Elements of arithmetical ability.

Abstract

Classes iii aiitlimetic were given certain lests nioie or less closely connected with the routine work. The tests included computation, reasoning, visualizing, memory span, and mental work. It was found that, while there was a wide diversity in the individual capacities of the pupils, certain tests ga\e a close approximation to the arithmetical efficiency as measured by the term grade. Thus, though there was only a very slight correlation between computation and reasoning, yet an average between Ihe computation and the reasoning tests correlated very strikingly with the term grade. This fact points to a simple means of determining a pupil's capacity for arithmetical work. Ability to visualize was also found to correlate somewhat closely with arithmetical power. PURPOSE.The principal purpose of the series of tests about to be described was to discover if there wero any simple ways of testing general efficiency in arithmetic, or special ability in any particular department of the work. It was thought, « priori, for example, that memory span and visualizing might have, something to do with ability in mental work. The question as to whether simple tests in reasoning can be depended upon to give any indication of real efficiency was to be a part of the investigation. It was also hoped that the experiments would serve to illustrate individual variations. PROCEDURE.

Correlation.

“…Vickers and Wyatt (47) also present an extended study of the intercorrelations of tests. Arithmetical and reasoning tests are studied by Winch (50,51), Dockerill and Fennings (15), and Davies (13). The inter-relations between the fundamental arithmetical operations as given by the Courtis tests are shown by Bell (5).…”