0(30 ANNALS NEW YORK ACADEMY OF SCIENCES 



recall and recognition of the same material? -1 — Are the recall records 

 of girls better than those of boys as earlier literature states? Is there 

 any sex difference in recognition memory? 5 — Is there any difference 

 in the sex variability in recall or in recognition? 



The subjects were 193 children^ 71 in grade 5 B, 63 in 6 A and 59 in 6 

 B in a city school. The materials used were tAvo series each of 35 words, 

 35 forms, 35 syllables. Memory was tested half the time by requiring 

 the subjects to write down what they remembered (reproduction) and 

 half the time by asking them to select from another set the items which 

 they had and had not seen (recognition). 



The conclusions were: l^A person who can , reproduce a great many 

 items of one material cannot necessarily reproduce many of another ma- 

 terial. 3 — The person who can recognize one material well cannot neces- 

 sarily recognize another material well. 3 — A person who secures a high 

 score for recalling words, forms, syllables may not necessarily receive a 

 high score for recognizing words, forms, syllables respectively. (In no 

 case was the average of the coefficients of correlation as high as .30.) 

 4 — There is found no superiority of the girls over the boys for recall, but 

 a confirmation of the work of Chamberlain. There are no sex differences 

 for recognition. 5 — There is no consistent difference in sex variability 

 in recall or in recognition. 



Mr. Stenquist stated that his report consists chiefly of a description 

 and exhibition of a series of mechanical tests which have been devised 

 by the author under the direction of Professor Thorndike. The first 

 of these is called Construction Test, Series I, and is described in detail 

 in "The Intellectual Status of Children who are Public Charges," 

 Archives of Psychology 'No. 33, Columbia University. Construction 

 Test, Series II, is similar to Series I, but more difficult. These tests 

 consist of a series of mechanical models to be assembled under standard- 

 ized conditions by the subjects, the original idea being to provide a test 

 that did not depend upon the subjects ability to read and write, and to 

 deal with heard words. In the case of Construction Test, Series I, age- 

 grade- standards have been built up and the child can be scored as over 

 or under a standard "Construction-age", as determined by the scores of 

 433 public school children of New York City. 



The second type of test reported upon has been named "Recognition 

 of Mechanical Devices," and consists of 55 niechanical devices, ranging 

 from a common nail to a spark plug and its parts, all numbered and 

 fastened to a card about 8 by 18 inches, placed in a suitable box. A com- 

 plete list of the names of all the devices is given the subject and his task 



