DOCSLIB.ORG

Mental and Physical Measurements of Working Children. Helen

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Mental and Physical Measurements of Working Children. Helen REVIEWS Mental and Physical Measurementsof WorkingChildren. By HELEN THOMPSON WOOLLEY and CHARLOTTE RUST FISCHER. Studies from the Vocation Bureau, Cincinnati, Ohio. Psy- chological Review Monographs, December, I914, Vol. xviii, No. I, pp. I-247. This substantialmonograph summarizes the results of the laboratory of the Vocation Bureau of the public schoolsof Cincinnati. On the whole,it maybe fairlysaid to be themost comprehensive and thorough- goingattempt that has yet been made to apply the methodsof experi- mentalpsychology to the importantproblem of vocationalguidance. The workoutlined in thisvolume is the standardizationof the mental and physicaltests which have been selectedby Mrs. Woolleyto make thenecessary diagnosis for advice with regard to thechoice of a vocation. Thus farbut twoages have beeninvestigated, namely, those of fourteen and fifteenyears. The childrenare classifiedaccording to sex,grade in school,and school,whether parochial or public. The normsestablished are thereforefourfold, on thebasis of the classificationjust given. This firstadequate reportof the laboratorywork of the bureau outlinesin detailthe various tests used and the technicfor making the mental and physicalexaminations. The measurementstaken are of height,weight, visual acuity,auditory acuity, vital capacity,strength of hand, steadi- ness of hand, rapidityof movement,and the testsgiven are the card- sortingtest, cancellation test, memory test, substitution test, the tests in completionof sentences,association by opposites,and thepuzzle-box test. If any criticismwere to be made of thisvery sound and thorough workit is thatthe tests have beenchosen with reference to theirtechnical perfectionrather than with a view to their diagnosticimportance. Intelligentadvice to children,with regard to vocation,can be givenonly on the basis of an exact and comprehensiveknowledge of the mental traitsof each individualchild. The ultimateaim of all suchwork is the constructionof a psychographin whichindividual differences shall be accuratelyexpressed. Such a graphmust necessarily be exhaustiveas well as exact. In the opinionof the reviewer,it is just in thisrespect that the Woolleytests require amplification. It is of coursetrue that 94 This content downloaded from 080.082.077.083 on March 01, 2018 21:27:34 PM All use subject to University of Chicago Press Terms and Conditions (http://www.journals.uchicago.edu/t-and-c). REVIEWS 95 thework under consideration has onlybegun, and thatadditions which willsupply the defects of thepresent scheme can readilybe made. Cer- tainit is that the technicalwork has been done withgreat thoroughness and skill. It is too early to attemptto evaluate the directpractical worthof thesetests. Mrs. Woolleydoes, however,give a summaryof thecorrelation of thevarious mental and physicaltests with school year, sex, typeof school,and age. In generalthe correlationof thephysical testsis less thanthat of the mentaltests. The memorytests show the highestdegree of correlation with school grade. Associationby opposites comesnext, with the sentencetest, substitution test, cancellation test, and puzzle-boxtest, in order. The onlymarked difference between the sexesappears in thepuzzle-box tests. In thisthe boys are undoubtedly superiorto the girls. The authoris inclinedto believethat the test is an unfairone forthe girls,on the groundthat boys are encouragedto acquaint themselveswith tools and machineryfrom an earlyage. In all of the testsexcept memory the public-schoolchildren stood higher than thoseof correspondingage fromthe parochialschools. H. C. STEVENS UNIVERSITY OF CHICAGO ThePractical Conduct of Play. By HENRY S. CURTIS. New York: Macmillan,I9I5. I2mo, illustrated,pp. xx+330. $I . 50. To get a generalknowledge of the play and playgroundmovement up to theyear I9I3, and suchinformation as wouldbe helpfulto under- stand the subject,as wellas to starta playgroundmovement in a com- munity,the reading of Mr. Curtis'book would be useful. It offersmuch to thebeginner, but verylittle to the superintendent.It is onlyfair to say that such greatadvances have been made in the social movement forrecreation since I9I3 that this book gives one only a partial and unfairview of thepresent recreation movement, of which play and play- groundsrepresent only a part. The book deals primarilywith play, and not with the largerinclusive field of social or communityrecreation. The emphasisof the book is laid on the construction,equipment, and administrationof playgrounds,and is intendedby the authoras a text- book forthose who want to be playgroundworkers, and forothers who have to do withthe organization of play. Play directors,however, need personalityand training,and we are sorrythat not as muchspace and thoughtare givento thesesubjects as are givento mechanicalequipment. One gets a generalinsight into subjectsof swimming-pools,playground This content downloaded from 080.082.077.083 on March 01, 2018 21:27:34 PM All use subject to University of Chicago Press Terms and Conditions (http://www.journals.uchicago.edu/t-and-c)..
Load more

Recommended publications
  • Posible Fundamentación Biológica De Las Principales Diferencias Según El Sexo Juan Fernández
    Posible fundamentación biológica de las principales diferencias según el sexo Juan Fernández «No hay quizá campo que aspire a ser científico donde los sesgos personales hayan sido más flagrantes, la lógica haya sido más martirizada al servicio y apoyo de prejuicios y donde afirmaciones infundadas e incluso tonterías y boberías sentimentales hayan cometido tantos excesos como sobre este tema.» HELEN THOMPSON WOOLLEY 1. LA EVOLUCION HISTORICA DEL PROBLEMA La variable «sexo» ha tenido y sigue teniendo una importancia capital den- tro de la realidad social a juzgar por los estudios sociológico-antropológicos (Mead, 1935; MurClock, 1937; Durkheim, 1947; Parsons y Bales, 1955), desde prácticamente el comienzo de la humanidad. La especialización de tareas o segregación de actividades de acuerdo con el rol sexual aparecen como cons- tantes a lo largo de la historia determinando en buena medida las estructuras sociales, independientemente de que se verifiquen o no los estudios actuales sobre la existencia de principios o modelos universales de segregación de ac- tividades económicas según el sexo (Aronoff y Grano, 1975) y también, in- dependientemente de la valoración que se quiera dar a estos principios en la construcción del edificio social actual (Yorburg, 1974; Rosaldo y Lamphere, 1974; Rosenblatt y Cunningham, 1976; Quinn, 1977; Kelly, 1981). Dentro de este contexto, la especulación en torno a las diferencias entre los sexos parece haber sido tema frecuente tanto por parte de filósofos, poe- tas, literatos y hombres de ciencia en general como por parte del hombre de la calle en todas las épocas de la historia (Ellis, 1904; Terman y Miles, 1963; Rocheblave-Spenlé, 1964; Bakan, 1966).
    [Show full text]
  • Outstanding Women of Color Awards
    UW–MADISON’S 13TH ANNUAL Outstanding Women of Color Awards SHENIKQUA BOUGES, M.D. MARY MUSE, R.N., M.S.N. JESSICA PEREZ-CHAVEZ LESLIE PETTY, ED.D. SAMI SCHALK, PH.D. MONICA WHITE, PH.D. WEDNESDAY, MARCH 3, 2021 HOSTED BY THE OFFICE OF THE VICE PROVOST AND CHIEF DIVERSITY OFFICER1 WEDNESDAY, MARCH 3, 2021 Mary Muse, R.N., M.S.N. Program State Director of Nursing, Wisconsin Department of Corrections, Certified Correctional Health Profes- sional (CCHP)-RN, CCHP-Advanced Introduced by Barbara Bowers Jessica Perez-Chavez Doctoral Candidate, Counseling Psychology, School of Education A Salute to Outstanding Introduced by Stephanie Budge CONGRATULATORYWomen of REMARKS Color Leslie Petty, Ed.D. The Honorable Mandela Barnes, Wisconsin Assistant Dean of Evening, Executive, & Professional Lieutenant Governor MBA Programs, Wisconsin School of Business Introduced by Enno Siemsen and Jean Sink WELCOME Sami Schalk, Ph.D. Cheryl B. Gittens, Interim Deputy Vice Chancellor Associate Professor, Department of Gender & for Diversity & Inclusion, Chief Diversity Officer Women’s Studies, College of Letters and Sciences Introduced by Janet Hyde REMARKS UW–Madison Chancellor Rebecca Blank Monica White, Ph.D. Associate Professor, Nelson Institute for Environmen- ABOUT THE AWARD tal Studies, Community and Environmental Sociology, College of Agriculture and Life Sciences Laura Minero-Meza, 2019–2020 OWoC Cohort Introduced by Michael Bell PRESENTATION OF THE 2020–2021 COHORT OF HONOREES CLOSING REMARKS Cheryl B. Gittens, Interim Deputy Vice Chancellor Shenikqua Bouges, M.D. for Diversity & Inclusion, Chief Diversity Officer Advanced Geriatric Fellow, School of Medicine and Public Health/Division of Geriatrics and Gerontology Introduced by Taryn James 2 Outstanding Women of Color Awards 3 research.
    [Show full text]
  • Psychology and Feminism: Can This Relationship Be Saved?
    Swarthmore College Works Psychology Faculty Works Psychology 1995 Psychology And Feminism: Can This Relationship Be Saved? Jeanne Marecek Swarthmore College, [email protected] Follow this and additional works at: https://works.swarthmore.edu/fac-psychology Part of the Psychology Commons Let us know how access to these works benefits ouy Recommended Citation Jeanne Marecek. (1995). "Psychology And Feminism: Can This Relationship Be Saved?". Feminisms In The Academy. 101-134. https://works.swarthmore.edu/fac-psychology/1036 This work is brought to you for free by Swarthmore College Libraries' Works. It has been accepted for inclusion in Psychology Faculty Works by an authorized administrator of Works. For more information, please contact [email protected]. chapter 4 Psychology and Feminism: Can This Relationship Be Saved? Jeanne Marecek Since its early days the field of psychology has issued pronouncements about women and set out prescriptions for their mental health and proper conduct. Women in the discipline often dissented from the pronouncements and prescrip­ tions of mainstream psychology, but for much of psychology’s one hundred- year history women’s voices were few and far between. The past quarter of a century has witnessed a dramatic increase in the overall number of women in psychology. Moreover, many women, committed to feminism in their personal lives, have been committed to feminist ideals in their work as researchers, thera­ pists, and teachers as well. Two organizations, one within the main professional association (the Division of the Psychology of Women of the American Psycho­ logical Association, established in 1973) and one outside (the Association for Women in Psychology, established in 1969), exist, providing a locus of colle- giality and institutional support for feminist scholarship and activism (Mednick and Urbanski 1991; Tiefer 1991).
    [Show full text]
  • Teaching Guide for the History of Psychology Instructor Compiled by Jennifer Bazar, Elissa Rodkey, and Jacy Young
    A Teaching Guide for History of Psychology www.feministvoices.com 1 Psychology’s Feminist Voices in the Classroom A Teaching Guide for the History of Psychology Instructor Compiled by Jennifer Bazar, Elissa Rodkey, and Jacy Young One of the goals of Psychology’s Feminist Voices is to serve as a teaching resource. To facilitate the process of incorporating PFV into the History of Psychology course, we have created this document. Below you will find two primary sections: (1) Lectures and (2) Assignments. (1) Lectures: In this section you will find subject headings of topics often covered in History of Psychology courses. Under each heading, we have provided an example of the relevant career, research, and/or life experiences of a woman featured on the Psychology’s Feminist Voices site that would augment a lecture on that particular topic. Below this description is a list of additional women whose histories would be well-suited to lectures on that topic. (2) Assignments: In this section you will find several suggestions for assignments that draw on the material and content available on Psychology’s Feminist Voices that you can use in your History of Psychology course. The material in this guide is intended only as a suggestion and should not be read as a “complete” list of all the ways Psychology’s Feminist Voices could be used in your courses. We would love to hear all of the different ideas you think of for how to include the site in your classroom - please share you thoughts with us by emailing Alexandra Rutherford, our project coordinator,
    [Show full text]
  • 1 25 November 2014 Presidents and Chancellors Association Of
    25 November 2014 Presidents and Chancellors Association of American Universities, Consortium on Financing Higher Education Dear Presidents and Chancellors: As a group of 45 researchers advocating for a rigorous scientific approach to assessment of sexual victimization and campus climate, we continue to recommend that decision makers defer participation in an AAU survey by the December 1 deadline to allow time for a thoughtful and transparent evaluation of the issues. Information provided in the November 20 AAU FAQ (that we just today saw) raises new concerns that suggest unanticipated negative consequences. 1. The survey is unlikely to be as strong as other models because AAU is neither waiting to benefit from the psychometric studies being undertaken by the Bureau of Justice Statistics nor using a process that will allow adequate input from experts. 2. If implemented universally across AAU and Consortium institutions, the survey would likely remove the 80 top universities from a potential national data base being developed through the Presidential Executive Order because they would have recently measured campus climate with non-comparable questionnaire components. 3. The AAU time frame for survey design, IRB approval, administration and data analysis is unrealistic for a scientifically sound result. The FAQ says IRBs cannot change anything; how will AAU override the usual independent process with IRBs? 4. The AAU is proposing a one-size fits all model whereas there is a strong argument for a uniform core across institutions and then individualized components that reflect campus specific concerns. The AAU contract with Westat forbids individual campuses from adding questions of local interest such as reactions to prevention programs or perceptions of residence life initiatives.
    [Show full text]
  • Gender and Emotion: Social Psychological Perspectives
    Gender and emotion: Social psychological perspectives Edited by Agneta H. Fischer & Editions de la Maison des Sciences de l’Homme Paris published by the press syndicate of the university of cambridge The Pitt Building, Trumpington Street, Cambridge, United Kingdom and editions de la maison des sciences de l’homme 54 Boulevard Raspail, 75270 Paris Cedex 06, France cambridge university press The Edinburgh Building, Cambridge CB2 2RU, UK http://www.cup.cam.ac.uk 40 West 20th Street, New York, NY 10011–4211, USA http://www.cup.org 10 Stamford Road, Oakleigh, Melbourne 3166, Australia © Agneta H. Fischer 2000 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2000 Printed in the United Kingdom at the University Press, Cambridge Typeset in 10/12 pt Palatino in QuarkXPress® [se] A catalogue record for this book is available from the British Library Library of Congress cataloguing in Publication data Gender and emotion: social psychological perspectives / [edited by] Agneta H. Fischer. p. cm. – (Studies in emotion and social interaction. Second series) Includes bibliographical references and index. ISBN 0–521–63015–0 (hardback) – ISBN 0–521–63986–7 (paperback) 1. Expression – Sex differences. 2. Emotions – Sex differences. I. Fischer, Agneta, 1958– . II. Series. BF591.G45 2000 155.3′3–dc21 00-29140 CIP ISBN 0 521 63015 0 hardback ISBN 0 521 63986 7 paperback Contents Preface agneta h. fischer page x Contributors xi Part I Culture, gender, and emotional beliefs 1 Thinking about gender, thinking about theory: Gender and emotional experience stephanie a.
    [Show full text]
  • Personal Politics: the Rise of Personality Traits in The
    PERSONAL POLITICS: THE RISE OF PERSONALITY TRAITS IN THE CENTURY OF EUGENICS AND PSYCHOANALYSIS IAN J. DAVIDSON A DISSERTATION SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN PSYCHOLOGY YORK UNIVERSITY TORONTO, ONTARIO AUGUST 2020 © IAN J. DAVIDSON, 2020 ii Abstract This dissertation documents personality psychology’s development alongside psychoanalysis and eugenics, offering a disciplinary and cultural history of personality across the twentieth century. Using the psychological concepts of neurosis and introversion as an organizational framework, personality’s history is portrayed as one of “success:” a succession of hereditarianism and its politics of normativity; a successful demarcation of the science of personality from competing forms of expertise; and a successful cleansing of personality psychology’s interchanges with unethical researchers and research. Chapter 1 provides background for the dissertation, especially focusing on turn-of-the- century developments in the nascent fields of American psychology and the importation of psychoanalytic ideas. It ends with a look at Francis Galton’s eugenicist and statistical contributions that carved a key path for psychological testers to discipline psychoanalytic concepts. Part I details the rise of personality testing in the USA during the interwar years, while also considering the many sexual and gender norms at play. Chapter 2 tracks the varied places in the 1920s that personality tests were developed: from wartime military camps to university laboratories to the offices of corporate advertisers. Chapter 3 takes stock of popular psychoanalytic notions of personality alongside the further psychometric development of personality testing. These developments occurred at a time when American eugenicists— including psychologists—were transitioning to a “positive” form that emphasized marriage and mothering.
    [Show full text]
  • Psychological Bulletin
    Vol. XI. No. 10. October 15, 1914 THE PSYCHOLOGICAL BULLETIN GENERAL REVIEWS AND SUMMARIES THE PSYCHOLOGY OF SEX BY HELEN THOMPSON WOOLLEY Cincinnati, Ohio During the four years since my last review of the literature of the psychology of sex (PSYCHOL. BULL., October, 1910) the number of experimental investigations in the field has increased to such an extent that whereas it was difficult at that time to find anything to review, it is now impossible to review all I could find. The number of books and essays devoted to general discussions of the subject has also increased and their quality has improved very markedly. The emphasis placed on sex by the Freudian school and the interest in sex education, to say nothing of the whole feminist and woman's suffrage movement, have swelled the dimensions of the literature aside from experimental contributions to such an extent that no brief review could pretend to deal with it. Confronted by such a dilemma I have chosen the course of attempt- ing a summary in the field of experimental psychology as complete as time and library facilities would allow, and a very brief mention of what seem to me the most important contributions to the other phases of the subject.1 I. EXPERIMENTAL AND STATISTICAL STUDIES There have been two extended series of tests applied for the purpose of measuring sex differences, one by Burt and Moore (19), 11 am indebted to Mr. Charles A. Reed, librarian of the University of Cincinnati, for special library privileges and for assistance in borrowing books and periodicals from libraries at a distance, without which it would have been impossible to prepare this review in Cincinnati.
    [Show full text]
  • NOBA History of Psychology
    NOBA History of Psychology David B. Baker & Heather Sperry This module provides an introduction and overview of the historical development of the science and practice of psychology in America. Ever-increasing specialization within the field often makes it difficult to discern the common roots from which the field of psychology has evolved. By exploring this shared past, students will be better able to understand how psychology has developed into the discipline we know today. Learning Objectives • Describe the precursors to the establishment of the science of psychology. • Identify key individuals and events in the history of American psychology. • Describe the rise of professional psychology in America. • Develop a basic understanding of the processes of scientific development and change. • Recognize the role of women and people of color in the history of American psychology. Introduction It is always a difficult question to ask, where to begin to tell the story of the history of psychology. Some would start with ancient Greece; others would look to a demarcation in the late 19th century when the science of psychology was formally proposed and instituted. These two perspectives, and all that is in between, are appropriate for describing a history of psychology. The interested student will have no trouble finding an abundance of resources History of Psychology 2 on all of these time frames and perspectives (Goodwin, 2011; Leahey, 2012; Schultz & Schultz, 2007). For the purposes of this module, we will examine the development of psychology in America and use the mid-19th century as our starting point. For the sake of convenience, we refer to this as a history of modern psychology.
    [Show full text]
  • Women's Place in the History of Sport Psychology By
    Women's Place in the History of Sport Psychology By: Diane L. Gill Gill, D.L. (1995). Women's place in the history of sport psychology. The Sport Psychologist, 9, 418-433. Made available courtesy of Human Kinetics: http://hk.humankinetics.com/TSP/journalAbout.cfm ***Note: Figures may be missing from this format of the document Abstract: Women and women's issues have a place in sport psychology today, but women have no place in most histories of the field. Some women sport psychologists, particularly Dorothy Harris, were instrumental in the development of sport psychology as a subdiscipline in the 1960s and 1970s. Re-searching the historical founda- tions reveals that the notable contributions of Harris and other women sport psychologists have roots in earlier work in both psychology and physical education. Pioneering women psychologists conducted research and challenged sexist assumptions and practices since psychology's earliest days. At the same time, prominent women leaders developed women-oriented programs and contributed to the professional literature in physical education. Women and women's issues have a place in sport psychology today, but too often that is an "other" or special interest place. By taking steps to re-place women in history and by engendering current research and practice, sport and exercise psychology will be a stronger science and profession. Article: Do women have a place in the history of sport psychology? Clearly women have a place in sport and exercise psychology today. The latest Association for the Advancement of Applied Sport Psychology (AAASP) newsletter indicated that the 1994 membership is 41% female, and my unofficial count from the 1993 North American Society for the Psychology of Sport and Physical Activity (NASPSPA) directory indicates a similar 46% female membership.
    [Show full text]
  • Inequity for Women in Psychology: How Much Have We Progressed and What Work Still Needs to Be Done? Caitlin Martin-Wagar [email protected]
    The University of Akron IdeaExchange@UAkron Psychology from the Margins April 2018 Inequity for Women in Psychology: How Much Have We Progressed and What Work Still Needs to Be Done? Caitlin Martin-Wagar [email protected] Please take a moment to share how this work helps you through this survey. Your feedback will be important as we plan further development of our repository. Follow this and additional works at: http://ideaexchange.uakron.edu/psychologyfromthemargins Part of the History Commons, Multicultural Psychology Commons, and the Social Psychology Commons Recommended Citation Martin-Wagar, Caitlin (2018) "Inequity for Women in Psychology: How Much Have We Progressed and What Work Still Needs to Be Done?," Psychology from the Margins: Vol. 1 : Iss. 1 , Article 3. Available at: http://ideaexchange.uakron.edu/psychologyfromthemargins/vol1/iss1/3 This Article is brought to you for free and open access by IdeaExchange@UAkron, the institutional repository of The nivU ersity of Akron in Akron, Ohio, USA. It has been accepted for inclusion in Psychology from the Margins by an authorized administrator of IdeaExchange@UAkron. For more information, please contact [email protected], [email protected]. Martin-Wagar: Inequity for Women in Psychology All along the question of marriage interferes with the woman's assured planning. Can a woman become a fanatic in her profession and still remain marriageable? Yes, she can, for I know some, but I think a woman must be abnormally bright to combine charm with concentration. These women make the synthesis by being charmingly enthusiastic. The Woman Problem comes up again after the professional woman has acquired a husband and a couple of children, with the culture pressing to give her a heavy responsibility in the home, with her husband noting, perhaps, that his own success demands his own job-concentration.
    [Show full text]
  • A Review of the Recent Literature on the Psychology of Sex
    A Review of the Recent Literature on the Psychology of Sex Helen Thompson Woolley (1910) Classics in the History of Psychology An internet resource developed by Christopher D. Green York University, Toronto, Ontario ISSN 1492-3713 (Return to C lassics index ) A Review of the Recent Literature on the Psychology of Sex Helen Thompson Woolley (1910) First published in Psychological Bulletin, 7, 335-342. Posted March 2001 Although the past few years have witnessed the appearance of a number of comprehensive and even encyclopedic works on various aspects of the problem of sex, there has been comparatively little advance in knowledge of the mental characteristics of sex. The few positive contributions in the literature of anatomy and experimental psychology I will review first, and will then deal briefly with the more pretentious treatises which are summaries and theoretical discussions. The most important single contribution to our knowledge of the facts of the case is to be found in Dr. Franklin P. Mall's paper 'On Several Anatomical Characters of the Human Brain Said to Vary According to Race and Sex, with Especial Reference to the Weight of the Frontal Lobe' (Am. J. of Anat., IX., p. 1, 1909). Dr. Mall's general conclusion is that there is as yet no reliable evidence for the variation of anatomical characters with either race or sex. The belief that the brains of females differ from those of males has been widely accepted, and has been thought to be conclusive evidence of the permanent inferiority of the female mind. The points in which the female brain has been said to be inferior to the male are: (1) total weight; (2) proportionate weight of the frontal lobe indicated by (a) actual weighings, and (b) determinations of the position of the central sulcus; (3) the area of the corpus callosum; (4) the complexity of gyri and sulci; (5) the conformation of gyri and sulci; and (6) the rate of development of the cortex in the foetus.
    [Show full text]