iM Experimental Studies in Spelling To Determine Whether Continuous Repetition or Repetition After an Interval is More Effective in Memorizing BY J, Lin WOOD Eisenberg A Thesis, presented to the Faculty of the Graduate School of the University of Pennsylvania, in partial fulfillment of the requirements for the degree of Doctor of Philosophy Lancaster, Pa. Intelligenceb Print 1913 Experimental Studies in Spelling To Determine Whether Continuous Repetition or Repetition After an Interval is More Effective in Memorizing BY J. LiNWOOD ElSENBERG A Thesis, presented to the Faculty of the Graduate School of the University of Pennsylvania, in partial fulfillment of the requirements for the degree of Doctor of Philosophy Lancaster, Pa. Intelligencer Print 1913 O 10V 25 I9t8 Experimental Studies in Spelling to Determine Whether Continuous Repetition or Repeti- tion After an Interval is More Ef- fective IN Memorizing. An Investigation Covering a Period of Years From 1907 Until 1912 Conducted in the Schools Unt)er My Supervision During The Years Named. CONTENTS PAGE Introduction 9 General Statement of Plan 1 1 General Summary of Precautions 14 Part I — Experiment 1 16 I — Object of Experiment 16 2 — Plan of Experiment 16 3 — General Plan 16 Plan of Test A-i 16 Plan of Test A-2 17 Plan of Test B-i 18 Plan of Test B-2 18 4 — Tables 20 Table I — -Number of Words Learned After Study. Test A-i and A-2 20 Table II — Number of Words Learned After Study. Test B-i and Test B-2 22 Table III — Number of Words Retained at End of Week. Test A-i and A-2 24 Table IV — Number of Words Retained at End of Week. Test B-i and B-2 26 Table V — Average Number of Words Learned After Study. Test A-I and A-2 28 Table VI — Average Number of Words Learned After Study. Test B-i and B-2 29 Table VII — Average Number of Words Retained at End of Week. Test A-i and A-2 31 Table VIII — Average Number of Words Retained at End of Week. Test B-i and B-2 32 Table IX — Comparison of Percent. Learned and Retained. Test A-I and A-2 34 Table X — Comparison of Percent. Learned and Retained. Test B-I and B-2 35 5 — Analysis of Results of Test A-i and A-2 35 6 — Analysis of Results of Test B-i and B-2 36 Part II— Experiment II 37 5 6 Contents I — Plan of Experiment 37 General Plan 37 Plan Series A 39 Test No. 1 39 Test No. 2 39 Test No. 3 39 Plan Series B 4° Test No. 1 40 Test No. 2 40 Test No. 3 40 Test No. 4 40 Test No. 5 41 2 — List of Words Used in Series A 41 3 — List of Words Used in Series B 46 4 — Tables — Table X — Number of Words Learned After Study. Series A — Test i, 2, and 3 49 Table XI — Number of Words Retained at End of Week. Series A — Test i, 2, and 3 50 Table XII — Average Number of Words Learned After Study. Series A — Test i, 2, and 3 51 Table XIII — Average Number of Words Retained at End of Week. Series A — Test i, 2, and 3 52 Table XIV — Comparison of Percent. Learned and Re- tained. Series A — Test i, 2, and 3 53 Table XV — Number of Words Learned After Study. Series B — Test I, 2, 3, 4, and 5 54 Table XVI — Number of Words Retained at End of Week. Series B — Test i, 2, 3, 4, and 5 55 Table XVII — Average Number of Words Learned After Study. Series B — Test i, 2, 3, 4, and 5 56 Table XVIII — Average Number of Words Retained at End of Week. Series B — Test i, 2, 3, 4, and 5. . . . 58 Table XIX — Comparison of Percent. Learned and Re- tained. Series B — Test i, 2, 3, 4, and 5 59 5 — Analysis of Results — Series A — Test I, 2, and 3 60 6 — Analysis of Results — Series B — Test i, 2, 3, 4, and 5. . . . 6l Part Ill- Experiment III — Plan of Experiment 63 I — General Plan 63 2 — Plan Series C 66 Test No. 1 66 Test No. 2 66 Test No. 3 67 Contents 7 3 — List of Words Used in Series C 67 4 — Tables — Table XX— Number of Words Learned After Study. Series C — Test i, 2, and 3 70 Table XXI— Number of Words Retained at End of Week. Series C — Test 1,2, and 3 71 Table XXII — Average Number of Words Learned After Study. Series C — Test i, 2, and 3 71 Table XXIII — Average Number of Words Retained at End of Week. Series C — Test I, 2, and 3 72 Table XXIV — Comparison of Percent. Learned and Re- tained. Series C. — Test i, 2, and 3 73 5 — Analysis of Results — Series C — Test i, 2, and 3 74 Part IV— Experiment IV 75 I — Plan of Experiment 75 2 — Table XXV — Showing Results of Experiment IV 76 3 — Analysis of Results of Experiment IV 77 Part V— Graphic Representation of Results 78 Conclusion 79 INTRODUCTION This investigation is one of a series of investigations conducted under the direction of Dr. Yocum's Seminar in Pedagogy. The purpose of the investigation was to gather in a scientific way- facts that would be helpful in determining a scientific method in Pedagogy. In this particular investigation the object was to make all factors constant in memorizing spelling words except the form and number of repetitions. The tests were arranged in each case so that a comparison could be made between continuous repetitions and repetition after an interval, the number of repeti- tions being the same in both cases. GENERAL STATEMENT OF PLAN Four different experiments were made. Three of the experi- ments formed a progressive series. The fourth was an individual experiment designed to see the effect upon the general results when the pupil studied only the words that were shown by the preliminary test to be unknown. Experiment I Experiment I was conducted in the Royersford Public Schools with the aid of the teachers as noted in the specific plan of the experiment. The children of grades three to eight inclusive were used. All factors that would affect the results of memoriz- ing were either eliminated or reduced to a constant in each test except the form of repetition. In Test A-i all the factors were the same as A-2 except in A-i the two repetitions were continuous and in A-2 one of the repetitions was after an interval the length of which was the time required to complete the list. In B-i and B-2, the conditions were the same as A-i and A-2, except that written repetition was used instead of the oral. This was the only place in all the experiments in which the written repetition was used. The written form was dropped because it made the problem more complex and because the time element was more difficult to control. The variation in time in this part of the experiment was greater than in any other part. The comparison of results for oral repetition was between Test A-i and Test A-2; for written repetition, between Test B-i and Test B-2. Experiment II This experiment was conducted in the same general plan as Experiment I in regard to teachers, grade, and general pro- cedure. An effort was made to profit by the experiences in the first 11 12 Experimental Studies in Spelling experiment. The oral repetition was used entirely. The teacher had the words written on the board before the pupils came into the room. The words were kept covered until they were ready to be used in the study. This eliminated the possi- bility of some of the pupils seeing the teacher write the word on the board. It also made it possible to keep the time more nearly uniform. In this experiment two series of tests were given; Series A with three tests, each of which had three oral repetitions, and Series B with five tests, each of which had four oral repetitions. The comparison of results was between the three tests of Series A, and between the five tests of Series B. The first test of Series A was characterized by three continuous repetitions. Both tests, two and three, were characterized by repetition after an interval as explained in the detail of the plan of the tests. In Series B, the first test was characterized by four continuous repetitions and tests two, three, four, and five were character- ized by the same number of repetitions after an interval as explained in the detail of the plan of the tests. Experiment III Experience in Experiments I and II made it evident that the experiments would be improved if one person performed the entire experiment. For this reason, I performed the experi- ment entirely myself. It seemed desirable to have the experiment as nearly like the regular spelling lesson as possible. In order to do this, slips were printed containing the words used in the test as explained in the detail of the plan of the test. A device was used to cover the words when not being studied. Pupils were taught to use the device before the tests were made so that the device would not disturb them in their study. This experiment was made only in grades five to eight in- clusive. This was done because the covering device seemed to be a disturbing factor in grades three and four. It was more difficult to control the time element. This was a factor in Experiments I and II. In Experiments III and IV, the time element was Experimental Studies in Spelling 13 made a constant, therefore, not a disturbing factor. This was done by practice. Experience made it possible to spend the same time in drill in each part of the test. Three repetitions were used because it was found that a con- siderable number of the pupils learned all the words when four repetitions were made in the study. Test I, the characteristic of which was three continuous repetitions, was given last in the series so that if any advantage was in favor of the last test of a series, it should be in favor of the test which did not show to advantage in Experiments I and II. Tests II and III each had three repetitions after intervals as explained in the detail of the plan. The results in this experiment are thought to be as nearly scientifically accurate as it is possible to have them. It is to be noted that the same general result was obtained as was obtained in Experiments I and II, but that the percentage in favor of repetition after an interval was higher in this experiment. Experiment IV This Experiment was conducted exactly as Experiment III except that individuals were used instead of groups of indi- viduals. This was done so that each subject might spend the entire time in study of those words which were shown by the preliminary test to be unknown. The pupils were especially selected for this experiment.* The results simply serve to supplement the results of Experiments I, II, and III. * The selection of pupils was made in order to secure pupils of the same intelligence and power of attention. They all gave evidence of a high degree of learning power in Experiment III. GENERAL SUMMARY OF PRECAUTIONS The purpose of the various precautions that were taken was either to eliminate or to make uniform all the factors affecting memorizing in spelling except repetition. In all the experiments the tests were made before ten o'clock. This was done so that the pupils would not be fatigued at the time of the experiment. By practice the experimenter learned to keep the time of study- uniform or nearly so. There was some variation in Experiments I and II due to different experimenters and form of repeti- tion. The time for each experimenter was uniform in the dif- ferent tests. The written repetition required more time than the oral form. In Experiments III and IV, the time was uniform, due to one Experimenter. The effort v/as made in each experiment to have the pupil study the words as directed. This was done by the different methods of covering the words when not being studied. In Experiment III this was done by a piece of cardboard, which proved to distract the attention less than the previous devices. By experience it was found that the pupils' attention was usually concentrated as directed without the use of the covering device. In the first and second experiments the words were studied from the board. This was studying the word in a form different from the usual form of the spelling book. Hence, it was a dis- turbing factor, but constant in all the tests. In the third and fourth experiments, the words were in form similar to that of text from which the pupils were accustomed to study. This I considered much more satisfactory than the method of Experi- ments I and II. In all the experiments a special effort was made to prevent any form of copying. This factor, I think, was entirely eliminated 14 Experimental Studies in Spelling 15 from all of the tests. The papers of pupils who were especially- poor spellers were rejected, hence all the tests represent pupils of average ability in spelling. Tests one and two contain a disturbing factor in the form of different experimenters. In Experiments III and IV, this dis- turbing factor is entirely eliminated. In Experiments I, II, and III, the time spent in study of the words was divided between words the pupils knew and words that the pupil had missed in the preliminary test. This, I felt, was a disturbing factor that could be eliminated by making a very large number of tests. Since this could not be done, I eliminated it by having each individual study only the words that he did not know. The method of correcting the papers was practically uniform in all the tests. In Experiments I and II, different people corrected the lists. In Experiments III and IV, this was done immediately under my direction. The details of precautions taken will be found in connection with each experiment. PART I Experiment I The object of the following experiment was to determine whether continuous repetition or repetition after an interval is more effective in memorizing. The subject of Spelling was chosen because it was comparatively easy to eliminate all the factors in memorizing except repetition. The experiment was made carefully as follows: 1. The tests were made in grades three (3) to eight (8) in- clusive. All the tests were made between nine (9) and ten (10) o'clock in the morning. The object of having the tests at this time was that the children would be fresh and would take up the tests with equal freshness each time. 2. Twenty (20) words were given in each test. These words were selected as rather difficult for the grade so that there would be a rather large number of words to be learned in each test. All preliminary tests were made so that there would be a means of discovering the exact number of words that each pupil learned in the test. J. Four (4) tests were made, making two (2) sets of compari- son possible. The tests were numbered, A-i and A-2; B-i and B-2. These tests were so arranged that comparisons could be made between A-i and A-2, B-i and B-2. All factors remained constant in A-i and A-2 excepting the method of repetition. The following directions were given in each test: A-I. — I. The teacher was instructed to dictate words to class, pronouncing each word once, distinctly, being careful not to pronounce the word so slowly that it was equal to spelling the word for the pupil, but to pronounce it clearly as in ordinary conversation. Immediately after the list was dictated to the class the papers were collected. Later these papers were cor- 16 Experimental Studies in Spelling 17 rected and a record made of the number of words missed pre- vious to the study of the words by the pupils. 2. Immediately after the collection of the papers the teacher was to write the first word in the list on the board, pronounce it and have the pupils pronounce the word in concert. 3. The pupils immediately after pronouncing the words, were to spell or sound out the word twice, according to the method used by the teachers in teaching spelling. 4. The teacher was to erase word and proceed to the next word in the same way until the list was completed. 5. After the study of the entire list, the teacher was to pro- nounce the words to the class and have the pupils exchange papers and mark the words that were missed. The teacher was to spell the words for the pupils and have the pupils mark those which were missed. The teacher was to be sure that the cor- rections were made accurately. The papers were to be col- lected immediately after their correction. A-2. — I. The teacher was instructed to dictate words to class, pronouncing each word once, distinctly, being careful not to pronounce the word so slowly that it was equal to spelling the word for the pupil, but to pronounce it clearly as in ordinary conversation. Immediately after the list was dictated to the class the papers were collected. Later these papers were cor- rected and a record made of the number of words missed previous to the study of the words by the pupils. 2. Immediately after collection of the papers the teacher was to write the first word in the list on the board, pronounce it and have the pupils pronounce the word in concert. 3. The pupils immediately after pronouncing were to spell or sound out the word once, according to the method used by teacher in teaching spelling. 4. The teacher was to cover the word with a piece of card board and proceed with the next word in the same way until the list was completed. 5. The teacher was to uncover the first word of the list and have the pupils spell or sound it out the second time, then erase the first word and proceed in the same way with the next word until the list was completed. 18 Experimental Studies in Spelling 6. After the study of the entire list, the teacher was to pro- nounce the words to the class and have the pupils exchange papers and mark the words that were missed. The teacher was to spell the words for the pupils and have the pupils mark those which were missed. The teacher was to be sure that the cor- rections were made accurately. The papers were to be col- lected immediately after their correction. B-i. — I. The teacher was instructed to dictate words to class, pronouncing each word once, distinctly, being careful not to pronounce the word so slowly that it was equal to spelling the word for the pupil, but to pronounce it clearly as in ordinary conversation. Immediately after the list was dictated to the class, the papers were collected. Later these papers were cor- rected and a record made of the number of words missed previous to the study of the words by the pupils. 2. Immediately after collection of the papers the teacher was to write the first word in the list on the board, pronouncing it and have the pupils pronounce the word in concert. 3. The pupils were to write the word twice and cover the words, immediately after being written twice, with a piece of cardboard. 4. The teacher was to erase word and proceed to the next word in the same way until the list was completed. 5. After the study of the entire list the teacher was to pro- nounce the words to the class and have the pupils exchange papers and mark the words that were missed. The teacher was to spell words for the pupils and have those marked that were missed. The teacher was to be sure that the corrections were made accurately. Papers were to be collected immediately after their correction. B-2. — I. The teacher was instructed to dictate words to class, pronouncing each word once, distinctly, being careful not to pronounce the words so slowly that it was equal to spelling the word for the pupil, but to pronounce it clearly as in ordinary conversation. Immediately after the list was dictated to the class the papers were collected. Later these papers were cor- rected and a record made of the number of words missed previous to the study of the words by the pupils. Experimental Studies in Spelling 19 2. Immediately after collection of the papers the teacher was to write the first word in the list on the board, pronouncing it and have the pupils pronounce the word in concert. 3. The pupils were to write the word once and cover the word just written with a piece of cardboard. 4. The teacher was to cover the word and proceed with the next word in the same way until the list was completed. 5. Then the teacher was to uncover the first word and have the pupils write the word a second time, erase the first word and proceed with the next word in the same way until the list was completed. 4. All tests were made between nine (9) and ten (10) o'clock A. M. 5. The weather conditions were noted in each test. 6. The length of time spent in study of the words in each test was kept. The time for A-i should be the same as for A-2; for B-i the same as for B-2. 7. The papers of each pupil who was not present for all the tests and the papers of children decidedly abnormal in spelling were not considered in the test. 8. Each list of words was pronounced at the end of a week and the papers corrected as before. This was done with the idea of showing the permanency of results. 9. A record was made of the number of words missed the first time the words were pronounced, the number missed after the study of the words and the number missed at the end of the week. This record was made for each test. The number of words learned in the study, i. e. the number missed before the study less the number missed after the study divided by the number missed before the study gives the per cent of words learned. A comparison of per cent of words learned in A-i with A-2 gives the result of the test; of B-i with B-2 gives the result of the second part of the test. The results for the end of the week were obtained by dividing the number learned for at least a week, i. e. the number missed before the study less the number missed at the end of the week, by the number missed before the study. 20 Experimental Studies in Spelling TABLE I Males, Immediately After Study Test A-i — Two oral repetitions — continuous. Number of Number of Number of Percentage Number of Words Missed Words Missed Words of Words Pupils. Before Study After Study Learned Learned Grade III 29 368 212 156 43 Grade IV 23 279 138 141 50 Grade V 10 96 30 66 68 Grade VI 15 139 53 86 62 Grade VII 17 95 26 69 73 Grade VIII 14 104 14 90 86 Test A-2 — Two oral repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III 29 309 167 142 46 Grade IV 23 219 115 104 47 Grade V 10 loi 38 63 62 Grade VI 15 iii 30 81 "jT) Grade VII 17 119 47 72 60 Grade VIII 14 78 10 68 87 The weather was clear for the tests in A-i and A-2. The time required for all the tests was the same excepting the following: Grade VI A-i, }i min. less than same grade A-2; Grade VIII A-i, 'jA min. less than same grade A-2. The average time was 6 min. Females, Immediately After Study Test A-i — Two oral repetitions — continuous. Grade III.. Grade IV... Grade V. . . . Grade VI. . . Grade VII.. Grade VIII. Number of Pupils 28 24 20 16 23 10 Number of 336 220 143 132 123 61 nber of Number of Percentage Is Missed Words of Words r Study Learned Learned 179 157 47 68 152 69 25 118 83 32 100 76 22 lOI 81 5 56 92 Experimental Studies in Spelling 21 Test A-2 — Two oral repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III 28 347 148 199 57 Grade IV 24 173 56 117 68 Grade V 20 142 32 iii 77 Grade VI 16 117 10 107 92 Grade VII 23 172 49 123 72 Grade VIII 10 40 i 39 98 The weather and the time conditions were the same as males, Table I. Total, Immediately After Study Test A-i — Two oral repetitions — continuous. Number of Number of Number of Percentage Number of Words Missed Words Missed Words of Words Pupils Before Study After Study Learned Learned Grade III 57 704 391 313 44 Grade IV 47 499 206 293 60 Grade V 30 239 55 184 76 Grade VI 31 271 85 186 69 Grade VII 40 218 48 170 j-j Grade VIII 24 165 19 146 88 Test A-2 — Two oral repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III 57 656 315 341 52, Grade IV 47 392 171 221 57 Grade V 30 243 70 173 70 Grade VI 31 228 40 188 83 Grade VII 40 291 96 195 67 Grade VIII 24 118 11 107 93 Weather and time conditions same as males. 22 Experimental Studies in Spelling TABLE II Males, Immediately After Study Test B-i — Two written repetitions — continuous. Number of Number of Number of Number of Percentage Pupils. Words Missed Words Missed Words of Words Before Study After Study Learned Learned Grade III 29 159 173 *-i4 *-9 Grade IV 23 253 155 98 39 Grade V 10 86 37 49 57 Grade VI 15 128 36 92 72 Grade VII 17 81 26 55 68 Grade VIII 14 57 3 54 95 Test B-2 — Two written repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III 29 389 191 198 51 Grade IV 23 281 144 137 48 Grade V 10 75 15 60 80 Grade VI 15 106 24 82 77 Grade VII 17 89 29 60 68 Grade VIII 14 69 13 56 82 The weather was clear for tests B-i and B-2. The time required for all the tests was practically the same, with the following exceptions: Grade IV B-i, i min. more than B-2; Grade VII and VIII B-i, >^' min. less than same grades B-2. The average time was 93/^ min. The time required for Grades III and IV was longer than the tirne for other grades because of taking more time to write the words. Females, Immediately After Study Test B-i — Two written repetitions — continuous. Number of Number of Number of Number of Percentage Pupils Words Missed Words Missed Words of Words Before Study After Study Learned Learned Grade III 28 350 96 254 73 Grade IV 123 255 61 194 76 Grade V 20 150 34 116 77 Grade VI 16 119 21 98 82 Grade VII 23 104 27 77 74 Grade VIII 10 30 2 28 93 * More words missed after the study than were missed before the study. Experimental Studies in Spelling 23 Test B-2 — Two written repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III 28 417 ^37 280 67 Grade IV 24 145 45 100 68 Grade V 20 124 8 116 93 Grade VI 16 113 12 loi 90 Grade VII 23 106 9 97 9i Grade VIII 10 32 3 29 90 The weather and the time conditions same as males, Table II. Total, Immediately After Study Test B-i — Two written repetitions — continuous. Number of Number of Number of Number of Percentage Pupils Words Missed Before Study Grade III 57 509 Grade IV 47 508 Grade V 30 236 Grade VI 31 247 Grade VII 40 185 Grade VIII 24 87 Test B-2 — Two written repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III 57 806 328 478 59 Grade IV 47 426 189 237 58 Grade V 30 199 23 176 87 G ade VI 31 219 36 183 84 Grade VII 40 195 38 I57 81 Grade VIII 24 loi 16 85 86 The weather and the time conditions same as males, Table II. Is Missed Words of Words r Study Learned Learned 269 240 45 216 292 58 71 165 69 57 190 77 53 132 71 5 82 94 24 Experimental Studies in Spelling TABLE III Males, at End of Week Test A-i — Two oral repetitions — continuous. Number of Number Number of Percentage Number of Words Missed Missed at Words of Words Pupils Before Study End of Week Retained Learned at End of Week Grade III 29 368 260 108 30 Grade IV 23 279 177 102 36 Grade V 10 96 48 48 50 Grade VI 15 139 68 71 51 Grade VII 17 95 75 20 21 Grade VIII 14 104 36 68 65 Test A-2 — Two oral repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III 29 309 233 76 25 Grade IV 23 219 159 60 2-j Grade V 10 loi 57 44 44 Grade VI 15 iii 58 53 47 Grade VII 17 119 72 47 40 Grade VIII 14 78 31 47 61 Weather was clear in each case. As there was no time spent in study the time was not noted. Females, at End of Week Test A-i — Two oral repetitions — continuous. Grade III.... Grade IV Grade V Grade VI Grade VII.... Grade VIII... Test A-2 — Two oral repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Number of Number of Number of Percentage Number Words Missed Words Words of Words of Pupils Before Study Missed at End of Week Retained Learned at End of Week 28 336 266 70 21 24 220 85 135 62 20 143 39 104 73 16 132 44 88 66 23 123 46 77 62 10 61 28 33 54 Experimental Studies in Spelling 25 Grade III.. Grade IV... Grade V. . . . Grade VI... Grade VII.. Grade VIII. 28 24 20 16 23 10 347 173 142 117 172 40 208 108 58 47 65 14 139 65 84 70 107 26 40 38 60 60 63 65 Weather and time conditions same as for males. Total, at End of Week Test A-i — Two oral repetitions — continuous. Number of Pupils Grade III. . Grade IV... Grade V. . . . Grade VI. . . Grade VII.. Grade VIII. 57 47 30 31 40 24 Number of Number Number Percentage Words Missed Missed at of Words of Words Before Study End of Week Retained Learned at End of Week 704 526 178 26 499 262 237 49 239 87 152 62 271 112 159 59 218 121 97 41 165 64 lOI 60 Test A-2 — Two oral repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III.. Grade IV... Grade V. . . . Grade VI... Grade VII.. Grade VIII. 57 47 30 31 40 24 656 392 243 228 291 118 441 267 115 105 137 45 215 125 128 123 154 73 33 33 53 54 52 63 Weather and time conditions same as for males. 26 Experimental Studies in Spelling TABLE IV Males, at End of Week Test B-i — Two written repetitions — continuous. Number of Number Number of Percentage Number Words Missed at Words of Words of Pupils Missed End of Week Retained Learned at Before Study End of Week Grade III 29 159 241 *-82 *-5i Grade IV 23 253 194 59 24 Grade V 10 86 49 37 43 Grade VI 15 128 55 73 56 Grade VII 17 81 75 6 8 Grade VIII 14 57 17 40 71 Test B-2 — Two written repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III 29 289 261 128 51 Grade IV 23 281 195 86 30 Grade v.. 10 75 36 39 51 Grade VI 15 106 51 55 51 Grade VII 17 89 * 62 27 30 Grade VIII 14 69 27 42 61 Weather was clear in each case. As there was no time spent in study the time was not noted. Females, at End of Week Test B-i — Two Grade III.. Grade IV... Grade V. . . . Grade VI... Grade VII.. Grade VIII. vritten repetitions — continuous. Number of Number Number of Percentage Number of Words Missed Missed at Words of Words Pupils Before Study End of Week Retained Learned at End of Week 28 350 234 116 33 24 255 120 135 53 20 150 50 100 67 16 119 43 76 63 23 104 54 50 48 ID 30 5 25 83 * Number of words missed at end of the week was greater than in preliminary test. Experimental Studies in Spelling 27 Test B-2 — Two written repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III 28 417 252 165 40 Grade IV 24 145 130 15 10 Grade V 20 124 42 82 66 Grade VI 16 113 50 63 56 Grade VII 23 106 42 64 61 Grade VIII 10 32 10 22 47 Weather and time conditions same as for males, Table IV. Total, at End of Week Test B-i — Two written repetitions — continuous. Number of Number Number of Percentage Number of Words Missed Missed at Words of Words Pupils Before Study End ot Week Retained Learned at End of Week Grade III 57 509 475 3^ g Grade IV 47 508 314 194 39 Grade V 30 236 99 137 55 Grade VI 31 247 98 159 60 Grade VII 40 185 129 56 30 Grade VIII 24 87 22 65 75 Test B-2 — Two written repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III 57 806 513 293 46 Grade IV 47 426 325 loi 23 Grade V 30 199 78 121 59 Grade VI 31 219 loi 118 55 Grade VII 40 195 104 91 46 Grade VIII 24 loi 37 64 64 Weather and time conditions same as for males, Table IV. 28 Experimental Studies in Spelling TABLE V Males, Immediately After Study Test A-i — Two oral repetitions — continuous. Average Average Number of Number of Number of Pupils Words Missed Words Missed Before Study After Study Grade III. . Grade IV... Grade V. . . . Grade VI. . . Grade VII.. Grade VIII. 29 23 10 15 17 14 12.7 12. 1 9.6 9.2 5-5 7-4 Average Percentage Number of of Words Words Learned Learned 5-4 6.1 6.6 5-7 4- 6.4 43 50 68 62 72, 86 Test A-2 — Two oral repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III.. Grade IV... Grade V. . . . Grade VI. . . Grade VII. . Grade VIII. 29 23 10 15 17 14 46 47 62 73 60 87 Females, Immediately After Study Test A-i — Two oral repetitions — continuous. Average Average Number of Number if Number of Pupils Words Missed Words Missed Before Study After Study Average Number of Words Learned Grade III.. Grade IV... Grade V Grade VI... Grade VII. . Grade VIII. 28 24 20 16 23 ID 12. 91 7.2 9.2 5-3 6.1 6.1 2.8 1-3 2. I . •5 Percentage of Words Learned 47 69 83 76 81 92 Test A-2 — Two oral repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Experimental Studies in Spelling 29 Grade III. . Grade IV... Grade V. . . . Grade VI. . . Grade VII.. Grade VIII. 28 24 20 16 23 10 5-3 2.3 1.6 .6 2. 1 . I 57 68 77 92 72 Total, Immediately After Study Test A-i — Two oral repetitions — continuous. Grade III. . Grade IV... Grade V. . . . Grade VI... Grade VII.. Grade VIII. Number of Pupils 57 47 30 31 40 24 Average Average Number of Number of WordsMissed Words Missed Study After Study .4 6.7 .6 Before 12 ID 4-4 2.2 2.7 1.3 Average Number of Words Learned 5-7 6.2 6.8 6.5 41 6. Percentage of Words Learned 44 60 76 69 77 Test A-2 — Two oral repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III.. Grade IV... Grade V. . . . Grade VI... Grade VII. . Grade VIII. 57 14-5 5-6 47 8.4 3-7 30 8.6 2.7 31 7-4 1-3 40 7-3 2.5 24 4.8 .4 TABLE VI 52 58 70 83 67 93 Males, Immediately After Study Test B-i — Two written repetitions — continuous. Grade III.. Grade IV... Grade V. . . . Grade VI. . . Grade VII. . Grade VIII. Number of Pupils 29 23 ID 15 17 14 Average Average Number of Number of Words Missed Words Missed Before Study After Study 5-5 6. II. 6.7 8.6 3.7 "5 2.4 1-5 Average Number of Words Learned Percentage of Words Learned *-9 39 57 72 68 95 * More words were missed after study than before the study. 30 Experimental Studies in Spelling Test B-2 — Two written repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III.. Grade IV... Grade V. . . . Grade VI. . . Grade VII. . Grade VIII. 29 23 10 15 17 14 134 12.2 7-5 71 5-2 4-9 6.6 6.3 1-5 1.6 1.6 •9 51 48 80 77 68 82 Females, Immediately After Study Test B-i — Two written repetitions — continuous. Grade III. . Grade IV... Grade V. . . . Grade VI... Grade VII. . Grade VIII. Number of Pupils 28 24 20 16 23 ID Average Average Average Percentage Number of Number of Number of of Words Words Missed Words Missed Words Learned Before Study After Study Learned 12.5 3-4 91 73 10.6 2.5 8.1 76 7-5 1-7 5-8 77 7-4 1-3 6.1 82 4-3 1 .2 31 74 3- .2 2.8 93 Test B-2 — Two written repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III.. Grade IV... Grade V. . . . Grade VI... Grade VII.. Grade VIII. 28 24 20 16 23 10 15- 6. 6.2 71 4.6 3-2 ID. I 41 5-8 6.4 4.2 2.9 67 68 93 90 91 90 Total, Immediately After Study Test B-i — Two written repetitions — continuous. Average Average Average Pupils Words Missed Words Missed Words Grade III. . Grade IV. . . Grade V. . . . Grade VI... Grade VII. . Grade VIII. Percentage Number of Number of Number of Number of of Words Learned Before Study After Study Learned 57 9- 4-7 4-3 32 47 10.8 4.6 6.2 58 30 8.1 2.7 5-9 69 31 7-9 1-9 6.1 77 40 4.6 1-4 3-2 71 24 3-6 .2 3-4 94 Experimental Studies in Spelling 31 Test B-2 — Two written repetitions — one repetition after an interval the length of which was the time required to study the other words of the Hst. Grade III.. Grade IV... Grade V. . . . Grade VI. . . Grade VII.. Grade VIII. 57 14.2 5.8 47 9.1 4.1 30 6.9 I. 31 7.1 1.2 40 4.8 I. 24 4. 1 .6 TABLE VII 59 58 87 84 81 86 Males, at End of Week Test A-i — Two oral repetitions — continuous. Grade III.. Grade IV... Grade V. . . . Grade VI... Grade VII.. Grade VIII. Number of Pupils 29 23 10 15 17 14 Average Average Average Percentage Number of Number Number of Words Words Missed Missed at Learned at Learned at Before Study End of Week End of Week End of Week 12.7 12. I 9.6 9.2 5-5 7-4 30 36 50 51 21 65 Test A-2 — Two oral repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III.. Grade IV... Grade V. . . . Grade VI. . . Grade VII. . Grade VIII. 29 23 10 15 17 14 25 27 44 47 40 61 Females, at End of Week Test A-i — Two oral repetitions — continuous. Grade III.. Grade IV... Grade V. . . . Grade VI. . . Grade VII. . Grade VIII. Number of Pupils 28 24 20 16 23 Average Average Average Percentage Number of Number Number Learned at Words Missed Missed at Learned at End of Week Before Study End of Week End of Week 12. 91 7.2 9.2 5-3 6.1 3-3 21 62 73 66 54 54 32 Experimental Studies in Spelling Test A-2 — Two oral repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III... Grade IV.... Grade V Grade VI. . . . Grade VII... Grade VIII.. Grade III. . Grade IV... Grade V. . . . Grade VI. . . Grade VII. . Grade VIII. 28 12.4 7-4 5- 40 24 7.2 4-5 2.7 38 20 71 2.9 4.2 60 16 7-3 2.9 4-4 60 23 7-5 2.8 4-7 63 10 4- 1-4 2.6 65 Total, at End of Week ral repetitions — continuous. Average Average Average Percentage Number of Number of Number Numbered Learned at Pupils Words Missed Missed at Learned at End of Week Before Study End of Week End of Week 57 12.4 9.2 3-2 26 47 10.6 5-6 5- 49 30 8.4 3-3 51 62 31 9.2 3-7 5-5 59 40 5-4 3-2 2.2 41 24 6.8 2.7 4-1 60 Test A-2 — Two oral repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III.. Grade IV... Grade V. . . . Grade VI. . . Grade VII.. Grade VIII. 57 47 30 31 40 24 14 33 33 53 54 52 63 TABLE VIII Males, at End of Week Test B-i — Two written repetitions — continuous. Grade III Grade IV Grade V Grade VI Grade VII Grade VIII Average Average Average Percentage Number of Number of Number Number of Words Pupils Words Missed Missed at Learned at Learned at Before Study End of Week End of Week End of Week 29 5-5 8.3 *-2.8 *-5i 23 II . 8.4 2.6 24 10 8.6 4-9 3-7 43 15 8.5 3-7 4.8 56 17 4.8 4-4 ■4 8 14 41 1.2 2.9 71 * More words were missed at the end of week than were missed before study. Experimental Studies in Spelling 33 Test B-2 — Two written repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III Grade IV... Grade V. . . . Grade VI. . . Grade VII.. Grade VIII. 29 23 10 15 17 14 51 30 51 52 30 61 Females, at End of Week Test B-i — Two written repetitions — continuous. Grade III. . Grade IV... Grade V. . . . Grade VI... Grade VII.. Grade VIII. Number of Pupils 28 24 20 16 23 Average Number of Words Missed Before Study Average Number Missed at Average Number Learned at Percentage of Words Learned at End of Week End of Week End of Week 33 53 67 63 48 83 Test B-2 — Two written repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III.. Grade IV... Grade V. . . . Grade VI... Grade VII.. Grade VIII. 28 24 20 16 23 10 15- 6. 6.2 71 4.6 3-2 5-4 2. 1 31 1.8 I . 6. .6 41 4- 2.8 2.2 40 10 66 56 61 47 Total, at End of Week Test B-i — Two written repetitions — continuous. Grade III. . Grade IV... Grade V. . . . Grade VI... Grade VII.. Grade VIII. Number of Pupils 57 47 30 31 Average Number of Words Missed Before Study 9 10 I 9 40 24 Average Number Missed at Average Number Learned at End of Week End of Week Percentage of Words Learned at End of Week 7 39 35 60 30 75 34 Experimental Studies in Spelling Test B-2 — Two written repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III.. Grade IV... Grade V. . . . Grade VI. . . Grade VII.. Grade VIII. 57 14.2 9- 47 91 6.9 30 6.9 2.9 31 71 3-3 40 4.8 2.7 24 41 15- TABLE IX 5-2 2.2 4- 3-8 2. 1 2.6 46 23 59 55 46 64 Comparison of Test A-i and A-2 — A-i — Two oral repetitions — continuous; A-2 — Two oral repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Number of Pupils Grade III.. Grade IV... Grade V. . . . Grade VI... Grade VII.. Grade VIII. Grade III.. Grade IV... Grade V. . . . Grade VI. . . Grade VII.. Grade VIII. Grade III. . Grade IV... Grade V. . . . Grade VI... Grade VII.. Grade VIII. Average . . 29 23 10 15 17 14 28 24 20 16 23 10 5'7 47 30 31 40 24 Percent. Learned Percent. Learned Immediately After Study at End of Week A-I A-2 A-I A-2 Males 43 46 30 25 50 47 36 27 68 62 50 44 62 73 51 47 73 60 21 40 86 87 65 61 Females 47 57 21 40 69 68 62 38 83 77 73 60 76 92 66 60 81 72 62 63 92 98 54 65 Total 44 52 26 33 60 58 49 33 76 70 62 53 69 83 59 54 77 67 41 52 88 93 60 63 69 49-5 70.5 48 Experimental Studies in Spelling 35 TABLE X Comparison of Test B-i and B-2— B-i— Two written repetitions— con- tinuous; B-2 — Two written repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. Grade III. . Grade IV... Grade V. . . . Grade VI... Grade VII. . Grade VIII. Grade III. . Grade IV. . . Grade V Grade VI. . . Grade VII.. Grade VIII. Grade III. . Grade IV... Grade V. . . . Grade VI... Grade VII. . Grade VIII. Average. . . Number of Percent. Learned Percent. Learned Pupils Immediately After Study at End of Week B-I Malei B-2 B-I B-2 29 -9 51 -51 51 23 39 48 24 30 10 57 80 43 51 15 72 11 56 52 17 68 68 8 46 14 95 82 71 61 Females 28 73 67 33 40 24 76 68 53 10 20 77 93 67 66 16 82 90 63 56 23 74 91 48 61 10 93 90 83 47 Total 57 32 59 -9 46 47 58 58 39 23 30 69 87 55 59 31 77 84 60 55 40 71 81 30 46 24 94 86 75 64 66. 8 415 75.8 48. Analysis of Test A-i and A-2. Examination of results shows that Grades 4, 5, and 7 learned the largest percentage of words in Test A-i, two oral repetitions — continuous and that Grades 3, 6, and 8 learned the largest per- centage of words in A-2 — two oral repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. 36 Experimental Studies in Spelling The average percentage of words learned in the six grades in Test A- 1 is 69 per cent; in A-2 is 70.5 per cent, making 1.5 per cent in favor of A-2, the characteristic of which was repetition after an interval. In general the result was the same at the end of the week. Analysis of Test B-i and B-2 Examination of results shows that Grade 8 learned the largest percentage of words in Test B-i — two written repetitions — con- tinuous and that Grade 4 learned the same percentage in B-i and B-2. Grades 3, 5, 6, and 7 learned a larger percentage of words in B-2 — two written repetitions — one repetition after an interval the length of which was the time required to study the other words of the list. The average percentage of words learned in the six grades in Test B-I is 66.8 per cent; in B-2, 75.8 per cent, making 9 per cent in favor of B-2, the characteristic of which was repeti- tion after an interval. B-2 differed from A-2 in form of repe- tition, B-2 being written repetition. In general the result was the same at the end of the week. In both parts of this experiment, the final average points very clearly to repetition after an interval as being more effective in memorizing, although, especially in Tests A-i and A-2, there are individual exceptions in certain grades. PART II Experiment II The purpose of this experiment was the same as Experiment in Part I. The plan of the experiment as used in Part I was modified as follows: Experience as gained in Part I made it evident that it would be desirable to have one person conduct the entire experi- ment. Hence, I concluded to conduct the experiment entirely myself, not having the teachers assist me in any way. This plan I found impracticable for the following reasons: 1. It required more time than I could give to it to conduct the experiment in the different grades. 2. The change in hand writing from that of teacher was a disturbing factor. This could be avoided by the teacher writing the words on the board. 3. The grades being located in two buildings, it was impossible to conduct the test on the same day. Not doing it on the same day, pupils of the same grade would talk about the test and thus make a disturbing factor that would largely invalidate results. Another plan considered was to have pupils study an advance lesson in the book instead of writing words on the board. This would have the very great advantage of being similar to the preparation of the ordinary spelling lesson. The objections to this are: (i). No way to be certain that pupils study as directed. (2). Not likely to have maximum of attention. The following plan was used in this test: 1. The test was made in grades 3, 4, 5, 6, 7, and 8. 2. Twenty words in each test were selected so that there was a large number of words to be learned by the class. 3. AH the tests were made at the same time of the day between 8:45 and 10:00 A. M. This was done so as to have as nearly as possible the same mental condition. 37 38 Experimental Studies in Spelling 4. The weather conditions were noted as clear, fair, or cloudy. As the test was conducted in February and March, the tempera- ture being uniform in the rooms, the temperature was not a factor. If conducted in Spring or Fall the temperature would be noted, as it would be a disturbing factor. 5. Any pupil especially abnormal as to spelling was not counted in this test. They took the work with the class, but papers were rejected in results. The same was done with re- spect to pupils that were not in good physical condition at the time of the test. 6. The length of time spent in study of words in each test was noted. This time should not vary more than half a minute. By careful trial the time for each test in Series I was shown to be practically the same. The same was true of Series 2. 7. Only the papers for pupils present for all tests in Series I were considered. The same was true for Series 2. 8. The same list of words was pronounced at the end of a week. This was called the Review. 9. The teachers of the grades pronounced the words of the tests to the class according to the following directions. All papers were corrected under my immediate direction. 10. The results were recorded as follows: A record was made of the words missed in the preliminary test, of the number missed after the study, and the number missed at the end of the week. The number missed in the preliminary test less the number missed after study was the number learned. The num- ber learned divided by the number possible to be learned, i. e., number missed after preliminary test, gave the percentage learned. Objection — The device was likely to be a disturbing factor. I would suggest that this device could be dispensed with. Upon trial I believe the pupils will concentrate on the word as directed by pointing to it without covering with device. Plan of Tests Make tests immediately after opening exercises. Words to be written on board before pupils come into room and covered until ready to study words. Experimental Studies in Spelling 39 Series A — Test i 1. Dictate words to class. Collect papers immediately. 2. (a) Experimenter pronounce the word. {b) Pupils pronounce and spell the word in concert, (c) Pronounce and spell the word in concert. {d) Pronounce and spell the word in concert. 3. Study each succeeding word in the same way as the first word was studied, completing the list. 4. Experimenter pronounce words to class immediately after completion of list and collect papers. Test II 1. Dictate words to class. Collect papers immediately. 2. {a) Experimenter pronounce the word. {h) Pupils pronounce and spell the word in concert. 3. Study each succeeding word in the same way as first word was studied, completing the list. {a) Study entire list a second time in the same way. ib) Study entire list a third time in the same way. 4. Experimenter pronounce words to class immediately after completion of list and collect papers. Series A — Test III 1. Dictate words to class. Collect papers immediately. 2. (a) Experimenter pronounce word. {b) Pupils pronounce the first word and spell the first word in concert twice, (c) Pronounce and spell the first word in concert. Complete the list. 4. Experimenter pronounce words to class immediately after completion of list and collect papers. Note — A comparison in test i, 2, and 3 shows that in test i each word was pronounced three times in succession; in test 2 each word was pronounced and studied three times after an interval, i. e., the time required to complete the list. In test 3 each word was pronounced and studied three times — twice 40 Experimental Studies in Spelling in succession and once after an interval, the interval being the time since the last repetition, which interval is a variable quantity, since the interval for the first word is the time required to study nineteen words twice and for the second word the time required to study eighteen words twice and one word once, etc. Series B — Test I 1. Dictate words to the class. Collect papers immediately. 2. (a) Experimenter pronounce word. {h) Pupils pronounce word in concert. (c) Pupils spell the first word four times in concert in suc- cession. 3. Study each succeeding word in the same way as the first word was studied, completing the list. 4. Experimenter pronounce words to class immediately after completion of list and collect papers. Test II 1. Dictate words to class. Collect the papers immediately. 2. (a) Experimenter pronounce first word. (6) Pupils pronounce first word in concert. (c) Pupils spell first word once in concert. 3. Complete the list, then repeat the same process three times. 4. Experimenter pronounce words to class immediately after completion of list and collect papers. Test III 1 . Dictate words to the class. Collect the papers immediately. 2. (a) Experimenter pronounce the first word. {h) Pupils pronounce the first word in concert. (c) Pupils spell the first word twice in succession in concert. 3. Complete the list, then repeat — 2 (c). 4. Experimenter pronounce words to class immediately after completion of list and collect papers. Test IV I. Dictate the words to the class. Collect the papers imme- diately. Experimental Studies in Spelling 41 2. Experimenter pronounce first word. (a) Pupils pronounce the first word in concert. (6) Pupils spell first word twice in succession. 3. Complete the list, then go over the list twice, spelling each word once each time. 4. Experimenter pronounce the words to the class immediately after completion of list and collect papers. Test V 1. Dictate words to the class. Collect papers immediately. 2. (a) Experimenter pronounce first word. (6) Pupils pronounce the first word in concert. (c) Pupils spell the first word three times in concert in succession. 3. Complete the list, then go over the list, spelling each word once. 4. Experimenter pronounce the words to the class imme- diately after completion of list and collect papers. The following list of words was used in Series A. GRADE III Test i 1. clover 2. cloak 3. moment 4. leopard 5. currant 6. carrot 7. locate 8. language 9. wealthy 10. weedy 11. thrush Test 2 1, locket 2. weave psalm perch stiffen ivory elephant 8. heroes 9. stupid 10. against 11. northern Test 3 1. trolley 2. maiden 3. control 4. vale 5. weather 6. medicine 7. bluebells 8. umbrella 9. wisdom ID. pulse II. wharf 42 Experimental Studies in Spelling 12. cipher 13. weave 14. blade 15. vote 16. burdens 17. cocoa 18. choir 19. avoid 20. screw 12. several 13. cylinder 14. fragrant 15. tenderly 16. breathe 17. confuse 18. poison 19. prairie 20. mission 12. tract 13. quotient 14. minuend 15. volcano 16. equator 17. stomach 18. instead 19. grassy 20. scream GRADE IV Test i 1. dangerous 2. afternoon 3. contrivings 4. mulberry 5. scorpion 6. nuisance 7. saltpetre 8. sturgeon 9. exclamation 10. Colorado 11. camera 12. cement 13. Detroit 14. intelligence 15. alphabet 16. catkin 17. decimal 18. Carolina 19. diaphragm 20. spectacle Test 2 1. costume 2. cashier 3. expensive 4. ventilator 5. sparingly 6. succeeded 7. mimic 8. stifled 9. Lansing 10. caresses 11. ceiling 12. sapphire 13. interrogation 14. Minnesota 15. schooners 16. abundant 17. caravan 18. sinewy 19. capitol 20. irregular Test 3 1. flabby 2. derrick 3. Bermuda 4. doubly 5. Arcadia 6. consumption 7. declaration 8. average 9. coaxes 10. twitted 11. flimsy 12. banquet 13. Wednesday 14. ignorant 15. cartilage 16. piteous 17. anecdote 18. columbine 19. briers 20. obeyed Experimental Studies in Spelling 43 GRADE V Test i 1. coinage 2. albumen 3. special 4. emigrants 5. desirable 6. barbarous 7. longitude 8. cupola 9. Vancouver 10. gallantly 11. troupe 12. masticate 13. frightening 14. desirable 15. admittance 16. pungent 17. Ottawa 18. cigarette 19. gnarled 20. reverent Test 2 discipline steadily Seine wholly monstrous demerit Mackenzie 8. curbstone 9. auburn 10. disappoint 11. blithesome 12. actually 13. Oglethorpe 14. Marquette 15. sneaked 16. omission 17. dignified 18. excellent 19. chastening 20. czar Test 3 1. deserter 2. fashionable 3. pretense 4. scarecrow 5. chubby 6. career 7. essays 8. bosom 9. buttoning 10. Havana 11. degrees 12. longitude 13. damsel 14. cupola 15. demon 16. collier 17. daylight 18. denial 19. ruddier 20. demerit GRADE VI Test i 1. smecure 2. optical 3. repelled 4. pretzel 5. Illinois 6. phosphate 7. numskull 8. papoose 9. Seattle Test 2 1. dimension 2. telephone 3. marrow 4. conqueror 5. masticate 6. isinglass 7. proteids 8. physician 9. astringent Test 3 1. trophy 2. fragile 3. vehemence 4. phonograph 5. resurrect 6. singeing 7. chrysalis 8. conqueror 9. razor 44 Experimental Studies in Spelling 10. wreckage 11. pontoon 12. sycamore 13. millinery 14. intertwine 15. senior 16. gymnasium 17. parenthesis 18. pantaloons 19. pinion 20. Sumatra 10. oracle 11. ruffian 12. DuQuesne 13. pugilist 14. burglar 15. equivocate 16. vicissitude 17. phonograph 18. crockery 19. perforate 20. moral 10. firkin 11. bivalve 12. radius 13. pioneers 14. chattel 15. urgently 16. temperature 17. brogan 18. infringe 19. colonial 20. equivocate GRADE VII Test i 1. superficial 2. persistent 3. requisite 4. lusciousness 5. corpuscles 6. Mozambique 7. spiritualism 8. monotony 9. Oceanica 10. Yokohama 11. monstrosity 12. plague 13. proficient 14. ironical 15. subjugate 16. courteous 17. transparent 18. superbly 19. tincture 20. reversible Test 2 1. exhortation 2. pugnacious 3. systemic 4. carat 5. subterranean 6. rigorous 7. obscurity 8. luxuriant 9. Monotheism 10. tragedian 11. cotton-gin 12. tortuous 13. submaxillary 14. peculiarly 15. originally 16. provender 17. propulsion 18. instigation 19. perjure 20. solicit Test 3 1. disinherit 2. equitable 3. joviality 4. aviary 5. auricles 6. condescend 7. officious 8. spasmodic 9. annually 10. humidity 11. sociability 12. luxurious 13. sewer 14. hydrant 15. ulcerate 16. petrify 17. perusal 18. pneumonia 19. translation 20. infinitive Experimental Studies in Spelling 45 Test I 1. thermometer 2. auditorium 3. Buchanan 4. antithesis 5. municipal 6. incandescent 7. collegiate 8. monastery 9. atomizer 10. cuspidor 11. symmetry 12. courier 13. property 14. synecdoche 15. tympanum 16. statutory 17. puritanical 18. reservation 19. crystalline 20. lettuce GRADE VIII Test 2 1. sepulcher 2. cranial 3. cotillion 4. complete 5. pulmonary 6. negotiable 7. commissary 8. translucent 9. auditorium 10. bituminous 11. Lowell 12. enervate 13. misdemeanor 14. vaccinate 15. neuralgia 16. soliloquy 17. asylum 18. zouave 19. subsidize 20. audacious Test 3 1. treasonable 2. traditional 3. anodyne 4. ulceration 5. versatile 6. symmetry 7. congruity 8. putrefaction 9. thermometer 10. massacre 11. Barbadoes 12. visionary 13. Nevada 14. impassable 15. tyrannize 16. contusion 17. pulmonary 18. conception 19. volubility 20. solicitor 46 Experimental Studies in Spelling The following list of words was used in Series B. 1. walnut 2. cruelly 3. replied 4. mahogany 5. whoa 6. tumbler 7. precious 8. Yucatan 9. cinder 10. whiskey 11. anxious 12. alligator 13. stomach 14. nineteen 15. waking 16. parallel 17. kingdom 18. queer 19. bicycle 20. petroleum 1. breathe 2. tighten 3. southern 4. service 5. sneeze 6. pistil 7. bridle 8. semi-circle 9. tempt 10. tobacco 11. mahogany 12. asparagus 13. strength 14. Michigan 15. envelope 16. hasten 17. alcohol 18. anvil 19. prison 20. atmosphere GRADE III 3 1. acute 2. hateful 3. ashamed 4. spicy 5. odor 6. diamonds 7. oblique 8. foreign 9. continent 10. vegetable 11. isthmus 12. moving 13. walrus 14. tuber 15. several 16. Ontario 17. chintz 18. surround 19. parson 20. Chinese 4 1. silence 2. hinge 3. sweat 4. chalky 5. southern 6. Japanese 7. enamel 8. exercise 9. bruises 10. Hiawatha 11. height 12. salad 13. smother 14. capital 15. peninsula 16. castle 17. soiling 18. whate'er 19. person 20. Schuylkill 1. Mongolian 2. reptile 3. rooster 4. Mississippi 5. treasure 6. Malay 7. saucy 8. complete 9. temperature 10. blacksmith 11. eighty 12. captain 13. shepherd 14. pollen 15. corolla 16. calyx 17. Eskimos 18. meddle 19. mineral 20. erase I polar pampas cemetery certain destruction delicious repose 8. endeavor 9. China 10. plentiful 11. cleanliness 12. brakeman 13. chamois 14. Creator 15. contraction 16. ridged 17. decorate 18. wrought 19. curious 20. vowel 1. repose 2. clung 3. project 4. formation 5. crayon 6. farmyard 7. Whittier 8. ledger 9. bulbous 10. happily 11. chasms 12. thistle 13. plague 14. medium 15. City Hall 15. finally 17. machine 18. opinion 19. obedient 20. monument GRADE IV 3 1. obstacle 2. bargains 3. geysers 4. liquor 5. warriors 6. cologne 7. telegraph 8. sheltered 9. Mildred 10. nineteen 11. radiant 12. Yukon 13. evident 14. immense 15. knuckle 16. alphabet 17. absorb 18. sunnier 19. quivering 20. evident 1. kerosene 2. aisle 5. arteries 4. seizing 5. actual 6. caution 7. bouquet 8. thorough 9. disguise 10. religious 11. privilege 12. scattering 13. niece 14. drought 15. Elizabeth 16. inflamed 17. knuckle 18. Alabama 19. sunnier 20. censure 1. exactly 2. groceries 3. sycamore 4. absorb 5. abundant 6. annoy 7. pendulum 8. amethyst 9. conductor 10. singular 11. ourselves 12. Baltimore 13. llama 14. Chesapeake 15. perspiration 16. squeeze 17. scissors 18. grammar 19. torture 20. notable Experimental Studies in Spelling 47 GRADE V I. 2. 3 A' 5. 6, 7. 8, 9' 10. II, 12. 14. 16. 18. 20. ruddier clotted pretense fashionable dissolves Ottawa apparel thousandths lemon chocolate punctual diphtheria Gettysburg precipice raisins abyss volcanic luscious encouraged residence 1. crayon 2. Raleigh 3. multiple 4. axle-tree 5. apparatus 6. hoarse 7. Honolulu 8. parenthesis 9. decimal 10. antennae 1 1 . bare-headed 12. angrily 13. whoop 14. shamrock 15. castile-soap 16. better 17. microscope 18. fowl 19. piteous 20. methinks 1. pursuit 2. imagine 3. sociable 4. capillaries 5. epaulets 6. Lehigh 7. oxygen 8. cavern 9. Cayenne ID. magistrate 11. whirling 12. poverty 13. glorious 14. sulphur 15. nautical 16. halibut 17. negligence 18. emerald 19. fertile 20. wanders 1. cornstalk 2. engineer 3. woodbine 4. physician 5. Valparaiso 6. photograph 7. limpid 8. gorilla 9. Manila 10. colonel 11. avoirdupois 12. chrysalis 13. valiant 14. furnace 15. ceases 16. masticate 17. gallantry 18. gnarled 19. desirable 20. alcoholic 5 cupola troupe scene Magellan 5. receiving 6. wedded 7. reverent 8. aromatic 9. bruise ID. brew 11. whirling 12. plunging 13. conjunction 14. Missouri 15. adorned 16. demolish 17. chamois 18. government 19. smugglers 20. ejected GRADE VI 1. mutmy 2. proteids 3. humorist 4. microscope 5. equivocate 6. serenely 7. chastise 8. vehemence 9. pretzel 10. insolvent 11. oriole 12. ruffian 13. Monmouth 14. ascending 15. Brussels 16. coupling 17. battery 18. Pyrenees 19. twinging 20. rotate 1. interment I. 2. prepositional 2 3. Constantinople 3 4. prosecute 5. jostling 6. Dneiper 7. druggist 8. reunite 9. extortion 10. abbreviation 11. arson 12. specie 13. pinnacle 14. notary 15. treacherous 16. purloin 17. lymphatics 18. Brahmanism 19. trombone 20. arsenal 4- 5- 6. 7- 8. 9- 10. II. 12. 13- 14. 15- 16. 17- 18. 19- 20. vulgarity duodenum worrying prosy Burgoyne lyceum stampede ween elastic Tripoli stalwart acknowledge analysis starvation synovia approval console digestible spherical excavate 4 1. vessels 2. solvency 3. fraudulently 4. pickerel 5. plaintiff 6. traverse 7. Euphrates 8. brethren 9. wizard 10. placid 11. artillery 12. Arabia 13. aptness 14. arbutus 15. braid 16. moisture 17. conceited 18. ewes 19. estuary 20. menial 1. windlass 2. pompous 3. bolster 4. epiglottis 5. cranberry 6. pique 7. cereal 8. granary 9. detestable 10. ventilator 11. estuary 12. torpedo 13. Chippewa 14. luxuriant 15. Antwerp 16. pleasurable 17. adverbial 18. syringe 19. slough 20. weasel 48 Experimental Studies in Spelling GRADE VII I. adroitly I. malefactor I. publicity I. nostrils I. chemistry 2. calabash 2. magistrate 2. protestant 2. Winchester 2. jocularity 3. gentility 3- politician 3. ancestral 3. horticulture 3. cavity 4- felony A- lithograph 4. counterfeit 4. cremation 4. coagulation 5- abscond 5- infamous 5. reversible 5. atrocious 5. paradise 6. linguist 6. auricle 6. wristband 6. window 6. oscillate 7- mimicry 7- Bowdoin 7. corpuscles 7. suture 7. Guardafui 8. embarrass 8. annually 8. matriculate 8. meagerly 8. buoyant 9- Tanganyika 9- , reprimand 9. baize 9. Australia 9. vigilant 10. neuralgia 10. lynx ID. upholster 10. brokerage 10. extol II. whimsical II. cranium II. Hawthorne II. octagonal II. depreciate 12. Tippecanoe 12. provident 12. authentic 12. visitant 12. wary 13- covetous 13- submaxillary 13. aviary 13. doctrine 13. Chickamauga 14. theatrical 14. submarine 14. disinherit 14. payee 14. variable 15. ulcerate 15- winsome 15. Thibet 15. penury 15. distinguished 16. zither 16. wiry 16. orphanage 16. flexors 16. lieutenant 17- vixen 17- propellor 17. mustiness 17. grumpiness 17. hosiery 18. coroner 18. cosmetic 18. midshipman 18. compiling 18. ottoman 19- etiquette 19- involuntary 19. premeditate 19. loitering 19. bullion 20. ordinance 20. Edison 20. avalanche GRADE VIII 20. oiliness 20. massacre I 2 3 4 5 I. Divine I. justice I. criminate I. versatile I. sophomore 2. waning 2. noiseless 2. grater 2. subsidy 2. cochineal 3- perjury 3- aquarium 3. crinoline 3. compliment 3. coherency 4- reservoir 4- catapult 4. cotillion 4. synecdoche 4. obliteration 5- benevolence 5- legitimate 5. corroborate 5. pious 5. ingredient 6. perquisite 6. expiate 6. Transvaal 6. sustenance 6. minority 7- loquacious 7- verbiage 7. cuspidor 7. contusion 7. posterity 8. Madeira 8. Farragut 8. duteous 8. Garfield 8. chandelier 9- region 9- refutation 9. bigoted 9. usurious 9. Goldsmith 10. serpent 10. equestrian 10. tacitly 10. austerity 10. vitreous II. Altoona II. pyrotechnic II. inflammable II. avaricious II. bravado 12. virulent 12. antithesis 12. Carlyle 12. convivial 12. Brooklyn 13- itinerary 13- Ecuador 13. stultify 13. innovation 13. chloroform 14. evangelist 14. disseminate 14. sponge 14. metonymy 14. salubrious 15- frivolity 15- incarcerate 15. prevaricate 15. ostentation 15. clemency 16. mutually 16. sumptuary 16. husbandry 16. Polynesia 16. neutrality 17- transiently 17- apothecary 17. secretary 17. frigidity 17. celerity 18. tympanum 18. trapezoid 18. polysyllable 18. collision 18. resuscitate 19- auditorium 19. convoy 19. stigmatize 19. volatile 19. brunette 20. convalesce 20. substantiate 20. actually 20. cheroot 20. oviform )re Study After Sti idy Lea rned Lear 733 434 299 41 475 248 225 47 664 298 366 55 349 87 262 75 502 171 331 66 Experimental Studies in Spelling 49 TABLE X. Showing the Number and Percentage Learned Immediately After Study SERIES A — Test i — Three oral repetitions — continuous. Number of Number of Number of Number of Words Missed Words Missed Words Percentage Pupils Grade III 52 Grade IV 43 Grade V 43 Grade VI 31 Grade VII 37 Grade VIII 31 395 159 236 59 Test 2 — Three oral repetitions — Two repetitions each of which was after an interval the length of which was the time required to study the other words of the list. Grade III 52 758 389 369 49 Grade IV 43 651 290 361 55 Grade V 43 620 207 413 66 Grade VI 31 364 loi 263 72 Grade VII 37 525 164 361 69 Grade VIII 31 297 54 243 82 Test 3 — Three oral repetitions — Two continuous and one after an interval the length of which was the time required to complete the study of list twice. Grade III 52 644 347 297 46 Grade IV 43 683 351 332 49 Grade V 43 527 157 370 70 Grade VI 31 387 92 295 76 Grade VII 37 435 126 309 71 Grade VIII 31 259 70 189 73 The weather was fair or clear for tests i, 2 and 3. The time was approximately the same in all tests, varying somewhat according to grade. Grades 3 and 4 required about I minute longer than the other grades. The average time for Grades 5 to 8 was 5 minutes. 733 535 igS 27 475 252 223 46 664 371 293 44 349 159 190 54 502 276 226 45 395 196 199 50 50 Experimental Studies in Spelling TABLE XI Showing the Number and Percentage Learned at End of Week SERIES A — Test i — Three oral repetitions. Number of Percentage Number of Number of Words Learned at Number of Words Missed Words Missed Learned at End of Pupils Before Study End of Week End of Week Week Grade III 52 Grade IV 43 Grade V 43 Grade VI 31 Grade VII 37 Grade VIII 31 Test 2 — Three oral repetitions — Two repetitions each of which was after an interval the length of which was the time required to study the other words of the list. Grade III 52 758 528 230 30 Grade IV 43 651 393 258 40 Grade V 43 620 375 245 39 Grade VI 31 364 166 198 54 Grade VII 37 525 280 245 47 Grade VIII 31 297 115 182 61 Test 3 — Three oral repetitions — Two continuous and one after an interval the length of which was the time required to complete the study of the list twice. Grade III 52 644 462 182 28 Grade IV 43 683 417 266 39 Grade V 43 527 3o8 219 40 Grade VI 31 387 217 170 44 Grade VII 37 435 252 183 42 Grade VIII 31 259 113 146 56 Weather clear or fair when review was given at end of week. Experimental Studies in Spelling TABLE XII 51 Showing the Average Number and Percentage Learned After Study SERIES A — Test i — Three oral repetitions — continuous. Average Average Average Number of Number of Number of Number of Percentage Pupils Words Missed Words Missed Words Learned Before Study After Study Learned Grade III 52 Grade IV 43 Grade V 43 Grade VI 31 Grade VII 37 Grade VIII 31 14. 1 8.3 5-8 41 II-5 5-8 5-3 47 154 6.9 8.5 55 II-5 3- 8.5 75 13-6 4.6 8.9 66 12,8 5.6 7.6 59 Test 2 — Three oral repetitions — Two repetitions each of which was after an interval the length of which was the time required to study the other words of the list. Grade III.. Grade IV... Grade V. . . . Grade VI. . . Grade VII.. Grade VIII. 52 43 43 31 37 31 14.6 7-5 71 49 151 6.7 8.4 55 14.4 5- 9.6 66 II. 9 3-3 8.5 72 14.2 4-4 9-7 69 9.6 1-7 7-9 82 Test 3 — Three oral repetitions — Two continuous and one after an interval the length of which was the time required to complete the study of the list twice. Grade III.. Grade IV... Grade V. . . . Grade VI. . . Grade VII. . Grade VIII. 52 43 43 31 37 31 12.4 6.7 5-5 46 15-9 8.2 7-7 49 12.3 3-7 8.6 70 12.7 31 9-5 76 II. 8 3-4 8.3 71 8.4 2.3 6.1 73 Weather conditions same as noted after Table X. 52 Experimental Studies in Spelling TABLE XIII Shoiving the Average Number and Percentage Learned at End of Week SERIES A — Test i — Three oral repetitions — continuous. Average Number of Number of Pupils Words Missed Before Study Average Average Number Number Percentage of Words of Words Learned at Missed at Learned at End of Weeic End of Week End of Week Grade III.. Grade IV... Grade V. . . . Grade VI. . . Grade VII.. Grade VIII. 52 43 43 31 37 31 14. 1 15-4 13.6 12.8 3-9 51 6.8 6.1 6.1 6.4 27 46 44 54 45 50 Test 2 — Three oral repetitions — Two repetitions each of which was after an interval the length of which was the time required to study the other words of the list. Grade III Grade IV Grade V Grade VI Grade VII Grade VIII 52 14.6 10.9 4-3 30 43 151 9.1 6. 40 43 14.4 8.8 5-7 39 31 II. 9 5-5 6.4 54 37 14.2 7.6 6.6 47 31 9.6 3.8 5-9 61 Test 3 — Three oral repetitions — Two continuous and one after an interval, the length of which was the time required to complete the study of the list twice. Grade III.. Grade IV... Grade V. . . . Grade VI. . . Grade VII.. Grade VIII. 52 43 43 31 37 31 12.4 91 3-5 28 159 9.6 6.2 39 12.3 7-3 5- 40 12.7 6.9 5-5 44 II. 8 6.8 4-9 42 8.4 3-7 4-7 56 Weather conditions same as noted previously. Experimental Studies in Spelling TABLE XIV 53 Comparison of Per Cent Learned and Retained SERIES A — Test i — Three oral repetitions — continuous. „ ^ Percentage Percentage Number of of Pupils L Grade III 52 Grade IV 43 Grade V 43 Grade VI 31 Grade VII 37 Grade VIII 31 Average Test 2 — Three oral repetitions — Two repetitions each of which was after an interval the length of which was the time required to study the other words of the list. Grade III 52 49 30 Grade IV 43 55 40 Grade V 43 66 39 Grade VI 31 72 54 Grade VII 37 69 47 Grade VIII 31 82 61 65.5 45.2 Words of Words Retained at End of Week 41 27 47 46 55 44 75 54 66 45 59 50 57-2 43-8 Test 3 — Three oral repetitions — Two continuous and one after an interval the length of which was the time required to complete the study of the list twice. Grade III 52 46 28 Grade IV 43 49 39 Grade V 43 70 40 Grade VI 31 76 44 Grade VII 37 7i 42 Grade VIII 31 73 56 Average .. 64.2 41.5 54 Experimental Studies in Spelling TABLE XV Showing Number and Percentage of Words Learned Immediately After Study SERIES B — Test i — Four oral repetitions — continuous. .. , , Number of Number of Number of Number of,,, , ,,. , ,,, , ,,. , „, , „ p .. Words Missed Words Missed Words Percentage Before Study After Study Learned Learned Grade III 25 358 199 159 44.4 Grade IV 27 368 182 186 51. i Grade V 33 376 185 191 50.9 Grade VI 29 271 63 218 76.1 Grade VII 26 287 61 226 78.2 Grade VIII 26 236 67 169 71.4 Test 2 — Four oral repetitions — Three repetitions each of which was after an interval the length of which was the time required to study the other words of the list. Grade III 25 346 207 139 40. Grade IV 27 274 62 212 77.2 Grade V 33 372 119 153 66.2 Grade VI 29 264 66 198 74.7 Grade VII 26 289 38 251 86.5 Grade VIII 26 200 60 140 70.4 Test 3 — Four oral repetitions — Two continuous then two continuous a second time after an interval the length of which was the time required to complete the list twice. Grade III 25 388 124 264 67.7 Grade IV 27 308 no 198 64. Grade V 33 3o6 80 226 73.8 Grade VI 29 229 51 178 75. Grade VII 26 265 55 210 79.4 Grade VIII 26 243 50 193 79.6 Test IV — Four oral repetitions — Two continuous then one repetition after an interval the length of which was the time required to complete the list twice and then one repetition after an interval the length of which was the time required to complete the list once. Grade III 25 Grade IV 27 Grade V 33 Grade VI 29 Grade VII 26 Grade VIII 26 319 173 146 46.1 331 154 177 53-3 315 97 218 68.5 143 14 129 89.8 212 39 173 81.7 251 94 157 62.9 36o 200 160 44-4 367 121 146 66.9 266 80 186 70.7 204 34 170 82.9 236 44 192 81.3 198 56 142 71. 1 Experimental Studies in Spelling 55 Test 5 — Four oral repetitions — Three continuous, then one repetition after an interval the length of which was the time to complete the list with the three continuous repetitions. Grade III 25 Grade IV 27 Grade V 33 Grade VI 29 Grade VII 26 Grade VIII 26 The weather was fair or clear for all tests. Time approximately the same as series A. TABLE XVI Showing the Number and Percentage of Words Learned at End of Week SERIES B — Test i — Four oral repetitions — continuous. ■KT , c Number of Number of „ Number of .^^''T^ -^ ^"""^^ ^^'^^^^ Words Percentage Pupils ^7^^^;^^^'^ at End of Learned at ^^j^^^d at Before Study „^ , -o- . c^tt ^ End of Week Week End of Week ^i vycc-. Grade III 25 358 250 108 30.1 Grade IV 27 368 270 98 21.6 Grade V 33 376 223 153 40.3 Grade VI 29 271 133 138 50.5 Grade VII 26 287 152 135 56.4 Grade VIII 26 236 103 133 56.1 Test 2 — Four oral repetitions — Three repetitions each of which was after an interval the length of which was the time required to study the other words of the list. Grade III 25 Grade IV 27 Grade V 33 Grade VI 29 Grade VII 26 Grade VIII 26 346 267 79 22.5 274 149 125 45-5 372 176 200 53 I 264 lOI 163 60.4 289 112 177 61.3 200 86 114 57- I 298 90 23.2 176 132 43- 173 133 42.2 121 108 41 -7 Ii8 147 55-9 90 153 62.4 216 103 32.8 248 83 24.6 183 132 40.2 37 106 73-5 85 127 59-7 125 126 50.5 56 Experimental Studies in Spelling Test 3 — Four oral repetitions — Two continuous, then two continuous a second time after an interval the length of which was the time required to complete the list twice. Grade III 25 388 Grade IV 27 308 Grade V 33 306 Grade VI 29 229 Grade VII 26 265 Grade VIII 26 243 Test 4 — Four oral repetitions — Two continuous, then one repetition after an interval the length of which was the time required to complete the list twice and then one repetition after an interval the length of which was the time required to complete the list once. Grade III 25 319 Grade IV 27 331 Grade V 33 315 Grade VI 29 143 Grade VII 26 212 Grade VIII 26 251 Test 5 — Four oral repetitions — Three continuous, then one repetition after an interval the length of which was the time to complete the list with the three continuous repetitions. Grade III 25 Grade IV 2^ Grade V 33 Grade VI 29 Grade VII 26 Grade VIII 26 Time and weather conditions same as Test i. TABLE XVII Showing the Average Number and Percentage of Words Learned After Study SERIES B — Test i — Four oral repetitions — continuous. Average Average Average Number of Number Number Number Percentage Pupils Words Missed Words Missed Words Learned Before Study After Study Learned Grade III 25 14.3 8. 6.3 44.4 Grade IV 27 13.9 6.7 7.2 51. i Grade V 33 11. 4 5.6 5.8 50.9 Grade VI 29 9.3 2.2 7.1 76.1 Grade VII 26 11. 2.4 8.6 87.2 Grade VIII 26 9.1 2.6 6.5 71.4 360 269 160 25- 367 218 149 40.4 266 151 115 43-2 204 85 119 58.6 236 126 no 47.2 198 97 lOI 50.1 Experimental Studies in Spelling 57 Test 2 — Four oral repetitions — Three repetitions each of which was after an interval the length of which was the time required to study the other words of the list. Grade III Grade IV Grade V Grade VI Grade VII Grade VIII 25 13.8 8.3 5-5 40. 27 ID. I 2.3 7.8 77-2 33 II-3 3-6 7-7 66.2 29 9-1 2.3 6.8 74-7 26 II. I 1-5 9.6 86.5 26 7-7 2.3 5-4 70.4 Test 3 — Four oral repetitions — Two continuous, then two continuous a second time after an interval the length of which was the time required to complete the list twice. Grade III Grade IV Grade V Grade VI Grade VII Grade VIII 25 155 5- 10.5 67.7 27 II. 4 41 7-3 64. 33 9- 2.4 6.6 73-8 29 7.2 1.8 5-4 75- 26 10.2 2.1 8.1 79-4 26 9-3 1-9 7-4 79.6 Test 4 — Four oral repetitions — ^Two continuous, then one repetition after an interval the length of which was the time required to complete the list twice, and then one repetition after an interval the length of which was the time required to complete the list once. Grade III. . Grade IV... Grade V. . . . Grade VI... Grade VII. . Grade VIII. 25 27 33 29 26 26 2.9 •5 I 3 6.3 4-4 6.7 6.1 6.4 91 Test V — Four oral repetitions — Three continuous, then one repetition after an interval the length of which was the time to complete the list with three continuous repetitions. Grade III... Grade IV... Grade V. . . . Grade VI. . . Grade VII.. Grade VIII. 25 27 33 29 26 26 14.4 8. 6.4 44-4 13-6 4-5 91 66.9 8.1 2.4 5-7 70.7 7- 1 .2 5-8 82.9 9.1 1-7 7-4 81.3 7.6 2.2 5-4 71. 1 Time and weather conditions same as Test i. 58 Experimental Studies in Spelling TABLE XVIII Showing the Average Number and Percentage of Words Learned at End of Week SERIES B — Test i — Four oral repetitions — continuous. Grade III. . Grade IV... Grade V. . . . Grade VI. . . Grade VII.. Grade VIII. Number of Pupils 25 27 33 29 26 26 Average Number of Words Missed Before Study 14-3 139 II. 4 9-3 II . 91 Average Average Number of Number of Percentage Words Missed Words Learned at at End of Learned at End of Week End of Week Week 10 ID 6 4 51 30.1 21 .6 40.3 50.5 56.4 56.1 10.7 31 22.5 5-5 4.6 45-5 5-3 6. 53- 1 3-5 5.6 60.4 4-3 6.8 61.3 3-3 4-4 57-1 Test II — Four oral repetition.s — Three repetitions, each of which was after an interval the length of which was the time required to study the other words of the list. Grade III 25 13.8 Grade IV 27 10. i Grade V 33 1 1 . 3 Grade VI 29 9.1 Grade VII 26 ii.i Grade VIII 26 7.7 Test 3 — Four oral repetitions — Two continuous, then two continuous a second time after an interval the length of which was the time required to complete the list twice. Grade III 25 15.5 11. 9 3.6 23.2 Grade IV 27 11. 4 6.5 4.9 43. Grade V 33 9. 52 3.8 42.2 Grade VI 29 7.2 4.2 3. 41.7 Grade VII 26 10.2 4.5 5.7 55.9 Grade VIII 26 9.3 3.5 5.8 62.4 Test 4 — Four oral repetitions — Two continuous, then one repetition after an interval the length of which was the time required to complete the list twice and then one repetition after an interval the length of which was the time required to complete the list once. Grade III. . Grade IV... Grade V. . . . Grade VI. . . Grade VII.. Grade VIII. 25 27 2,2, 29 26 26 Experimental Studies in Spelling 59 Test 5 — Four oral repetitions— Three continuous, then one repetition after an interval the length of which was the time required to complete the list with the three continuous repetitions. Grade III.. Grade IV... Grade V. . . . Grade VI. . . Grade VII. . Grade VIII. 25 27 33 29 26 26 14.4 10.8 3-6 25- 13-6 8.1 5-5 40.4 8.1 4.6 3-5 43-2 7- 2.9 41 58.6 91 4.8 4-3 47.2 7.6 3-7 3-9 50.1 Weather and time conditions same as previously noted. TABLE XIX Comparison of Percent Learned and Retained SERIES B — Test i — Four oral repetitions — Continuous. Number oj Pupils Grade III 25 Grade IV 27 Grade V 33 Grade VI 29 Grade VII 26 Grade VIII 26 Average Percentage of Words Learned 44-4 511 50.9 76.1 78.2 71.4 62. Percentage of Words Retained at End of Week 30- 1 21 .6 403 50.5 56.4 56.1 42.5 Test 2 — Four oral repetitions — Three repetitions, each of which was after an interval the length of which was the time required to study the other words of the list. Grade III 25 Grade IV 27 Grade V 33 Grade VI 29 Grade VII 26 Grade VIII 26 Average 40. 22.5 77.2 45-5 66.2 53- 1 74-7 60.4 86.5 61.3 70.4 57-1 69.2 50. 6o Experimental Studies in Spelling Test 3 — Four oral repetitions — Two continuous, then two continuous a second time after an interval the length of which was the time required to complete the list twice. Grade III Grade IV Grade V Grade VI Grade VII Grade VIII Average Test 4 — Four oral repetitions — Two continuous, then one repetition after an interval the length of which was the time required to complete the list twice and then one repetition after an interval the length of which was the time required to complete the list once. 25 67 7 23.2 27 64 43- 33 72, 8 42.2 29 75 41.7 26 79 4 55-9 26 79 6 62.4 72, 3 44-7 Grade III. . Grade IV... Grade V. . . . Grade VI. . . Grade VII.. Grade VIII. Average 25 46. 1 32.8 27 53-3 24.6 33 68.5 40.2 29 89.8 73-5 26 81.7 59-7 26 62.9 50.5 67-5 46.9 Test 4 — Four oral repetitions — Three continuous, then one repetition after an interval the length of which was the time required to complete the list with the three continuous repetitions. Grade III. . Grade IV... Grade V. . . . Grade VI. . . Grade VII. . Grade VIII. Average. . . . 25 44.4 25- 27 66.9 40.4 33 70.7 43-2 29 82.9 58.6 26 81.3 47.2 26 71. 1 50.1 69.6 44.1 Analysis of Series A — Test i, 2 and j Examination of results shows that Grades 3, 4, and 8 learned the largest percentage of words in Test 2, and that Grades 5, 6, and 7 learned the largest percentage in Test 3, both of which had repetition after an interval. The average percentage of words learned in the 6th Grade in Test i is 57.2; in Test 2, 65.5; in Test 3, 64.2; making 8.3 percent in favor of Test 2, the characteristic of which was repetition after an interval. In Experimental Studies in History 6i comparison of Test i and 3 there is a difference of 7 percent in favor of Test 3, the characteristic of which was repetition after an interval, the interval being different from that of Test 2. In general, as shown by the average for the six grades the re- sults were the same for the end of the week, there being a differ- ence of 1.4 percent in favor of Test 2. In particular grades, however, the advantage is in favor of Test i in Grades 4 and 5. A nay his of Series B — Tests i, 2, j, 4, and 5 Examination of the individual record kept for each pupil shows that one pupil in Grade 4, missed not any words after the study in Test 2 ; in Grade 4, three pupils missed not any in Test 2, five pupils not any in Test 3, one not any in Test 4, and three not any in Test 5 ; in Grade 6 one pupil missed not any in Test 2, six not any in Test 3, seven not any in Test 4, seven not any in Test 5; in Grade 7, five pupils missed not any in Test 2, two Test 3, one in Test 4, three in Test 5; in Grade 8, two missed not any in Test 3, three missed not any in Test 5. This signifies that each of these different pupils might have learned more words in these Tests 2, 3, 4, and 5, than they did. This would have increased the percentage of words learned in Tests 2, 3 4, and 5, in all of which the characteristic was repetition after an interval, the interval varying as noted in the plan of the tests. It is to be especially noted that no individual cases learned all of the words in Test i, the characteristic of which was continuous repetition. Further examination of results shows that Grades 4 and 7 learned the largest percentage of words in Test 2. Grades 3, 5, and 8 learned the largest percentage of words in Test 3, and Grade 6 learned the largest percentage of words in Test 4. The characteristic of Tests 2, 3, and 4 was repetition after an interval. The average percentage of words learned in the six grades in Test I was 62, in Test 2, 69.2, making a difference of 7.2 percent in favor of Test 2, the characteristic of which was repetition after an interval. In comparison of Test i with Test 3 the average of which was 73.3, there is a difference of 11.3 percent 62 Experimental Studies in Spelling in favor of Test 3, the characteristic of which was repetition after an interval. In comparison of Test i with Test 4, the average of which is 67.5, there is a difference of 5.5 percent in favor of Test 4, the characteristic of which is repetition after an interval. In comparison of Test i with Test 5, the average of which is 69.6, there is a difference of 7.6 percent in favor of Test 5, the char- acteristic of which is repetition after an interval. A comparison of the results gained in comparing Test 2, 3, 4, and 5 with Test i shows that in this experiment Test 3 was the best, reaching 11.3 percent greater efificiency than Test i. In comparison of the results at the end of the week Grades 4, 5, and 7 retain the highest percentage of words in Test 2; Grade 8 retained the highest percentage in Test 3 ; Grades 3 and 6 retained the highest percentage in Test 4. The general aver- age is the highest in Test 2. In comparison with Test i there is an advantage of 7.5 percent in favor of Test 2. This experiment shows that, in spelling, both, in immediate results and in results at the end of the week, repetition after an interval is more effective in memorizing than continuous repetition. PART III Experiment III The purpose of experiment three was the same as in experi- ment one and two. Plan — Experience in experiments one and two suggested the following improvements for experiment three. 1. To have the study of the words as near as possible under the same conditions as the regular spelling lesson.* For this reason the words selected for the test were printed on pieces of cardboard in the same kind of type as used in the spelling book, observing syllabification and accent marks as in regular spelling book. 2. A device was planned to cover all the words except the particular word being studied. This device was a piece of card- board with a rectangular opening cut in it one and one-quarter inches long and one-quarter inch wide. It was easy for the pupil to slide this card-board along, exposing the next word each time for study. Practice was given in the use of this device to all pupils previous to using it the first time. This was done so that the strangeness of the device would not interfere in any way with results. 3. Test I was given third and Test 3 was given first in the series. This change in order was made because it was observed that a certain amount of efficiency was acquired toward the end of the series. The order probably had nothing to do with the results, because most of the pupils in experiment III had had experience with experiment one and two. * Experience in previous experiments made it evident that a change from studying the printed to the written word on the board was a disturbing factor. This was discovered by having a number of tests in studying words — those studied from board compared with those studied from book. Those studied from books showed the highest percentage learned each time. This was probably due to change of form of word and the word was too far away giving too much chance for distraction of attention. It was decidedly easier to hold attention to printed word. 63 64 Experimental Studies in Spelling 4. The children were especially asked not to think about the words after the experimenter left the room.* In a large degree this was done as the children immediately returned to their regular work. 5. All the experiments were conducted, entirely, by myself, thus eliminating the disturbing factor of having a number of different experimenters in the same series of tests. Preliminary experiments were made in each case so that the pupils were familiar with the method and manner of the experimenter before the real experiment was given, in addition to this I was known personally by all the pupils. The following were the details of the plan used in this experi- ment: 1. The test was made in Grades 5, 6, 7, and 8. Grades four and five were not tested because by trial it was found that they could not use device well. 2. Twenty words in each test were selected, so that there was a large number of words to be learned by the class. Both long and short words were selected. Any special difficulty in spell- ing was avoided. In one list, Grade V, Test III, the word fowl was defined each time when pronounced. This was necessary, in order that the students would spell the right word. In Grade VIII, Test III, the word polysyllable, by accident had the first "y" omitted in the printing of the slips. The error was not observed until the test was being made. The pupils were marked on a basis of 19 words in Test A-3. 3. All tests were made at the same time of day, between 8:45 and 10:00 A. M. This was done so as to have the same mental condition of the children as far as possible in each test. Weather conditions were noted as clear, fair or cloudy. The temperature, 68 degrees, was uniform in the rooms. 4. Any pupil being especially abnormal in spelling was not counted in the test. The pupils took the words with the class, *In previous experiments no request of this kind was made, but individual cases came to my attention in which pupils did discuss the words. In this experiment no such cases came to my attention. Experimental Studies in Spelling 65 but papers were rejected in results. The same was done with respect to pupils who were not in good physical condition at the time of test. 5. The length of time spent in the study of the words was the same in each test. By preliminary tests I had learned to pass from one word to the other promptly and to conduct the detail of the experiment in such a way that there was practically no difference in time in Tests I, II, and III. The variation was always less than one-fourth Q/Q of a minute. This practically eliminated the time conditions in the tests. 6. Only the papers of the pupils present for all the tests were considered in the results. 7. The same list of words was pronounced at the end of week, at the same time of day. This was called the Review. 8. All papers were corrected under my immediate direction. The results were recorded as follows: A record was made of weather conditions, or social function that might have interfered with the accuracy of results. A record was made of the number of words missed in the preliminary test, the number missed after study, and the number missed at the end of the week. The number missed in the preliminary test less the number missed after study was the number of words learned. The number of words learned divided by the number possible to be learned, i. e., the number missed in preliminary test, gives the percentage learned. Observation — The device for covering the words evidently was a disturbing factor to those pupils who lacked the ability to concentrate. These pupils showed very little learning power when using the device. After some additional tests I was con- vinced, that as far as these pupils were concerned the device was a disturbing factor, but of course it was a disturbing factor in each of the tests, and therefore would not affect the validity of the results in any way. Plan of the Tests The tests were made at the time of day indicated above, between 8:45 and 10:00 A. M. 66 Experimental Studies in Spelling Series C — Test I 1. I dictated the words to the class and had the papers col- lected immediately. 2. (a) I had the slips containing the list of words passed to the pupils with the words turned down. At a given signal the pupils turned the slips. {h) I pronounced the first word, (c) The pupils pronounced and spelled the first word in concert. {d) The pupils pronounced and spelled the word in concert two times, making three continuous repetitions of each word . 3. I had the pupils study each succeeding word in the list in the same way the first was studied, completing the list. 4. I pronounced the words to the class immediately after the completion of the list and collected the papers, suggesting to the class that they should forget all about these words. Test II 1. I dictated the words to class and had papers collected immediately. 2. (a) I had the slips containing the words passed to the pupils with the words turned down. At a given signal the pupils turned the slips. {b) I pronounced the first word. (c) The pupils pronounced and spelled the first word in concert. {d) The pupils completed the list pronouncing and spelling each word in concert once, then the entire list was re- peated in the same way two times, making three repeti- tions, each repetition after an interval of time equal to the time required to study 19 words. 3. I pronounced the words to class immediately after the completion of list and collected the papers, suggesting to the class that they should forget all about these words. Experimental Studies in Spelling 67 Test III 1. I dictated the words to class and had papers collected immediately. 2. (a) I had the slips containing the words passed to the pupils with the words turned down. At a given signal the pupils turned the slips. {b) I pronounced the first word. (c) The pupils pronounced and spelled the first word in concert. {d) I had the pupils pronounce and spell the first word the second time, then completed the list in the same way, making two continuous repetitions for each word. (e) After the list was completed I had the pupils pro- nounce and spell in concert each word in the list, thus making a total of three repetitions — two continuous and one after an interval. 3. I pronounced the words to the class immediately after the completion of list and collected the papers, suggesting to the class that they should forget all about these words. The following list of words was used in Series C. GRADE V Test i Test 2 Test 3 I. daily I. gentian I. precipice 2. multiple 2. economy 2. analysis 3- telescope 3- gorgeous 3- cistern 4- citizen 4- chocolate 4- delicious 5- sociable 5- poisonous 5- parenthesii 6. grandeur 6. experiment 6. fowl 7- perspiration 7- ravine 7. policy 8. antennae 8. damaged 8. major 9- naturalist 9- punctual 9- cottage 10. planets 10. especially 10. luscious 68 Experimental Studies in Spelling 11. decimal 12. residence 13. chamois 14. favorite 15. government 16. crayon 17. telephone 18. conjunction 19. oxygen 20. luncheon 11. recruits 12. rapidity 13. declarative 14. cavern 15. magistrate 16. apparatus 17. fatigued 18. imagine 19. hazardous 20. neighbor 11. mucilage 12. volcanic 13. obstacles 14. microscope 15. encouraged 16. desirable 17. enlarged 18. haughty 19. ignorant 20. mortgage GRADE VI Test i 1. console 2. furious 3. constable 4. grocery 5. interment 6. excessive 7. excellence 8. humid 9. lunacy 10. disastrous 11. missionary 12. spigot 13. reunite 14. molasses 15. prepositional 16. motor 17. privacy 18. preference 19. preparatory 20. contemptible Test 2 1. astral 2. aroma 3. asphalt 4. privily 5. guidance 6. sumptuously 7. exhaust 8. trespass 9. revengeful ID. continual 11. woolen 12. briery 13. copying 14. spiral 15. arsenal 16. lymphatics 17. exclusive 18. suitor 19. volunteer 20. vulgarity Test 3 1. divisible 2. trellis 3. stalwart 4. ruinous 5. reverently 6. hydrant 7. lyceum 8. critical 9. wrongfully 10. morgue 11. hyena 12. duodenum 13. stature 14. stampede 15. rivalry 16. exhibitor 17. cornice 18. ridiculous 19. intimately 20. suggestion Experimental Studies in Spelling GRADE VII 69 Test i Test 2 Test 3 I. paradise I. specify I. penury 2. chemistry 2. cosmetic 2. bronchial 3- metropolis 3- burlesque 3- athletic 4- auditor 4- auxiliaries 4- auctioneer 5- hypocrite 5- transom 5- minaret 6. nectarine 6. futurity 6. ferocious 7- adjournment 7- periodical 7- arsenal 8. accurate 8. cravat 8. treason 9- groceries 9- mystical 9- triennial 10. penetrable 10. pulmonary ID. negotiable II. devastate II. unerring II. fatigue 12. whimsical 12. cremation 12. guidance 13- discernible 13- criticise 13. avalanche 14. mattress 14. etiquette 14. brokerage 15- pungency 15- coupon 15- cogent 16. republican 16. doctrine 16. neighborly 17. continuous 17- indicative 17. consciousness 18. infinite 18. subtle 18. suture 19- typhoon 19. methodist 19. avarice 20. neuralgia 20. solicitor GRADE VIII 20. tragical Test i Test 2 Test 3 I. clemency I. sophomore I. dynasty 2. codicil 2. petrifaction 2. supersede 3- amalgam 3. architecture 3- frigidity 4- soprano 4- annihilation 4- conscientious 5- prestige 5- albatross 5- coquette 6. chorister 6. ineligible 6. prejudice 7- sovereign 7- munificence 7- philosopher 8. piquancy 8. equitable 8. inexplicable 9- cellular 9- postilion 9- mystify 10. recreant 10. ambiguity 10. severance 70 Experimental Studies in Spelling 11. rigidity 12. chevalier 13. tournament 14. reminiscence 15. extraordinary 16. monotonous 17. substantially 18. democracy 19. honorary 20. apologize 11. villain 12. cochineal 13. coherency 14. miscellaneous 15. cogitate 16. renewable 17. perspicuity 18. dynamite 19. temporal 20. artesian 11. husbandry 12. amphibious 13. volatile 14. monetary 15. concentric 16. polysyllable 17. tricycle 18. collision 19. intestinal 20. requisition TABLE XX Showing the Number and Percentage of Words Learned Imme- diately After Study SERIES C — Test i — Three oral repetitions — Continuous. ., , , Number of ,. , , ^, . , Number of „, , Number of _ Number of ,,, , i,,. , Words „, , Percentage „ ., Words Missed ,,. , Words Pupils _, , <^, J Missed - , Learned Before Study ,.^ „^ . Learned After Study Grade V 22 277 163 114 41.2 Grade VI 25 250 141 109 43.6 Grade VII 32 370 164 206 55.7 Grade VIII 24 339 204 135 39.8 Test 2 — Three oral repetitions — Two repetitions each of which was after an interval the length of which was the time required to study the other words of the list. Grade V 22 339 168 171 50.5 Grade VI 25 293 102 191 65.2 Grade VII 32 419 147 272 64.9 Grade VIII 24 314 102 212 67.5 Test 3 — Three oral repetitions — Two continuous and one after an interval the length of which was the time required to complete the list twice. Grade V 22 301 151 150 49.8 Grade VI 25 344 168 176 51. i Grade VII 32 402 149 253 62.9 Grade VIII 24 329 123 206 62.2 The weather was fair or clear for all tests, excepting Grade V, Test II — a very cold, stormy day, and Grade VIII, Test III — a large number of pupils had been on a sleighing party the night before. Time approximately the same in all tests. Experimental Studies in Spelling 71 TABLE XXI Showing the Number and Percentage of Words Learned at End of Week SERIES C — Test i — Three oral repetitions — Continuous. Number of Number of Number of _ Number of Words Words Words Learned at Pupils Missed Missed at Learned at „ , fw ek Before Study End of Week End of Week Grade V 22 277 234 43 18.4 Grade VI 25 250 176 74 29.6 Grade VII 32 37° I99 i7i 462 Grade VIII 24 339 245 94 27.7 Test 2 — Three oral repetitions — Two repetitions, each of which was after an interval the length of which was the time required to study the other words of the list. Grade V 22 339 254 85 25 . i Grade VI 25 293 172 121 41.3 Grade VII 32 419 183 236 56.3 Grade VIII 24 314 168 146 46.5 Test 3 — Three oral repetitions — Two continuous and one after an interval the length of which was the time required to complete the list twice. Grade V 22 301 231 ' 70 23.2 Grade VI 25 344 216 128 37.2 Grade VII 32 402 188 214 53.2 Grade VIII 24 329 197 132 40.1 Weather and time conditions same as previously noted. TABLE XXII Showing the Average Number and Percentage of Words Learned After Study SERIES C — Test i — Three oral repetitions — Continuous. Average Average Number of Number of Number of Pupils WordsMissed WordsMissed Before Study After Study Grade V 22 12.6 7.4 Grade VI 25 10. 5.6 Grade VII 32 11. 6 5.1 Grade VIII 24 14. i 8.5 Average Number of Percentage Words Learned Learned 5-2 41.2 4-4 43-6 6.5 55-7 5-6 39-8 72 Experimental Studies in Spelling Test 2 — Three oral repetitions — Two repetitions each of which was after an interval >the length of which was the time required to study the other words of the list. Grade V 22 15.4 7.6 7.8 50.5 Grade VI 25 11. 7 4.1 7.6 65.2 Grade VII 32 13. i 4.6 8.5 64.9 Grade VIII 24 13. 4.3 8.7 67.5 Test 3 — Three oral repetitions — Two continuous and one after an interval the length of which was the time required to complete the list twice. Grade V 22 13.7 6.9 6.8 49.8 Grade VI 25 13.8 6.7 7.1 51. i Grade VII 32 12.6 4.7 7.9 62.9 Grade VIII 24 13.7 5.1 8.6 62.2 Weather and time conditions same as previously noted. TABLE XXIII Showing the Average Number and Percentage of Words Learned at End of Week SERIES C — Test i — Three oral repetitions — Continuous. Average Number of . Words Missed Before Study Average Average Number of Pupils Number of WordsMissed at End of Week Number of Words Learned at End of Week Percentage Learned at End of Week 22 12.6 10.6 2. 18.4 25 10. 7- 3- 29.6 32 II. 6 6.2 5-4 46.2 24 14. 1 10.2 3 9 27.7 Grade V. . . . Grade VI... Grade VII.. Grade VIII. Test 2 — Three oral repetitions — Two repetitions each of which was after an interval the length of which was the time required to study the other words of the list. Grade V 22 15.4 11. 5 3.9 25.1 Grade VI 25 11. 7 6.9 4.8 41.3 Grade VII 32 13. i 5.8 7.3 56.3 Grade VIII 24 13. 7. 6. 46.5 Experimental Studies in Spelling 73 Test 3 — Three oral repetitions — Two continuous and one after an interval the length of which was the time required to complete the list twice. Grade V 22 13.7 10.5 3.2 23.2 Grade VI 25 13.8 8.6 7.1 37.2 Grade VII 32 12.6 5.9 6.7 53.2 Grade VIII 24 13.7 8.2 5.5 40.1 Weather and time conditions same as previously noted. TABLE XXIV Comparison of Percentage Learned and Retained SERIES C — Test i — Three oral repetitions — Continuous. Percentage Number of ^ r"iiTr""i^^ of Words „ ., of Words T, ^ ■ J ^ Pupils J J Retained at End of Week Percentage of Words Learned Grade V 22 41 Grade VI 25 43 Grade VII 32 55 G ade VIII ; 24 39 Average . . 45 2 18.4 6 29.6 7 46.2 8 27.7 7 40.6 Test 2 — Three oral repetitions — Two repetitions each of which was after an interval the length of which was the time required to study the other words of the list. Grade V 22 50.5 25.1 Grade VI 25 65.2 41.3 Grade VII 32 64.9 56.3 Grade VIII 24 67.5 46.5 Average . . 62 . 42 . 3 Test 3 — Three oral repetitions — Two continuous and one after an interval the length of which was the time required to complete the list twice. Grade V 22 49 . 8 23.2 Grade VI 25 51. i 37.2 Grade VII 32 62.9 53-2 Grade VIII 24 62.2 40.1 Average .. 56.5 38.4 74 Experimental Studies in Spelling Analysis Series C — Test i, 2, j Examination of results shows that Grades 5, 6, 7, and 8, all grades in which the tests were made, learned the highest percentage of words in Test 2, the characteristic of which was three repetitions each after an interval. The same is true at the end of the week. The average per cent learned in Test i was 45.7 per cent, in Test 2 62 per cent, making a difference of 17.7 per cent, in favor of Test 2, the characteristic of which was repetition after an interval. At the end of the week there was a difference of 2.3 per cent in favor of Test 2. In com- parison of Test I and Test 3 the higher percentage was learned in Test 3, 9.6 per cent in favor of Test 3. At the end of the week the advantage was 5.2 in favor of Test 3. Without exception the advantage was in favor of repetition after an interval in Experiment III. This experiment shows, as did Experiment II, that both in immediate results and in results at end of the week repetition after an interval is more effective in memorizing in spelling than continuous repetition. PART IV Experiment IV The object of this brief experiment was the same as in previous experiments. During Experiment III, I felt sure that there was a possible error that would need correction. First, the element of guessing was present in all the tests. Pupils would frequently miss words after study that they did not miss in the preliminary tests, showing that they guessed at the correct spelling in the pre- liminary test. The second error seemed to be present because in study all pupils were required to study the same words, thus studying the words that they seemed to know in the preliminary test and the words they did not know. In order to eliminate these two possible errors, as far as possible, the following individual tests were given. Plan of Test 1. Ten pupils were selected from grades 5, 6, 7 and 8. The selection was made so that the pupils were of the same general intelligence. 2. Each pupil was tested separately. Twenty-five words were pronounced to the pupil. The pupil's paper was taken and a list of the words missed was written on the typewriter in the same form as the slips had been printed in Experiment III. Then the pupil was directed to study aloud, these words, all of which they had missed, in the presence of the experimenter in the same way as all of the words had been studied in Series C — Tests I, 2, 3. 3. This experiment was conducted in all respects like Experi- ment III, excepting that there was one pupil in each case, in- stead of a number of pupils. 75 76 Experimental Studies in Spelling TABLE XXV The following results were obtained: Individual Experiment Test i — Three oral repetitions — continuous. Subject A B C D E F G H I J Average Number of Words in Test 13 12 12 16 15 14 8 6 10 II. 4 Number Missed After Study I 4 3 I 2 2 5 4.2 Number Learned After Study 7 9 9 4 8 7 13 6 4 5 7.2 Percentage Learned 87 69 75 33 50 46 92 75 66 50 64 Test 2 — Three oral repetitions — Two repetitions each of which was after an interval the length of which was the time required to study the other words of the list. Subject A B C D E F G H I J Average Number of Words in Number Missed Number Learned Percentage Learned Test After Study After Study 9 9 100. 14 3 II 78 6 15 3 12 80 13 13 100 12 I II 91 7 II 2 9 81 8 10 10 100 6 I 5 83 3 7 I 6 85 7 II I ID 90 9 10.8 1.2 9.6 89 2 Experimental Studies in Spelling 77 Test 3 — Three oral repetitions — Two continuous and one after an interval the length of which was the time required to complete the list twice. A 13 I 12 923 B 16 5 II 68.8 C 12 5 7 583 D 13 4 9 69.2 E 16 6 10 62.5 F II 7 4 36.4 G 13 2 II 84.6 H 8 2 6 75- 1 8 I 7 87.5 J 15 7 8 53-5 Average 12.5 4. 8.7 68.8 Analysis of Result — Experiment IV In comparison of Tests i and 2 the larger percentage of words was learned in Test 2, three of the pupils learning all the words to be learned. The average number learned by the ten pupils is 64.6 per cent in Test i, and 89.2 per cent in Test 2, making a difference of 24.6 per cent in favor of Test 2, the character- istic of which was repetition after an interval. In comparison of Tests i and 3, the advantage is 4.2 per cent in favor of Test 3, although in individual cases, as pupils B, C, F, and G, the percentage learned is higher in Test i. This brief experiment serves only to emphasize the conclusion of the previous experiments. The higher percentage of words learned in experiment four was due to two chief reasons; first, the entire time of study was placed upon words that each pupil did not know; second, the pupils were selected pupils possessing ability of concentration somewhat above the average. 78 Experimental Studies in Spelling GRAPHIC REPRESENTATION OF RESULTS. % 90 80 70 60 50 40 30 69% 70.5% 66.8% 75.8% 57-2% 65.5% 62% 73-3% 64.6% 45-7% 62% I 2 89.2% I 2 No. of Test A-i 2 B-i 2 Series A-i 2 Series B-i 2 No. of Exp. I II III IV In each experiment Test I represents continuous repetition; test II repetition after an interval. OBSERVATIONS UPON THE EXPERIMENTS 1. The element of guessing was present in all the experiments. 2. Weather conditions did affect accuracy of results. In all cases where extremely bad weather existed the results were thrown out and the experiment conducted a second time. This necessitated much more work than appears in record. Ordin- ary changes of weather did not affect the results to any great degree. 3. Social functions were a source of disturbance in the results. The results were rejected and the experiment conducted again in cases where a large number of individuals were affected. In the study of individual cases failure on the part of the pupils to maintain the general average in learning words was traced to some social function the night before. These cases do not show in the totals. 4. The time element was reduced to a constant factor, hence the variation in time did not materially affect the results. 5. Pupils were given sufficient experience with the covering device, previous to conducting the experiment, to take away the novelty of the device. My observation would suggest that with experience the attention of the pupils could be directed as desired in the method of study without the covering device. 6. The form of repetition was confined to oral repetition after experiment one, because it was found that to test the form of repetition would make the problem too complex, hence, it was thought best to confine the investigation to continuous oral repetition and oral repetition after an interval. 7. The record after experiment one was kept in totals because there seemed to be no special difference in the record of males and females. 8. The study of the individual records suggests that students of sluggish mind learn more words when they have at least two successive repetitions. 79 8o Experimental Studies in Spelling 9. Observation of the individual records suggests that pupils lacking concentration did not learn as many words in any of the tests as pupils who possessed ordinary powers of concentration. 10. The results at the end of the week were not so satisfac- tory, as the results immediately after study, this was probably due to either or all of the following conditions: I.. Earnest pupils were likely to talk about the words studied and to look them up in the dictionary, even though they were requested not to do so. 2. Teachers were likely to incidentally direct attention to the spelling of the words given in the tests. 3. Physical conditions affected the results more at the end of the week than they did immediately after study. 11. The increasing efficiency of repetition after an interval in each of the experiments seemed to be explained by the fact that in each succeeding experiment more of the disturbing factors were eliminated, hence experiment three was most nearly accurate. Conclusion Experiments 7, II, and III show an average of q.j per cent in favor of repetition after an interval. In spelling, repetition after an interval is more effective in memorizing than continuous repetition. LIBRftRY OF CONGRESS 019 820 134 LIBRARY OF CONGRESS 019 820 134 Hollinger Corp. pH8.5