he best plan.

11. The class can make a study of the relation of memory to school
standing in one of the grades below the high school. Give at least two
tests for logical memory. Give also the rote memory tests described on
page 189. Get the class standing of the pupils from the teacher. Make
the comparison as suggested in Chapter I, page 15. Or, the correlation
can be worked out accurately by following the directions given in the
_Examination of School Children_, page 58, or in Whipple's _Manual_,
page 38.

12. Let the members of the class make a plan for the improvement of
their memory for the material studied in school. Plan devices for
learning the material better and for fixing it in memory. At the end of
the course in psychology, have an _experience_ meeting and study the
results reported.

13. Prepare five lists of nonsense syllables, with eight in a list. Give
them as in experiment No. 3, and compare the results with those of that
experiment. What do the results indicate as to the value to memory of
_meaningful_ material? What educational inferences can you make? In
preparing the syllables, put a vowel between two consonants, and use no
syllable that is a real word.

14. A study of the effects of distractions on learning and memory can be
made as follows: Let the teacher select two paragraphs in later chapters
of this book, of equal length and difficulty. Let the students read one
under quiet conditions and the other while an electric bell is ringing
in the room. Compare the reproductions in the two cases.

15. From the chapter and from the results of all the memory tests, let
the students enumerate the facts that have educational significance.

16. Make a complete outline of the chapter.

REFERENCES FOR CLASS READING

COLVIN and BAGLEY: _Human Behavior_, Chapter XV.

MUeNSTERBERG: _Psychology, General and Applied_, pp. 165-170.

PILLSBURY: _Essentials of Psychology_, Chapters VI and VIII.

PYLE: _The Outlines of Educational Psychology_, Chapter XIII.

TITCHENER: _A Beginner's Psychology_, Chapter VII.

CHAPTER VIII

THINKING

In Chapter III we learned about sensation. We found that when a sense
organ is stimulated by its appropriate type of stimulus, this
stimulation travels through the sensory nerves and sets up an excitation
in the brain. This excitation in the brain gives us sensation. We see if
the eye is stimulated. We hear if the ear is stimulated, etc. In
Chapter VII we learn