Professional Documents
Culture Documents
BY
DAVID KATZ
UNIVERSITY OF STOCKHOLM
WITH
400
ILLUSTRATIONS
PHILOSOPHICAL LIBRARY
NEW YORK
COPYRIGHT 1948, BY THE PHILOSOPHICAL LIBRARY, INC. EAST 4OTH STREET, NEW YORK 1 6, N. 15
Y.
TABLE OF CONTENTS
FOREWORD
INTRODUCTION
vii
ix
PART
I:
TEXT
1.
GENERAL PSYCHOLOGY
CHARACTEROLOGY AND TYPOLOGY
2.
3.
16
DEVELOPMENTAL PSYCHOLOGY
PHYSICAL HANDICAPS
20
26
CHAPTER
CHAPTER
4.
5.
CHAPTER
CHAPTER CHAPTER
6.
7.
PSYCHOLOGY
34 36
43
8.
ANIMAL PSYCHOLOGY
PART
II:
DIAGRAMS
EMINENT PSYCHOLOGISTS
APPENDIX
129 138
FOREWORD
and diagrams reach across the barriers of language and differing modes of thought, and thereby people are brought into a community of understandfortune of Professor David KaU, of the ing. For many years it has been the good
Pictures
University of Stockholm, to be invited to speak to diverse groups of people about the methods and the subject matter of the science of psychology. Thus he discov
ered that, no matter
how
the
members of
his
his language, the use of graphic materials aroused their interest and served to illustrate his points. Over a period of many years he has collected many graphic ma-
these popular lectures as well as to stimulate his uni' versity students to acquire a deep store of knowledge about principles and methods
terials
whereby
to illuminate
in
The
pictures
To
the professional
some of the "Old World flavor" in many of the American psychologist many of the
and diagrams
will
He
what
ists.
foreign students of psychology learn about the work of number of the pictures are the common property of
in
American psycholog'
all
American books.
for
Students
many
a pleasant
and stim-
Philip
Lawrence Harriman,
Bucknell University
INTRODUCTION
In
the
many
fields of science
geography, zoology, botany, anatomy, and history of art necessitate the use of graphic materials. No one has hitherto brought together
young
student.
Courses
within the covers of a single volume the interesting and useful pictures which relate to various phases of psychology. Consequently, this atlas, which represents the first
The book
is
that of arousing a zeal for the study of psychology. For many years he has taken advantage of every opportunity to illustrate, by demonstrations and pictures, his
lectures
and discussions
in
the classroom.
As
number
of pictures. Even when lecturing before gatherings not well'versed in the author's language, he has found that the intelligibility of pictures and diagrams
Now
The
pic'
general reader
may
The
how
broad
is
may
in short,
is
an eloquent demonstration of
Not
grams.
all
represent in graphic form some of the more abstruse topics would rethe use of cumbersome diagrams and pedantic explanations. If that were quire done, the atlas would defeat its purpose and become a sterile textbook. Likewise,
To
has been necessary to disregard the matter of coherence. Groupings of pictures are, necessarily, arbitrary procedures; and the user of this atlas may wish to re-or'
it
The
made
pictures are
numbered
sequentially,
sarily brief
brief.
and inadequate
- - are given in
and the explanatory comments -- neces' Part I. By intent, these notes have been
They
young student
to relate this
many
is
sources.
Some
are the
common
These pictures have been chosen from property of all psychologists; hence no credit
of the pictures have been drawn from rare books. the author has been unable to trace. unfortunately,
given.
Many
Some
pictures,
David Katz
University of Stockholm
PART ONE
I.
GENERAL PSYCHOLOGY
Physiological Foundations
1*. Lateral
view of the
Broca's
left
are indicated:
(Schreiben), facial muscles (MtmdfaziaZis), tongue (Zunge), larynx (KehZ^opf), mastication (Kauen), es-
hung),
(Sprache),
writing
leg (Bern), and arm (Arm). The following centers for senfunctions are indicated: area for general sensation sory (Korperfuhlsphare), visuo'sensory areas (optisches Sprachzentrurn; opti'sche Erinnerungsbilder) and audio'sensory area (a\ustisches Sprac/izentrum)
ophagus (SchZimd),
2.
The medial
ed:
surface of the right hemisphere. The following centers are indicatarea for general sensation (Korper/uhZsphare), olf action (Riechen), gusta-
tion
(Schmec^en),
and
vision
(Sehen).
its
3.
relation
to the central
nervous system,
the duct and the ductless glands, and the visceral organs.
4.
section of the spinal chord; cp, afferent (sensory) nerve; g, ganglion; efferent (motor) cell. apse; cf,
5,
syn-
5.
Schematic
waves.
representation
of
the
electroencephalogram,
'
The numbering
One
Two.
6.
Two
line;
Olfaction, Gustation,
and Hunger
7.
cells
tissues.
8.
six basic
9. Papilla
and
taste
bud
of the
human
tongue.
10.
of the tongue,
....
dots in circles at the top represent the circumvallate - encloses the area encloses the area insensitive to bitter; -
The
-
insensitive to sweet;
sensitive to sour.
in'
The zone
with dots
is
11.
The
ter,
taste tetrahedron.
sweet, sour,
bit'
and
salty.
12.-13. Cannon,
an American physiologist, devised a method for studying the contractions of the stomach in hunger. He had a subject swallow a rubber
connected to a drum
(M). Thus, the rhythmic contractions were re' corded on a kymograph (K). The inhalation-expiration ratio was measured by a pneumograph (P). The subject indicated his awareness of hunger pangs by pressing a telegraph key. A section of the kymographic record is shown
ball
in
diagram 13.
14.-15. Succi, an Italian professional faster, before and after twenty-nine days of abstinence from food.
16.
hunger, a hen will eat more from a large heap of food than from a small one. These tests were performed daily; small and large piles of food being used alternately, the hunger intensity of the hen
Even
at the
same
intensities of
Cutaneous sensations
17.
The
spots indicate minute areas on the backs of the fourth and fifth fingers which are sensitive to cold. Not all points on the surface of the skin are
body surface to
heat.
The
19.
Areas of the body at which vibrations are sensed while singing. The drawing shows the degrees of the damping of the vibrations (expressed in nepers) in
various bodily regions.
When
if
21.
The
bar-triangle experiment.
arranged
to
form
an
isosceles triangle
of the
open at the vertex. The subject places his hands on the base and the experimenter gently taps one of the bars near the triangle, vertex. The subject can recognize, by vibration sense, whether the shak' open ing reaches him from the right or the left. This apparatus has been used in
22.
cross'section of the
human
ear.
1,
auditory nerve;
5,
2,
3, utricle; 4,
saccule;
cochlea;
7,
ductus
saccus endolymphaticus; 9, perilymph space; 10, osseous labyrinth; 11, petrous bone; 12, oval window; 13, round window; 14, auricle; 15 and 16, cartilaginous and osseous parts of the external auditory canal; 17,
endolymphaticus;
tympanic membrane; 18, malleus; 19, incus; 20, stirrup; 21, 22, and 23, middle
ear.
23.
Diagrammatic representation of tones. Musical tones differ in intensities, timbre, and pitches. O represents the upper limit of hearing - - about 40,000 vibra-
tions a second;
U, the lower
limit - -
(H) are light in volume; low tones (T) are heavy and massive. The approximate position of the tonal qualities of certain vowels and consonants is indi'
cated.
and overtone.
25.
The
inner ear includes the sense organs for balance: the vestibular apparatus canals. These receptors may be stimulated by rotating
human
eye:
c,
s,
sclera; b,
cornea;
g,
nodal points;
i,
posterior chamber;
a,
crystalciliary
h,
muscle;
27.
b,
iris;
retina; p,
d,
optic nerve.
Examples of stages in the evolution of the human eye. A, nautilus; B, phyllodoce; C, nauphanta; and, D, cuttlefish.
28.
To
on the upper cross. Observe that the large circle disappears, the smaller circles remain in the field of vision. shift the fixation though point to the lower cross and observe that the large circle reappears. This phenomenon is caused by the blind-spot (Mariotte's circle), which is the point
fixate the left eye
Now
at which the optic nerve emerges into the eyeball. of an inch in diameter.
The
spot
is
29.
The
The
30.
an eye-test by the perimeter are recorded on a chart: F, fixation point; B, location of blind-spot; the line, the boundaries of the field of vision.
31.
The
V, white;
H, blue;
gr, green;
32.
simple device for illustrating positive afterimages. On one side of a card letters are printed right-side-up, and on the other upside down; the card is
rotated by strings, and an image of the
word
persists.
This
phenomenon
is
33.
The
G2
rods;
(Zap/en),
cones;
1,
The
equal
35.
in brightness.
Each ring
make
is
of the same degree of brightness throughout, but the contrasts the inner half of each ring look brighter and the outer half darker. This
is
This
illusion is attributable to
which
is
especially
HelmholtVs chessboard design. In order to make the lines of a chessboard appear straight, they must be curved like those in the figure. If this design were enlarged sevenfold, the lines would appear straight when viewed with one eye from a distance of eight inches.
3S.-39. Astigmatism literally means that a point (stigma) is not correctly perceived. Defective curvature in one or more of the refractory portions of the
has been suggested that certain irregularities in the figures painted by El Greco are due to the artist's astigmatism, but the hypothesis has not been proved.
eye
-is
the cause.
It
40.
The
Miiller-Lyer illusion.
The
parallel,
bisecting
lines
to slant.
This, also, indicates that acute angles are over-estimated, and The lines in the upper and the lower repre-
43.
horizontal line running through the middle of the drawing appears to rise towards the left. The explanation is that each pair of contiguous squares is perceived as a unit; and, as a result of the emphasis thus placed upon their diagonal, they appear to be twisted clockwise. The illusion is caused by the cumulative effect of this torsion motive.
The
oblique lines are parallel, though they do appear attributable to the repetition of contrast effects.
45.
The
the letters.
which compose the letters is transferred viewed from a distance, the illusion vanishes.
to
46.
You
believe that
you are looking at spirals, but actually they are circles. The make them appear to bend outwards, and the
The cumulative
makes
The
1
The
distance from
1
to 2,
from
to 4, and from 4 to 5
is
and 2 appears to be the shortest. The explanation lies in the fact that we do not attend to the diameters of the lower circles in estimating the
between
distance.
The diagonals of the two joined parallelograms on the right are of identical length, but the diagonal of the larger parallelogram seems to
be longer. The judgment depends upon the relative size of the figure. Compare the length of the lines in the parallograms with those in the triangle at the left.
50.
The man
The
illusion is
due
you rotate this picture rapidly, the striped disks will appear to move in the same direction and the cogwheel in the opposite direction. When it is stopped,
we
is
This illusion get the impression that it is revolving in the opposite direction. mainly the result of contrast effects.
for the demonstration of apparent
52.
Apparatus
tator
is
movement.
it
The
disk
on the
ro-
When
is
stopped,
we
get the
impression that it is revolving in the opposite direction. When the spiral is rotated slowly, it appears to come out from the center. When the rotator is stop' ped, the spiral gradually shrinks. This apparent movement is due to the termi'
nal lag of the sensation.
Perception
53.
Diagram
ion;
(Gesichtsfdd)
R, retina; P, primary centers for vision; and S Objects on the left side of the visual field stimulate the right side of the retina;
those on the right, the left side of the retina. Note the manner in which the optic nerves cross, and the way in which they extend toward the cerebrum.
54. If
we
fixate
upon
c,
it is
The
seen as a single point; but a and b are seen as if they diagram illustrates the manner in which we exper-
measurement of
visual acuity.
Cohn's chart
is
used to de-
termine the visual acuity of small children who cannot read. The disk shows a design, resembling a letter, which is looked at from various distances. All
the designs except one are covered by a second, superimposed disk. The child is given a rod with the design fastened to its tip, and is asked to duplicate the of the design. position
56. Hering's
apparatus
for
testing
is
visual
depth perception.
The
subject has to
dropped
Depth perception
57.
is
much more
Apparatus
of
law of
Two
sheets
distance of about twenty inches apart, and plate glass placed the subject is asked to stand about twenty inches from the first fixaglass.
at
are
indicated on the rear glass; then a small piece of red paper affixed at Si and a green paper at S.. a gray hue is seen at F a In the
is
Now
second
test, the fixation point is indicated on the nearer glass, and the red and the green papers are located on the second glass. The fixation point (F2 ) now
appears gray.
58.
is
ages.
The photographs are taken with two cameras human eyes, and they are inserted at m - o. The
c.
observer
now
sees a tridi'
mensional picture at
59. It appears as
points on a moving wheel were going at the same rate: but, in actuality, the individual points on the rim describe cycloids.
though
all
is
primitive
forerunner
of
modern cinemato-
graphy. The apparatus consists of a drum with slits at equal intervals. The inner wall of the drum is lined with pictures showing different phases of a
continuous movement.
seen through the slits of the revolving drum, the pictures seem to be in motion. This device requires the subject to use but
When
effect.
The
When
as
"straight
ahead."
When
the
sound
Ohren] before the other, the source is shifted to that side; likewise with sounds from the right side. Effective time differences for left or right localization can go as low as l/30,000th of a second.
left
ear (O,,
the sound waves are reversed by this apparatus, the individual will be confused for a while, but he will eventually become habituIf
If
is
forth at the crossing point a sense of being touched by two pencils will be were in normal experienced. The stimulus is perceived as though the fingers
position.
64.
The
asked to fold his hands in the manner shown in the picture, to look at his fingers, and to move quickly the one which is pointed out by the
subject
is
experimenter. Nearly always the subject will move the corresponding finger on the other hand. The illusion is attributable to the influence of habit. If
the experimenter touches the subject finger, the error does not occur.
Ccstalt qualities
65.
One
of the earliest problems investigated by Gestaltists is the analysis of factors producing and influencing visual space perception. Six laws are illustrated:
a,
Similarity
(When
ments, there
is
c,
fit
the
to-
"Good"
which form
Closure (Lines forming unbroken boundaries of a plane surface are gether); more readily perceived as a unit than are lines which do not touch); e, Experience (Habit influences the
brought into a configuration. Here a capital E is perceived.); and f, Significant Resemblance [Pragnanz] (Elements which do not deviate too greatly from the pattern are seen as part of the pattern. Thus the dots at the bottom are identified with the circle.)
in
manner
which
lines are
66.
is
difficult to get,
is
contained in
a.
67.
Can you
see
the square in
this
design?
68. Design and background. The white may be perceived as either the design or the background. However, symmetry favors the perception of the illustration
as a design.
69.
The
small
triangles
are
actually
b.
of the
The explanation
70. Design
and background.
Is
it
ornamentation?
72. Is
it
73.
You
it
74. Is
T A?
Do
you
see holes?
75.
At
first,
you
see
Notice
how
76. Is
it
a rabbit or a duck?
77.
Do you
see an old
woman
or a
young
girl?
78.
Can you
perceive
him
as looking
upwards? downwards?
79.-80. Double heads. Rotate the book slowly by one hundred and eighty degrees. Notice how the first head vanishes and another takes its place. This effect is
known
as
transposability.
in perceiving
any change.
81.
gorilla
hand.
One
important difference
is
to bring the
thumb
a,
82.
digging (mole);
e,
b,
climbing (sloth);
specialized;
it is
running (horse);
flying (bat).
a universal tool.
may
tor
a secretion of perspiration on the hands. This be observed by smearing the hands with a small amount of iodine in cas'
is
and then rubbing potato flour over them. makes the flour turn brown.
oil,
Secretion
of
perspiration
84.
The
fact that
many
its
demonstrates
85. Expressive
versatility.
priest in Bali.
Memory
86.
of this apparatus, the subject may be presented with various types of material to be memorized, the exposures being set at various time intervals.
87. Apparatus for measuring the reaction times for reproducing memorized lists, such as nonsense syllables. The subject speaks into the microphone on the left
12
the
word which he
is
tion time
with the one on the memory drum. The reac' recorded by the Hipp chronoscope, which measures time in one'
associates
thousandths of a second.
88.
Mnemonics
consist
of
as a
systematic aids in acquiring and recalling knowledge. mnemonic device for learning the Morse code.
program of a demonstration in lightning calculation by G. Ruckle, one of the most famous experts in mental arithmetic.
fatigue
90.
The Mosso
ergograph.
The
finger
which a cord
pulls
are
re-
By determining
the weight times the number of lifts) and the total height of all the (that liftings, the experimenter can express the results in foot-pounds or -meter kilo-
grams.
91.
Two
and B,
92.
rested,
for
93.
An
The
points are applied singly and doubly, in random order and at various distances between the two points. Ability to judge "twoness" varies widely in differ-
ent parts of the body. At one time it was thought that fatigue might be measured in terms of a dulling of this discriminative ability.
Emotions
94. Apparatus for recording the pulse rate. In "general, pleasant experiences tend to quicken the rate; unpleasant experiences, to retard it.
13
95. Plethysmograph,
The
apparatus for measuring changes in blood volume of a limb. blood volume shifts to the skeletal muscles during strong emotion. This
change is measured by having the subject insert his arm into a vessel of water, a rubber cuff keeping the water from running out. As the volume alters, a record is made by means of a stylus attached to a drum.
96.
Symbolism
97. Each of these feathers had a different meaning for a tribe of North American Indians: a, the killing of an enemy; b, a scalping; c, beheading; d, the wound' ing of an enemy.
98. Indian symbols:
A, war;
B, morning; C, nothing;
and D,
eating.
(hands joined),
full,
complete;
F (hands
outstretched),
apart),
abstract
acceptance, friendship;
H(hands
to
removal, distance.
These show
how
symbols
pass
from
concrete
meanings.
100. Egyptian
hieroglyphics
(also
illustrating
the
transition
from concrete to
ab-
stract symbolism):
C
F
(writing utensils), writing; (front of a lion), previous; (wasp), royal dignity; E (tadpole), multitude; (moon and stars), (ostrich feather or any feather), fairness, impartiality;
month;
(water), cleansing;
(child), education;
knowing;
I (ceil7s^
P (mummy),
embalming,
rite?, pic-
is a lute, but also 101. Transition from ideograms to phonetic symbols. goodlikeness between the sound of the words. B is a scarab, but ness, owing to the
it
means
to
become.
In D, the
is
first
two symbols
word
when
like time,
soul.,
J^ew Tear,
14
103.
A
is
pictorial record
by North American Indians. Here is the message: Ten memwent in a canoe toward the mouth of a river. The lake
outline.
by the
by Alaskan Indians. The account is as follows: Fishermen left their boat (a) and sought refuge in a hut (d), where they have nothing (b) to eat (c). The message, on a piece of wood, was left in the hope that assis'
The Chinese ideograms for Psychology, composed of three mean heart, ways, study (Read from top to bottom).
parts
which
literally
15
II.
expressions
106.-107. Facial muscles (after Hans Virchow). These are pictures of the muscles which are innervated in facial expressions.
When
son brings his jaws tightly together to get the maximum stimulation; when tast' ing bitter, he opens the jaws as widely as possible. Thus, the "sweet" and the "bitter" faces had their origin. Muscles about the eyes support the function
of vision.
sensory
impressions
and
facial
ex-
pressions were
At
expressions: (a) the sweet expression; (b) scrutiny; (c) sullenness; and (d) anger. In 109 these expressions are depicted: (a) contempt; (b) laughter; (c) boisterous mirth; (d) weeping. In 110 there are (a) the furtive look; (b)
the charmed look; (c) concentration. In 111, prise; (c) bitterness; and (d) stark horror.
112. In the upper
tions.
(a)
reveals sleepiness;
(b) sur-
row.
of a person expressing different emoand pasted together in the pictures in the lower evident that the mouth is more expressive than the eyes.
are
in half
row
two photographs
Physiognomy
113.-116.
At
attrib'
when human
16
117.-118. Humorists
Poet;" 118,
117,
"The
"The Introduction."
Phrenology
is
and
The
which was a curious attempt to revive Gall's divided into zones, each being identified with subject and the examiner both hold electrodes,
his fingertips.
the intensity of the shocks are supposed to indicate the abilities and the talents of the subject.
Composite photography
was the
first
to
are
produced by superimposing the photographs of members of the same trade or profession upon one another. Thus, the individual features become obliterated,
all
are accentuated.
121,
ten most intelligent boys in a class of ten-year-olds. 122, The ten least intelligent. 123. Composite photograph of the most intelligent boys. 124. Com' posite photograph of the least intelligent boys.
The
who
lived
on a vegetarian
diet.
ate meat.
127.
who
lived
on a vegetarian
diet.
128. Girls
129.
who
ate meat.
who
lived
on a vegetarian
diet.
17
who
ate meat.
131. Composite photograph of the girls 132. Composite photograph of the girls 133.
135. Thirteetvyear-old boys 136.
who had
a vegetarian diet.
who
girls
ate meat.
and
who
lived
on a vegetarian
diet.
134.
Those who
ate meat.
137.
138.
who
ate meat.
Facial
asymmetries
141. -144.
At
is
made by combining
for
Below
mirror
face.
image.
done
rare.
the
left
sides of each
Symmetrical
are
the opinion
Kretschmer's types
145.
The The
146.
147.
The pyknic
148.
149.
athletic build.
Gauss' types
150.
151.
152.
The
The The The
153.
destiny type.
salvation type
154.
(Near East).
(Turanian).
155.
156.
The
tests of personality
they are chance forms, the subject's interpretations reveal his manner of approaching situations, his mental sets and attitudes, and his range of interests.
161.
The Szondi
he
dislikes.
test.
The
subject
is
likes
and which
The photographs
manic-depressive psychosis,
like.
are of persons with such well'defined disorders as paranoia, schizophrenia, hysteria, sadism, and the
III.
DEVELOPMENTAL PSYCHOLOGY
Psychophysica.1 development
162.
Changes
of
the
birth
to
age
twenty-five.
On
the skull of an infant one year of age; in the middle, of a tenyear-old child; and on the right, of an adult. the
left,
165.
The grasping
reflex,
which
is
how
day.
The segments
sig-
respectively,
the following:
(d) feeding; (e) movement; (f) quiet wakefulness; (g) impulsive movements; (h) random play. Graph I shows the day of a newborn infant; II, of
a three-months-old infant; III, of an infant five
is
months
old;
who
167.
The
old.
er's voice,
D.
The
infant's
head
is
between the experimenter's hands; the infant responds with loud gling movements.
and strug-
20
169. Stages in the development of posture, from the 170. Typical postures of a year'old infant.
depicted.
first
to the tenth
month
of
life.
is
171. Fraternal
(dizygotic)
twins.
twins.
The
"oral stage."
The young
mouth.
174. Defiance.
According to the
two; he
is
story, he spoke
at the age of
said to
have had
command
of
many
fields of
knowledge.
He
176.
The manner
which children used to be dressed. At one time, children were considered to be miniature adults, and they wore adult clothing and wigs. Only the children of lower-class parents could enjoy the freedom of simpler
in
dress.
Drawings by children
177.
children.
It
is
interesting
to
note
that
the
first
self-criticism as revealed
(b) by a six-year-old;
(c)
house.
(d)
horse;
(e)
pig;
(f)
dog;
(g)
pig.
These drawings by young children are of interest because they indicate the fact that there is no one-to-one correspondence between the stimulus and the 21
response.
terns
The
which the
stimulus ('"Draw a dog.") merely touches off the response patchild is capable of making.
181.
A A
child's
drawings of a flower.
182.
tree.
183. Sketches of
human
184.
by
young
child.
185.
Drawings by children of different mental-age levels: (a) by a boy whose chronological age was fourteen and whose intelligence quotient was 46; (b) by
a
girl
aged eight,
IQ
five,
IQ
77.
characteristics.
Drawing by Drawing by
188.
of eight: "Picnic."
girl:
Drawings by a talented child at three years and five months of age. The grandfather and a great-uncle were artists. At a very early age, this child displayed enthusiasm for drawing, and attempted to draw profiles when he was three years and seven months of age. The sketch of a man (on the left) would
rate at about the
normal five-year
level.
192.
The drawings
Drawings
of a talented
age.
193.
of a talented
age.
195.
table, as
drawn by
196.
A A
197.
pyramid on
a cylinder, as
drawn by an
eight-year-old.
These draw-
22
ings (195-197)
illustrate'
198. Diverse reproductions of a model. the top, with these results. 199.
Drawings of a cone. Observe the diversity of representations, from the same model.
all
of
them made
200. Drawings from the model of a cylinder. Each drawing child, although all the children used the same model. 201.
was done by
a different
Drawings by Eskimo
children.
a model.
203. 204.
205.
Indians.
Paleolithic
man.
Greek
coins.
207
through 209. Simple expressionistic drawings: (207) "Dream on a Boat," by Paul Klee; (208) "Animals in Captivity;" and (209) a sketch by Gabriele
Miinster.
ing of
Note
young
that non-representational or expressive art resembles the drawchildren and primitive people.
children.
210. Statuettes by
young
211. Statuette by a
young
child.
Montessori's methods
Madam
213. Material used for training muscular inserted into the proper holes.
The
cylinders
are
to
be
23
214.
in
215. Sandpaper letters used to give training preliminary to teaching the child to write.
how
Measurement
of intelligence
216.
Which
is
the prettiest?
218. Picture comprehension; the child being asked to tell what is going on in the picture. Very young children merely enumerate two or three details; later on
The Gaussian
tively
curve.
Intelligence, as well as
many
up
other
traits,
is
distributed
rela'
at the center
and with
few scores
at the extremes.
220.
dropped into the funnel at the top, are distributed according to the Gaussian curve. The ob' server has to infer the shape of the curve from the heights of the columns of
distribution.
Peas,
peas.
221.
An
to
inference
test.
is
tell
what
represented.
The sooner
his
the child
able
to
infer
what the
score.
imagery.
R. Jaensch tested children by having them look and then describe it. He found that many young chil'
E.
Here
the mosaics
24
226. 227.
228.
A
A
ship
made by
mosaic by an intelligent
of an artistic of a normal
girl
The work
The work
229.
mal children.
not chaotic, like the mosaics it is not so good as some of the mosaics of nor' Adults are sometimes inhibited by fear of criticism or by awareis
Personality appraisers
230.
The
The
materials
Game.
boy ten years of
age.
231.
The "world"
of a retarded
232 through 234. Pictograms by young children. The children were told to communicate with a foreigner, who did not know their language, inviting him
for a visit, giving
family,
by a seven-year-old boy;
teen-year-old
(233) by an eight-year-old
boy.
(d), the
manner
in
which
a child
among
the
months of the
year;
(g)
the seasons;
(h),
25
IV.
PHYSICAL HANDICAPS
Deafness
236. Teaching deaf-mutes to recognise rhythms. The children place their fingertips on the piano while the teacher plays rhythms.
237. Speech instruction for the deaf. The instructor's voice is amplified, and the pupils sense the vibrations while they try to imitate the sound. 238.
239. Examples of gesture language. Note the general similarity among gestures of the Australian aborigine, the American Indian, and the deaf -mute.
Blindness
Note
the
children's
faces.
When
and
who became
244. Teaching a child who is deaf, mute, and blind. The teacher helps the child to place the lips and the tongue into position for speech.
26
The manual
A A
figure
bust by Schmidt,
who
is
a blind
German
sculptor.
lion
made by Vidal,
had
Art by the
blind
250
through 253.
Statuettes made by blind persons without talent. These are in' because .they reveal the type of concepts which the blind have. Note teresting the huge hand of "The Beggar" (250). In 251, the blind person reveals his
is
entitled "Deserted."
In 253
"The Dream
of
Jacob"
beat.
- the ridges
heart-
254
257.
artist
handless.
painter
who had
lost
258.
The boy
259. "Footwriting."
It
is
interesting to observe
many
individual
differences in writing
27
V.
MEDICAL PSYCHOLOGY
Percussion
260. Apparatus for teaching percussion to medical students. Lead forms have been placed under the sheet of cardboard. Specimens of these forms are shown above.
261. Cardiac and pulmonary areas for percussion. First in the usual way, by auscultation and palpation; then only by the aid of the vibration sense.
Amputations
262.
The stump
the patient feels as if the limb were still intact. Gradually the "ghost limb" retracts into the stump. patient who has lost an arm may eventually sense a "dwarf hand" in the
illusion.
After the
loss of
an arm or
leg,
stump.
263. Sauerbruch's operation. of the arm, so that the
This consists of making a tunnel through the muscles artificial limb may be manipulated by the biceps (someFacility in control
is
gained by exercises.
Sauerbruch's operation. He is being tested for the degree of control over the remaining musculature of the upper arm.
patient
265. Positions of an
artificial
hand.
28
Hallucinations
266
through 269. Representations of visions induced by mezcaline, a drug used by South American Indians during religious celebrations. Note the rhythmical
characteristics of the visions.
270
through 273. Pictures drawn by a schizophrenic patient to illustrate his hallu' cinations. In 270, he depicts the frightful nature of some of his delusional-hallucinated states. In 271, he represents the hallucination of being in a mine,
Note the angle at which a In 272, he has the hallucination of being wheeldescending the ladder. ed past the scene of a mass execution, while he hears the groans and cries of people who are being beheaded. In 273, the devil appears before him. The
where a man's
miner
is
legs
have been
is
Hysteria
274. Characteristic
posture
275. Sketch by an hysteric to illustrate the two-fold nature of his personality: (a) his basic drives; and (b) the vigilant side of his personality, which watches lest
these drives have a chance to express themselves.
276.
An
hysteric
drew
this picture
while in the state of hypnosis. The heads are is a goat or satyr; and the
snake
is
an erotic symbol.
<
Drawings by
the psychotic
277.
An
lar,
example of psychotic condensation. The sketch is supposed to depict a a tavern, a parlor, and a stable all united into one.
cel-
278.
An
ink sketch by a paranoid schizophrenic. Note the repetition of designs, the absence of a general theme, and the careful attention to minute details.
29
279. Sketch by an art student with a manic'depressive psychosis, depressive type. His explanation of the picture: "A rolled-up salamander staring at a star,
which
represented by the tear'shaped, sacciform organ (center) and the halo (upper left)." He adds, "I should like to turn my back to the world and to seek the Divine in my own Self."
is
280.
pictorial representation of a
dream by
I
female patient. She explains the examined a neglected plant to find out
a
soil
was
it
small yellow
it
snake, from
which
to me,
larger.
it
The
a
larger
of
it.
As
it.
saw
that
wore
crown on
the less
I
prostrated myself
I
before
The snake
...
I
said to me, in
a feminine voice,
'Now
this
I
to sleep.'
my
dream, and
in particular,
by surveying
the finished
It
is
work,
have awakened
my mind
really the
symbol of healing."
281. Another drawing by this female patient. itual, of masculinity, and of the divine.
is
The The
eagle
is
phallic
Hypnotic phenomena,
282.
hen
in a cataleptic state.
position,
where
it
lay for
some
283.
bear placed in a position of catalepsy, where fixed by the gaze of the trainer.
it
if
trans-
tooth
is
is
under
30
as depicted
by Kubin.
It
body
290. Natives of
disease.
New
in
their
noses to
keep out
291. Nose-stoppers fashioned by a psychotic to exclude hostile odors. It is of inte' rest to observe that some psychiatrists have developed the theory of "archaic mentality" to account for resemblances such as those depicted in 292. 292.
(a) Pipe tamper made by a psychotic; (b) figurine Guinea. Note the similarity.
made by
a native of
New
293. Figurines
made by
in
New
Mecklenburg; (b)
by a native
294. Figurines
295.
(a)
West
Africa.
these with the figurines in 293.
made by
a schizophrenic.
Compare
Figurines
made by
Congo; (b)
figurines
made by
schizophrenic patient.
31
VI.
OCCULT PHENOMENA
Dowsing
296.
The
site,
divining rod.
The dowser
site
(top)
When
Dowsing
is
flow
Chiromancy
297.
The "meaning"
social
of the hand:
(1) will;
(2)
reason;
(3)
material
Ego;
(4)
Ego; (5) spiritual Ego; (6) objectivity; (7) art; (8) sensuality; (9) imagination and subconscious mentality; (10) social sense; (11) family obligation or responsibility; (12) consciousness and the Ego. Although systems of
palmistry vary, they are alike in assuming
traits.
that
the
hand
reveals
personality
Mediums and
seances
299. Willy Schneider, a well-known medium. He is wearing tights with phosphorescent stripes, so that his movements may be watched in the dark. It is curi'
32
300.-301. Heads "produced" by the medium Eva C. It was later found that these heads were identical with pictures which had appeared in Le Miroir, a French
magazine.
302. Margery, a well'known medium, "producing" fingerprints during a seance. 303. 304.
One
tions
The
305. Chevreurs pendulum. The holder thinks hard of a straight line or a circle, and the pendulum swings in that direction. Occultists attribute the motions to
spirit
influences.
306.
portions.
33
VII.
APPLIED PSYCHOLOGY
Advertising
307
Vocational
314.
tests
The
slots
sorting box.
in
The
pieces are to
is
the box'lid.
Performance
pieces
315.
A
A
formboard.
The
on the
left are to
right.
The
316.
(a) the designs are to be continued; (b) the other sides of each figure are to be adorned with the design now on one side (without
test of visualization:
complex motion. The direction of the lower and the cog-wheel are to be described when the upper gear-rack is gear-rack stationary, and the movements are to be described when the cog-wheel turns
test of ability to visualize a
318.
Movements
in
be described
when
the motor
is
rotated
either direction.
intelligence.
34
320.
cube-assembly
test.
The The
make
a cube.
subject is required to shunt trains from one station to the other, according to the examiner's instructions.
test.
322.
test of practical
judgment.
The
subject
is
asked to
tell
what
is
wrong
in
this picture.
323.
A A
The
subject
is
would
at the
bottom.
is
wire'bending
test.
(bottom center)
of attempts
325.
Blumenfeld's
either hand,
move
a marker at a
ment of the
326.
The
subject
is
A A
steadiness tester.
The
is
subject
is
paths.
demerit
given
when
given a stylus with which to trace various either side of the slit is touched.
sits
327.
test for
automobile drivers.
The
subject
He
must
35
VIII.
ANIMAL PSYCHOLOGY
Brains of animals
328. Phylogenetic development of the cerebrum. The cerebrum is represented by the black areas. is the brain of a shark; B, an amphibian; C, a reptile; and
Maintenance functions are controlled by the midbrain of these animals; in a general way, their capacity to profit from experience is indi' cated by the relative amount of cerebral development.
D, a
mammal.
Animal
learning
329.
Maze
and
it
worm
it
makes
turns right,
(B); but
trial
if it
goes to the
it
left,
it
gets a shock
(OD). By
a long process of
and
error,
330.
A
is
study of fish learning. The food is placed in a container of a given color and not in any of the other containers. Eventually, no matter what the order of the containers, the fish goes directly to the one which contains the food. It
believed that the fish discriminates
among
colors
by
their brightness.
331.
is
frequently reported by American psychologists as ity among animals. The hungry animal is placed
outside.
is
put
By
trial
After repeated
trials,
releases
the
catch
door.
36
332.
hen maze. The food is placed in one compartment and the hungry hen in another, with a glass plate blocking the direct route to the food. After repeated trials, the hen learns the maze. Then, even after the glass plate has been re' moved, the hen always goes to the food by the indirect route.
333. Diagram of a maze used in studies of animal learning by ogists. The animal learns the maze by trial and error.
American psychol-
'
334. Apparatus for studying the "homing instinct" of bees. The hive is mounted on wheels, so that it may be moved to various distances from its accustomed position.
When
the hive
it
is
takes
moved, the bees fly directly to the spot where them some time to discover its new location.
it
for-
plan for studying the auditory sensitivity of a dog. The animal is able to identify the source of sounds with amazing accuracy. Under favorable circumstances, the time difference between stimulation of both ears, followed by correct response, goes
down
to l/30,000th of a second.
many amazing
tricks.
One
to read
in arithmetic.
As
matter of
fact,
they
res-
ponded
.
by
their trainer.
338.
was
able to
its skin.
The
Expressive behavior
339. Expressions of a chimpanzee: (a) contentment; (b) grief; (c) laughter; (d) worry; (e) anger; and (f) excitement. Of course, there is a strong likelihood
that the observer reads into these expressions his
own
interpretations.
young and an adult chimpanzee. The young animal looks more human than the older one.
37
341.
The
To
342.
An
example of
insight.
The animal
this
has piled
up two boxes
in
an
effort to reach
the fruit.
Not
knock the
fruit
with
chimpanzees
are
Conditioned reflexes
343. Pavlov's technique for establishing a conditioned reflex. The hungry dog sees a red light flash behind the screen just before food is presented. The sight of food is the adequate stimulus to activate the salivary glands of the dog, and
the red light
is
The amount
measured by means of a tube connecting a portion of the parotid gland to a recording device. Distractions interfere with the establishment of conditioned reflexes; hence the dog is fastened gently but firmly into position
retion
is
344. Sham'feeding.
digestive functions
the Nobel prize in medicine. Here is a picture of a hungry dog feeding. Al' though the food drops through a fistula in the dog's neck, the gastric secretions flow.
345. Yerkes, an American psychologist, utilized the conditioning technique in an experiment on the auditory sensations of the frog. As a rule, this animal does
is
not respond to loud noises; hence some students had conjectured that the frog indifferent to all sounds other than croakings. The pressure stimulus caused
the frog's leg to twitch; but at the same time a bell was sounded. After repeated pressure-bell sequences, the experimenter was able to elicit a leg'twitch
when
38
Drives
346. 347.
An
An
ephialtes
wasp plunges
its
woodwasp.
According
human
on the part of lower animals, but they no longer feel certain that the instinct-hypothesis is the answer to questions about this sort of activity.
349.
Map
The
showing the migratory behavior of the polar sea-swallow. Its breeding place (A) is about twenty thousand miles from its winter habitat (B).
charadrius dominicus migrates regularly from the Sandwich Alaska, passing over about two thousand miles of ocean.
Islands
350.
to
351.
which trapped birds flew to get back home. After being trapped and marked, they were released in Berlin. The expert menter wished to learn how quickly they would fly back to their accustomed
map showing
the distances to
habitat.
352.
Map
showing the distance traversed by a dog to get back to its home. Twice the dog was transported about four hours flying-time from its home in Punchits
heim to the place marked A. Each time the dog found the routes indicated on the map.
353.
way home,
using
map showing
the pathways traveled by a dog in Munich to return home. that the second time it was taken to the area indicated in the upper right'
of the
that in
came home by a more direct route. The assome unexplained manner the dog benefited by experience.
map
the dog
39
PART TWO
AHeklbahn .on
dr
Rind*
I*
iphincler anl
45
12
46
47
2O
21
48
28
29
50
HOger
Et~
32
51
35
34
37
52
4-'
5.?
44
45
47
54
55
6o
62
64
57
OO
O O
O O
O O
67
68
58
74
59
75
60
ci
^
Si
JL
f.
82
o
84
t>2
86
'
^._
I
(F
^"^azJJ
f
J&fc*^
Experimental- Vortrag
Dr.
Alle
phil.
G. Riickle
^^=
==
Zahlen
gelost.
Das geehrte Pubhkum wird hoflichst gebeten, eine moglichst groGe Anzahl vorher berechneter Auigaben stellen und die Losungen auf die Richtigkeit prufen zu wollen.
PROGRAMM
1.
:
II.
Gedachtnisversuch mil emem Kartee von 49 Ziffern, die einmal vom Publikum genannt werden. 2. Erheben von Zahlen unter 100
1.
1.
Gedachtnisversuche
Zahl,
die
in
mit
einer
72
stell.
stell.
Zahlen
itell.
wird.
Dritle
r41 3
und
vierte
Potenz 3
zur
3.
Beispiele: 87' 87 x 87 x 87 =- * TO x 70 x 79 x 79 - V 7
und
= =
4.
Potenz.
Zahlen.
Beispiele:
7S = 768X768X768 X76
3.
= 541X541X541 =?
5-
=f
stelliger
? ?
3.
'Quadrate 3- und
:
4stell.
Zahlen,
Beisp. 437
X 437
7642
7642
Quadrate
und
Zahlen.
4. Ausziehen der Quadratwurzel aus 6- bis 8stelligen Zahlen mit Angabe des Restes. verschiedenei 5. Multiplikation
4.
Dritte
6-
bis
5.
stell.
Zahlen.
Wurzel aus
6 stell. Zahlen
7.
mit
Angabe des
5- bis
Restes.
I8stelligen Zahlen.
4 Quadr'atzahlen.
Beispiel
If.-'
57 2 +
14-
324'J
I'M
6. und Gleichzeitiges Rechnen Eine 4tell. Zahl Auswendiglernen. wird quadnert (mit sich telbst multiwahrend eine 24 stellige, pliziert), wahrend des Rechnens vorgelesene Zahl auswendig gelernt wird. von Numerus und 7. Berechnen Zahlen im Logarithmus beliebiger
8.
Multiplikation 5
Be.spiel
Be.sp.el
Fiinfte
:
stell.
mit 3
stell. ?
stell.
Zahlen.
9.
58327 X 674
Kopf.
Multiplikation beliebiger 4
:
10.
stell.
bis
20.
Zahlen.
Zahlen.
10.
und Rentenrechnung.
stell.
Zahlen.
Beispiele:
Programrn 10 Pfg.
89
90
hnii
* t
C D
98
99
ABC
t
7
E
F
&
(
IOO
VIOI
(S3
IO2
67
i?
c
104
"Heart," mind
"Ways"
"Study*
I0 5
io6
107
1 1
112
70
'4
,v,
>
ir
-
.:
.
\lBf
'*
ir
.4
i
I
-^
1
1:
IS
71
120
121
122
124
72
126
^^
.^^
_J^P^
^^
.
74
133
135
134
36
138
139
140
75
142
143
144
77
153
'54
78
158
159
160
79
SO
6.5
81
fe!
167
IV
68
169
82
173
..
itJuuml
I.:
btqret/n
/i
>
ft,, *****#--.
~.;
-...^
yr*t*' ....*??..
ittvrvM/i/Asi
...ft.
'75
'74
84
'77
7S
85
179
iSfi
185
87
187
190
191
196
89
O O
198
O d 6 A d c? gA
C5
<5
A
199
2OO
'ffl
JOJ
XT!
O
r i
203
204
205
207
209
208
93
21
IP
>:
2IO
>
I
V*
v!
213
214
'
.1
218
210
22O
A
II
A
\
U
ODD
2JI
Eingan
222
223
224
"
/<?,*
I
226
227
228
231
99
232
233
100
A
o
234
^00
90
11
235
236
AUSTRALIAN
(mi
RED INOIAM
CO^E.
Dt AF
CO^'
GO
CO
QUESTION~
QUESTION
fi I- ixi>it,on
VtS
No
V
!
wi>ix.ini'i;i -...,i^-
V^
,V">
I
-V
..,
,..
o(V^n<l)
238
102
237
AubT KALIAN
Hfc
1MOIAN
D EAF r^OT E
i.
BtRO
BIRD
v (?lo(v"i "~js)
6o
BIRD
(>
->
bNAK E
TEPPEE
239
103
240
241
bedel '23*567
;
'
i
|
e-
242
-'43
104
244
-'45
-'47
2 48
249
105
250
253
106
-54
256
2 57
258
260
261
263
264
108
265
270
271
2-J2
2/3
-V4
279
278
280
281
282
28 3
285
284
113
,28 7
288
114
291
290
R
A
.
U
293
I
292
29-1
295
115
299
I If)
300
302
34
35
En
kraf ikalla
'.
Bufarnciali
---9^
Si''
'-
*+ S<
m
.-^*
RL1CHS
GESUNDHEITS
woaiE
307
308
309
Mq Goodness Mr GUINNESS
REKHS-GESUNDHEITS-WCKHE
16.-25. APRIL
310
THE MAN WHO COUGHED AS THE COLONEL SIGHTED HIS FIRST GROUSE
The MILD cigarette would have saved him
. . .
/'/if
mnn
'in
fmi^fcrrf n/
//ic
Cro/jucf
Th fULD
cljard/r
wcuW
he saved (""
Championship
->-
-.1
o D
314
i/VVVV
317
316
322
324
120
325
32 7
121
329
332
122
124
340
339
341
34-'
125
343
J-B -- -T
344
J2f)
345
346
347
348
727
Ill
\
349
353
350
,1.1-
128
IX.
EMINENT PSYCHOLOGISTS
A. Adler (18701937). Austria and the United States. Founder of Individual Psychology.
355. F. C. Bartlett
physiological
psychophysics.
(1886
social
).
England.
Ex-
370. E.
permenlal and
\V.
psychology.
Russia.
siological
M. Bechterew (18571925).
371. G.
Refiexology.
357.
A. Binct
(18571911).
France.
Intelli-
W.
gence measurement.
E.
G. Boring (1886
).
United
States.
Experimental psychology.
359. B.
H. Hoffding (1843^1931).
Philosophical psychology.
Denmark.
).
France.
Experi374. P. Janet
(18581947).
France. Psychiatry
and psychology.
C. Burt (1883
al
England. Education375. C.
361. E.
376. K.
(18861940).
Leader
Germany and
United
Drever (1873 mental psychology.
J.
States.
).
Scotland.
in Gestaltpsychologie.
Experi377.
W.
363. G.
T.
Fcchner
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APPENDIX
The author acknowledges
his indebtedness
who have
ogists;
psycholconsequently, acknowledgements are not in order. Unfortunately, the sources of certain of the graphic materials could not be located.
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