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SECTIONAL TRANSACTIONS.—4J. 467 
twelve months.after the original exhibition of the pictures. In no case was the 
request for such a late recall expected. The reports have been analysed with a view 
to studying the tendencies characteristic of the subjects taken collectively and also 
those characteristic of individual observers. Such analysis reveals: (a) The picture 
which is best recalled as an individual picture; the picture which is most often 
forgotten as an individual picture; the features most likely to be recalled; the 
features most likely to be forgotten ; the parts of the pictures most liable to confusion ; 
the displacements and interpolations characteristic of later recalls; the progress of 
forgetting ; the influence of earlier on later recalls; (b) the individual differences in 
the mode of recall and in the facts and items remembered ; the progress of forgetting. 
Dr. Mary Cotiins.—Some Observations on Immediate Colour-memory. 
The ability to reproduce a colour fifteen seconds after seeing it was found to vary 
considerably with the wave-length chosen. The blue (4609) and yellow (5880) selected 
were reproduced fairly easily by all subjects, and could be reproduced with a strong 
feeling of certainty after a fair number of trials had been given. A red of wave-length 
6700 offered greater difficulty, and even after a lengthy number of observations was 
not reproduced with too great certainty, although the amount of error undoubtedly 
decreased. The most difficult wave-length to reproduce, however, was that of 
thallium green (5350). After over 100 observations there was still great uncertainty 
felt by each subject in reproducing it, and little learning showed itself. 
The thresholds of the subjects for these colours were also determined. While 
these seemed to have some bearing on the results obtained with the yellow, blue and 
red used, they showed little correlation with the green, for the thresholds in the green 
were decidedly lower than the reproductions would lead one to expect. 
Dr. Lu. Wynn Jonrs.—A Study of Speed in Associative Reproduction. 
The study of reaction time with respect to the mental factors which condition 
the reaction has not received adequate attention. Three typical reactions may be 
cited ;— 
1. Those of an eductive nature which serve as tests of ‘g.’ Here it is possible 
to arrange conditions so that speed becomes a measure of ‘ g’ or else to alter them 
so that speed is irrelevant. 
2. ‘Free’ association tests. The Binet speed of sixty words in three minutes 
may be a better measure of ‘ fluency’ than of ‘ g.’ 
3. Reactions which may serve as tests of ‘ retentivity ’ in one of its forms. When 
a pupil begins a modern language, e.g. French, his speed of giving the English equiva- 
lents of a series of French words would be expected to correlate positively with ‘ g.’ 
After years of study, however, the speed would not be expected to remain a function 
of ‘g’ but rather of ‘retentivity,’ if the commonest French words were chosen. 
Well-known French words were therefore selected which, according to the results 
of Henmon, would be known by more than 90 per cent. of pupils who had studied 
French for only one year. 
Pupils from forms 3a and 5a in a secondary school were tested by means of a 
self-recording chronoscope. Similarly the reaction times for ‘free’ association were 
obtained, using a series of English words. There were also available for each pupil 
the class mark in French, the Easter examination mark in French, his mark in the 
Cattell test of intelligence, and his position with all school subjects pooled. The 
speed of translating well-known French words into English showed appreciable 
correlation with the class marks in French and also with the Easter examination 
marks in French. 
There was no evidence of correlation between the Cattell test and the speed test, 
or the class marks in French, or the Easter examination marks in French. 
The ensuing tetrad differences would be accounted for by assuming that the class 
mark in French, the examination mark in French and the speed of translating 
well-known French words into English are influenced by a group factor. It 
has already been ascertained that ‘retentivity’ cannot be regarded as a factor 
of wide functional unity, but if the results of the present study are confirmed, it 
appears possible for many pupils who are suitably endowed to distinguish themselves 
- in modern languages at the secondary school with only a modest amount of ‘ g.’ 
HH 2 
