the 14-year-old pupils in the same grade, in so far as these abilities are measured by the completion of incomplete sentences.
(Note: 5 = 5.0-5.999.)
| No. Sentences Completed | 10-Year-Olds | 14-Year-Olds |
|---|---|---|
| 24 | -- | -- |
| 23 | -- | -- |
| 22 | -- | -- |
| 21 | 1 | -- |
| 20 | -- | -- |
| 19 | -- | -- |
| 18 | -- | -- |
| 17 | -- | 1 |
| 16 | 3 | -- |
| 15 | -- | 2 |
| 14 | 7 | 4 |
| 13 | 10 | 3 |
| 12 | 18 | 7 |
| 11 | 9 | 10 |
| 10 | 7 | 9 |
| 9 | 8 | 10 |
| 8 | 2 | 10 |
| 7 | 3 | 10 |
| 6 | -- | 2 |
| 5 | 2 | 3 |
| 4 | -- | 2 |
| 3 | -- | -- |
| 2 | -- | 1 |
| 1 | -- | -- |
| 0 | -- | -- |
6. From the scores given here, calculate the relationship between ability to spell and ability to multiply. Use the average as the central tendency.
| Pupil | Spelling | Multiplication |
|---|---|---|
| A | 9 | 22 |
| B | 10 | 16 |
| C | 2 | 19 |
| D | 6 | 14 |
| E | 13 | 24 |
| F | 8 | 22 |
| G | 10 | 17 |
| H | 7 | 20 |
| I | 3 | 21 |
| J | 2 | 21 |
| K | 14 | 20 |
| L | 8 | 18 |
| M | 7 | 23 |
| N | 11 | 25 |
| O | 8 | 25 |
| P | 17 | 24 |
| Q | 10 | 21 |
| R | 4 | 16 |
| S | 9 | 15 |
| T | 6 | 19 |
| U | 12 | 22 |
| V | 14 | 19 |
| W | 8 | 17 |
| X | 3 | 20 |
| Y | 11 | 18 |
INDEX
Achievements of children, measuring the,
and examinations,
in English composition,
in arithmetic,
arithmetic scale,
reasoning problems in arithmetic,
distribution of hand-writing scores,
handwriting scale,
spelling scale,
scale for English composition.
Æsthetic emotions,
appreciation and skill,
appreciation, intellectual factors in.
Aim of education, I
Analysis and abstraction, III.
Angell, J.R.
Appreciation,
types of,
passive attitude in,
development in,
value of,
lesson.
Associations, organization of,
number of.
Attention,
situations arousing response of,
and inhibition,
breadth of,
to more than one thing,
concentration of,
span of,
free,
forced,
immediate free,
immediate and derived,
derived,
forced,
and habit formation,
focalization of,
divided.
Ayres, L.P.
Ballou, F.W.
Bread-and-butter aim.
Classroom exercises, types of.
Coefficient of correlation,
calculation of,
values of.
Comparison and abstraction, step of.
Concentration, of attention.
habits of.
Conduct, moral social.
Consciousness, fringe of.
Correlation, coefficient of.
Courtis, S.A.
Culture as aim of education.
Curriculum, omissions from.
Deduction lesson, the,
steps in.
Deduction, process of.
Dewey, John.
Differences, individual,
sex.
Disuse, method of.
Drill,
lesson, the,
work, deficiency in.
Education, before school age.
Effect, law of.
Emotions, aesthetic.
Environment and individual differences.
Examinations,
limitations of.
Exceptions, danger of.
Fatigue and habits.
Formal discipline.
Gray, W.S.
Habit formation,
and attention,
laws of,
and instinct,
complexity of,
and interest,
and mistakes.
Habits, of concentration,
modification of the nervous system involved,
and fatigue,
and will power,
and original work.
Harmonious development of aim.
Heck, W.H.
Henderson, E.N.
Heredity and individual differences.
Hillegas, M.B.
Illustrations, use of.
Imagery, type of,
and learning,
productive, types of.
Images,
classified,
object and concrete.
Imagination.
Individual differences,
causes of,
and race inheritance,
and maturity,
and heredity,
and environment,
and organization of
public education
in composition
in arithmetic
in penmanship
Induction and deduction
differences in
relationship of
Induction, process of
Inductive lesson, the
Inquiry in school work
Instinctive tendencies
modifiability of
inhibition of
Instincts
transitoriness of
delayedness of
of physical activity
to enjoy mental activity
of manipulation
of collecting
of rivalry
of fighting
of imitation
of gregariousness
of motherliness
Interest
an end
Judd, C.H.
Junior high school, the
Kelly, F.J.
Knowledge aim
Learning
incidental
and imagery
curves
Lecturing
and appreciation
Lesson
the inductive
McMurry, F.M.
Maturity and individual differences
Measurement of group
comparison of seventh-grade scores in composition
comparison of scores in arithmetic
Measuring results in education
Median
calculation of
point
step
measure
Memorization
verbatim
whole-part method illustrated
Memory
factors in
and native retentiveness
and recall
part and whole methods
practice periods
immediate
desultory
rote
logical
and forgetting
permanence of
Miller, I.E.
Moral conduct
development of
Morality
defined
and conduct
and habit
and choice
and individual opinion
social nature of
and training for citizenship
and original nature
and environment
stages of development in
and habit formation
transition period in
direct teaching of
and classroom work
and service by pupils
and social responsibility
and school rules
Morgan, C.L.
Openmindedness
Original nature
of children
and racial inheritance
and aim of education
utilization of
and morality
Original work and habits
Payne, Joseph
Physical welfare of children
Play
theories of
types of
complexity of
characteristics of
and drudgery
and work
and ease of accomplishment
and social demands
supervision of
Preparation
steps of
Presentation
steps of
Problems as stimulus to thinking
Punishment
Questioning
Questions
types of
responses to
number of
appeal of
Reasoning and thinking
technique of
Recapitulation theory
Recitation
social purpose of
Recitation lesson, the
Repetition
Retention
power of
Review
Review lesson, the
Roark, R.N.
Satisfaction
result of
Scales of measurement
School government
participation in
Sex differences
education
Social aim of education
and curriculum
and special types of schools
Stone, C.W.
Study
how to
types of
and habit formation
and memorization
and interest
necessity for aim in
and concentrated attention
involves critical attitude
general factors in
for appreciation
involving thinking
use of books in
supervised
Substitution
method of
Thinking defined
Thinking
stimulation of
and problematic situations
by little children
and habit formation
essentials in process of
for its own sake
and critical attitude
laws governing
and association
failure in
and classroom exercises
Thorndike, E.L.
Thought
imageless
Trabue, M.R.
Training
transfer of
identity of response
probability of
amount of
Transfer of training
Will power and habits
Woody, Clifford
Work, independent
Work and play