. Heredity, correlation and sex differences in school abilities. te I. indicate the scale ofmarks in drawing and the figures along the left side indicatethe scale of marks in the other subject. The figures undereach diagram indicate the number of students in each case. If correlation between ability in drawing and ability ineach of the other subjects had been perfect, the line in eachdiagram should have taken approximately the direction in-dicated by the dotted line in Diagram I, Plate I. The diagrams on Plate III to Plate V were constructedfrom data obtained in the same manner as that used fo
. Heredity, correlation and sex differences in school abilities. te I. indicate the scale ofmarks in drawing and the figures along the left side indicatethe scale of marks in the other subject. The figures undereach diagram indicate the number of students in each case. If correlation between ability in drawing and ability ineach of the other subjects had been perfect, the line in eachdiagram should have taken approximately the direction in-dicated by the dotted line in Diagram I, Plate I. The diagrams on Plate III to Plate V were constructedfrom data obtained in the same manner as that used for con-structing the diagrams on Plate I and Plate II. It is evident from these diagrams that there is a strongcorrelation between abilities in some of the subjects of thecurriculum and very little correlation between others, andthat drawing is very much less closely related to the otherschool subjects than they are among themselves. Theability it involves is clearly not that involved in generalacademic studies. i65] ABILITIES INVOLVED IN DRAWING 59 - PLATE; /.. PLAJE IT. „
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