58 



HAZEL M. STANTON 



per cent in time, 45 per cent in consonance, and 55 per cent in tonal memory. 

 This places approximately one-half of the cases in the expected normal 

 fluctuation span and the other half showing either an increase or decrease in 

 scores. Approximately 75 per cent or three-fourths of the cases fall within 

 the ±6 unit span of fluctuation. 



The distribution of raw scores for Ti and T 2 is shown in figure 2, the solid 

 line for Ti and the dotted line for T 2 . In each test the two distribution 

 curves tend to occupy the same area and show very little fluctuation. The 

 T 2 curve shows too little gain in scores to be indicative of the effect of 

 musical training. These distribution curves lead to further interpretation 

 of the variation in retest scores by noting the arithmetic means of raw scores 

 and the Pearson r in Ti and T 2 for each of the five tests. These are shown in 

 table 1. 



TABLE 1 



Arithmetic mean scores in Ti and T 2 and the correlations of these scores. N = 157 



P.E. 



Pitch 



Intensity 



Time 



Consonance . . . 

 Tonal memory 



±.04 

 ±.02 

 ±.04 

 ±.03 

 ±.02 



According to Garret's interpretation of correlation values, p. 298 of his 

 Statistics in Psychology and Education, the correlations of Ti and T 2 for 

 pitch, time, and consonance, which fall within the range of .40 and .70, 

 denote substantial or marked relationship. The correlations for intensity 

 and memory which occur from .70 to 1.00 are said to have high relation. 



"These facts substantiate the statement that when the Seashore tests are 

 given under controlled conditions by an experienced examiner, the phys- 

 iological threshold can be reached to such a degree in Ti that there will be 

 little appreciable average variation in T 2 . The median and mode show 

 similar relationships. Musical education and training for a three-year 

 period effected little change in the test scores. This severely tested evidence 

 verifies the fact that the Seashore tests here considered are measurements 

 of capacity and not of achievement. It is possible for adults to attain their 

 greatest measurable degree of capacity which will not vary significantly 

 with musical training and education. When reliable results are obtained, 

 these results indicate the capacity for achievement and for this reason they 



