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Experimental Studies in Spelling
To Determine Whether Continuous Repetition
or Repetition After an Interval is More
Effective in Memorizing
BY
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
^5-
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 191 2 Conducted in the
Schools Under My Supervision During
The Years Named.
Digitized by the Internet Archive
in 2007 with funding from
IVIicrosoft Corporation
http://www.archive.org/details/experimentalstudOOeiserich
CONTENTS
PAGE
Introduction 9
General Statement of Plan 11
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
TablcL 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 40
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, arfci 5 59
5 — Analysis of Results — Series A — Test 1,2, and 3 60
6 — Analysis of Results — Series B — Test i, 2, 3, 4, and 5. .. . 61 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 1,2, and 3 70
Table XXI— Number of Words Retained at End of Week.
Series C — Test i, 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 1,2, 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 eHminated 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 was 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 Sttidies 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 worcT 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 Sttidies 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.
g. 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- 1 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 73
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- 1, ^ min. less than same grade A-2; Grade VIII A-i, }4 min. less than same grade A-2.
The average time was 6 min.
Females, Immediately After Study Test A-i — Two oral repetitions — continuous.
Number of Number of Number of Percentage
Number of Words Missed Words Missed Words
Pupils
Grade III 28
Grade IV 24
Grade V 20
Grade VI 16
Grade VII 23
Grade VIII 10
Before Study After Study
336 179
220 68
143 25
132 32
123 61
22
Learned 157
118
100
lOI
56
of Words Learned
47 69 83 76 81 92
|
347 |
148 |
199 |
57 |
|
173 |
56 |
117 |
68 |
|
142 |
32 |
III |
n |
|
117 |
10 |
107 |
92 |
|
172 |
49 |
123 |
72 |
|
40 |
I |
39 |
98 |
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
Grade IV 24
Grade V 20
Grade VI 16
Grade VII 23
Grade VIII 10
The weather and the time conditions were the same as males, Table I.
Totaly 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
Grade IV 47
Grade V 30
Grade VI 31
Grade VII 40
Grade VIII 24
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.
|
704 |
391 |
313 |
44 |
|
499 |
206 |
293 |
60 |
|
239 |
55 |
184 |
76 |
|
271 |
85 |
186 |
69 |
|
218 |
48 |
170 |
77 |
|
165 |
19 |
146 |
88 |
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 9!/^ min.
The time required for Grades III and IV was longer than the time 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 "6 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.
|
417 |
137 |
280 |
67 |
|
145 |
45 |
100 |
68 |
|
124 |
8 |
116 |
93 |
|
113 |
12 |
lOI |
90 |
|
io6 |
9 |
97 |
91 |
|
32 |
3 |
29 |
90 |
Experimental Stydies 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
Grade IV 24
Grade V 20
Grade VI 16
Grade VII 23
Grade VIII 10
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 Words Missed Words of Words
Before Study After Study Learned Learned
Grade III 57 509 269 240 45
Grade IV 47 508 216 292 58
Grade V 30 236 71 165 69
Grade VI 31 247 57 190 77
Grade VII 40 185 53 132 71
Grade VIII 24 87 5 ^2 94
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
Grade IV 47
Grade V 30
Gade VI 31
Grade VII 40
Grade VIII 24
The weather and the time conditions same as males, Table II.
|
806 |
328 |
478 |
59 |
|
426 |
189 |
237 |
58 |
|
199 |
23 |
176 |
87 |
|
219 |
36 |
183 |
84 |
|
195 |
38 |
157 |
81 |
|
lOI |
16 |
85 |
86 |
|
Number of |
Number |
Number of |
Percentage |
|
Words Missed |
Missed at |
Words |
of Words |
|
Before Study End of Week |
Retained |
Learned at |
|
|
End of Week |
|||
|
368 |
260 |
108 |
30 |
|
279 |
177 |
102 |
36 |
|
96 |
48 |
48 |
50 |
|
139 |
68 |
71 |
51 |
|
95 |
75 |
20 |
21 |
|
104 |
36 |
68 |
65 |
24 Experimental Studies in Spelling
TABLE III
MaleSy at End of Week Test A-i — ^Two oral repetitions — continuous.
Number of Pupils
Grade III 29
Grade IV 23
Grade V 10
Grade VI 15
Grade VII 17
Grade VIII 14
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 27
Grade V 10 loi 57 44 44
Grade VI 15 in 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.
t
Number of Pupils
Grade III 28
Grade IV 24
Grade V 20
Grade VI 16
Grade VII 23 123 46 77 62
Grade VIII 10 61 28 33 54
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 |
|
Words Missed |
Words |
Words |
of Words |
|
Before Study |
Missed at |
Retained |
Learned at |
|
End of Week |
End of Week |
||
|
336 |
266 |
70 |
21 |
|
220 |
85 |
135 |
62 |
|
143 |
39 |
104 |
73 |
|
132 |
44 |
88 |
66 |
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.
Totalt at End of Week
Test A-i — Two oral repetitions — continuous.
Number of Number
Number of Words Missed Missed at Pupils Before Study End of Week
Grade III.. Grade IV... Grade V. . . . Grade VI. . . Grade VII.. Grade VIII.
57 47 30 31 40 24
704 499 239 271 218 165
526 262
87 112 121
64
Number Percentage
of Words of Words Retained Learned at End of Week
178 237 152 159
97
lOI
26
49 62
59 41 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.
Experimental Studies in Spelling
TABLE IV
Males, 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 Number
Number of Percentage
|
Number |
Words |
Missed at |
Words |
of Words |
|
of Pupils |
Missed Before Study |
End of Week |
Retained |
Learned at End of Week |
|
29 |
159 |
241 |
*-82 |
*-5i |
|
23 |
253 |
194 |
59 |
24 |
|
ID |
86 |
49 |
37 |
43 |
|
15 |
128. |
55 |
73 |
56 |
81
57
75 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 written repetitions — continuous.
Number of Number Number of Percentage
Number of Words Missed Missed at
Words
of Words
Grade III.. Grade IV. . , Grade V. . . . Grade VI. . . Grade VII.. Grade VIII.
Pupils Before Study End of Week Retained Learned at
End of Week
33 53 67 63
28 24 20 16
23 ID
350 255 150 119 104 30
234 120
50
43
54
116
135 100 76 50 25
48 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 6i
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.
Grade III
Grade IV
Grade V
Grade VI
Grade VII
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.
|
Number of |
Number |
Number of |
Percentage |
|
|
nberof |
Words Missed |
Missed at |
Words |
of Words |
|
upils |
Before Study |
End ot Week |
Retained |
Learned at End of Week |
|
57 |
509 |
475 |
34 |
9 |
|
47 |
508 |
314 |
194 |
39 |
|
30 |
236 |
99 |
137 |
55 |
|
31 |
247 |
98 |
159 |
60 |
|
40 |
185 |
129 |
56 |
30 |
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 HI.. 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
Number of
Words
Learned
5.4
6.1
6.6
5.7
4-
6.4
Percentage of Words Learned
43 50 68 62
73 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
ID 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
Grade III.. Grade IV. . . Grade V. . . . Grade VI. . . Grade VII. . Grade VIII.
28 24 20 16
23 10
12.
91 7.2 9.2
5-3 6.1
6.1 2.8
1-3 2. I. .5
Average
Number of
Words
Learned
5-9 6.2
5-9 7.2 4-3 5.6
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.
Test A-i-
Grade III. Grade IV.. Grade V. . . Grade VI. . Grade VII.
|
28 |
12.4 |
5-3 |
7.1 |
57 |
|
24 |
7.2 |
2.3 |
4-9 |
68 |
|
20 |
71 |
1.6 |
5-5 |
77 |
|
16 |
7-3 |
.6 |
6.7 |
92 |
|
23 |
7-5 |
2.1 |
5-4 |
72 |
|
10 |
4.0 |
.1 |
3 9 |
98 |
|
Total, |
Immediately After Study |
|||
|
al repetitions — continuous. |
||||
|
Average |
Average |
Average |
Percentage |
|
|
dumber |
of Number of |
Number of |
Number of |
of Words |
|
Pupils |
Words Missed Words Missed |
Words |
Learned |
|
|
Before Study |
After Study |
Learned |
||
|
57 |
12.4 |
6.7 |
5-7 |
44 |
|
47 |
10.6 |
4-4 |
6.2 |
60 |
|
30 |
8.4 |
2.2 |
6.8 |
76 |
|
31 |
9.2 |
2:7 |
6.5 |
69 |
Grade VIII.
40 24
5-4 6.8
1.3 .8
41
77 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.. Grade IV... Grade V. . . . Grade VI... Grade VII.. Grade VIII.
57 47 30 31 40
24
52 58 70
83 67 93
TABLE VI
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 10
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 37 8.5 2.4 4.8 1.5
Average
Number of
Words
Learned
*-.5
Percentage
of Words Learned
*-9 39 57 72 68
95
* More words were missed after study tham 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
ID 15
17 14
13-4 12.2
7.5 7.1 5.2 4.9
6.6 6.3 1-5 1.6 1.6 •9
6.8 9
51 48 80
77 68 82
Females y 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 Number of Number of Words Missed Words Missed Before Study After Study |
Average Number of Words Learned |
Percentage of Words Learned |
|
|
12.5 10.6 |
3-4 2.5 |
9.1 8.1 |
73 76 |
|
7.5 7.4 |
1.7 1.3 |
5.8 6.1 |
77 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
7.1
.4.6
3.2
lO.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.
Grade III. . Grade IV. . .
Grade V
Grade VI. . . Grade VII. . Grade VIII.
Number of Pupils
57 47 30 31 40
24
|
Average |
Average |
Average |
Percentage |
|
Number of |
Number of |
Number of |
of Words |
|
Words Missed Words Missed |
Words |
Learned |
|
|
Before Study |
After Study |
Learned |
|
|
9- |
4-7 |
4-3 |
32 |
|
10.8 |
4.6 |
6.2 |
58 |
|
8.1 |
2.7 |
5-9 |
69 |
|
7.9 |
1-9 |
6.1 |
77 |
4.6 3.6
1-4 .2
3-2 3-4
71 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 list.
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 ID
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
ID
15 17 14
8.5 2.6
4-4 3.5 2.8
3.4
25 27 44 47 40 61
Females, at End 0} 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 10
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. 9
7 9
5- 6.
9-5
3-5
19
2.8
2.
2.8
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.
28 24 20 16
23 10
7-4 4-5 2.9 2.9 2.8 1-4
40 38 60 60 63 65
Total, at End of Week Test A-i — ^Two oral repetitions — continuous.
Grade III. . Grade IV. . . Grade V. . . . Grade VI... Grade VII.. Grade VIII.
|
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 |
5.1 |
62 |
|
31 |
9.2 |
3-7 |
5.5 |
59 |
40 24
5-4 6.8
3-2
2.7
2.2 4.1
41 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
7-7 5-7 4-3 3-4 3-5 1.8
33 33 53 54 52 63
TABLE VIII
Males, at End of Week Test B-i — ^Two written repetitions — continuous.
Average Average
Number of Number Words Missed Missed at Before Study End of Week
|
Grade III |
|
Grade IV |
|
Grade V |
|
Grade VI |
|
Grade VII |
|
Grade VIII |
Number of Pupils
29 23 10
15 17 14
5-5 II. 8.6
8.5 4.8
41
Average
Number
Learned at
End of Week
*-2.8
2.9
Percentage
of Words
Learned at
End of Week
*-5i 24
43
56
8
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 |
134 |
9- |
4.4 |
51 |
|
23 |
12.2 |
8.5 |
3-7 |
30 |
|
10 |
7-5 |
3-6 |
3 9 |
51 |
|
15 |
71 |
3-4 |
3-7 |
52 |
|
17 |
5-2 |
3.6 |
1.6 |
30 |
|
14 |
4-9 |
19 |
3- |
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 10
Average
Number of
Words Missed
Before Study
12.5
Average
Number
Missed at
Average
Number
Learned at
End of Week End of Week
8.4 5
Percentage
of Words
Learned at
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
7.1 4.6 32
9-
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 40
24
Average
Number of
Words Missed
Before Study
9-
10.8 8.1
7 9 4.6 3.6
Average
Number
Missed at
Average
Number
Learned at
End of Week End of Week
.6 41 4-4 4-7 1.2
2.7
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 |
9.1 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.
Percent. Learned Number of Immediately After Study- Pupils A-I A-2
Males
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
ID 15 17 14
28
24 20 16
23 10
57 47 30
31 40
24
|
43 |
46 |
|
50 |
47 |
|
68 |
62 |
|
62 |
73 |
|
73 |
60 |
|
86 |
87 |
|
Females |
|
|
47 |
57 |
|
69 |
68 |
|
83 |
77 |
|
76 |
92 |
|
81 |
72 |
|
92 |
98 |
|
Total |
|
|
44 |
52 |
|
60 |
58 |
|
76 |
70 |
|
69 |
83 |
|
77 |
67 |
|
88 |
93 |
|
69 |
49 |
|
Percent |
Learned |
|
at End |
of Week |
|
A-I |
A-2 |
|
30 |
25 |
|
36 |
27 |
|
50 |
44 |
|
51 |
47 |
|
21 |
40 |
|
65 |
61 |
|
21 |
40 |
|
62 |
38 |
|
73 |
60 |
|
66 |
60 |
|
62 |
63 |
|
54 |
65 |
|
26 |
33 |
|
49 |
33 |
|
62 |
53 |
|
59 |
54 |
|
41 |
52 |
|
60 |
63 |
|
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. . .
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.
|
umber of |
Percent. |
Learned |
Percent. |
Learned |
|
Pupils |
Immediately After Study |
at End of Week |
||
|
B-I |
B-2 |
B-I |
B-2 |
|
|
Males |
||||
|
29 |
-9 |
51 |
-51 |
51 |
|
23 |
39 |
48 |
24 |
30 |
|
10 |
57 |
80 |
43 |
51 |
|
15 |
72 |
77 |
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 Total |
90 |
83 |
47 |
|
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 |
41-5 |
75-8 |
48.8 |
|
|
^YSIS |
OF Test |
A-I AND |
A-2. |
36 Experimental Studies in Spelling
The average percentage of words learned in the six grades in Test A-i 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- 1 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. All 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.
{h) 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.
{b) 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. {h) 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 paj>ers immediately.
2. (a) Experimenter pronounce word.
{h) 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. {b) 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.
{h) 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. {b) 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.
{b) 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 ID. weedy II. thrush
Test 2
1. locket
2. weave
3. psalm
4. perch
5. stiffen
6. ivory
7. 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
10. pulse
11. 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 Sttcdies 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
1. discipline
2. steadily
3. Seine
4. wholly
5. monstrous
6. demerit
7. 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. sinecure
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 ID. 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 ID. 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 ID. 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.
|
GRADE III |
||||
|
I |
2 |
3 |
4 |
5 |
|
I. walnut |
I. breathe |
I. acute |
I. silence |
I. Mongolian |
|
2. cruelly |
2. tighten |
2. hateful |
2. hinge |
2. reptile |
|
3. replied |
3. southern |
3. ashamed |
3. sweat |
3. rooster |
|
4. mahogany |
4. service |
4. spicy |
4. chalky |
4. Mississippi |
|
5. whoa |
5. sneeze |
5. odor |
5. southern |
5. treasure |
|
6. tumbler |
6. pistil |
6. diamonds |
6. Japanese |
6. Malay |
|
7. precious |
7. bridle |
7. oblique |
7. enamel |
7. saucy |
|
8. Yucatan |
8. semi-circle |
8. foreign |
8. exercise |
8. complete |
|
9. cinder |
9. tempt |
9. continent |
9. bruises |
9. temperature |
|
ID. whiskey |
10. tobacco |
10. vegetable |
10. Hiawatha |
10. blacksmith |
|
II. anxious |
II. mahogany |
II. isthmus |
II. height |
II. eighty |
|
12. alligator |
12. asparagus |
12. moving |
12. salad |
12. captain |
|
13. stomach |
13. strength |
13. walrus |
13. smother |
13. shepherd |
|
14. nineteen |
14. Michigan |
14. tuber |
14. capital |
14. pollen |
|
15. waking |
15. envelope |
15. several |
15. peninsula |
15. corolla |
|
16. parallel |
16. hasten |
16. Ontario |
16. castle |
16. calyx |
|
17. kingdom |
17. alcohol |
17. chintz |
17. soiling |
17. Eskimos |
|
18. queer |
18. anvil |
18. surround |
18. whate'er |
18. meddle |
|
19. bicycle |
19. prison |
19. parson |
19. person |
19. mineral |
|
20. petroleum |
20. atmosphere |
20. Chinese GRADE IV |
20. Schuylkill |
20. erase |
|
I |
2 |
3 |
4 |
5 |
|
I. polar |
I. repose |
I. obstacle |
I. kerosene |
I. exactly |
|
2. pampas |
2. clung |
2. bargains |
2. aisle |
2. groceries |
|
3. cemetery |
3. project |
3. geysers |
5. arteries |
3. sycamore |
|
4. certain |
4. formation |
4. liquor |
4. seizing |
4. absorb |
|
5. destruction |
5. crayon |
5. warriors |
5. actual |
5. abundant |
|
6. delicious |
6. farmyard |
6. cologne |
6. caution |
6. annoy |
|
7. repose |
7. Whittier |
7. telegraph |
7. bouquet |
7. pendulum |
|
8. endeavor |
8. ledger |
8. sheltered |
8. thorough |
8. amethyst |
|
9. China |
9. bulbous |
9. Mildred |
9. disguise |
9. conductor |
|
10. plentiful |
10. happily |
10. nineteen |
10. religious |
10. singular |
|
II. cleanliness |
II. chasms |
II. radiant |
II. privilege |
II. ourselves |
|
12. brakeman |
12. thistle |
12. Yukon |
12. scattering |
12. Baltimore |
|
13. chamois |
13. plague |
13. evident |
13. niece |
13. llama |
|
14. Creator |
14. medium |
14. immense |
14. drought |
14, Chesapeake |
|
15. contraction |
15. City Hall |
15. knuckle |
15. Elizabeth |
15. perspiration |
|
16. ridged |
15. finally |
16. alphabet |
16. inflamed |
16. squeeze |
|
17. decorate |
17. machine |
17. absorb |
17. knuckle |
17. scissors |
|
18. wrought |
18. opinion |
18. sunnier |
18. Alabama |
18. grammar |
|
19. curious |
19. obedient |
19. quivering |
19. sunnier |
19. torture |
|
20. vowel |
20. monument |
20. evident |
20. censure |
20. notable |
Experimental Studies in Spelling
47
I.
2.
3- 4. 5- 6.
7- 8.
9- lo. II.
12.
14.
15- 16.
17.
18.
19- 20.
ruddier clotted pretense fashionable dissolves Ottawa apparel thousandths 8. lemon 9.
chocolate 10. punctual II. diphtheria 12. Gettysburg 13. precipice 14. raisins abyss volcanic luscious encouraged 19. residence 20.
15- 16.
17- 18.
crayon
Raleigh
multiple
axle-tree
apparatus
hoarse
Honolulu
parenthesis
decimal
antennae
bare-headed
angrily
whoop
shamrock
castile-soap
better
microscope
fowl
piteous
methinks
GRADE V 3
1. pursuit
2. imagine
3. sociable
4. capillaries
5. epaulets
6. Lehigh
7. oxygen
8. cavern
9. Cayenne
10. magistrate
11. whirling
12. poverty
13. glorious
14. sulphur
15. nautical
16. halibut
17. negligence
18. emerald
19. fertile
20. wanders
GRADE VI
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
1. cupola
2. troupe
3. scene
4. Magellan
5. receiving
6. wedded
7. reverent
8. aromatic
9. bruise
10. brew
11. whirling
12. plunging
13. conjunction
14. Missouri
15. adorned
16. demolish
17. chamois
18. government
19. smugglers
20. ejected
1. mutiny
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. couphng
17. battery
18. Pyrenees
19. twinging
20. rotate
I.
2. 3- 4- 5. 6.
7- 8.
9- 10. II. 12.
13- 14.
15. 16.
17. 18. 19. 20.
mterment i.
prepositional 2. Constantinople 3.
prosecute 4.
jostUng 5.
Dneiper 6.
druggist 7.
reunite 8.
extortion 9.
abbreviation 10.
arson 11.
specie 12.
pinnacle 13.
notary 14.
treacherous 15.
purloin 16.
lymphatics 17.
Brahmanism 18.
trombone 19.
arsenal 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
1 1 . 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 |
2 |
3 |
4 |
5 |
|
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 |
4. 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 |
ID. lynx |
10. upholster |
ID. 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 |
20. oiliness |
20. massacre |
|
GRADE VIII |
||||
|
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 |
|
475 |
248 |
225 |
47 |
|
664 |
298 |
366 |
55 |
|
349 |
87 |
262 |
75 |
|
502 |
171 |
331 |
66 |
|
395 |
159 |
236 |
59 |
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 Before Study After Study Lea rned Learned
Grade III 52 733 434 299 41
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 52 758 389 369 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 wa^ 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 |
198 |
27 |
|
475 |
252 |
223 |
46 |
|
664 |
371 |
293 |
44 |
|
349 |
159 |
I90 |
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
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.
|
14. 1 |
8.3 |
5-8 |
41 |
|
II. 5 |
5-8 |
5.3 |
47 |
|
15.4 |
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 |
Grade III.. Grade IV. . . Grade V. . . . Grade VI... Grade VII.. Grade VIII.
|
52 |
14.6 |
7-5 |
7.1 |
49 |
|
43 |
15 I |
6.7 |
8.4 |
55 |
|
43 |
14.4 |
5- |
9.6 |
66 |
|
31 |
II. 9 |
3 3 |
8.5 |
72 |
|
37 |
14.2 |
4-4 |
9 7 |
69 |
|
31 |
9.6 |
17 |
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 52 12.4 6.7 5.5 46
Grade IV 43 15.9 8.2 7.7 49
Grade V 43 12.3 3.7 8.6 70
Grade VI 31 12.7 3.1 9.5 76
Grade VII 37 11. 8 3.4 8.3 71
Grade VIII 31 8.4 2.3 6.1 73
Weather conditions same as noted after Table X.
52
Experimental Studies in Spelling TABLE XIII
Showing 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 Number of Words Missed at End of Week
Grade III 52
Grade IV 43
Grade V 43
Grade VI 31
Grade VII 37
Grade VIII 31
14. 1 11.5 15.4 II. 5 13.6 12.8
Average
Number Percentage of Words Learned at Learned at End of Week End of Week
3-9 5.1 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 43 43 31 37 31
14.6
15.1 14.4
II. 9
14.2
9.6
|
3 |
30 |
|
40 |
|
|
7 |
39 |
|
4 |
54 |
|
6 |
47 |
|
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 |
12.4 |
91 |
3-5 |
28 |
|
43 |
15.9 |
9.6 |
6.2 |
39 |
|
43 |
12.3 |
7-3 |
5- |
40 |
|
31 |
12.7 |
6.9 |
5-5 |
44 |
|
37 |
II. 8 |
6.8 |
4.9 |
42 |
|
31 |
8.4 |
3-7 |
4-7 |
56 |
Weather conditions same as noted previously.
Experimental Sttidies in Spelling 53
TABLE XIV
Comparison of Per Cent Learned and Retained SERIES A — Test i — ^Three oral repetitions — continuous.
Percentage ^^^^^^^
Number of of Words t, ^ . , ^ _ „ T J Retained at
Pupils Learned ^ , , ,,, .
End of Week
Grade III 52 41 27
Grade IV 43 47 46
Grade V 43 55 44
Grade VI 31 75 54
Grade VII 37 66 45
Grade VIII 31 59 50
Average 57.2 43.8
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 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
Average 65.5 45.2
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 71 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
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 I53 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 33 306 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 25 319 173 146 46.1
Grade IV 27 331 154 177 53-3
Grade V 33 3i5 97 218 68.5
Grade VI 29 143 14 129 89.8
Grade VII 26 212 39 173 81.7
Grade VIII 26 251 94 157 62.9
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 25 360 200 160 44.4
Grade IV 27 367 121 146 66.9
Grade V 33 266 80 186 70.7
Grade VI 29 204 34 170 82.9
Grade VII 26 236 44 192 81.3
Grade VIII 26 198 56 142 71. i
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.
... - Number of Number of _ Number of J^""^' 1, Words Missed Words Percentage Pupils Wo^ds Missed ^, ^nd of Learned at JT^^^'^I Before Study ^^^ ^^^ ^^ ^^ End of Week
Grade III 25
Grade IV 27
Grade V 33
Grade VI 29
Grade VII 26
Grade VIII 26
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 25 346 267 79 22.5
Grade IV 27 274 149 125 45.5
Grade V 33 372 176 200 53 . i
Grade VI 29 264 loi 163 60.4
Grade VII 26 289 112 177 61.3
Grade VIII 26 200 86 114 57- I
|
358 |
250 |
108 |
30.1 |
|
368 |
270 |
98 |
21.6 |
|
376 |
223 |
153 |
40.3 |
|
271 |
133 |
138 |
50.5 |
|
287 |
152 |
135 |
56.4 |
|
236 |
103 |
133 |
56.1 |
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 25 388 298 90 23.2
Grade IV 27 308 176 132 43.
Grade V 33 306 173 133 42.2
Grade VI 29 229 121 108 41.7
Grade VII 26 265 118 147 55.9
Grade VIII 26 243 90 153 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 25 319 216 103 32.8
Grade IV 27 331 248 83 24.6
Grade V 33 315 183 132 40.2
Grade VI 29 143 37 106 73.5
Grade VII 26 212 85 127 59.7
Grade VIII 26 251 125 126 50.5
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 25 360 269 160 25.
Grade IV 27 367 218 149 40.4
Grade V 33 266 151 115 432
Grade VI 29 204 85 119 586
Grade VII. .... . 26 236 126 no 47.2
Grade VIII 26 198 97 loi 501
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 |
|
PupUs |
Words Missed Words Missed |
Words |
Learned |
|
|
Before Study |
After Study |
Learned |
||
|
25 |
14.3 |
8. |
6.3 |
44-4 |
|
27 |
13.9 |
6.7 |
7.2 |
511 |
|
33 |
II. 4 |
5.6 |
5.8 |
50.9 |
|
29 |
9.3 |
2.2 |
7.1 |
76.1 |
Grade III.. Grade IV... Grade V. . . . Grade VI...
Grade VII 26 11. 2.4 8.6 87.2
Grade VIII 26 9.1 2.6 6.5 7i-4
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 25 13.8 8.3 5.5 40.
Grade IV 27 10. i 2.3 7.8 77.2
Grade V 33 11. 3 3.6 7.7 66.2
Grade VI 29 9.1 2.3 6.8 74.7
Grade VII 26 11. i 1.5 9.6 86.5
Grade VIII 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 |
19 |
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 |
9.2 |
2.9 |
6.3 |
68.5 |
|
27 |
4-9 |
.5 |
4-4 |
89.8 |
|
33 |
8.2 |
1-5 |
6.7 |
81.7 |
|
29 |
9-7 |
3- |
6.1 |
62.9 |
|
26 |
14.4 |
8. |
6.4 |
44-4 |
|
26 |
13.6 |
4.5 |
9.1 |
66.9 |
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 |
14.4 |
8. |
6.4 |
44.4 |
|
27 |
13.6 |
4.5 |
91 |
66.9 |
|
33 |
8.1 |
2.4 |
5-7 |
70.7 |
|
29 |
7. |
1.2 |
5.8 |
82.9 |
|
26 |
9.1 |
1.7 |
7.4 |
81.3 |
|
26 |
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
143 13.9 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 Week End of Week
10. 10.
6.8 4.6 5.8
30- 1 21.6
40.3 50.5 56.4 56.1
Test II — ^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 13.8
Grade IV 27 10. i
Grade V 33 1 1 . 3
Grade VI 29 9.1
Grade VII 26 11. 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.
|
0.7 |
3-1 |
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 |
Grade III.. Grade IV... Grade V. . . . Grade VI... Grade VII. . Grade VIII.
|
25 |
155 |
II. 9 |
3.6 |
23.2 |
|
27 |
II. 4 |
6.5 |
4-9 |
43. |
|
33 |
9- |
5.2 |
3.8 |
42.2 |
|
29 |
7.2 |
4.2 |
3- |
417 |
|
26 |
10.2 |
4-5 |
5.7 |
55-9 |
|
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 |
12.8 |
8.6 |
4.2 |
32.8 |
|
27 |
12.2 |
9.2 |
3- |
24.6 |
|
33 |
9.2 |
5-5 |
3.7 |
40.2 |
|
29 |
4-9 |
1-3 |
3.6 |
73.5 |
|
26 |
8.2 |
3-3 |
4-9 |
59-7 |
|
26 |
9-7 |
4.8 |
4-9 |
50.5 |
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 13.6
8.1
7-
91
7-6
10.8 8.1 4.6 2.9 4.8 3-7
25.
40.4
43.2
58.6
47.2
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 ol 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
40.3 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 Sttcdies 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
|
25 |
67.7 |
23.2 |
|
27 |
64. |
43. |
|
33 |
73.8 |
42.2 |
|
29 |
75. |
417 |
|
26 |
79-4 |
55-9 |
|
26 |
79.6 |
62.4 |
|
73-3 |
44.7 |
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
Average
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
|
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 |
Grade V. . . . Grade VI. . . Grade VII.. Grade VIII. Average
Analysis of Series A-
|
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 |
|
Test I, |
2 and 3 |
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. la
Experimental Stiidies in History 6l
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.
Anaylsis of Series B — Tests J, 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 1 1.3 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 efficiency 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/i) 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. {b) 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.
{h) 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
1. daily
2. multiple
3. telescope
4. citizen
5. sociable
6. grandeur
7. perspiration
8. antennae
9. naturalist 10. planets
Test 2
1. gentian
2. economy
3. gorgeous
4. chocolate
5. poisonous
6. experiment
7. ravine
8. damaged
9. punctual 10. especially
Test 3
1. precipice
2. analysis
3. cistern
4. delicious
5. parenthesis
6. fowl
7. policy
8. major
9. cottage ID. 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
10. 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
1. paradise
2. chemistry
3. metropolis
4. auditor
5. hypocrite
6. nectarine
7. adjournment
8. accurate
9. groceries
10. penetrable
11. devastate
12. whimsical
13. discernible
14. mattress
15. pungency
16. republican
17. continuous
18. infinite
19. typhoon
20. neuralgia
Test 2
1. sjjecify
2. cosmetic
3. burlesque
4. auxiliaries
5. transom
6. futurity
7. periodical
8. cravat
9. mystical
10. pulmonary
11. unerring
12. cremation
13. criticise
14. etiquette
15. coupon
16. doctrine
17. indicative
18. subtle
19. methodist
20. solicitor
Test 3
1. penury
2. bronchial
3. athletic
4. auctioneer
5. minaret
6. ferocious
7. arsenal
8. treason
9. triennial
10. negotiable
11. fatigue
12. guidance
13. avalanche
14. brokerage
15. cogent
16. neighborly
17. consciousness
18. suture
19. avarice
20. tragical
Test i
1. clemency
2. codicil
3. amalgam
4. soprano
5. prestige
6. chorister
7. sovereign
8. piquancy
9. cellular 10. recreant
GRADE VIII
Test 2
1. sophomore
2. petrifaction
3. architecture
4. annihilation
5. albatross
6. ineligible
7. munificence
8. equitable
9. p>ostilion 10. ambiguity
Test 3
1. dynasty
2. supersede
3. frigidity
4. conscientious
5. coquette
6. prejudice
7. philosopher
8. inexplicable
9. mystify 10. severance
70 Experimental Studies in Spelling
11. rigidity 1 1, villain ii. husbandry
12. chevalier 12. cochineal 12. amphibious
13. tournament 13. coherency 13. volatile
14. reminiscence 14. miscellaneous 14. monetary
15. extraordinary 15. cogitate 15. concentric
16. monotonous 16. renewable 16. polysyllable
17. substantially 17. perspicuity 17. tricycle
18. democracy 18. dynamite 18. collision
19. honorary 19. temporal 19. intestinal
20. apologize 20. artesian 20. requisition
TABLE XX
Showing the Number and Percentage of Words Learned Imme- diately After Study
SERIES C — Test i — Three oral repetitions — Continuous.
TVT u r Number of .. , ,
i^T 1- r Number of ,,, , Number of _
Number of „, , ,,. , Words ... , Percentage
„ ., Words Missed ... , Words
Pupils _ , £,^ J Missed T , 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 . «4 «•
Pupils Missed Missed at Learned at ^ , .... .
Before Study End of Week End of Week ^"^ of Week
Grade V 22 277 234 43 18.4
Grade VI 25 250 176 74 29.6
Grade VII 32 370 199 171 46.2
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 25.1
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 Words Missed 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 |
PercenUge |
|
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 Average
T^T 1- , Average dumber of Number of Percentage Number of Number of ._.,,,. , „r , , j ^
._- ., ,,, , ,,. .WordsMissed Words Learned at
Pupils WordsMissed ^^ ^^^ ^^ learned at End of Week Before Study ^^^^ ^^^ ^^ ^^^^
Grade V 22 12.6 10.6 2. 18.4
Grade VI 25 10. 7. 3- 29.6
Grade VII 32 11. 6 6.2 5.4 46.2
Grade VIII 24 14. i 10.2 3.9 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 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. 465
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.
p ^ Percentage
Number of , „" . of Words
„ ., of Words r. , . J ^
Pupils . . Retained at
Learned _ . , ,,. .
End of Week
Grade V 22 41.2 18.4
Grade VI 25 43.6 29.6
Grade VII 32 55.7 46.2
G ade VIII 24 39.8 27.7
Average .. 45-7 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, 3
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
8
13 12 12 16 15 14 8
6
ID
II. 4
Number
Missed
After Study
I
4 3 8 8 8 I 2 2
5 4.2
Number
Learned
After Study
7 9 9
4 8
7
13
6
4 5 7.2
Percentage Learned
87-5 69.2
75-
33.3
50.
46.6
92.9
75- 66.6 50. 64.6
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.
Subject
A
B
C
D
E
F
G..
H
I
J
Average
|
Number of |
Number |
Number |
|
Words in |
Missed |
Learned |
|
Test |
After Study |
After Study |
|
9 |
0 |
9 |
|
14 |
3 |
II |
|
15 |
3 |
12 |
|
13 |
0 |
13 |
|
12 |
I |
II |
|
II |
2 |
9 |
|
10 |
0 |
10 |
|
6 |
I |
5 |
|
7 |
I |
6 |
|
II |
I |
10 |
|
10.8 |
1.2 |
9.6 |
Percentage Learned
100. 78.6 80.
100. 91.7 81.8
100. 83.3 85.7 90.9 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 92.3
B 16 5 II 68.8
C 12 5 7 58.3
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
% 90
8o
70
60
50
40
30
20
10
69%
Experimental Studies in Spelling GRAPHIC REPRESENTATION OF RESULTS.
70.5%
66.8%
75.8%
57-2%
65.5% 62%
73.3%
64.6%
45-7%
62%
I 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:
1. 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 I, II, and III show an average of g.3 per cent in favor of repetition after an interval. In spellings repetition after an interval is more effective in memorizing than continuous repetition.
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