487 

 TABLE IX. O b s e r V e r D. 



1st group 



interval 



2nd group interval 3rd group 



B 



B 



A.M. 

 MD. 



M. 

 A.M. 

 M.D. 



M. 

 A.M. 

 M.D. 



M. 

 A.M. 

 M.D. 



M. 

 A.M. 

 M.D. 



M. 

 A.M. 

 M.D. 



M. 



1.04 



0.06 



1.07 



1.01 



0.06 



1 



1 



0.09 



0.99 



1.09 



0.04 



1.07 



1.02 



0.06 



1.01 



0.99 



0.10 



1.01 



1.05 

 0.17 

 1.01 

 1.12 

 0.18 

 1.15 

 1.28 

 0.31 

 1.33 

 1.06 

 0.13 

 1.07 

 1.15 

 0.16 

 1.12 

 1.20 

 0.18 

 1.19 



0.76 

 0.05 

 0.75 

 0.71 

 0.03 

 0.71 

 0.72 

 0.08 

 0.73 

 0.69 

 0.04 

 0.69 

 0.68 

 0.05 

 0.67 

 0.66 

 0.04 

 0.64 



1.14 

 0.15 

 1.13 

 1.26 

 0.21 

 1.21 

 1.28 

 0.07 

 1.26 

 1.12 

 0.14 

 1.11 

 1.15 

 0.13 

 1.16 

 1.24 

 0.18 

 1.29 



0.75 

 0.06 

 0.73 

 0.64 

 0.08 

 0.66 

 0.68 

 0.09 

 0.65 

 0.65 

 0.07 

 0.63 

 0.71 

 0.16 

 0.71 

 0.70 

 0.12 

 0.72 



observers to recite with rhythm, or whether it results from the 

 circumstance that the rhythm used in learning and repeating the 

 series, the groups, being apperceptive wholes are easier to reproduce 

 than the first sj'Uable that forms the transition from the one group 

 to the other. It is a fact that the rhythm of recitation bears a great 

 resemblance to that of the learning and repetition-experiments. In 

 the same way we notice in the recitation that, broadly speaking, 

 the mean time falling to a syllable of the groups decreases in the 

 order of the groups. 



This is the case in the recitations of I and II and those of the 

 learning- and repetition-experiments. The time required in the recita- 

 tion of the last group of the series is remarkably short, a fact that 

 we also noticed in considering the changes undergone by the rhythm 

 in the learning process. In this respect the intervals are less uniform. 

 This is not surprising if we consider that, as stated above, the first 



