i8a SECTIONAL ADDRESSES 



how they would fit on to the shapes. As I was writing this I saw 

 I'd left out the third side of the bottom triangle. I stopped and 

 put it in. I shall try some lines down the sides to see if these make 

 the figure look at all more as it should. They are not right. I give 

 this one up.' 



The influence of the object of the day on the delayed recall of the series 

 of the previous week is evident in the errors of form, of colour, and of 

 orientation. 



There are many instances of remembering form or colour through 

 * association.' 



' When I saw the book I immediately tasted olives.' 

 ' I remembered the sandal because it had reminded me so much of 

 sand in colour and purpose.' ' I liked the lamp ; the stand reminded 

 me of a galle vase (sic) I had once seen converted into a lamp.' 



As with the more elaborate pictures, one finds evidence in the reports of 

 what I should term genuine memory images, re-creations of the original 

 sensory pattern. 



' I had a visual image and started to draw. At first I left no place 

 for the band between shade and bottom. I saw this was wrong as I 

 drew the bottom coming up to meet the shade without any band, and 

 so corrected it. As I did so I had a distinct visual image of this 

 band, seeing black lines on it and the handle.' 



' The slipper — I could not remember anything about it at all, so 

 could not draw it. I could see my own page of writing quite clearly, 

 and knew whereabouts on the page I had mentioned the shoe.' 



Set Y. 

 Conceptual knowledge of the shape had to be gained from the experi- 

 ments themselves before it could be used as an aid to recall, and was in 

 fact only gained by two of the four subjects. The scores are lower than 

 in Set X, and each subject refers to the difficulty of the task. 



' There is nothing definite that I can get hold of about these 

 except the colour. They are so complicated. The objects were 

 much easier, as one could remember them by thinking of shoes, etc., 

 like one has really seen.' 



The best scores for shapes are for V 4 and II 4, shapes which all four 

 subjects likened to an animal and a bird respectively. V 5 scores prin- 

 cipally through colour, but its form is also well remembered and its 

 symmetry is noted. The worst shapes are those that are most indefinite 

 and suggest no analogies. Colour rather than form is responsible for 

 the low score of IV i . 



As in Set X, the influence of the perceived variant of the day on delayed 

 recall is seen in the errors of form, colour and orientation. 



All subjects try to see the shapes as like something. 



* The designs seem much easier when I can connect them with 

 something else.' 



