Spelling Tests as Indications of Individual Differences
Source: Principles of Teaching, by Adam S. Bennion, Superintendent of Church Schools,
Principles of
Teaching
BY ADAM S. BENNION
_Superintendent of Church Schools_
Designed for Quorum Instructors and Auxiliary Class
Teachers of the Church of Jesus Christ of
Latter-day Saints.
Published by
THE GENERAL BOARDS OF THE AUXILIARY ORGANIZATIONS
OF THE CHURCH
1921
Everybody is like everybody else in this–that everybody is different
from everybody else. Having discussed how all men enjoy a common
heritage by way of native endowments, let us now turn to a consideration
of how men differ.
Two of the terms most frequently met in recent educational publications
are statistical methods and individual differences. There is nothing
particularly new in this latter term–it merely represents a new
emphasis being given to the old idea that no two of us are alike. Every
parent is aware of the very marked differences in his children. Even
twins differ in disposition and mental capabilities. In fact, one of the
difficulties that attaches to parenthood is just this problem of making
provision in one household for such various personalities.
CHAPTER IX
INDIVIDUAL DIFFERENCES
OUTLINE–CHAPTER IX
Fundamental significance of individual differences.–Typical
illustration.–The truth illustrated physically; in range of voice,
in speed, in mental capabilities.–The same truth applied
spiritually.–Some cases in point.
In order that we may more fully appreciate the reality of these
observations let us set down the concrete results of a few experiments.
The first three tests are quoted from Thorndike:
In a test in addition, all pupils being allowed the same time,
1 pupil did 3 examples correctly
2 pupils did 4 examples correctly
1 pupil did 5 examples correctly
5 pupils did 6 examples correctly
2 pupils did 7 examples correctly
4 pupils did 8 examples correctly
6 pupils did 9 examples correctly
14 pupils did 10 examples correctly
8 pupils did 11 examples correctly
7 pupils did 12 examples correctly
8 pupils did 13 examples correctly
5 pupils did 14 examples correctly
5 pupils did 15 examples correctly
6 pupils did 16 examples correctly
1 pupil did 17 examples correctly
5 pupils did 18 examples correctly
1 pupil did 19 examples correctly
2 pupils did 20 examples correctly
The rapidity of movement of ten-year-old girls, as measured by the
number of crosses made in a fixed time:
6 or 7 by 1 girl
8 or 9 by 0 girl
10 or 11 by 4 girls
12 or 13 by 3 girls
14 or 15 by 21 girls
16 or 17 by 29 girls
18 or 19 by 33 girls
20 or 21 by 13 girls
22 or 23 by 15 girls
24 or 25 by 11 girls
26 or 27 by 5 girls
28 or 29 by 2 girls
30 or 31 by 5 girls
32 or 33 by 3 girls
34 or 35 by 5 girls
36 or 37 by 0 girl
38 or 49 by 4 girls
40 or 41 by 1 girl
Two papers, A and B, written by members of the same grade and class in a
test in spelling:
A. B.
greatful gratful
elegant eleagent
present present
patience paisionce
succeed suckseed
severe survere
accident axadent
sometimes sometimes
sensible sensible
business biusness
answer anser
sweeping sweping
properly prooling
improvement improvment
fatiguing fegting
anxious anxchus
appreciate apresheating
assure ashure
imagine amagen
praise prasy
In a test in spelling wherein fifty common words were dictated to a
class of twenty-eight pupils, the following results were obtained:
2 spelled correctly all 50
3 spelled correctly between 45 and 48
5 spelled correctly between 40 and 45
11 spelled correctly between 30 and 40
6 spelled correctly between 20 and 30
1 spelled correctly between 15 and 20
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