. Thinking, feeling, doing . g 214 and 23 produced a markedslowness in tapping ; so did the mental labor of multi-plying 14 by 5. It takes some effort for an ordinary Fig. 9. Influence of Mental Activity on Tapping-time. man to perform these calculations, and the mental workof association seemed to leave less energy for the workof will. The thought suggests itself of the possibilityof measuring the amount of work involved in variousschool exercises by the influence on tapping. The figure seems to show that momentary distractionsnot involving any work, such as whistling, clicking thetongue, or
. Thinking, feeling, doing . g 214 and 23 produced a markedslowness in tapping ; so did the mental labor of multi-plying 14 by 5. It takes some effort for an ordinary Fig. 9. Influence of Mental Activity on Tapping-time. man to perform these calculations, and the mental workof association seemed to leave less energy for the workof will. The thought suggests itself of the possibilityof measuring the amount of work involved in variousschool exercises by the influence on tapping. The figure seems to show that momentary distractionsnot involving any work, such as whistling, clicking thetongue, or lighting a match, do not change the do, however, improve the regularity; the curveis smoother. It is a noteworthy fact in all our mentallife that the less attention we pay to an act, the moreregular it is. The rapidity of tapping varies with the time of day. Influence of theThe averages of six weeks of work give the following tlme of day- 36 Thinking, Feeling, Doing. Influence ofhabit. Influence ofage. BOYS ,BOYS results : at 8 a. m. the time required for making 300taps is ; at 10 a. m., ; at 12 m., ; at 2P- m., ; at 4 p. m., ; at 6 p. m., is noticeable that these results correspond to the habits of the pre-vious two years ofthe person experi-mented upon ; theseyears were spent inpublic school workwith a daily pro-gram beginning at8 a. m. and closingat 4 p. m., with anhour and a half in-termission at rapidity of action increases steadily with of tapping-time on one hundred NewHaven school chil- ^dren of each agefrom six to seven-teen are shown inFig. 10. The fig-ures at the left givethe number of tapsin five seconds;those at the bottomthe ages. The littlechildren are very Fig;. 10. Rapidity of Tapping as Dependenton Age.
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Keywords: ., bookcentury1800, bookdecade1890, booksubjectpsychop, bookyear1895
