An experimental comparison of listening comprehensibility with reading comprehensibility

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AN EXPERIMENTAL COMPARISON OF LISTENING COMPREHENSIBILITY WITH READING COMPREHENSIBILITY

A D i s s e r ta ti o n P re s e n te d to th e F a c u lty o f th e G raduate School U n iv e r s ity o f S outhern C a lif o r n ia

In P a r t i a l F u lf illm e n t o f th e R equirem ents f o r th e Degree D octor o f P h ilo so p h y

by Kenneth A lb e rt Harwood J u ly 1950

UMI Number: DP31981

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p h . a s * '5-/ This dissertation, written by ..................

under the guidance of Faculty Committee on Studies, and approve d by all its members, has been presented to and accepted by the Council on Graduate Study and Research, in partial ful­ fillment of requirements for the degree of D O C T O R OF P H I L O S O P H Y

Date.

C om m ittee on Studies

Chairman

TABLE OF CONTENTS CHAPTER I.

PAGE

THE PROBLEM, TERMS, AND LITERATURE........................... The problem

II*

♦ . . . . « ........................................ • •

2

S tatem en t o f th e p ro b le m -........................................

2

Im portance o f th e problem

3

• • • • • • • • •

F e a s i b i l i t y o f th e s t u d y ........................................

6

D e f in itio n o f t e r m s ........................... . .....................

6

Review o f l i t e r a t u r e ...................... . ..........................

7

METHOD, TECHNIQUES, AND PROCEDURES...........................

IS

Method

..............................................................................

T e c h n i q u e s .....................................

III*

1

18

.

22

P re p a ra tio n o f m a t e r i a l s .......................................

23

E xam ination o f s u b j e c t s .......................................

57

T reatm ent o f d a t a .....................................................

75

PRESENTATION AND INTERPRETATION OFTHE DATA

. .

79

V a l i d i t y o f th e d a t a .....................................................

79

R e l i a b i l i t y o f th e d a ta

. . . . . ......................

79

B a sis f o r i n t e r p r e t a t i o n o f th e d a t a ..................

SO

Problem 1

. .

Si

Problem 2

..........................................................................

S3

I n t e r p r e t a t i o n ..................................................................

8k

Problem 3

...........................................

S4

Problem V

..........................................................................

S5

In te rp re ta tio n

.....................

.....................................................

S5

iii CHAPTER IV.

PAGE

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . . .

&7

Summary and c o n c lu s io n s .................................................

S7

Recommendations f o r f u r t h e r s tu d y

94

......................

BIBLIOGRAPHY...................................................................................

.

96

APPENDIX A.

READING T E S T .............................................................

102

APPENDIX B.

LISTENING T E S T .........................

132

APPENDIX C.

ANSWER SHEETAND ANSWER K E Y ............................

14$

APPENDIX D.

TEST S C O R E S .............................................................

151

LIST OF TABLES TABLE

page

I*

Ranges o f R eading Ease S c o r e s .......................................

27

II.

Ranges o f Human I n t e r e s t S co res • • • • • • • • •

28

S t a t i s t i c a l c h a r a c t e r i s t i c s o f th e s t o r i e s

. . .

32

.................

40

III. IV* V. V I. V II. V III.

O rder o f R ecording o f Sample R eadings O rder o f P r e s e n ta tio n o f Sample R eadings

• • . •

C h a r a c t e r i s t i c s o f Judges o f R eadings • • • • • •

45

J u d g e s 1 R a tin g s o f R e a d i n g s ....................

4&

Means and combined Average D e v ia tio n s o f R a tin g s o f T r i a l S p eakers * .........................................................

IX.

D i s t r i b u t io n o f Sex Among th e S u b j e c t s .................

X.

Chi Square f o r D is tr i b u t io n o f Sex Among L is te n ­ e r s and R eaders ............................................ . . . . .

X I.

A n a ly s is o f V arian ce o f D i s t r i b u t io n o f Age

• • • • • • • • •

60

A n a ly s is o f V arian ce o f R eading Comprehension Grade Placem ent among th e Groups o f S u b je c ts

XIV.

59

A n a ly s is o f V arian ce o f I n t e l l i g e n c e Q u o tien t Among th e Groups o f S u b je c ts

X III.

49

59

Among th e S u b j e c t s ......................................................... X II.

41

.

61

Some C h a r a c t e r i s t ic s o f th e S itu a tio n D uring th e T e s t s ..........................

63

XV.

C o rre c tio n o f Raw S cores f o r Chance Success . . .

XVI.

Mean C o rre c te d R eading Score and Mean C o rre cted L is te n in g Score o f Each S to ry

...............................

77

82

v PAGE

TABLE XVII*

D iffe re n c e , S tan d ard E rr o r o f D iffe re n c e , and t - r a t i o o f D iffe re n c e between Means f o r Each S t o r y ...................................................................................

iCVIII*

Mean C o rre c te d R eading Score and Mean C o rre c te d L is te n in g S core o f th e S e rie s o f S t o r ie s

XIX.

S3

* *

35

D iffe re n c e , S tan d ard E rr o r o f D iffe re n c e , and t - r a t i o o f D iffe re n c e between Means f o r th e S e r ie s o f S t o r i e s .........................................................

36

CHAPTER I

THE PROBLEM, TERMS, AND LITERATURE Im portance o f th e l i s t e n i n g p ro c e s s in th e d a i l y l i f e o f t h i s n a tio n i s f a i r l y w ell known*

Rankin re p o rte d t h a t o f

t h e waking h o u rs o f a d u l t s 44*4$ o f th e tim e was sp e n t in l i s t e n i n g and v a r io u s s m a lle r p e rc e n ta g e s in re a d in g , w r itin g , and speaking*^

In 1949* 94*2$ o f th e homes in th e U nited

S t a t e s had one o r more ra d io s e t s , ^ and in th e av erag e home t h e s e s e t s were in u se f o r more th an f o u r and one h a l f ho u rs o f each day*3

In r e c o g n itio n o f th e im portance o f l i s t e n i n g

h a b i t s th e r e h as been r e c e n t re s e a rc h in to th e p o s s i b i l i t y o f t r a i n i n g p eo p le to be more e f f i c i e n t l i s t e n e r s *

N ic h o ls has

d e lin e a te d f a c t o r s im p o rta n t to more f r u i t f u l l i s t e n i n g , ^ and Jo h nson h as shown t h a t l i s t e n i n g can be improved by s p e c ia l t r a i n i n g *5

! P aul T* R ankin, " L is te n in g A b ility : I t s Im p o rtan ce, M easurem ent, and D evelopm ent.” Chicago S chools J o u r n a l. 12: 1 7 ^ , J a n u a ry , 1 9 3 0 . 2 B ro ad cast Measurement Bureau, I n c . , Radio F a m ilie s — USA 1949 (New York: B ro ad cast Measurement Bureau, I n c . , 1949), p . 1* 3 A.C. N ie ls e n C o ., ”1949 Radio Audience A n a ly s e s ,” B ro a d c a s tin g . 3 ? : l6YB:24, Ja n u a ry 16, 1950. 4 Ralph G. N ic h o ls , " F a c to rs in L is te n in g Comprehen­ s i o n , ” Speech M onographs. 1 5 :2 :1 5 4 -1 6 3 , 194$* 3 Kenneth Owen Johnson, "A Study o f th e E f f e c t o f an E x p e rim e n ta l Course in L is te n in g C om prehension,” U npublished M a s te r 's t h e s i s , U n iv e r s ity o f M innesota, M in n e a p o lis, 194&«

The d e sig n o f language f o r e f f i c i e n t tra n s m is s io n o f in fo rm a tio n to l i s t e n e r s h a s , by com parison, been n e g le c te d . T h at spoken language may be t r e a t e d to p ro v id e b e t t e r m a te r­ i a l f o r l i s t e n i n g seems a s l i k e l y a s d em o n stratio n t h a t th e l i s t e n e r s th em selv es may be t r a i n e d f o r e f f i c i e n c y in l i s t e n ­ in g .

L ik e lih o o d o f d e s ig n in g e s p e c i a l l y l i s t e n a b l e language

h a s been h e ig h te n e d by th e e x is te n c e o f to o ls f o r p r e d ic tin g th e re a d in g d i f f i c u l t y o f p r in te d la n g u a g e . I.

THE PROBLEM

S tatem en t o f th e problem .

^The p r in c ip a l purpose o f

t h i s s tu d y was to i n v e s t i g a t e r e l a ti o n s h i p s between w r itte n and spoken language o f v a rio u s l e v e l s o f p re d ic te d s i l e n t r e a d in g d i f f i c u l t y .

I t was hoped t h a t such an in v e s ti g a tio n

m ig h t i n d ic a te what d i f f e r e n c e s , i f any, e x is te d between th e c o m p r e h e n s ib ility o f th e s e two form s o f lan g u ag e .

The prob­

lem was th u s fram ed a s a sim ple e x p e rim e n ta l com parison o f two modes o f lan g u ag e p r e s e n ta tio n . G iven, among c e r t a i n c o n d itio n s , (1) a s e r i e s o f lan g u ag e sam ples graded f o r r e a d a b i l i t y , and (2) p r e s e n ta tio n o f each sample a s (a) a page f o r s i l e n t re a d in g and a s (b) a t a l k re c o rd e d f o r * l i s t e n i n g , [ t h e problem o f t h i s stu d y was to d e te rm in e (1) th e mode o f p r e s e n ta tio n in which each sample was more co m p reh en sib le, (2) an amount by which each sample was more co m p reh en sib le in one mode th a n th e o th e r , (3) th e

3 mode o f p r e s e n ta tio n in which th e s e r i e s was more com prehens­ i b l e , and (4) an amount by which th e s e r i e s was more compre­ h e n s ib le in one mode th a n in th e o t h e r •_[ Im portance o f th e problem #

A side from th e w e ll-

e s ta b l i s h e d im p o rtan ce o f re s e a rc h in eom m unications, th e problem o f t h i s s tu d y h as a t r i p l e im portance o f i t s own# F i r s t , u n lik e p re v io u s com parisons o f re a d in g w ith l i s t e n i n g , ^ th e i n v e s t i g a t io n o f th e problem o f t h i s stu d y was aimed a t d e te rm in in g th e r e l a t i v e in fo rm a tio n -b e a rin g e f f ic ie n c y o f 1 v a r io u s c o m p le x itie s o f la n g u a g e .

The aim o f t h i s stu d y was

t o e s t a b l i s h r e l a t i o n s h i p s between th e e f f i c i e n c y o f spoken and p r in te d language o f s e v e r a l l e v e l s o f p r e d ic te d re a d in g d i f f i c u l t y r a t h e r th a n to i n v e s ti g a t e th e r e l a ti o n s h i p s a t o n ly one o r two o f th o s e l e v e l s o r t o d eterm in e in fo rm a tio n r e c e iv in g a b i l i t i e s o f in d iv id u a l s u b je c ts # Second, u n lik e p re v io u s com parisons o f re a d in g w ith l i s t e n i n g , t h i s stu d y was d esig n ed to s t r i k e a b alan ce between t h e a r t i f i c i a l i t i e s in tro d u c e d by h ig h ly r i g i d c o n tr o l and t h e a p p a re n t la x n e s s r e s u l t a n t from th e e x e c u tio n o r r e p o r t o f

6

C f• Review o f l i t e r a t u r e , i n f r a . pp

4 l i t t l e c o n tro l*

Both E l l i o t ? and G o ld s te in ,^ f o r exam ple,

made p r e s e n ta tio n o f th e p r in te d m a te r ia l on a screen *

Cer­

t a i n l y re a d in g a r a t e - c o n t r o l l e d p r o je c tio n from a sc re e n a llo w s c lo s e c o n tro l o f re a d in g r a t e , b u t such re a d in g i s n o t v e r y much l i k e t h a t o f a norm al re a d in g s i t u a t i o n , a s Gold­ s t e i n h as a d m itte d .9

On th e o th e r hand, th e r e i s n o th in g in

t h e r e p o r t s by E rick so n and K in g ,10 L um ley,H B u r to n ,! 2 and o t h e r s to i n d ic a te th e k in d o f sp eak in g done, w hether o r n o t t h e same o r d i f f e r e n t sp e a k e rs made th e v a r io u s a u r a l p re se n ­ t a t i o n s , o r to d e s c rib e th e r a t e o r r a t e s o f a u r a l p r e s e n ta ­ t i o n , among o th e r d is c r e p a n c ie s .

The i n v e s t i g a t io n o f th e

problem o f t h i s s tu d y was d esig n ed to avoid th e s e e x tre m e s. T h ird , a p la n o f teamwork in common in v e s t i g a t io n o f

7 Frank E. E l l i o t t , nMemory f o r V is u a l, A u d ito ry and V is u a l-A u d ito ry M a t e r i a l ,” A rchives o f P sychology. 2 9 :1 9 9 :5 5 4 , May, 1936. 3 H arry G o ld s te in , Reading and L is te n in g Comprehension a t V ario u s C o n tro lle d R a te s (New York: Bureau o r P u b lic a tio n s , T e a c h e rs /C o lle g e , Columbia U n iv e r s ity , 19 4 0 ), p p . £ -6 3 . 9

I b i d . . p . 57#

IQ C .I . E ric k so n and I . King, ftA Comparison o f V isu a l and O ral P r e s e n ta tio n o f L essons in th e Case o f P u p ils from th e T h ird to th e N in th G ra d e s,” School and S o c ie ty . 6 :1 3 6 :1 4 6 -1 4 3 . A ugust 4 , 1917. 11 F.H. Lumley, "R esearch in Radio E d u catio n a t Ohio S t a t e U n iv e r s ity ,” E d u ca tio n on th e A ir . 4 :3 6 4 -3 6 6 , 1933. -jo

'

Mary B u rto n , ”The H earing and R eading Comprehension o f V ocabulary among High School S e n io r s ,” School Review. 52: 1 :4 7 -5 0 , J a n u a ry , 1944.

5 c l o s e l y r e l a t e d problem s and th e d e sig n o f a s e r i e s o f p ro b ­ lem s f o r p ro d u c tio n o f in te r lo c k in g d a ta s e t s t h i s problem a p a r t from problem s o f p re v io u s s t u d i e s .

Because com prehensi­

b i l i t y o f p r in te d language was known t o be p r e d ic ta b le by m easurem ent o f c e r t a i n c h a r a c t e r i s t i c s o f lan g u ag e, i t was de­ c id e d to i n v e s t i g a t e th e e x te n t to which th o s e c h a r a c t e r i s t i c s w ere common to re a d in g and l i s t e n i n g c o m p re h e n s ib ility . t h i s end, th r e e problem s were p r o je c te d .

To

The problem o f

t h i s stu d y was to e s t a b l i s h a r e l a t i o n s h i p between th e compreP h e n s i b i l i t y o f spoken and p r in te d language a t v a r io u s l e v e l s ^ o f lan g u ag e c o m p le x ity .

The problem o f a n o th e r stu d y was to

d e te rm in e e f f e c t s o f "human i n t e r e s t " upon c o m p re h e n s ib ility o f spoken lan g u ag e .3-3

A t h i r d problem was t o determ in e

e f f e c t s o f r a t e o f d e liv e r y upon c o m p re h e n s ib ility o f spoken l a n g u a g e . T h e s u b je c ts f o r a l l t h r e e s tu d ie s were drawn from th e same p o p u la tio n , th e in fo rm a tio n g iven in th e language sam ples was th e same f o r a l l th r e e s t u d i e s , and th e t e s t s g iv e n were th e same f o r a l l t h r e e s t u d i e s .

I t was hoped t h a t

t h i s s e r i e s o f problem s would h e lp to e s t a b l i s h r e la ti o n s h i p s

^3 F ra n c is A. C a r t i e r , "An E x p erim en tal Study o f th e E f f e c t o f P e rs o n a l R efe ren ce s on L is te n in g Comprehension” ( t e n t a t i v e t i t l e ) . D o c to ra l d i s s e r t a t i o n in p ro c e s s , U niver­ s i t y o f S o u th ern C a l i f o r n i a , Los A n g eles. 14 Leo Goodman-Malamuth, "An E x p erim en tal Study o f th e E f f e c t o f R ate o f Speaking on L is te n in g Comprehension" ( t e n t a ­ t i v e t i t l e ) . D o c to ra l d i s s e r t a t i o n in p ro c e s s , U n iv e r s ity o f S o u th ern C a l i f o r n i a , Los A n g eles.

betw een re a d in g and l i s t e n i n g c o m p re h e n s ib ility , t o d e lin e a te c h a r a c t e r i s t i c s im p o rta n t to spoken lan g u a g e , t o d eterm in e r e l a t i o n s h i p s among th e s e c h a r a c t e r i s t i c s , and t o y i e ld a , t o o l f o r e v a lu a tio n o f l i s t e n i n g c o m p re h e n s ib ility . F e a s i b i l i t y o f th e s tu d y .

The o u tlo o k f o r su cc ess

i n i n v e s t i g a t io n o f th e problem was e x c e l l e n t .

I t was p ro ­

posed t h a t a r a t h e r sim ple experim ent co u ld p ro v id e s o lu tio n o f th e problem* ed.

j j Seven language sam ples were to be c o n s tr u c t­

Each sample was t o have a d i f f e r e n t p r e d ic te d s i l e n t

re a d in g c o m p re h e n s ib ility and each was to be accom panied by a ( s e t o f t e s t q u e s tio n s on th e in fo rm a tio n in th e sam ple.

The

sam ples were t o be p re s e n te d a u r a l ly to one group o f s u b je c ts and v i s u a l l y t o a s im ila r group o f s u b j e c t s . q u e s tio n s were to be asked o f each gro u p .

The same The amount o f

tim e d evoted t o each p r e s e n ta tio n and each t e s t was t o be h e ld c o n s ta n t.

The mean number o f t e s t q u e s tio n s c o r r e c t l y a n - ✓

sw ered su b seq u en t to a u r a l p r e s e n ta tio n was to be compared w ith th e mean number c o r r e c t l y answ ered su b seq u en t to v i s u a l p r e s e n t a t io n .

R e s u lts o f th e stu d y i n d ic a t e t h a t s o lu tio n

o f th e problem was f e a s i b l e . II.

DEFINITION OF TERMS

The d e f i n i t i o n s g iv en below were meant t o be s p e c ia l t o t h i s stu d y and n o t n e c e s s a r il y g e n e ra l d e f i n i t i o n s .

More

7 g e n e r a l d is c u s s io n and d e f i n i t i o n s o f th e s e and r e l a te d te rm s h as been done by th e w r i t e r . ^5 C o m p re h e n sib ility was tak en t o mean t h a t a t t r i b u t e o f a lan g u ag e sample d e s c rib e d by th e number o f c o r r e c t answ ers t o q u e s tio n s ab o u t in fo rm a tio n in th e sam ple. A language sample was tak en to mean th e w ording o f any one o f th e seven s t o r i e s shown in Appendix A. L is te n in g c o m p re h e n s ib ility was tak en to mean t h a t a t t r i b u t e o f a language sample d e s c rib e d by th e number o f c o r r e c t answ ers to th e q u e s tio n s p re se n te d a f t e r l i s t e n i n g t o th e sam ple.

L i s t e n a b i l i t y was h e ld synonymous w ith l i s t e n ­

in g c o m p re h e n s ib ility . R e a d a b ility was ta k e n to mean th e number d e s c r ip ti v e & o f th e r e l a t i v e s i l e n t re a d in g d i f f i c u l t y o f a language sam p le, a c c o rd in g t o a n a ly s is and com putation p re s c rib e d by p u b lis h e d fo rm u la . R eading c o m p re h e n s ib ility was ta k e n t o mean t h a t a t ­ t r i b u t e o f a language sam ple d e s c rib e d by th e number o f c o r­ r e c t answ ers to th e q u e s tio n s p re s e n te d a f t e r s i l e n t re a d in g o f th e sam ple. III.

REVIEW OF LITERATURE

P u b lish e d r e p o r t s o f e x p e rim e n ta l com parisons o f ^5 Kenneth A. Harwood, W A Concept o f L i s t e n a b i l i t y , ff W estern S peech. 1 4 :2 :1 0 -1 2 , March, 1950.

s l i s t e n i n g w ith re a d in g have ap p eared w ith in c r e a s in g fre q u e n c y s in c e th e tim e o f E bbinghaus1 work on v e r b a l le a r n in g i n th e l a s t d ec ad es o f th e n in e te e n th c e n tu r y ,16 but r e p o r ts o f work m ost c lo s e ly r e l a t e d to th e p re s e n t stu d y d a te from th e tim e o f World War I . In 1917 E ric k so n and King re p o rte d a classro o m e x p e r i­ ment in w hich 106 s tu d e n ts from th e t h i r d th ro u g h n in th g ra d e s o f th e elem en tary sch o o l and h ig h sch o o l a t th e U niver­ s i t y o f Iowa were examined on fo u r l e s s o n s .17

Two le s s o n s

were re a d to th e s u b j e c t s , presum ably by th e te a c h e r s , and two le s s o n s were re a d s i l e n t l y by th e s u b j e c t s .

O ral p r e s e n ta ­

t i o n was found s u p e r io r a t a l l g r a d e - le v e ls s tu d ie d . In 1923 R u s s e ll re p o rte d s e l e c ti o n o f 690 s u b je c ts from 10BO s tu d e n ts in th e f i f t h , s e v e n th , and n in th g ra d e s f o r com parison o f a thousand-w ord p assag e re a d alo u d by th e te a c h e r w ith th e same p assag e re ad s i l e n t l y by th e s u b j e c t s .1 ^ L is te n in g was found s u p e r io r f o r th e f i f t h - g r a d e r s .

L is te n in g

and re a d in g were ab o u t eq u a l f o r th e sev en th g ra d e rs , and re a d in g was s u p e r io r f o r th e n in t h - g r a d e r s . 16 E l l i o t t h as p u b lish e d a good rev iew o f th e e a r ly w ork. G f. Frank R. E l l i o t t . "Memory f o r V is u a l, A u d ito ry and V is u a l-A u d ito ry M a te r ia l," A rchives o f P sychology. 2 9 :1 9 9 :5 54, May, 1936. 17 C .I . E ric k so n and I . K ing, "A Comparison o f V is u a l and O ral P r e s e n ta tio n o f L essons in th e Case o f P u p ils from th e T h ird to th e N in th G rad es," School and S o c ie ty . 6 :1 3 6 :1 4 6 -1 4 6 , A ugust 4 , 1917♦ ~ 1& R.D. R u s s e ll, "A Comparison o f Two Methods o f L earn­ i n g ," J o u r n a l ,o f E d u c a tio n a l R e se a rc h . 1 6 :3 :2 3 5 -2 3 6 , O c t., 1926.

9 In 192# Greene re p o rte d t e s t i n g 643 s tu d e n ts in c o lle g e psy ch o lo g y c la s s e s on th e c o n te n t o f 2300-word s e l e c t i o n s a b o u t p s y c h o lo g y .* * ^

yo r ^he a u r a l p r e s e n ta tio n , a to p ic was given

i n p e rso n a s a l e c t u r e , w h ile f o r th e v is u a l p r e s e n ta t io n , th e to p ic was p r in te d a s a b o o k le t.

No s i g n i f i c a n t d if f e r e n c e

betw een th e modes o f p r e s e n ta tio n was fo u n d . In 193j^Lumley re p o rte d p r e s e n ta tio n o f le s s o n s in geography p r in te d a s pages o f a t e x t and a s r a d io program s to a b o u t 500 s tu d e n ts in th e f i f t h th ro u g h e ig h th g r a d e s .20 S i l e n t re a d in g was th e mode fa v o re d in th e f i f t h and s i x t h g ra d e s , and was even more fa v o re d in th e sev e n th and e ig h th g ra d e s. In 1934 Corey re p o rte d p r e s e n ta tio n o f a 2500-word p assag e on o u t l in i n g t o 165 freshm en a t T e a c h e rs1 C o lleg e o f th e U n iv e rs ity o f N eb rask a.21

E ig h ty -tw o ‘o f th e s u b je c ts

h e a rd th e m a te r ia l d e liv e r e d in p erso n a t th e r a t e o f about 100 words p e r m in u te, w h ile e ig h ty - th r e e o f th e s u b je c ts re a d a mimeographed copy o f th e l e c t u r e .

The same amount o f tim e

***9 Edward Barrows G reene, ”The R e la tiv e E f f e c tiv e n e s s o f L e c tu re and I n d iv id u a l Reading a s Methods o f C o lleg e Teach­ i n g , ” G en etic Psychology M onographs, 4 :6 :4 5 9 -4 6 3 , December,

1928.

'

F.H . Lumley, o £ . c i t • , 4 :3 6 4 -3 6 6 , 1933* 21 Stephen M. C orey, tfL e a m in g from L e c tu re s v s . L e a rn in g from H e a d in g s,” J o u rn a l o f E d u c a tio n a l P sy ch o lo g y . 2 5 :6 :4 5 9 -4 7 0 , Septem ber, 1934*

10 was g iv en each ty p e o f p r e s e n t a t io n .

Immediate r e c a l l was

s i g n i f i c a n t l y b e t t e r a f t e r re a d in g th a n a f t e r l i s t e n i n g , b u t two weeks l a t e r th e advantage was i n s i g n i f i c a n t .

__

In 1934 S tan to n re p o rte d p r e s e n ta tio n o f s ix te e n f i c ­ t i t i o u s a d v e rtis e m e n ts to 160 s tu d e n ts in psychology c l a s s e s a t Ohio S ta te U n iv e r s ity .22

The a d v e rtis e m e n ts were from

s e v e n ty to s e v e n ty - f iv e words in le n g th .

F or l i s t e n i n g , th e

m a t e r i a l s were re ad th rough a lo u d sp e a k e r by a p erso n hidden from th e s u b j e c t s .

F or r e a d in g , th e m a te r ia ls were p r i n t e d .

T h i r t y - f i v e seconds were allo w ed each ty p e o f p r e s e n ta tio n o f each a d v e rtis e m e n t.

T e s ts g iv en one, sev en , and tw enty-one

days su b seq u en t to th e p r e s e n ta tio n s showed th e ad vantage w ith lis te n in g . In 1934 DeWick re p o rte d ex am in atio n o f s e v e n ty - th r e e s tu d e n ts in e lem en tary psychology c la s s e s a t th e U n iv e r s ity o f N orth C a ro lin a .^3

A s e r i e s o f f i c t i t i o u s a d v e rtis e m e n ts

was re a d th ro u g h a lo u d sp e a k e r by an unseen re a d e r f o r th e a u r a l p r e s e n ta tio n , and th e m a te r ia ls were p r in te d in book­ l e t s f o r th e v i s u a l p r e s e n t a t io n . w ere f o r t y - f i v e seconds in le n g th .

The a u r a l p r e s e n ta tio n s F or th e v i s u a l p r e s e n ta -

22 Frank N. S ta n to n , "Memory f o r A d v e rtis in g Copy P re s e n te d V is u a lly v s . O r a lly ," J o u rn a l o f A pplied P sy ch o lo g y . 1 8 :1 :4 5 -6 4 , F e b ru a ry , 1934. 23 Henry N. DeWick, "The R e la tiv e R e c a ll e f f e c t i v e n e s s o f V is u a l and A u d ito ry P r e s e n ta tio n o f A d v e rtis in g M a t e r ia l," J o u r n a l o f A pplied P sy ch o lo g y . 19:245-264, 1935*

11 t i o n s , th e s u b je c ts were asked to read a t t h e i r in d iv id u a l norm al re a d in g r a t e s .

R e c a ll a f t e r tw e n ty -fo u r h o u rs , 120

h o u rs , 16S h o u rs , and f i v e months showed th e a u r a l p r e s e n ta ­ t i o n su p e rio r* In 1935 C arver re p o rte d an experim ent on f i f ty - tw o a d u l t s and tw e n ty -n in e c o lle g e u n d e r g ra d u a te s .^4

M a te r ia ls

were p re s e n te d a u r a l l y from behind a c u r ta in and o v e r th e ra d io .

The v i s u a l p r e s e n ta tio n was by means o f a p r in te d

b o o k le t.

E a s ie r m a te r ia ls were found to be more e f f e c t i v e

i n a u d ito r y p r e s e n ta tio n , m a te r ia ls o f av erag e d i f f i c u l t y te n d e d to g iv e e q u iv o c a l r e s u l t s , and m a te r ia l i n t r i n s i c a l l y d i f f i c u l t were b e t t e r comprehended when p re s e n te d t o th e e y e . In 1936 Young re p o rte d on t e s t s o f ab o u t 2000 s tu d e n ts i n th e f o u r th , f i f t h , and s ix th g ra d e s o f s ix sc h o o l system s i n Iowa and T e x a s .25

F if te e n p a ssa g e s, each o f about 350 to

#50 words in le n g th , on n a tu re l o r e , American h i s t o r y , in d u s­ t r i a l p ro c e s s e s , and n a r r a t i v e p o e try were p re s e n te d alo u d by te a c h e r s and a s p r in te d m a t e r i a l s .

L is te n in g was s i g n i f i ­

c a n tl y s u p e r io r in th e f o u r th g rad e, but o n ly s l i g h t l y su p e r­ i o r in th e s ix t h g ra d e . 24 M erton E. C a rv e r, ,fL is te n in g V ersus R ead in g ." In H adley C a n tr il and Gordon W. A llp o r t, The Psychology o f Radio (New York: P e te r Sm ith, 1 9 4 1 ), PP* 159-180• 25 W illiam E. Young, "The R e la tio n o f R eading Compre­ h e n sio n and R e te n tio n to H earing Comprehension and R e te n tio n ." J o u r n a l o f E x p erim en tal E d u c a tio n . 5 :1 :3 0 -3 9 , Septem ber, 193o.

12 In 1936 E l l i o t t re p o rte d t e s t s on s e v e n ty - s ix e x te n t i o n s tu d e n ts and s ix ty - s e v e n governm ent c l e r i c a l em ployees a t Columbia U n iv e r s ity .26

T h i r t y - s i x s e l e c ti o n s o f f i c t i ­

t i o u s a d v e r t is i n g copy were p re se n te d f o r re a d in g from a la r g e s c re e n and f o r l i s t e n i n g by lo u d s p e a k e r.

S e le c tio n s

ran g ed from tw en ty to tw e n ty -fo u r words in le n g th .

L is te n ­

in g was found s u p e r io r in n in e te e n o f tw en ty s i t u a t i o n s . In 1937 Anderson and F a irb a n k s re p o rte d r e s u l t s o f t e s t s on th e a b i l i t y o f 220 S ta te U n iv e r s ity o f Iowa freshm en t o re c o g n iz e words re a d and heard#27

Form C, o f th e I n g l i s

T e s ts o f V ocabulary was used f o r re a d in g , and a random sample o f f i f t y item s from Form B o f th e I n g l i s T e s ts was re c o rd e d p h o n o g ra p h ic a lly f o r l i s t e n i n g .

Median and good re a d e rs

were found t o fa v o r re a d in g w h ile poor re a d e rs fa v o re d l i s ­ te n in g .

A ll th r e e k in d s o f re a d e rs showed s i g n i f i c a n t d i f ­

f e r e n c e s between mean re a d in g v o c a b u la ry and mean l i s t e n i n g v o c a b u la ry . In 1940 L arsen and F ed er re p o rte d p r e s e n ta tio n o f th e N elson-D enny R eading T e st f o r b o th re a d in g and l i s t e n i n g by 151 s tu d e n ts in th e f i r s t - y e a r speech c la s s e s a t th e S ta te

26

E l l i o t t , op. c i t , . p p. 5-54*

27 I r v in g H. Anderson and G rant F a irb a n k s , tfCommon and D i f f e r e n t i a l F a c to rs in R eading V ocabulary and L is te n in g Vo­ c a b u la r y ,11 J o u rn a l o f E d u c a tio n a l R e se a rc h , 3 0 :5 :3 1 7 -3 2 4 , J a n u a ry , 1937* ^

13 U n iv e r s ity o f Iowa*2&

Each o f th e n in e t e s t p assag e s was

ab o u t 200 words in le n g th and p re d ic te d t o be o f one o f th re e le v e ls o f d i f f i c u l t y .

S e le c tio n s from Form A were

p re s e n te d a s phonographic re c o rd in g s o f th e v o ic e o f a t r a i n ­ ed s p e a k e r. s u b je c ts .

S e le c tio n s from Form B were re a d once by th e Four m u ltip le - c h o ic e q u e s tio n s were atte m p te d

im m ed iately fo llo w in g th e p r e s e n ta tio n o f each p a ssa g e .

A l­

though alm ost a l l o f th e s u b je c ts to o k lo n g e r in l i s t e n i n g th a n in re a d in g , re a d in g was found to be fa v o re d on d i f f i c u l t and m ediocre m a t e r i a l s , w hile l i s t e n i n g was s u p e r io r on ea sy m a te ria ls . in g .

The o v e r - a l l s u p e r i o r it y was in f a v o r o f re a d ­

S u b je c ts who had h ig h sc o re s on th e Iowa Q u a lify in g

E xam inations fa v o re d v i s u a l p r e s e n ta tio n , and th o se who had low s c o re s on th e q u a lif y in g ex am in atio n fa v o re d a u r a l p re ­ s e n ta tio n . In 1940 G o ld s te in p re se n te d m a te r ia ls o f two l e v e l s o f p re d ic te d d i f f i c u l t y to 280 s u b je c ts o f from e ig h te e n to s i x t y - f i v e y e a rs in a g e .^9

F o u rteen o f th e M cC all-C rabbs

S ta n d a rd T e st L essons in Reading were p re s e n te d f o r r a t e -

^ R o b ert P . L arsen and D.D. F e d e r, ffCommon and D if­ f e r e n t i a l F a c to rs in R eading and H earing Com prehension, ,f J o u rn a l o f E d u c a tio n a l P sy ch o lo g y . 31:4:241-252« A p r i l , -1940. 29 H arry G o ld s te in , Reading and L is te n in g Comprehen­ s io n a t V ario u s C o n tro lle d R ates (New York: Bureau o f P u b li­ c a t i o n s , T each ers C o lle g e , Columbia U n iv e r s ity , 1940), p p . 6 -

14 c o n t r o l l e d re a d in g from a la r g e sc re e n and a s r a d i o - l i k e phonographic r e c o r d s .

Both re a d in g and l i s t e n i n g were done

a t seven r a t e s ra n g in g from 100 to 325 words p e r m in u te . P r e d ic te d ly easy p a ssa g e s averaged 119 words in le n g th , and p r e d ic te d ly d i f f i c u l t p a ssa g e s averaged 213 words in le n g th . R e la tiv e s u p e r i o r i t y o f l i s t e n i n g o v e r re a d in g was found t o d e c re a s e w ith in c re a s e in p re d ic te d d i f f i c u l t y o f m ater­ i a l s , w hile com prehension in e i t h e r m o d a lity d e c r e a s e d w ith in c r e a s e in r a t e o f p r e s e n ta tio n .

I t was concluded t h a t

p a ssa g e s e q u iv a le n t f o r re a d in g may n o t be e q u iv a le n t f o r lis te n in g . In 1943 Rulon re p o rte d com parison o f re a d in g and l i s ­ te n in g com prehension among s tu d e n ts drawn from h ig h sc h o o ls th ro u g h o u t th e U nited

S t a t e s

.30

^ phonographic re c o rd in g

o f a p l a y l e t was h ea rd by 41# o f th e s u b j e c ts , and a n o th e r 426 o f th e s u b je c ts re a d th e p r in te d s c r i p t o f th e p l a y l e t . Im m ediate g a in s in bo th f a c t u a l and r e l a t i o n a l knowledge were h ig h e s t a f t e r p r e s e n ta tio n o f th e p r in te d m a t e r ia l, a lth o u g h th e h y p o th e s is t h a t a u r a l p r e s e n ta tio n makes a more l a s t i n g im p re ssio n was u p h e ld . In 1944 B urton r e p o rte d o r a l p r e s e n ta tio n o f Form X

30 p h i l l i p J . Rulon and o th e r s , ffA Comparison o f Phonographic R eco rd in g s w ith P r in te d M a te ria l in Terms o f Knowledge Gained Through T h e ir Use A lo n e ,11 H arvard E d u ca tio n ­ a l Review . 1 3 :1 :6 3 -7 6 , J a n u a ry , 1943*

o f O’R o u rk e ^ Survey T e st o f V ocabulary f o r Grades I I I - X I I I and a p r in te d p r e s e n ta tio n o f Form Z o f th e same t e s t t o 175 h ig h sch o o l s e n io rs in m e tro p o lita n New York C i ty .31

A ll

f in d in g s showed re a d in g com prehension s i g n i f i c a n t l y s u p e r io r to l i s t e n i n g com prehension a t th e tw e lf th - g r a d e le v e l* In 194& N elson re p o rte d t h a t , in t e s t i n g 250 s tu d e n ts drawn from freshm an com m unications s k i l l s c o u rse s a t th e S ta te U n iv e r s ity o f Iowa on a u r a l p r e s e n ta tio n o f f i v e 1500-word n e w sc a sts o f p re d ic te d re a d in g c o m p re h e n s ib ility , among th e v a r ia n c e s o f news copy, r a t e s o f p r e s e n ta tio n , groups o f sub­ j e c t s , n e w s c a s te rs , and e r r o r , o n ly th e v a ria n c e o f th e news copy was s i g n i f i c a n t i n f lu e n c e *32 In 194& N ich o ls re p o rte d on t e s t s o f 200 freshm an s t u ­ d e n ts in com m unications c o u rse s a t th e U n iv e rs ity o f Minnes o ta .3 3

T en-m inute a u r a l p r e s e n ta tio n s o f in fo rm a tio n on

eco n o m ics, b io lo g y , s o c io lo g y , p sy chology, and c h e m istry were g iv en f o r t e s t s o f l i s t e n i n g .

The r e l a t i v e l y low P earson r

o f .4 6 was found between l i s t e n i n g com prehension and th e sub­ j e c t s 1 perform ance on th e Iowa S i le n t Reading E x am in atio n . I t was concluded t h a t l i s t e n i n g com prehension in v o lv ed a 31

Mary B u rto n , o £. c i t . , p p . 4 7 -5 0 .

32 H arold E0 N elson, "The e f f e c t o f V a r ia tio n o f R ate on th e R e c a ll by Radio L is te n e r s o f " S tr a ig h t" N e w sc a sts,” Speech M onographs« 1 5 :2 :1 7 3 -1 3 0 , 194$ • 33

R alph G. N ic h o ls, o p . c i t . , p p. 154-163*

16 number o f f a c t o r s n o t o p e r a tiv e in re a d in g com prehension* In 194# C h all and D ia l re p o rte d c om parison o f th e o p in io n s o f 1G0 f r e s h e n s tu d e n ts a t F ra n k lin and Ohio S ta te U n iv e r s itie s on th e d i f f i c u l t y o f n in e n e w sc a sts p re se n te d p h o n o g ra p h ic a lly w ith th e p r e d ic te d r e a d a b i l i t y o f th o se newsc a s ts .3 4

I t was concluded t h a t , w ith a d ju s tm e n ts , a re a d a ­

b i l i t y form ula can be h e lp f u l a s a t o o l in p r e d ic tin g a l i s t e n e r 1s u n d e rsta n d in g and i n t e r e s t in n ew scasts* E xam ination o f t h i s ch ain o f l i t e r a t u r e re v e a ls t h a t th e r i s i n g

flo o d o f p u b lic a tio n in th e decade from 1930 to

1940 have been somewhat stemmed by World War I I , but i t a ls o r e v e a ls t h a t ] t h e r e i s renewed i n t e r e s t and a c t i v i t y in com­ p a r is o n o f

re a d in g w ith l i s t e n i n g .

The work on t h i s problem

d u rin g th e

p a s t t h i r t y y e a rs shows th r e e more th in g s *

F irs t,

r e s u l t s o f th e s e s tu d ie s were n o t in a c c o rd , and th e answer to th e e x a c t r e l a t i o n s h i p between re a d in g and l i s t e n i n g seems a complex, i f d e te rm in a b le , one.

Second, th e r e has a p p a re n tly

been a v a r i e t y o f d e c is io n s on th e b e s t p ro p o rtio n o f a r t i f i ­ c i a l i t y o f e x p e rim e n ta l s i t u a t i o n to c o n tr o l o f e x p e rim e n ta l s itu a tio n .

T h ird , p a r t i c u l a r l y in th e e a r l i e r work, and to

an ala rm in g e x te n t in much o f th e l a t e r work, th e e s s e n t i a l c o n t r o l s o f w ording, r a t e o f p r e s e n ta tio n , le n g th o f copy, 34 Jeanne S. G h all and H arold E . D ia l, P r e d i c t i n g L i s t e n e r U n d erstan d in g and I n t e r e s t in N e w sc a sts,” E d u catio n ­ a l R esearch B u l l e t i n « 2 7 :6 :1 4 1 -1 5 3 , Septem ber 15, 194#.

17 d i f f i c u l t y o f copy, k in d o f p r i n t and p a p e r, kind o f s p e a k e r, and so f o r t h , have gone e i t h e r u n n o tic e d o r u n re p o rted *

CHAPTER I I

METHOD, TECHNIQUES AND PROCEDURES D e s c rip tio n o f th e m ethod, te c h n iq u e s and p ro c ed u res o f a work sh o u ld h e lp th e in d ep en d en t i n v e s t i g a t o r to u n d e r­ s ta n d th e l i m i t a t i o n s o f th e work and t o re p e a t th e o p e r a tio n s by which t h e r e s u l t s were o b tain ed *

A d is c u s s io n o f th e

m ethod-—th e r a t i o n a l e o f i n v e s t i g a t io n —-u s e d f o r t h i s s tu d y , t o g e t h e r w ith a d e s c r ip tio n o f th e te c h n iq u e s and p ro c e d u re s— th e d e t a i l s o f e x e c u tio n —o f th e e x p e rim e n t, i s p re se n te d w ith th o s e aim s i n mind* I.

METHOD

The method o f t h i s stu d y i s t h a t o f e x p e rim e n ta l com­ p a r is o n .

E s s e n t i a l l y , i t i s t h e method o f d i f f e r e n c e , a s

s t a t e d i n J.S * M i l l ’ s Second Canon o f in d u c tiv e in q u ir y : I f an in s ta n c e in which th e phenomenon u n d er i n v e s t i ­ g a tio n o c c u r s , and an in s ta n c e i n which i t do es n o t o c c u r, have ev e ry c irc u m sta n c e in common save one, t h a t one o c c u rrin g o n ly i n th e fo rm e r; th e c irc u m sta n c e in which alo n e t h e two in s ta n c e s d i f f e r , i s th e e f f e c t , o r th e c a u se , o r an in d is p e n s a b le p a r t o f th e c a u se , o f th e phenomenon*^ T h is i s th e s u b s ta n c e o f th e method o f ex p e rim e n t, and suc­ c e s s f u l a p p lic a tio n m ainly depends upon th e p re c a u tio n o f o n ly v a ry in g one c irc u m sta n c e a t a tim e , a l l o th e r c irc u m sta n c e s

^ ¥ . S ta n le y Je v o n s, E lem entary L essons in Logic (New York: The M acm illan Company, 1 9 1 9 ), p . 242♦

19 b e in g m a in ta in e d j u s t a s th e y w ere, a c c o rd in g t o Je v o n s.2 In th e p re s e n t stu d y a ttem p t was made t o compare two form s o f p r e s e n ta tio n o f th e same sequences o f words#

Both

p r e s e n ta tio n s were made to s i m il a r gro u p s o f s u b j e c t s , both were made u n d er s i m i l a r p h y s ic a l and s o c i a l c o n d itio n s , th e lan g u ag e used in b o th was th e same, b o th were p re s e n te d in th e same le n g th o f tim e , both were fo llo w ed by th e same t e s t s , and th e amount o f tim e f o r t e s t - t a k i n g was th e same f o r both# S i g n if ic a n t d i f f e r e n c e s in r e s u l t were t h e r e f o r e a t t r i b u t e d to d if f e r e n c e s in form o f p r e s e n ta tio n , in acco rd an ce w ith M ill* s method o f d i f f e r e n c e . P erhaps t h e m ost d i f f i c u l t a p p l ic a t io n o f th e e x p e r i­ m e n ta l method i s i t s a p p lic a tio n to human p o p u la tio n s .

In

p a r t i c u l a r , th e m en tal p ro c e s s e s o f humankind seem l i t t l e s u s c e p tib le o f i n v e s t i g a t io n by hum ankind.

A lthough th e

h i s t o r y o f e x p e rim e n ta l psychology o v e r th e p a s t c e n tu ry d e m o n stra te s t h a t w ith c a r e f u l i d e n t i f i c a t i o n and c o n tr o l i t i s p o s s ib le to make f r u i t f u l use o f th e method o f ex p e rim e n t­ a l com parison, a s u s p ic io n seems t o be grow ing t h a t p u ttin g a human b ein g th ro u g h a t e s t i s n o t d i r e c t l y a n a la g o u s to p u t t i n g a chem ical th ro u g h a t e s t .

R ecent em phasis on

human o p in io n and a t t i t u d e re s e a rc h h as widened th e aw areness t h a t mere placem ent o f an in d iv id u a l u n d er s c r u t i n y may b rin g

2

Loc. c it#

20 u n c o n tr o lla b le a r t i f a c t s i n t o th e e x p e rim e n t. R ec o g n itio n o f t h i s la c k o f c o n tr o l in th e ex p erim en t­ a l stu d y o f humans may le a d tow ard extrem e a t t i t u d e s o f i n ­ q u iry .

One may d eterm in e to e x p lo re o n ly th e most d i r e c t l y

o b s e rv a b le phenomena, r e f u s in g dependence on i n d i r e c t m ethods; o r one may d eterm in e t o e x p lo re , d e s p ite su sp e c te d a r t i f a c t s , th e l e a s t d i r e c t l y o b s e rv a b le phenomena in th e hope t h a t d ei

s c r i p t i o n w i l l make up f o r la c k o f a b s o lu te c o n t r o l . N e ith e r extrem e c o u rse s n o r any m iddle c o u rse a llo w s o f s t r i c t f u l f i l l m e n t o f M i l l ’ s Second Canon, f o r in th e stu d y o f th e human b ein g th e k in d o r e x te n t o f a r t i f a c t i o n i s unknown o r n ot t o t a l l y c o n tro lle d .

U nless t h e r e i s some r a d ic a l change

in th e a c c e p te d r u l e s o f re a s o n in g , th e stu d y o f man w i l l p ro b a b ly c o n tin u e more in th e m oral s p i r i t th a n th e l o g i c a l l e t t e r o f e x p e rim e n ta l m ethod. As a m a tte r o f pedagogy, th e r e i s s p e c ia l em phasis, t h e r e f o r e , upon th e s p i r i t o r a t t i t u d e c h a r a c t e r i s t i c o f th e s c ie n tif ic in v e s tig a to r. would be no s c ie n c e .

In d eed , w ith o u t t h i s s p i r i t th e r e

ffThe h a b it o f form ing a judgment upon

f a c t u n b ia se d by p e rs o n a l f e e l i n g , ” w rote K arl P e a rso n , ”i s c h a r a c t e r i s t i c o f what may be c a ll e d th e s c i e n t i f i c fram e o f m in d .”3

Truman K e lle y , a c c o rd in g t o t h e r e p o r t by W hitney

3 K arl P earso n , The Grammar o f S cience (London: J.M., Dent and Sons L t d ., 1 9 3 7 ), P* 11*

21 o f one o f h i s l e c t u r e s , 4 b e lie v e d th e s c i e n t i f i c s p i r i t c h a r a c te r iz e d by g r e a t m ental en e rg y , s k e p tic is m , a b i l i t y to make sound in f e r e n c e s , dependence on f a c t s , in g e n u ity , and th e l i k e .

In a d d itio n , to th e s p i r i t , how ever, th e r e m ust be

b o th aim and m ethod.

f,The c l a s s i f i c a t i o n o f f a c t s and th e

fo rm a tio n o f a b s o lu te judgm ents upon th e b a s is o f t h i s c l a s s ­ i f i c a t i o n —-judgm ents in d ep en d en t o f th e id io s y n c r a s ie s o f th e in d iv id u a l m ind—e s s e n t i a l l y sum up th e aim and method o f modern s c i e n c e ,” w rote P e a rs o n .3 The c l a s s i f i c a t i o n o f f a c t p re su p p o se s d e s c r ip tio n o f th e f a c t ; and a lth o u g h th e r u le s o f re a s o n in g may be h e ld th e same by norm al men th e w orld o v e r, d e s c r ip ti o n s may d i f ­ fe r.

In d e ed , a s N o rth ro p has p o in te d o u t,^ pure f a c t i s a

continuum o f e n e f fa b le a e s t h e t i c q u a l i t i e s n o t s u s c e p tib le o f e x a c t i n te r p e r s o n a l tr a n s m is s io n .

The pure e m p ir ic is ts

a r e th e m y s tic s o f th e w o rld , a s th e O r ie n ta ls , who have te n d ­ ed to r e s t r i c t knowledge to th e im m ediately e x p e rie n c e d .

By

d e s c r ib in g an o b serv ed f a c t , so th e re a s o n in g g o e s, we have changed i t i n t o som ething d i f f e r e n t — in t o d e s c rib e d f a c t . The ways i n which we d e s c r ib e f a c t and draw o u r in f e r e n c e s 4 F re d e ric k Lamson W hitney, The Elem ents o f R esearch (New York: P r e n tic e - H a ll, I n c . , 1943], p . 41. 5

P e a rso n , o p . c i t . , p . 1 2 .

F .S .C . N o rth ro p , The Logic o f th e S c ie n c e s and th e H um anities (New York: The M acm illan Company, 1947)V PP* 3 9 -4 2 . 6

22 from th e d e s c r i p ti o n a r e tem pered by many t h i n g s .

B oring

h a s su g g e ste d t h a t o u r o b s e rv a tio n s a r e dependent upon o u r d e g re e o f te c h n ic a l a tta in m e n t, upon p r i o r i n v e s t i g a t io n s by o u rs e lv e s and o t h e r s , upon th e s p i r i t o f th e tim e s in which o u r work i s done, upon o u r in d iv id u a l h a b i t s o f th o u g h t, and upon th e custom among o u r f e l l o w s .7

C e r ta in ly t h i s stu d y

can n o t be exempted from th e s e in f lu e n c e s . I t i s th u s p o s s ib le t o make th r e e g e n e r a l s ta te m e n ts on th e method o f t h i s s tu d y .

F ir s t, i f s t r i c t fu lfillm e n t

o f M i l l Ts Second Canon i s p o s s ib le in th e i n d i r e c t stu d y o f th e human i n t e l l e c t , a p p li c a t io n o f th e method o f e x p e rim e n t­ a l com parison was s u c c e s s f u l .

Second, in th e P earsonean

s e n s e , th e s tu d y was made in an o r d e r ly way and w ith a sc ie n ­ t i f i c a ttitu d e o f in q u iry .

T h ird , th e d e s c r i p ti o n and

in fe r e n c e in t h i s s tu d y w ere s u b je c t to B o rin g 1s c l a s s i f i c a ­ t i o n s o f in d iv id u a l and s o c i a l in f l u e n c e s . II.

TECHNIQUES AND PROCEDURES

The te c h n iq u e s and p ro c e d u re s o f th e experim ent were acco m p lish ed in t h r e e main s ta g e s .

The f i r s t s ta g e was

t h a t o f p r e p a r a tio n o f th e m a t e r i a l s , th e second t h a t o f ex­ a m in a tio n o f th e s u b j e c t s , and th e t h i r d t h a t o f tre a tm e n t o f

7 Edwin G. B o ring, S e n sa tio n and P e rc e p tio n in th e H is to r y o f E x p erim en tal Psychology (New York: A p p leto n C e n tu ry -C ro fts , I n c . , 1 9 4 ^ ), p p. oOS-613.

23 t h e d ata* P r e p a r a tio n o f m a t e r i a l s * i n two p r in c ip a l s t e p s .

M a t e r ia ls were p rep ared

The f i r s t o f t h e s e was c o n s tr u c ­

t i o n o f th e t e s t m a t e r ia ls , and th e seco n d th e r e p r o d u c tio n o f t h o s e m a t e r ia ls . su b -p r o b le m s.

The c o n s t r u c t io n s t e p p r e s e n te d t h r e e

F i r s t o f t h e s e problem s was c o n s t r u c t io n o f

t h e la n g u a g e sa m p les t o be p r e s e n te d , secon d was c o n s t r u c t io n o f t h e t e s t q u e s t io n s on t h e s e sa m p les, and t h ir d was con ­ s t r u c t i o n o f an answ er s h e e t and an answ er k e y . C o n s tr u c tio n o f t h e la n g u a g e sam ples in v o lv e d two main p r o c e s s e s .

Of t h e s e , s e l e c t i o n o f t h e copy t o be

p r e s e n te d a s a b a s i s f o r a t e s t was f i r s t . th e copy was g o v ern ed by n in e r e q u ir e m e n ts.

S e le c tio n o f S ix o f t h e s e

re q u ir e m e n ts w ere n o n - s t a t i s t i c a l and t h r e e w ere s t a t i s t i c a l . F i r s t among t h e n o n - s t a t i s t i c a l re q u ir em en ts was t h a t th e cop y s e l e c t e d be a s f a c t u a l and n o n -e m o tio n a l a s p o s s i b l e , f o r th e stu d y was n o t meant t o m easu re, a s Matthews* w a s,^ t h e e f f e c t s o f e m o t io n a lly lo a d e d la n g u a g e .

A seco n d r e ­

q u irem en t was th e copy be o f g e n e r a l i n t e r e s t and a p p e a l, on t h e grou n d s t h a t b oth s e x e s would be t e s t e d and t h a t t h e s u b j e c t s w ere a n t ic ip a t e d t o be o f no l e s s than norm al p u b e r ta l a b i l i t y .

A g a in st r e c a l l b y th e s u b j e c t s o f w id e ly

& Jack M atthew s, "The e f f e c t o f Loaded Language on A udience Comprehension o f S p e e c h e s ,” Speech M onographs. 14: 176-136, 1947.

p u b lic iz e d s p e c i f i c e v e n t s , i t w as n e x t r e q u ir e d t h a t th e copy n o t be i d e n t i f i a b l e w ith any s p e c i f i c day o r month# For t h i s same r e a s o n , a fo u r th req u irem en t was t h a t th e l i k e l i h o o d o f any o f th e copy s e l e c t e d h a v in g been read o r heard by th e s u b j e c t s be low#

B ecause th e copy was t o be

p r e s e n te d b oth a s p r in te d r e a d in g m a tte r and a s a r e c o r d in g com ing from a lo u d s p e a k e r , a f i f t h req u irem en t was t h a t t h e cop y s e l e c t e d sound r e a s o n a b ly l i k e what m ight emanate from a lo u d sp e a k e r y e t rea d l i k e copy c o n c e iv a b ly prepared f o r s i l e n t r e a d in g .

S ix t h , i t was r e q u ir e d t h a t ea ch s e l e c t i o n

c o n s t i t u t e a se n se -m a k in g w h o le. B ecau se th e two m ost l i k e l y s o u r c e s o f s u b j e c t s w ere th o u g h t t o be ra d io netw ork s tu d io a u d ie n c e s o r c la ssro o m g r o u p s, i t was p lan n ed t h a t t h e e n t i r e p r e s e n t a t io n and t e s t ­ in g r e q u ir e no more th an f i f t y m in u te s , and on t h i s b a s is i t was d e c id e d t o p rep a re no more th an t h i r t y m in u te s o f m ater­ i a l s , a llo w in g tw e n ty m in u tes f o r movement o f g ro u p s, w a it in g , and s o f o r t h .

W ith i t

in mind t h a t i t was d e s ir e d t o i n ­

v e s t i g a t e la n g u a g e o f a s many d i f f e r e n t l e v e l s o f d i f f i c u l t y as

p r a c t i c a b l e , d e c i s io n was made t o s tu d y sev en o f t h e s e

l e v e l s , a llo w in g f o u r m in u tes f o r p r e s e n t a t io n and t e s t i n g a t each l e v e l .

Of th e f o u r m in u tes g iv e n t o each l e v e l ,

tw o m in u te s w ere a l l o c a t e d t o p r e s e n t a t io n and two t o t e s t ­ in g .

The c o r r e c t n e s s o f e s t im a t in g t h a t ab ou t t h i r t y m in­

u t e s o f m a t e r ia ls be prep ared f o r a p e r io d o f f i f t y m in u tes t/

25 was borne o u t d u rin g exam ination o f th e s u b je c ts o f t h i s study*

In some p re v io u s s tu d ie s , n o ta b ly th o s e o f B a x te r ,9

Yoakam,!^ N e ls o n ,H

N i c h o l s , 1 2

anc* Johnson, 13 when a s e r i e s

o f language sam ples had been p re s e n te d , each o f th e sam ples i n th e s e r i e s had been o f a d i f f e r e n t le n g th , as m easured by th e number o f words in each sam ple.

Surm ise t h a t d i f f e r ­

ences o f le n g th from sample t o sam ple, w ith in a s e r i e s o f lan g u ag e sam p les, m ight have a f f e c te d r e s u l t s from p r e s e n ta ­ t i o n o f such a s e r i e s le d to th e d e c is io n to r e q u ir e t h a t each sample s e le c te d f o r th e p re s e n t stu d y c o n ta in th e same number o f w ords.

S im ila r ly , i t was d ec id e d t h a t th e word

r a t e a t which th e sam ples in t h i s stu d y were to be re ad and

9 R ich ard H. B a x te r, "The Measurement o f L is te n e r I n t e r e s t i n R e p re s e n ta tiv e Types o f Radio News S t o r i e s ." U npublished M a s te r’ s t h e s i s , S ta te U n iv e r s ity o f Iowa, Iowa C ity , 1946. 10 R ich ard D avid Yoakam, "The e f f e c t o f V ocabulary D i f f i c u l t y upon th e Comprehension, o f Radio News." Unpub­ l i s h e d M a s te r’ s t h e s i s , S ta te U n iv e rs ity o f Iowa, Iowa C ity , 1947. 11 H arold E. N elso n , "The E f f e c t o f V a r ia tio n o f Rate on th e R e c a ll by Radio L is te n e r s o f " S tr a ig h t" N ew scasts." U npublished D o c to r’ s d i s s e r t a t i o n , S ta te U n iv e r s ity o f Iowa, Iowa C ity , 194&* 12 R alph G. N ic h o ls , " F a c to rs A ccounting f o r D iffe re n c e s i n Comprehension o f M a te r ia ls P re se n te d O ra lly in th e C la ss­ room ." U npublished D o c to r’ s d i s s e r t a t i o n , S ta te U n iv e rs ity o f Iow a,-Iow a C ity , 194&* 13 Kenneth Owen Johnson, "A Study o f th e E f f e c t o f an E x p e rim e n ta l Course on L iste n in g -C o m p re h e n sio n ." U npublished M a s te r’ s t h e s i s , U n iv e r s ity o f M innesota, M in n e a p o lis, 194&*

26 h e a rd be h e ld a s n e a r ly c o n s ta n t a s p r a c t i c a b l e .

T aking i n ­

t o c o n s id e r a tio n th e p la n s o f a c o lle a g u e to s tu d y th e e f f e c t s o f r a t e o f d e liv e r y o f th e language sam ples o f th e p r e s e n t stu d y in th e ran g e from 100 th ro u g h 200 words p e r m inute a t i n t e r v a l s o f tw e n ty -f iv e w ords p e r m in u te ,14 and F ra n k e ’ s f in d in g t h a t th e r a t e o f o r a l re a d in g most s a t i s f a c t o r y to c r i t i c a l l i s t e n e r s f e l l between i y i and 165 words p e r m in u te ,15 [_ 150 words p e r m inute was chosen a s th e r a t e a t which th e

sam ples would be d e l i v e r e d .

T h is d e c is io n , t o g e th e r w ith

t h a t f o r a tim e a llo tm e n t o f two m in u te s p e r sam ple, f ix e d th e number o f words t o be in c lu d e d in each sam ple.

The

f i r s t s t a t i s t i c a l re q u ire m e n t in s e le c tio n o f copy t o be p re ­ s e n te d was t h a t each s e l e c ti o n c o n ta in e x a c tly 300 w ords. E xam ination o f th e l i t e r a t u r e o f r e a d a b i l i t y and w eighing o f r e l i a b i l i t y and fa c e v a l i d i t y o f v a r io u s r e a d a b i l i t y form ulae a g a in s t t h e i r r e s p e c tiv e convenience y ie ld e d th e F le s c h f o r ­ m u la ^ a s th e in s tru m e n t o f c h o ic e f o r m easuring th e d i f f i c u l t y

14 Leo Goodman-Malamuth, ”An E x p erim en tal S tudy o f th e E f f e c t o f R ate o f S peaking on L is te n in g Com prehension” ( t e n t a t i v e t i t l e ) . D o c to r’ s d i s s e r t a t i o n in p ro c e s s , U niver­ s i t y o f S o u th ern C a l i f o r n ia , Los A n g eles. 15 P h y l li s E. F ran k e , ,fA P re lim in a ry Study V a lid a tin g th e Measurement o f O ral R eading R ate in Words p e r M in u te .” U npublished M a s te r’ s t h e s i s , S ta te U n iv e rs ity o f Iowa, Iowa C ity , 1939. 16 R udolf F le s c h , ffA Mew R e a d a b ility Y a r d s tic k .” J o u m a l o f A pplied P sy ch o lo g y . 3 2 :3 :2 2 1 -2 3 3 , Ju n e , 194§*

27 o f t h e lan g u ag e sam ples#

One o f th e s e tw in form ulae i n d i ­

c a te d , on a s c a le o f one t o one hundred, th e " re a d in g e a s e " o f a s e l e c t i o n and th e o th e r , a ls o on a s c a le from one t o one hundred, in d ic a te d th e "human i n t e r e s t ” a p p e a l o f a s e ­ le c tio n .

H igher re a d in g e a s e o f human i n t e r e s t sc o re s meant

e a s i e r r e a d in g .

The sc o re s f o r re a d in g e a se were grouped

in seven ra n g e s , a s e x h ib ite d in T able I , and sc o re s f o r

TABLE I RANGES OF READING EASE SCORES1?

R eading b ase S co res 0 30 50 60 70 BO 90

to to to to to to to

30 50 60 70 BO 90 100

^

Range Number 1 2 3 4 5 6 7

D e s c rip tio n o f S ty le Very d i f f i c u l t D iffic u lt F a irly d i f f i c u l t S tan d ard F a i r l y ea sy Easy Very easy

I b i d . , p . 230, a d a p te d from T able 5.

28 human i n t e r e s t were grouped i n f iv e ra n g e s , a s shown in T able II.

The seven ra n g e s o f re a d in g ea se (RE) s c o re s c o r r e s ­

ponded to an e a r l i e r s c a le o f 7 se v e n .IS

Because i t had been

TABLE I I RANGES OF HOMAN INTEREST SCORES1?

Human I n t e r e s t S cores 0 10 20 40 60

to to to to to

10 20 40

60 100

Range Number 1 2

3 4 5

D e s c rip tio n o f S ty le D u ll Middy i n t e r e s t i n g In te re s tin g H ighly i n t e r e s t i n g D ram atic

d e c id e d t h a t th e r e would be tim e , i n th e c o u rse o f f i f t y min­ u t e s , to p r e s e n t o n ly seven sam ples o f la n g u a g e , becau se each o f th e s e sam ples was to be o f d i f f e r e n t d i f f i c u l t y , and be­ cau se th e fo rm u lae o f c h o ic e p re s e n te d , in e s s e n c e , a seven p o in t s c a le f o r m easuring re a d in g ea se (RE), i t was d ecid ed t h a t one sam ple r e p r e s e n t th e m id p o in t o f each o f th e seven

R udolf F le s c h , Marks o f R eadable S ty le (New York: T ea ch ers C o lle g e , Columbia U n iv e r s ity , Bureau o f P u b l i c a t i o n s ) , p p . 57 - 6 4 . F le s c h , f,A New R e a d a b ility Y a r d s tic k ,” l o c . c i t . , a d a p te d from T able 6 . - ■ ■

ra n g es#

As may be seen from T able I , th e m id p o in ts o f th e

ra n g e s f e l l a t RE scopes o f f i f t e e n , f o r t y , f i f t y - f i v e , s i x t y - f i v e , s e v e n ty - f iv e , e i g h t y - f i v e , and n in e ty - f iv e # A c c o rd in g ly , a second s t a t i s t i c a l re q u irem en t in s e l e c t i o n o f copy was t h a t th e RE o f each sam ple f a l l re a so n a b ly n e a r a d i f f e r e n t one o f th e s e seven m id p o in ts .

R e fe rrin g t o T able

I I , i t may be seen t h a t t h e m id p o in ts o f t h e f i v e ra n g e s o f human i n t e r e s t (HI) s c o re s f e l l a t f i v e , f i f t e e n , t h i r t y , f i f t y , and e ig h ty .

W ith t h i s i n m ind, i t was planned t h a t

th e lan g u ag e sam ples in th e p r e s e n t stu d y be h e ld c o n s ta n t a t th e human i n t e r e s t (HI) s c o re r e p r e s e n tin g th e m id p o in t o f th e m iddle ra n g e , w h ile a n o th e r c o lle a g u e was to in v e s t i g a t e th e e f f e c t s o f, v a r i a t i o n o f HI s c o r e #20

a

th ird s t a tis tic a l

re q u ire m e n t in th e s e l e c ti o n o f copy was t h a t th e HI sc o re o f each sam ple be re a so n a b ly n e a r t h i r t y #

Once a sam ple was

found t o m eet a l l n o n - s t a t i s t i c a l re q u ire m e n ts , seemed to be ab o u t 300 words lo n g , appeared t o have an RE n e a r one o f th e chosen m id p o in ts , and showed an HI o f about t h i r t y , i t was s e t a s id e f o r f u r t h e r in s p e c tio n #

Such f u r t h e r in s p e c tio n

c o n s is te d o f c o u n tin g th e number o f words in th e s e l e c t i o n ,

20 F ra n c is A, C a r t i e r , ”An E x p erim en tal Study o f th e E f f e c t o f P e rs o n a l R e fe re n c e s on L is te n in g Com prehension” ( t e n t a t i v e t i t l e ) . D o c to r’ s d i s s e r t a t i o n in p ro c e s s , U n iver­ s i t y o f S o u th ern C a lif o r n ia , Los Angeles#

30 f i n d i n g i t s HE s c o r e ,21 an

39 K.H. H en rik so n , "The R e la tio n among Knowing a P erso n , L ik in g a P erso n , and Ju d g in g Him as a S p e a k e r,” Speech Mono­ g ra p h s . 7 : 22 - 2 5 , 1940.

47 f a v o r a b ly d id n o t, i n s o f a r as co u ld be found in th e r e s u l t a n t r a t i n g s , show i t s e l f .

When th e ju d g in g form s had been c o l­

l e c t e d , th e ju d g in g p e rio d was a t an e n d . shown in T able ¥ 1 1 .

The r a t i n g s a r e

The r a t i n g s f o r t h e two re a d in g s o f

each sp e a k e r were summed and d iv id e d by th e t o t a l number o f judgm ents o f th e re a d in g s o f th e sp e a k e r ( t h i r t y - e i g h t ) • These a v e ra g e r a t i n g s , shown in Table V I I I , l e f t th e ch o ice o f sp e a k e r betw een sp e a k e rs 2 and 4*

W ith a r a t i n g o f th r e e

th e o p tim a l, s p e a k e r 2 was r a te d o n ly .06 o f a r a t i n g p o in t from o p tim a l and sp e a k e r 4 o n ly .05 from o p tim a l. R e a liz in g th e cru d e n e ss o f m easurem ent, and t h a t o n ly .0 3 o f a r a t i n g p o in t s e p a ra te d th e two sp e a k e rs n e a r e s t op­ t i m a l, a n o th e r t e s t was so u g h t.

C onsequently th e d e v ia tio n

o f each r a t i n g from th e mean r a t i n g o f th e re a d in g was c a lc u ­ la te d .

These d e v ia tio n s were summed f o r each re a d in g .

The summed d e v ia tio n s o f th e two re a d in g s o f each sp e a k e r were th e n added to g e t h e r and d iv id e d by th e t o t a l number o f judgm ents o f th e re a d in g s o f th e sp e a k e r ( t h i r t y - e i g h t ) to y i e l d a k in d o f combined av erage d e v ia tio n . T h is s t a t i s t i c , a m easure o f th e v a r i a b i l i t y o f th e ju d g e s ’ r a t i n g s o f each sp e a k e r, in d ic a te d l e s s v a r i a b i l i t y o f judgm ent th e c l o s e r i t came to ze ro and more v a r i a b i l i t y £X>

o f judgm ent th e f u r t h e r i t d ep artm en t from z e r o .

F or sp e a k e r

2 i t was .5 ^ and f o r sp e a k e r 4 i t was .7 2 , a s shown in T able V III.

TABLE V II JUDGES' RATINGS OF READINGS R a tin g o f R eading D B F

G

H

3

3

2

3

4

4

3

4

3

4

4

2

1

2

2

1

2

3

3

4

1

2

3

4

3

1

1

2

3

3

3

3

2

7

2

3

3

3

. 3

3

2

2

&

2

2

3

2

3

4

3

1

9

2

3

3

3

2

3

3

4

10

3

3

3

3

.4

3

4

11

1

3

4

4

3

4

4

2

12

1

1

3

1

2

3

4

3

13

1

2

3

2

3

1

3

3

14

1

2

2

1

3

2

2

2

15

3

3

4

5

2

3

4

1

16

3

2

4

2

3

4

3

2

17

1

3

4

3

3

4

4

4

13

1

1

3

4

3

4

5

2

19

1

2

3

3

3

4

4

3

M

1 .7 9

2.37

2*39

2 .7 4

2 .7 9

3.21

3 .3 7

2.53

.66

.66

.63

.36

.42

.75

.70

.76

Judge

A

B

C

1

3

3

1

2

3

2

2

3

2

4

3

2

3

3

4

2

2

5

2

6

A.D.

49 TABLE V III MEANS AND COMBINED AVERAGE DEVIATIONS OF RATINGS OF TRIAL SPEAKERS

S p eak er 1 2 3 4

R eadings A E B C

and and and and

D G H F

Mean R a tin g

Combined A verage D e v ia tio n

2.2 6 3 .0 3 2.45 3.05 i

.76 -56 .71 .72

Judgm ents o f sp e a k e r 2 were c l e a r l y l e s s v a r ia b le th a n judgm ents o f s p e a k e r 4 , y ie ld in g g r e a t e r s t a t i s t i c a l c o n fid e n c e i n th e c h o ic e o f s p e a k e r 2 .

I t was on th e s e b a se s t h a t

s p e a k e r 2 was d e s ig n a te d by e x p e rt judgment t o re ad most l i k e t h e re a d in g o f an av erag e t r a i n e d sp e a k e r and was s e le c te d t o re a d a l l o f th e s t o r i e s f o r r e c o r d in g .

The re c o rd in g p ro ­

p e r (re c o rd in g o f a l l o f th e s t o r i e s f o r p r e s e n ta tio n a s a b a s i s f o r a t e s t o f l i s t e n i n g com prehension) to o k p la c e in th e same sm all s to ra g e room where th e f o u r t r i a l sp e a k e rs had t h e i r re a d in g s re c o rd e d , and, s i m i l a r l y , was accom plished d u rin g th e q u ie t h o u rs o f th e n i g h t . S peaker 2 , s e a te d a t a sm a ll t a b l e in th e room, had b e fo re him a G eneral E l e c t r i c model 1H1412 e l e c t r i c c lo c k , th e copy to be re a d , and a, m icrophone.

The clo ck had a fa c e

tw e lv e in c h e s in d ia m e te r, a re d sweep second h and, la r g e n u m e ra ls, and c l e a r m inute m ark in g s, t o g e t h e r w ith th e u s u a l h o u r hand and m inute hand.

The copy t o be re a d was a c le a n

t y p e s c r i p t o f each o f th e a d ju s te d s t o r i e s .

One com plete

s to r y was ty p e w r itte n on a page to avoid th e r u s t l i n g o f m u ltip le pages b e fo re th e m icrophone.

The copy t o be read

had been c a r e f u l l y checked a g a in s t th e f i n a l ad ju stm en t f o r w ording and p u n c tu a tio n .

S peaker 2 marked th e copy f o r

p a u se s and em phases, a tte m p tin g in a l l c a s e s to g iv e a c l e a r m ean in g fu l'n o n r-em o tio n al u n b ia se d " s t r a i g h t ” i n t e r p r e t a t i o n . The copy was a ls o marked f o r tim e c o n tr o l .

S ince each s to r y

c o n ta in e d 300 w ords, th e r a t e o f d e l i v e r y was t o be 150 words p e r m in u te, and i t was d e s ir e d to have a c o n tr o l p o in t ev ery f i f t e e n seco n d s, th e number o f such f if te e n - s e c o n d c o n tr o l p o in ts in each s to r y was e i g h t . I t was f u r t h e r d e s ir e d t h a t t h e s y l l a b i c r a t e o f each re a d s to ry be a s c o n s i s t e n t a s p r a c t i c a b l e .

To t h i s end,

th e t o t a l number o f s y l l a b l e s in each, s t o r y was d iv id e d by e ig h t.

The r e s u l t o f t h i s d i v is io n was th e number o f s y l ­

l a b l e s t o be d e liv e r e d in each f if te e n - s e c o n d i n t e r v a l . exam ple, s to r y number t h r e e c o n ta in e d 520 s y l l a b l e s .

F or By

d iv id in g 520 by e i g h t , i t was found t h a t th e number o f s y l ­ l a b l e s f o r each f if te e n - s e c o n d segment o f t h i s s t o r y was s ix ty -fiv e .

In m arking s to r y t h r e e f o r tim e c o n t r o l , a

s h o r t v e r t i c a l l i n e was drawn im m ed iately a f t e r th e s i x t y -

51 f i f t h s y l l a b l e and th e number f i f t e e n marked above th e l i n e t o show th e sp e a k e r th e p la c e he sh o u ld be a t th e end o f th e f i r s t f i f t e e n seco nds o f re a d in g t h a t s t o r y .

A f te r

th e second s i x t y - f i v e s y l l a b l e s (th e 130th s y l l a b l e in th e s to r y ) a v e r t i c a l l i n e and th e number 30 was p la c e d t o show th e s p e a k e r a t th e end o f th e f i r s t t h i r t y seconds o f re a d ­ in g .

L in e s and numbers were a d d i t i o n a l l y p la c e d f o r f o r t y -

f i v e , s i x t y , s e v e n ty - f iv e , n i n e t y , 105, and 120 se c o n d s, each l i n e and number b ein g s i x t y - f i v e s y l l a b l e s beyond th e p re c e d in g l i n e and num ber.

The l i n e and number 120 seconds

f e l l a t t h e end o f th e l a s t s y l l a b l e o f th e l a s t word o f th e s t o r y , th u s p ro v id in g a n o th e r check o f th e c o r r e c tn e s s o f t h e o r i g i n a l count o f s y lla b le s *

T his tim e c o n tr o l m arking

was done f o r a l l s t o r i e s , w ith th e number o f s y l l a b l e s p e r f i f t e e n - s e c o n d i n t e r v a l in each c a se bein g o n e -e ig h th o f th e t o t a l number o f s y l l a b l e s in th e p a r t i c u l a r s t o r y . A c o u s tic e l model BA-106 c r y s t a l m icrophone was about e i g h t in c h e s in f r o n t o f , and about on a l e v e l w ith , th e mouth o f th e s p e a k e r.

The b ase o f th e m icrophone r e s t e d on

a t h r e e - i n c h - t h i c k s l a b o f n a t u r a l co rk , and th e s la b o f co rk r e s t e d on th e to p o f th e ta b le *

Behind th e s p e a k e r, a t

a d is ta n c e o f about two f e e t , S oundrairror model BK-401 was m ounted on a low s te e l- f r a m e c h a ir and co n n ected t o a so u rce o f pow er.

The o p e r a to r o f th e r e c o rd e r s a t b e s id e th e r e ­

c o r d e r and behind th e s p e a k e r, in a p o s itio n t o g iv e him

52 f u l l view o f th e c lo c k .

The m agnetic re c o rd in g ta p e was

o f p a p e r w ith a m e t a l l i c h a i r t o n i c an d m o u th wash

2)

3) a

2) r a z o r

135 b l a d e s an d so a p 3 ) so a p and h a i r t o n i c I4.) t a l c u m pow• d e r and r a z o r b l a d e s 5>) m outh w ash and t a l c u m powder* Mi1• S m ith h.ad* 1} a b a t h and h a i r c u t 2) a b ath , and show er 3 ) a h a i r c u t and sh o w er l±) a m a n ic u r e an d h a i r ­ cut 5) a sh ow er an d m a n ic u re *

136 STORY NUMBER TWO

!•

Someone i n F r a n c e w a n ts t o b u y : 1) a p a i r o f b a t h i n g tru n k s 2 ) a d o u b le -b re a ste d s u i t 3 ) a s e t o f a irp la n e lu g g a g e ij-) an e l e c t r i c r a z o r 5 ) u s e d t i r e s .

2^. S uzan n e was b o r n i n : 1) t h e U n i t e d S t a t e s b u t i s a F ren ch c i t i z e n 2) F r a n c e b u t i s an A m e ric a n c i t i z e n 3) F r a n c e and i s a F r e n c h c i t i z e n L}.) t h e U n i t e d S t a t e s and i s a n A m e ric a n c i t i z e n 5) t h e U n i t e d S t a t e s an d i s a U n ite d S t a t e s c i t i z e n . ^*

S u z a n n e ’ s o f f i c e u s e d t o b e : 1) an a t t i c 3 ) a c a f e I4.) a c h a p e l 5 ) a s t o r e .

ij.*

S u z a n n e ’ s o f f i c e i s now: 3 ) i n a d ep a rtm en t s to r e house a p a rtm e n t.

1) a g a r a g e 2) a I4.) i n a w a re h o u se

2) a b a s e m e n t sm a ll h o u se $) a p e n t ­

S u zan n e i s : 1) an a d v e r t i s i n g m a n ag er 2) a t r a v e l a g e n t 3) a p r o f e s s i o n a l s h o p p e r If.) a s e c r e t a r y 5) a n u rse, 6.

S u z a n n e ’s b u s i n e s s i s now: 1) 3 y e a r s o l d 2) two and a h a l f y e a r s o l d 3) 1 y e a r o l d Ij.) 2 y e a r s o l d 5) a y e a r and a h a l f o ld *

7-

S u z a n n e ’s f a t h e r i s : 1) a p h y s i c i a n 2) a d e n t i s t s u r g e o n Ij.) a p e d i a t r i c i a n 5 ) a p sy c h ia trist*

Q*

S u z a n n e ’ s f a t h e r i s on t h e s t a f f o f : 1) t h e A m e ric a n H o s p i t a l i n P a r i s 2) t h e F r e n c h H o s p i t a l i n New Y ork 3) t h e A m e ric a n H o s p i t a l i n New Y o rk ij.) t h e F r e n c h H os­ p i t a l i n P a r i s 5) t h e F r e n c h H o s p i t a l i n B oston*

9*

S uzanne’s fa m ily liv e d in : 2) New Y o rk n e a r l y 30 y e a r s Ij.) New Y o rk n e a r l y fj.0 y e a r s

10*

3) a

1) P a r i s n e a r l y $0 j e e r s 3) P a r i s n e a r l y 20 y e a r s 5) P a r i s n e a r l y I4.O y e a r s .

S uzan n e came t o t h e U n i t e d S t a t e s : 1) d u r i n g t h e w ar 2 ) a y e a r a f t e r t h e war 3 ) a y e a r b e f o r e t h e w ar I4.) 3 y e a r s b e f o r e t h e w ar 5 ) 3 y e a r s a f t e r t h e w a r .

1 1 * On h e r s t a f f , S u zan n e h a s : 1) 3 o t h e r women 2) 5 o t h e r women 3 ) 1 o t h e r woman ij.) 7 o t h e r women 5 ) 9 o t h e r women. 12*

E ac h woman on S u z a n n e ’ s s t a f f :

1) i s a t r a i n e d p h o n e -

137 t i c i a n 2 ) i s an e x p e r t on i n t e r n a t i o n a l law 3 ) i s a b l e t o s p e a k a f o r e i g n la n g u a g e I4.) i s a g r a d u a t e n u r s e 5 ) i s l i c e n s e d to c a r r y a g u m ±1 +

S i n c e sh e o p e n e d h e r b u s i n e s s , S u z a n n e : 1) h a s n ft bought any t i r e s 2 ) h a s n ft made a p r o f i t 3 ) h a s n * t h a d a v a c a t i o n Lj.) h a s n » t b e e n i n New Y ork 5) h a s n ft b een asked to buy b a th in g tru n k s#

2k-

S u zan n e i s : 1) one o f 5 d a u g h t e r s 2) one o f !j. d a u g b t e r s 3) one o f 2 d a u g h t e r s I4.) one o f 3 d a u g h t e r s $) an o n l y d a u g h t e r #

15#

S u z a n n e * s m o t h e r : 1) i s s t i l l i n New Y ork 2) w en t b a c k t o P a r i s b e f o r e t h e w ar 3) w ent b a c k t o P a r i s a f t e r t h e w a r I4.) n e v e r l e f t P a r i s 5) d ie d #

138 STORY HUMBER THREE

1*

J o n e s t e a c h e s a c o u r s e i n : 1) p s y c h o l o g y 3 ) b o t a n y l±) p h y s i o l o g y 5 ) b i o l o g y . Jones te a c h e s in : 1) M in n e s o ta i g a n !}.) Iow a 5) I n d i a n a .

2) z o o l o g y

2) W i s c o n s i n

3) M ich­

J o n e s t e a c h e s i n a : 1) u n i v e r s i t y 2) g r a d e s c h o o l 3 ) c o l l e g e 1+) h i g h s c h o o l 5 ) t r a d e s c h o o l . ij..

He l a y s o u t a u n i t o f w o rk c o v e r i n g p e r h a p s : 1) 7 d a y s 2 ) 9 d a y s 3) H d a y s Ij.) 13 d a y s 5 ) 15 d a y s .

5*

J o n e s » t e a c h i n g m e th o d s i n c l u d e s 1) f i e l d t r i p s and s l i d e s 2 ) l e c t u r e s and te r m p r o j e c t s 3 ) te r m p r o j e c t s and f i e l d t r i p s Ij.) l e c t u r e s an d c l a s s d i s c u s s i o n 5 ) s l i d e s and v i s i t i n g l e c t u r e r s .

6.

In e x p lo rin g th e th e o ry o f b i o l o g i c a l e v o lu tio n , Jones b r i n g s i n t h e e v i d e n c e o f : 1 ) e ty m o lo g y 2 ) h y d r o l o g y 3 ) p s y c h o lo g y Ij.) p a l e o n t o l o g y 5>) e t h n o l o g y . J o n e s p o i n t s o u t t o t h e c l a s s , t h a t t o e v e r y man t h e e v i d e n c e : 1 ) means t h a t t h e t h e o r y o f e v o l u t i o n i s fa lse 2 ) m eans t h e same t h i n g 3 ) m e a n s . t h a t t h e t h e o r y o f e v o l u t i o n i s t r u e Ij.) m eans s o m e th in g d i f f e r e n t 5 ) i s m o stly m e a n in g le s s .

£3. J o n e s show s: 1) l a n t e r n s l i d e s an d m o u nted s p e c im e n s 2 ) I4.O f l a s h c a r d s 3 ) m i c r o f i l m and l i v e s p e c im e n s l±) m o v ie s 5 ) a n im a te d m o d e ls . £.

10.

11.

12.

Jones co m p a re s t h e t h e o r i e s o f : 1) D arw in and Graum ont 2) D arw in and P a s s y 3) L am arck an d P a s s y Ij.) P a s s y and Graum ont fj) D arw in and L am arck . The s t u d y u n i t e n d s w i t h : 1) a f i e l d 3 ) a l e c t u r e by an o u ts id e e x p e rt m o tio n p i c t u r e .

trip 2) a summary %) a d e b a t e f>) a

D u rin g t h e d i s c u s s i o n o f b i o l o g i c a l e v o l u t i o n , J o n e s n e v e r : 1 ) g i v e s e v i d e n c e a g a i n s t a t h e o r y 2 ) makes a c a t e g o r i c a l s t a t e m e n t 3 ) su m m a riz e s t h e a rg u m e n ts f o r a t h e o r y 4 ) l e a v e s o u t h i s p e r s o n a l o p i n i o n s 5>) p r e ­ s e n ts v is u a l su p p o rt. The name o f t h e i n s t r u c t o r i s : 1) J e a n J o n e s 2) R o b e r t J o n e s 3) K e n n e th J o n e s I|.) C a r l J o n e s 5) M a rv in Jo n e s*

139 11-

W ith h i s c l a s s , he e x a m in e s t h e e v i d e n c e f ro m : 1) 6 f i e l d s o f k n o w led g e 2 ) 2 f i e l d s o f k n o w led g e 3 ) Ijf i e l d s o f k n o w le d g e ij.) 8 f i e l d s o f k n o w led g e g) 10 f i e l d s o f k n o w le d g e .

ill*

When t h e u n i t i s c o m p le t e d , e v e r y s t u d e n t i n t h e c l a s s : 1 ) s h o u l d u n d e r s t a n d and h e l i e v e i n t h e t h e o r y o f e v o l u t i o n 2 ) may b e l i e v e i n t h e t h e o r y o f e v o l u t i o n an d s h o u l d u n d e r s t a n d i t 3 ) may u n d e r s t a n d t h e t h e o r y and s h o u l d b e l i e v e i n i t I4.) m u st u n d e r s t a n d and b e ­ lie v e i t g) n e e d n e i t h e r b e l i e v e n o r u n d e r s t a n d t h e th e o rie s of e v o lu tio n .

lg .

T h is m e th o d o f t e a c h i n g : 1) e n d a n g e r s r e l i g i o u s f r e e ­ dom 2 ) r e d u c e s n e g a t i v e i n d u c t i o n 3 ) e l i m i n a t e s human e r r o r s l\.) d o e s n o t a l lo w in d e p e n d e n t t h i n k i n g g) p r o ­ t e c t s a c a d e m ic f r e e d o m .

lij.0 STORY NUMBER POUR

1*

The p o p u l a t i o n o f t h i s t y p i c a l A m e ric a n com m unity i s :

2*

The tow n s t u d i e d w a s c h o s e n b e c a u s e o f c h a r a c t e r i s t i c s i t s h a r e s w i t h a b o u t : 1) 500 o t h e r c o m m u n itie s o f a b o u t t h e same s i z e 2) 1^0 o t h e r c o m m u n itie s o f a b o u t t h e same s i z e 3) 2-?0 o t h e r c o m m u n itie s o f a b o u t t h e same s i z e ij.) 750 o t h e r s 5>) 1 ,0 0 0 o t h e r s .

3^.

The men and women o f t h i s tow n a r e : 1) p r e d o m i n a n t l y n a t i v e - b o r n 2) r e l a t i v e l y p o o r 3) m o s t l y f o r e i g n - b o r n ij.) l a r g e l y o f A m e r i c a n - I r i s h d e s c e n t 5) A m e ric a n S c a n d a n a v ia n d e s c e n t .

ij..

I n t h i s tow n a u t o m o b i l e s a r e owned b y : th re e fa m ilie s 2) 3 o u t o f ij. f a m i l i e s f a m i l i e s Ij.) ij. o u t o f 5 f a m i l i e s 5) 3

j?.

B u s i n e s s - c l a s s men o f t h e tow n r e a d : 1) a l i t t l e more t h a n t h e y d i d ij.0 y e a r s ago 2) a l i t t l e l e s s t h a n t h e y d i d ij.0 y e a r s ago 3) c o n s i d e r a b l y more t h a n t h e y d i d 14.O y e a r s ago ij.) c o n s i d e r a b l y l e s s t h a n t h e y d i d ij.0 y e a r s ago 5) a b o u t as much a s t h e y d i d t h e n .

-

1) 20,000

2) 22,000

3) 68,000

Ijl) 120,000

5) 1 3 0 ,0 0 0 .

1) two o u t o f 3) 1 o u t o f 2 out of 5 fa m ilie s .

6.

The m a g a z in e s w h ic h h a v e t h e g r e a t e s t number o f su b ­ s c r i b e r s i n t h e tow n a r e : 1) S a t u r d a y E v e n in g P o s t and H a r p e r 1s 2) A m e ric a n and New R e p u b l i c 3) A m eric an and S a t u r d a y E v e n in g P o s t ij.) H a r p e r 1s and New R e p u b l i c 5) S a t u r d a y E v e n in g P o s t and New R e p u b l i c .

_7.

I n t h i s tow n a p p r e c i a t i o n o f m u sic and l i t e r a t u r e i s : 1) essential for social recognition 2) well^developed 3) practically lion-existent Ij.) confined mainly to the family group 5) characteristic of the community.

8.

The c r i t e r i o n o f a man *s v a l u e i n t h i s com m unity i s : 1) a r t i s t i c a p p r e c i a t i o n 2) a n c e s t r y 3) e a r n i n g pow er ij.) i n t e g r i t y 5) e d u c a t i o n .

9*

S o c i a l , p o l i t i c a l and eco no m ic a c t i v i t i e s a r e g o v e r n e d b y : 1) m o d e r a te l i b e r a l i s m 2) m o d e r a te c o n s e r v a t i s m 3) n a r r o w c o n s e r v a t i s m !}.) b r o a d l i b e r a l i s m 5) si m i d d l e o f-th e -ro a d a ttitu d e .

10.

The p e o p l e ex am in ed a r e , i n r e l a t i o n t o o t h e r U .S . com­ m u n i t i e s : 1) much p o o r e r 2) much r i c h e r 3) somewhat p o o r e r ij.) t y p i c a l 5>) somewhat r i c h e r .

iia 11.

The p a c e o f l i f e i n t h i s com m unity i s : 1) somewhat' h u r r i e d 2 ) n e i t h e r h u r r i e d n o r l e i s u r e l y 3 ) somewhat l e i s u r e l y i|.) v e r y l e i s u r e l y 5 ) very h u rrie d .

12.

The p e o p l e o f t h i s tow n a r e d o m in a te d b y a f e a r o f : 1) G-od 2) l a b o r t r o u b l e 3) w i d e s p r e a d p o l i t i c a l c o r ­ r u p t i o n 4.) eco n om ic c o n t r o l $) o f f e n d i n g a g a i n s t t h e m a jo rity . T h ese p e o p l e e x h i b i t a n e r v o u s a n x i e t y t o : 1) b e good 2 ) be i n d i v i d u a l i s t i c 3 ) a t ta i n in t e l l e c t u a l su p e rio r­ ity lj.) g e t b a c k t o t h e s o i l 5 ) ru n w ith th e h e rd .

1Lfc. The tow n shows a d i m i n i s h i n g o f : 1) s p i r i t u a l f o r c e 2 ) b a n k c l e a r a n c e s 3 ) b i r t h s p e r th o u s a n d p o p u l a t i o n k ) m a t e r i a l c o m fo rts 5 ) i n d u s t r i a l a c t i v i t y . 15.

The name o f t h e tow n i s : 1) Mason C i t y 2) M id d leto w n 3) B u r l i n g t o n I4.) L a n n i s b u r g 5) C e n t e r v i l l e #

llj.2 STORY NUMBER FIV E

1^

An o l d t a l e h a d p e o p l e b e l i e v i n g t h a t m oths w o u ld n o t a t t a c k w o o len c l o t h e s t h a t h a d b e e n d y e d : l ) y e l l o w 2 ) b l u e 3 ) g r e e n Ij.) r e d 5 ) p u r p l e *

2^*

T h is o ld t a l e o r i g i n a t e d i n : 1) S w i t z e r l a n d 3) B e lg iu m I].) Germany 5) H o l l a n d .

3..

DDT was d e v e lo p e d a t a g o v e rn m e n t l a b o r a t o r y i n : l ) F l o ­ r i d a 2) C a l i f o r n i a 3) T e n n e s s e e Ij.) T ex as 5) W ash in g ­ to n .

Ij.*

U n i t e d S t a t e s r e s e a r c h e r s d i s c o v e r e d DDT i n t h e m onth o f: 1) J a n u a r y 2) S e p te m b e r 3 ) O c to b e r Ij.) D ecember 5) N ovem ber.

5.

The l a b o r a t o r y w here DDT was d e v e l o p e d was t h e : 1) B u r ­ e a u o f P l a n t R e s e a r c h L a b o r a t o r y 2) D e p a rtm e n t o f A g r i c u l t u r e R e s e a r c h L a b o r a t o r y 3) B u re a u o f S t a n d a r d s R e s e a r c h L a b o r a t o r y lj.) B u r e a u o f E n to m o lo g y R e s e a r c h L a b o r a t o r y 5) Army R e s e a r c h L a b o r a t o r y .

6.

DDT was d i s c o v e r e d by U n i t e d S t a t e s r e s e a r c h e r s i n : l ) 19 U0 2) X91+3 3) 1914-1 1|.) lSU* 5) 1914-2.

~

2) P r a n c e

2#

DDT was d i s c o v e r e d i n a s u b s t a n c e t h a t was r e c e i v e d fro m a company i n : 1) H o l l a n d 2) P r a n c e 3) B e lg iu m I4.) S w i t z e r l a n d 5) L uxem bourg.

8_*

The s u b s t a n c e r e c e i v e d fro m E u ro p e was t e s t e d a l o n g w i t h : 1 ) dozens o f o th e r s 2 ) h u n d red s o f o th e r s 3 ) th o u sa n d s o f o t h e r s I4.) h u n d r e d s o f t h o u s a n d s o f o t h e r s 5 ) m i l ­ lio n s of o th e rs .

9.

DDT was d i s c o v e r e d i n a s u b s t a n c e t h a t h a d o c c u r r e d m e d i e v a l : 1 ) g r e e n dye 2 ) y e l l o w dye 3 ) r e d dye b l u e dye 5 ) p u r p l e d y e .

in a ij.)

10.

Prom t h e unknown m a t e r i a l r e c e i v e d fro m E u ro p e , t h e U n i t e d S t a t e s r e s e a r c h e r s e x t r a c t e d a new s u b s t a n c e i n t h e amount o f : 1 ) two p o u n d s 2 ) two gram s 3 ) two oun­ c e s ij-) two p i n t s 5 ) two l i t e r s .

11.

The unknown m a t e r i a l was l a b e l e d n u m b er: 2 ) 1 ,1 0 7 3 ) 2 ,1 0 7 I4-) 193 5) 1 , 0 0 0 .

12.

I n f o r m a t i o n o f t h e d i s c o v e r y w en t i m m e d i a t e l y t o :

1) 556 1) t h e

ll+3

13 •

A t f i r s t m a n u f a c t u r e r s ev e n made DDT i n : 1) p a n s 2) s tills 3 ) k i t c h e n o v en s I4.) k e t t l e s 5 ) b a r r e l s *

ik

D i s e a s e c a r r y i n g i n s e c t s a r e a m i l i t a r y enemy: 1} a b o u t a s d a n g e r o u s as com bat 2 ) o n l y a l i t t l e l e s s d a n g e r ­ o u s t h a n com bat 3 ) f a r more d a n g e r o u s t h a n com bat I4.) a l i t t l e more d a n g e r o u s t h a n com bat £) f a r l e s s d a n g e r o u s t h a n c o m b a t.

15*

The s c i e n t i s t p u t t h e u n k no w n. s u b s t a n c e t h r o u g h : 1 ) usual la b o ra to ry a n a ly sis 2 ) s p e c ia l a n a ly sis 3 ) s p e c t r o g r a p h i c a n a l y s i s if) c u r s o r y a n a l y s i s 5 ) i n ­ te rm e d ia te a n a ly s is *

li|4 STORY NUMBER S IX

1.

2

The name o r t h e n ew spaperm an i s : 1) J o e W ershba 2) Jo e B a k e r 3) J°© T u r n e r l\.) J o e B ab so n 5) Jo e Thompson.

.

He w e n t: 1) p a r t o f t h e way t o t h e N o r t h P o le 2) a l l t h e way t o t h e N o r th P o l e 3) n o ne o f t h e way t o t h e N o r th P o l e ij.) a l l t h e way t o G r e e n la n d 5) a c r o s s t h e p o le to I c e la n d . He f l e w i n a : $) B -2 9 .

1) B -2£

2) B-3 6

3) B-2i|.

k ) B -17

k*

The num ber o f men i n t h e p l a n e , i n c l u d i n g J o e , w as: 1) lij. 2) 10 3 ) 12 Ij.) 16 5 ) 8 .

£•

The f l i g h t was f o r t h e p u r p o s e o f d o i n g : 1) g ro u n d r e c o n n a i s s a n c e 2 ) a e r i a l m ap p in g 3 ) w e a t h e r o b s e r v a ­ t i o n I4.) h y d r o g r a p h i c s u r v e y s 5 ) i c e b e r g s p o t t i n g . A f i r e s t a r t e d when t h e p l a n e w a s : 1) l i h o u r s fro m t h e P o le 2) 3 i h o u r s fro m t h e P o l e 3) 4- h o u r s fro m t h e P o l e I4J 2 h o u r s fro m t h e P o l e f?) h o u r s fro m th e P o le .

2*

The f i r e s t a r t e d i n t h e : I4.) c a b i n 5 ) b o m b -b ay .

8.

The a i r c re w was t r a i n e d by t h e : 1) A r c t i c D e fe n s e Command 2) O p e r a t i o n Snowshoe 3) 2nd A i r F o r p e I4.) A l a s k a A i r Command 5) 2nd A i r b o r n e D i v i s i o n .

9.

J o e f l e w w i t h an a i r c r e w o f t h e : 1) 2,6%t h W e a th e r R e c o n n a i s s a n c e S q u a d r o n 2) 1 0 0 t h W e a th e r R e c o n n a i s s a n c e S q u a d r o n 3) 221 s t W e a th e r R e c o n n a i s s a n c e S q u a d ro n I4.) i4-53i’d R e c o n n a i s s a n c e S q u a d r o n .

.

10

2) w ing

3) e n g i n e

T h i s s q u a d r o n f l i e s t o t h e P o l e : 1) e v e r y T h u rs d a y 2 ) o n l y r a r e l y 3 ) o n l y on s p e c i a l a s s i g n m e n t ij-) when s to r m s a r e com ing 5 ) q u i t e r e g u l a r l y .

. The and

11

1) t a i l

i n f o r m a t i o n t h e y se n d b a c k i s u s e d i n : 1) C anada t h e U n i t e d S t a t e s 2) A l a s k a and t h e U n i t e d S t a t e s 3) A l a s k a , C a n ad a , and t h e U n i t e d S t a t e s I4-) A l a s k a , C an ad a, t h e U n i t e d S t a t e s , and M exico 5) E n g la n d and th e U n ite d S t a t e s .

12.

The k i n d o f w e a t h e r t h e y r e p o r t fro m t h e N o r t h P o le o f t e n a f f e c t s th e k in d o f w e a th e r i n th e U n ite d S t a t e s : 1) an h o u r o r two l a t e r 2) a m onth l a t e r 3) two w eeks l a t e r I4.) a d a y o r two l a t e r 5) a week l a t e r .

13♦

The em ergency in th e p la n e was under c o n t r o l in : 1) f i v e m i n u t e s 2) 10 m in u t e s 3) f i f t e e n m in u t e s U) 35 s e c o n d s 5) 25 s e c o n d s .

ik -

The a i r c r e w was f o r c e d t o : 1) b a i l o u t 3) p u t o u t a f i r e 1|_) dump t h e i r bombs th e ic e - c a p .

15#

The crew h a d e n o u g h t r a i n i n g t o : 1) l a n d on t h e A rc­ t i c i c e - c a p 2) f i r e a r o c k e t 3 ) h i t t h e s i l k I4.) b u i l d i g l o o s 5) p r e p a r e a w a l r u s a s f o o d .

2) c r a s h - l a n d 5) l a n d on

STORY NUMBER SEVEN

1.

The num ber o f c h i l d r e n c h o s e n f o r t h e jo b w a s; 2) 8 3 ) 6 Ij.) 12 5) 1 0 .

1) ij.

2»

The c h i l d r e n l i v e i n : l ) M i n n e a p o l i s 2) Los A n g e le s 3) S t . L o u is ij.) I n d i a n a p o l i s 5) New O r l e a n s .

3.

T hey w e re c h o s e n fro m a g ro u p o f a p p l i c a n t s o f a b o u t : 1) 100 2) 200 3) 300 k ) IpOO 5) 5 0 0 .

Ij..

The c h i l d r e n w ere h i r e d b y t h e : 1) Acme T o p p in g Com­ p a n y 2) M i l l a r d I c e Cream Company 3) B la k e S y ru p Company Ip) D e n n is o n S o d a F o u n t a i n Company 5) P o s t e r F r e e z e Company. T hey w e re h i r e d t o : 1) t e s t s u n d a e s 2) p o s e f o r a d v e r ­ t i s i n g p i c t u r e s 3) t e s t s o d a s Ip) e a t i c e crea m 5) t e s t i c e c re a m c o n e s . 2) Sundays

6.

They work o n ly on: 1) T hursdays d ays Ip) F r id a y s 5) M ondays.

3) S a tu r ­

J.

The c h i l d r e n a r e p a i d : 1) 2 0 / an h o u r 2) 6 £ / p e r 3) IpO/ p e r h o u r Ip) 7 5 / p e r h o u r 5) n o t h i n g .

8.

The number o f f l a v o r s t h a t t h e a p p l i c a n t s h a d t o name c o r r e c t l y t o g e t i n t o t h e f i n a l s w as: 1) 12 2) Ip 3) 16 Ip) 20 5) 8 .

hour

2'.- P l a c e d w here t h e k i d s c o u l d see i t was a ju g o f : 1) v i n e g a r 2) co d l i v e r o i l 3) c h o c o l a t e s y r u p Ip) c a s t o r o i l 5) s u l p h u r an d m o l a s s e s . 10.

The spokesm an f o r t h e company was a man nam ed: 1) Ed B la k e 2) B i l l S h o r t 3) D ic k A b b o tt Ip) F r a n k B a rlo w 5) G eorge W h e e le r.

11.

The l u c k y c h i l d r e n w ere c h o s e n f o r t h e jo b on t h e b a s i s o f: 1) t a s t e s c o r e a l o n e 2) c u t e n e s s o f t h e c h i l d a l o n e 3) p e r f e c t t a s t e s c o r e and c u t e n e s s com bined Ip) c u t e n e s s and f a i r l y good t a s t e s c o r e 5) n e a t n e s s and o rig in a lity .

12.

Many o f t h e c h i l d r e n c o n f u s e d w a ln u t w i t h : 1) c a r a m e l o r f u d g e 2) t o f f e e o r b u t t e r s c o t c h 3) f u d g e o r b u t t e r ­ s c o t c h Ip) c a r a m e l o r b u t t e r s c o t c h 5) t o f f e e o r f u d g e .

llf.7 11•

The l u c k y c h i l d r e n w ere p i c k e d b y : 1) a g ro u p o f j u d g e s 2) v o t e o f t h e p a r e n t s 3) u s e o f p o l y g r a p h s ij.) v o t e o f t h e c h i l d r e n 5) a company r e p r e s e n t a t i v e *

ill-*

The k i d s w ere h i r e d b e c a u s e t h e company w a n te d t o : 1) know w hat i c e crea m c h i l d r e n l i k e and d i s l i k e 2) know what t o p p i n g s c h i l d r e n l i k e and d i s l i k e 3) know w hat s o d a s c h i l d r e n l i k e and d i s l i k e Ij.) know w hat t y p e o f i c e crea m c o n e s k i d s l i k e and d i s l i k e 5) know how much i c e crea m t h e a v e r a g e c h i l d c a n e a t*

lg .

The c h i l d r e n w ere s e l e c t e d a t : 1) t h e com pany*s o f f i c e 2) a s c h o o l 3) a p l a y g r o u n d 1|.) a d r u g s t o r e g) a th e a tre .

APPENDIX C

ANSWER SHEET AND ANSWER KEY

STORY # 1 l. i 2 3 b 5