228 
IOWA ACADEMY OF SCIENCE Voi.. XXVII, 1920 
groups were also given the army intelligence test and the auditory 
imagery group test. Those specializing in music were measured 
for their motor ability by means of eight motor tests; first, a 
series of motor tests showing the general reponse of the fingers, 
hands and arms. These four are motility tests — the test for 
rapidity of tapping described by Mr. Ream; free action, a test of 
the ability to mark time at a uniform rate ; timed action, a test of 
the ability to keep time with a sound recurring every second ; 
rhythmic action, a test of the ability to mark a complicated rhythm ; 
and visual serial action, a test of the ability to react to visual 
stimuli, described by Mr. Hansen. The second series of motor 
tests are those given on the tonoscope. They measure ( 1 ) ability 
to sing the keynote D, 290 v.d., (2) ability to carry the tune 
America, and (3) ability to sing a very small difference in pitch. 
The motor and visual imagery tests were given individually to the 
forty-six students. 
In addition to the seventeen tests we have the ratings of the 
teachers as to the application, control of rhythm, ability to read 
music at sight, and progress of each student. This gives us cri- 
teria of achievement with which to compare the measurements. 
In general the music students are found to be average or 
above in the discrimination tests. Selection has already taken 
place before they come to the music school, a selection based upon 
the sensitiveness of the ear to the factors of musical tone. In the 
motor tests they vary more. Timed action and the singing tests 
show the effects of training, for the records are uniformly very 
high. 
In making a talent chart all of the measurements are reduced 
to percentile rank; i.e,, rank on a scale of one to one hundred, 
one being the lowest rank obtainable in any measurement, 100 the 
highest and 50 average. The results in all the tests have been re- 
duced to this common basis and are thus comparable. Talent 
charts, showing characteristic points were exhibited. The first 
is of a student who is very superior in every measurement but one 
and who, according to her teacher’s ratings, is also very superior 
in application, control of rhythm, etc. The second shows a superior 
student who is also superior in achievement. The third shows a 
student about equal to the second in ability, but who is not 
achieving what she should. The fourth shows a student of average 
ability who is also average in her achievment. 
