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Educational Screen II. Distribution of Experience PROBLEM now arises: What is the quantitative distribution of mitted to the judges with instructions as follows: the various types of experience? The problem may be subdivided as follows: How much of the total wealth of learning has been contrib- uted by each type of experience from the standpoints of knowledge, motor skills, and attitudes or ideals? Very interesting studies can be made in the realm of ideals and skills. I have not attempted to. do so. The following investigation is limited to the realm of knowledge, and to one phase of that only—verbal concepts. A list of 250 words was prepared in the form of a "judgment" study and submitted to 83 summer school students at the University of Kansas. The judges were all experienced edu- cators and members of my class in educational psychology. They had been giving special training in tracing words back to their empirical origins introspectively. The list of words rep- resented the even-numbered ones from the commonest 500 in the English language.* Here are the first 25 selected: about, across, after, against } all, alone, also, am, an, another, any, are, around, ask, away, bad, bank, bear, became, bed, before, behind, be- lieve, better, big. And so on through the alphabet. Arranged in five columns, the 250 words were mimeographed and sub- ♦Thorndike, E. L., The Teacher's Word Book, "Examine each word, and I write directly before it the initial ] of the type of experience which ] you think has contributed most to ] its present meaning. Immedi- j ately after the word place a C if I you are certain of your judg- | ment, a D if you are doubtful, j or a G if you feel that you are 'j making a pure guess. Do the J same with every other word in I the column today. Tomorrow j judge the next column, day after tomorrow the next, and so on until the five columns are com- j pleted." Along with the list of words, the judges were given printed slips bear- ing seven categories for classification. Here is a copy of the form: "T, V, A, K, C, O, I, respectively! stand for the following: T. Thinking, reasoning, wonder- ing, reflecting, generalizing, etc. V. Visual experiences: seeing ac- tual realities and demonstra- tions; 'movies,' still pic- tures of all kinds; printed matter, including books, magazines, newspapers, cor- respondence, etc. A. Auditory experiences: hear- pp. 127-128. X