Psychological monographs: general and applied . e perceptual 5 In all the averages we have given, the m. v. is, as a rule, nearly if notquite as large as the differences we have cited as existing between thecenter and the periphery of a room. It must be remembered, however, thatthe one factor of differences in mental ability accounts for a large part ofthe m. v. When proper allowance for this factor is made by discoveringthe performance of the same or similar students in groups of thirty or less,the m. v. of the middle group is negligible; but at the front and especiallyat the rear the m. v. i
Psychological monographs: general and applied . e perceptual 5 In all the averages we have given, the m. v. is, as a rule, nearly if notquite as large as the differences we have cited as existing between thecenter and the periphery of a room. It must be remembered, however, thatthe one factor of differences in mental ability accounts for a large part ofthe m. v. When proper allowance for this factor is made by discoveringthe performance of the same or similar students in groups of thirty or less,the m. v. of the middle group is negligible; but at the front and especiallyat the rear the m. v. is still large and must be accounted for. We are in-clined to urge that the large m. v. in these regions is not an indication ofunreliability or of inadequate sampling but that it is further evidence thatthe individuals in these areas are working under some kind of a few overcome the handicap and obtain average or exceptional grades, whilethe remainder succumb and receive exceptionally low grades. CRITICAL AND EXPERIMENTAL STUDIES 43. Fig. I.—Distribution of grades by rows in four lecture groups in differentsubjects but meeting in the same room. factors dependent upon the distance of the student from the lec-ture-desk. It is apparent, of course, that while the acoustic prop-erties of lecture-halls widely differ, in any one of them studentssitting moderately near a lecturer have better opportunities forhearing. The same is true of visual factors, for frequently thesuccess of a lecture depends largely upon demonstrations involv-ing small objects and delicate manipulations, upon charts havinginadequate size or illumination, and upon the facial expressionand movements of the speaker. Moreover, lecturers differ in theirability to enunciate clearly as well as in the intensity and in thecarrying power of their voices. In the second place, there is a difference in the direction ofattention resulting from the distance of the student from thelecture-desk. Our results suggest
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