Archive image from page 86 of A decade of progress in. A decade of progress in eugenics; scientific papers of the third International congress of eugenics, held at American musuem of natural history, New York, August 21-23, 1932 ... Committee on publication, Harry F. Perkins, chairman ... Harry H. Laughlin, secretary decadeofprogress00inte Year: 1934 SEASHORE MEASURES OF MUSICAL TALENT 63 sarily be true. It is curious that the mean scores of T2 for the pre-adolescent group are so similar to the mean scores of Ti for the adolescent group. Particular attention is called to the differences in th
Archive image from page 86 of A decade of progress in. A decade of progress in eugenics; scientific papers of the third International congress of eugenics, held at American musuem of natural history, New York, August 21-23, 1932 ... Committee on publication, Harry F. Perkins, chairman ... Harry H. Laughlin, secretary decadeofprogress00inte Year: 1934 SEASHORE MEASURES OF MUSICAL TALENT 63 sarily be true. It is curious that the mean scores of T2 for the pre-adolescent group are so similar to the mean scores of Ti for the adolescent group. Particular attention is called to the differences in the mean scores of Ti and T2 in each test from the pre-adolescent group to the adolescent group to the post-adolescent group. There is a noticeable decrease in the mean differences in these scores for all tests except consonance. Recalling the TABLE 2 Arithmetic mean scores and the mean differences for , the pre-adolescent, adolescent, and post-adolescetit PRE-ADOLESCENT ADOLESCENT POST-ADOLESCENT N = 285 N = 208 N = 152 Mean Differ- ence Mean Differ- ence Mean Differ- Ti T2 Ti T2 Ti T2 ence Pitch + + + + + + + + + + + 1 3 Intensity + Time +2 6 Consonance + 1 9 Memory +3 6 TABLE 3 Differences in mean raw scores of T\ and Ti for four groups in order from left to right, pre- adolescent, adolescent, post-adolescent, music degree students Pitch Intensity. . Time . ... Consonance Memory. . . POSITIVE DIFFERENCE IN MEAN SCORES OF T1ANDT2 mean difference of scores for the music degree students, each test shows the positive variation in mean differences for all four groups according to the order of pre-adolescent, adolescent, post-adolescent, and music degree students (table 3). From such a descending series as these tests present from the pre- adolescent group to the music degree student
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