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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