491 



ing process. In the repetition-experiments the same similarities may 

 be discerned. They are liowever haidly noliceahle in eniploying (he 

 experimental method, thongh here also, wiih a greater familiarity 

 with the material the rhythm is maintained better for the gronps 

 than for the intervals. 



4. The recitation occnrred in gionps and intei-vals; the mean 

 time falling to one syllable of the groups is here also in most cases 

 shorter than that of tiie last syllable of a group. 



With I and with II, both in the learning- and in the repetition- 

 experiments the mean time falling to one syllable of the groups 

 decreases in the order of the groups. The intei-vals are less uniform, 

 which is not surprising, If we consider that the (irst syllable of a 

 group is much more difficult to j^ronounce than the others, so that 

 the tendency to use rhythm interferes with reproduction-tendencies 

 in different degree. 



In the recitation also the mean time, falling to one syllable of 

 one of the groups is longer for the learning-ex peii men ts than for 

 the repetition-experiments with I as well as with II. In a much 

 smaller degree this holds good for the intervals; nevertheless their 

 duration is, in the majority of cases, shorter in the repetition- than 

 in the learning-experiments. 



The rhythm of the recitation is also kept up better for the groups 

 than for the intervals. It seems moreover that the natural method 

 is more favourable than the experimental to a rhythmic recitation 

 of the learned material. 



32* 



