FIG. 14.—Showing spelling of a child 9 years 10 months old, with IQ 143, after three years of instruction. Illustrating dissociation of spelling ability from general intelligence. ] REFERENCES CARMAN, E. K.—“The Cause of Chronic Bad Spelling”; _Journal of Psychology_, 1900. CHARTERS, W. W.—“A Spelling ‘Hospital’ in the High School”; _School Review_, 1910. EARLE, E. L.—_The Inheritance of the Ability to Learn to Spell_; Columbia University, New York, 1903. HOLLINGWORTH, L. S.—_The Psychology of Special Disability in Spelling_; Teachers College, Columbia University, 1918. HOLLINGWORTH, L. S.—“The Psychological Examination of Poor Spellers”; _Teachers College Record_, 1919. KALLOM, A. W.—“Some Causes of Misspellings”; _Journal of Educational Psychology_, 1917. PRYOR, H. C., and PITTMAN, M. S.—_A Guide to the Teaching of Spelling_; The Macmillan Company, New York, 1921. WESEEN, M. H.—“Can Spelling be Taught?” _American Education_, 1921. WITMER, L.—“A Case of Chronic Bad Spelling”; _Psychological Clinic_, 1907. CHAPTER VI ARITHMETIC I. RELATION BETWEEN IQ AND CAPACITY FOR ARITHMETIC Arithmetic as a psychological process has been studied analytically by psychologists more assiduously than any other of the school subjects, except reading. The psychology of arithmetic began to be investigated more than thirty years ago by laboratory workers, but so complex are the functions involved that there still remains much to be known. Correlations show that capacity for arithmetic is closely connected with general intelligence. Most of the children who fail in the subject do so as a symptom of a general lack of competence in thinking. The great majority of those who are notably excellent arithmeticians are also superior in other performances. The four children of more than 180 IQ, mentioned in Chapter IV as having learned to read before or during the third year of life, are also fine mathematicians, excelling at lightning calculation and at thinking in terms of numerical relations. Here, again, their marvelous skill at numbers is but symptomatic of their rare general superiority. Although the correlation between general competence and capacity for arithmetic is high and positive, it is reduced from perfection by the occurrence of discrepancies. Occasionally a very intelligent child is found, who does not readily learn arithmetic, and on the other hand there exist children whose ability at calculation far exceeds expectation from other performances. II. DISTINCTION BETWEEN ARITHMETIC AND MATHEMATICS