PSYCHOLOGICAL PROGRAM AND TECHNIQUE. 



143 



understand that they were to write only the words that they remem- 

 bered, from the hst which was pronounced, any other word's written 

 would be due to faulty recall or to the aim on the part of the subject to 

 add a few extra words in the hope that he might chance upon some in 

 the list. No instance of the latter sort is clearly demonstrated in the 

 records. Occasionally, a subject having remembered the general 

 sound of a word, put in two or three words consecutively which had that 

 general sound complex, in the hope that one of these might be the exact 

 word needed. Such special cases were given careful consideration. A 

 word which sounded very nearly like one pronounced was given full 

 credit. The subject may be credited one point for each word correctly 

 recalled, and a statement of the number of errors given,^ or his errors 

 may be subtracted from the other score by deducting one point for 

 each one. 



4 

 7 

 5 

 9 

 6 

 8 

 5 

 8 

 3 

 2 



5 

 9 

 4 

 8 

 2 

 9 

 6 

 3 

 8 

 3 



4 

 7 

 4 

 5 

 7 

 6 

 6 

 8 

 9 

 4 



4 

 8 

 3 

 9 

 6 

 2 

 4 

 9 

 2 

 8 



4 

 6 

 3 

 5 

 8 

 3 

 5 

 6 

 2 

 6 



5 

 7 

 9 

 2 

 4 

 8 

 3 

 9 

 8 

 2 



6 

 2 

 9 

 6 

 5 

 6 

 3 

 5 

 9 

 7 



7 

 9 

 6 

 4 

 9 

 7 

 5 

 9 

 8 

 6 



ha. 19. — A block of 100 digits arranged in 10 

 columns of 10 each, as in the material for ad- 

 dition work. 



Dhe type was 12-point and the figures are here 

 reproduced full size. A page contained 8 such 

 blocks of columns. 



S^ S7 SS' 62 Sf 



Fig. 20. — One block of the addition material show- 

 ing the sums properly entered for the vertical and 

 horizontal columns. 



The same material is used for a cancellation test in which 

 the subject marks each pair of digits which when added 

 equal 11, as described on page 145. One error of omis- 

 sion is found near the center of this block. 



(4) Addition of One-place Numbers. 



The blank for this test was specially prepared, as no printed form 

 with which we were familiar entirely met our needs. In many of the 

 printed forms available the print was not so legible as desirable. Fur- 

 thermore, and what was especially important for this work, they did 

 not provide enough material for several successive trials with the same 

 subject to avoid the danger of some memorizing. 



The subject should feel that he is adding new material; there will then 

 be no tendency for him to try to remember distinctive combinations 

 in certain columns and the sums for these columns. In an effort to 

 meet our need, digits were arranged in blocks of 100. Figure 19 re- 

 produces full size a portion of one of the blanks. The type was 



^ Simpson, Columbia Contributions to Education, No. 53, New York, 1912, p. 122. 



