1254 
for R however, the number of repetitions lessens 2,66 perc., so 
that under the influence of practice the learning-time increases. 
With I the learning-time for R in the second group increases in the 
learning-experiments as well as in the repetition-experiments; the 
number of repetitions and the time increase respectively 15 and 
21,81 and O and 21,05 pere. The influence of practice reveals itself 
for M invariably in a longer learning time. The decrease of the number 
of repetitions and in the learning-time is in the learning- and in the 
repeating-experiments with I and II respectively 10 and + 4.76 perc., 
+ 5.13 and + 40.89 perc., 22 and 19,69 perc, 31.04 and 27.43 perc. 
The striking difference between M and the other two observers in 
relation to the influence of practice upon the learning-time is due 
to the fact that M proceeds in the learning-experiment in a different 
way from R and D. Whereas the latter on getting more familiar 
with the material, go on reading, M directly starts his recitation 
when he is able to do so. It is not that R and D do not recite the 
familiar syllables, they even like to begin, however not with the 
same energy as is,the case with M. Under the influence of practice 
the observer familiarizes himself sooner with the syllables, which, 
given the tendency to recite as quickly as possible, soon induces 
him to alternate reading with reciting. The consequence, however, 
is that the learning-time is lengthened. 
It is worthy of notice that, as shown by M's percentages, the 
natural method is more adapted to M’s way of learning than the 
experimental. This is easy to understand, if we consider that the 
observer, if he will not run the risk of disturbing the learning- 
process, is compelled by the experimental rate to give up looking 
for a syllable, when, at the appearance of the following in the 
mnemometer, it has not yet been brought to consciousness. 
Summarizing then, the data of the last three tables yield the fol- 
lowing results: The influence of practice reveals itself in the learning- 
experiments in a decrease of the number of repetitions required for 
the process of learning. For M it is greater with II; for R, on the 
other hand, with I. In the repetition-experiments the gain lessens 
for M. and for R. D, however, saves repetitions, which is due to 
this observer being a novice in psychological experimentation. The 
lower percentage of repetitions saved with II for R under the 
influence of practice is probably due to the fact that with | this 
observer tried to translate the experimental rate which did not suit | 
him, into the rate peculiar to his own method of learning, in 
which he succeeded only after sufficient practice. The influence of 
practice upon the learning-time is generally shown for R and D in 
