Psychological monographs: general and applied . the rear and I have to payattention in order to know whats going on. But in this course I was rightup at the front, and it seemed a cinch so I didnt care much what notes Itook. Or, again, Well, one thing, I think, is this. They put me away backin the rear. I couldnt see or hear very well and I just lost interest. 46 MADISON BENTLEY main body of an audience in a way that is not possible for indi-viduals seated near the borders of the group. That this factor ofsocial integration plays a large part is indicated by the effect ofaisles or other marks
Psychological monographs: general and applied . the rear and I have to payattention in order to know whats going on. But in this course I was rightup at the front, and it seemed a cinch so I didnt care much what notes Itook. Or, again, Well, one thing, I think, is this. They put me away backin the rear. I couldnt see or hear very well and I just lost interest. 46 MADISON BENTLEY main body of an audience in a way that is not possible for indi-viduals seated near the borders of the group. That this factor ofsocial integration plays a large part is indicated by the effect ofaisles or other marks of separation, by the effect of a dialecticor informal mode of address, by the decrease in the differencesbetween the optimal region and the peripheral regions as thesemester goes on and as social integration becomes presumablygreater, and finally, by the fact that relatively low grades alwayscome from the periphery of a group, no matter how small or howlarge,—within the limits of the audiences here investigated,—the lecture group may Fig. II—Topographic chart representing the approximate lines of per-formance of an audience early in the semester. Aisles or other obstructionswould materially affect the social gradients. CRITICAL AND EXPERIMENTAL STUDIES 47 We are justified, it seems, in speaking of the topography ofthe audience where heights and depths are measured by degreesof social integration and hence amounts of individual achieve-ment. If our tabulations represent the facts, a typical audiencecould be represented as in Figure II, where the lines representlevels of performance or degrees of achievement (expressed innumerical grades) and thus degrees of social integration. Thatis to say, a lecture audience is a polarized audience with referenceto the speaker; but it is also integrated with respect to itself. Our investigation has shown, in fine, that there is a well-markedvariation in academic grades which is not due to a differencein mental ability or to other f
Size: 1358px × 1841px
Photo credit: © The Reading Room / Alamy / Afripics
License: Licensed
Model Released: No
Keywords: ., bookcentury1800, bookdecade1, booksubjectpsychology, bookyear1895
