Special talents and defects : $b Their significance for educationHollingworth, Leta Stetter
Science
Special talents and defects : $b Their significance for education
Hollingworth, Leta Stetter
Educational psychology; Educational tests and measurements; Exceptional children
RÉVÉSZ, G.—_Nyviegyhazi: Psychologische Analyse eines musikalisch
hervorragenden Kindes_; Veit u. Co., Leipzig, 1916.
RICHET, C.—“Note sur un remarquable précocité musicale”; _Congrès
Internationale de Psychologie_, 1901.
RUPP, H.—“Ueber die Prüfung musikalischer Fähigkeiten”; _Zeitschrift
für angewandte Psychologie_, 1914.
SCHUSSLER, H.—“Das unmusikalische Kind”; _Zeitschrift für angewandte
Psychologie_, 1916.
SEASHORE, C. E.—_The Psychology of Musical Talent_; Silver, Burdett
and Co., New York, 1919.
STANTON, H. M.—“The Inheritance of Special Musical Capacities”;
_University of Iowa Studies, 8. Psychological Monographs_, 1922.
CHAPTER IX
MISCELLANEOUS
I. SPECIAL FUNCTIONS WHICH HAVE NOT BEEN LONG STUDIED
There are various mental functions which are now thought to be largely
special, which have not yet been studied sufficiently to warrant
extended discussion of each, yet which merit notice as such if for no
other reason than that attention should be directed to the desirability
of studying their place in intellectual organization. Some of these,
like chess-playing, will not be discussed here, as they are at present
but remotely connected with prescribed education. We shall, therefore,
comment upon but some of these, giving such facts and theories as are
available in the case of each.
II. LEFT-HANDEDNESS
The hand is rated by students of the history of civilization as one of
the most important determinants of man’s rise from savagery. The loss of
even a finger is a handicap recognized in such times of stress, as when
men are drafted for war. With the great majority of people, the two
hands are unequal in strength and accuracy, the right being the major
member. With a small minority of children there is, however, a
predisposition to use the left hand, instead of the right hand, as the
major member. This is a special condition which must be taken into
account by educators.
According to different investigators, the proportion of left-handed
children ranges from 2 to 6 per cent. The disagreements arise from the
variety of criteria used and of populations sampled. The median figure
of 4 per cent seems, for several reasons most probable, as the general
proportion of left-handedness.
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