302 . LINUS WARD KLINE 



a positive hindrance to his learning. It was suggested that the 

 relapse at IIP was due to the interval of no practice on account 

 of the Christmas vacation. Perhaps so, but it is an exception, 

 since the other subjects show a strong normal gain at this period, 

 rather indicating an aid from the brief vacation. He passed C 

 at the 18P. This is undoubtedly due to C's failure to improve 

 the use of his hands. H's M.V. is 4.08. 



Summary for charts. (1) The major influences on the varia- 

 tions of the curves from the normal are differences of individual- 

 ity and differences in methods of work. 



(2) No positive statement can be made concerning the in- 

 fluence of the pleasant stimulus, but the evidence points to no 

 effect. The unpleasant stimulus tended to create a nervous 

 tension and to serve as a spur or stimulus to greater effort, espec- 

 ially toward the completion of the second and in the final section. 

 Rose (35) found a similar effect on reaction time from unpleasant 

 sensation of varying intensities, regardless of the individual and 

 the manner of reaction. 



(3) The size of the increments toward the close of the practice 

 depended largely on a skilful use of minor aids and devices, e.g., 

 manner of using the left hand and thumb. 



(4) The rapidity of reaching and passing the middle section 

 depended upon an active and energetic manner of conceiving 

 and solving the conditions of the problem. The comparative 

 lengths of these three sections are expressed in the several graphs. 



(5) Errors, dropped cards and inaccuracies increase with 

 higher speed up to a certain limit and then, with the more rapid 

 rates, decrease. 



3. Difficult cards and critical movements. In describing the 

 location of the boxes it was shown that some of the more difficult 

 boxes were associated with cards occurring in special sequences 

 and delivered by movements of leftward direction. There is no 

 evidence that the subjects, save F and J were aware of such 

 cards and movements during the mapping stage. But as the 

 movements began to integrate both difficult cards and critical 

 movements attracted attention. Of course the familiar, easy 

 card and the ready, free, fluent movement are pertinent facts 



