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+The Project Gutenberg EBook of Applied Psychology: Driving Power of Thought, by
+Warren Hilton
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever. You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Applied Psychology: Driving Power of Thought
+ Being the Third in a Series of Twelve Volumes on the
+ Applications of Psychology to the Problems of Personal and
+ Business Efficiency
+
+Author: Warren Hilton
+
+Release Date: July 4, 2010 [EBook #33076]
+
+Language: English
+
+Character set encoding: ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK APPLIED PSYCHOLOGY, VOL 3 ***
+
+
+
+
+Produced by Bryan Ness and the Online Distributed
+Proofreading Team at http://www.pgdp.net (This book was
+produced from scanned images of public domain material
+from the Google Print project.)
+
+
+
+
+
+
+
+
+
+ Applied Psychology
+
+ DRIVING
+ POWER OF THOUGHT
+
+ _Being the Third of a Series of
+ Twelve Volumes on the Applications
+ of Psychology to the Problems of
+ Personal and Business
+ Efficiency_
+
+ BY
+ WARREN HILTON, A.B., L.L.B.
+ FOUNDER OF THE SOCIETY OF APPLIED PSYCHOLOGY
+
+
+
+
+ ISSUED UNDER THE AUSPICES OF
+ THE LITERARY DIGEST
+ FOR
+ The Society of Applied Psychology
+ NEW YORK AND LONDON
+ 1920
+
+
+
+
+ COPYRIGHT 1914
+ BY THE APPLIED PSYCHOLOGY PRESS
+ SAN FRANCISCO
+
+
+ (_Printed in the United States of America_)
+
+
+
+
+CONTENTS
+
+
+ Chapter Page
+
+ I. JUDICIAL MENTAL OPERATIONS
+
+ VITALIZING INFLUENCE OF CERTAIN IDEAS 3
+ WORK OF PRINCE, GERRISH, SIDIS, JANET, BINET 4
+ THE TWO TYPES OF THOUGHT 5
+
+ II. CAUSAL JUDGMENTS
+
+ ELEMENTARY CONCLUSIONS 9
+ FIRST EFFORT OF THE MIND 10
+ DISTORTED EYE PICTURES 11
+ ELEMENTS THAT MAKE UP AN IDEA 12
+ CAUSAL JUDGMENTS AND THE OUTER WORLD 13
+
+ III. CLASSIFYING JUDGMENTS
+
+ THE MARVEL OF THE MIND 17
+ THE INDELIBLE IMPRESS 18
+ HOW IDEAS ARE CREATED 19
+ THE ARCHIVES OF THE MIND 22
+
+ IV. THE FOUR PRIME LAWS OF ASSOCIATION
+
+ THE SEEMING CHAOS OF MIND 27
+ PREDICTING YOUR NEXT IDEA 28
+ THE BONDS OF INTELLECT 29
+ BRANDS AND TAGS 32
+ HOW EXPERIENCE IS SYSTEMATIZED 33
+ HOW LANGUAGE IS SIMPLIFIED 34
+ PROCESSES OF REASONING AND REFLECTION 35
+
+ V. EMOTIONAL ENERGY IN BUSINESS
+
+ IDEAS THAT STIMULATE 39
+ PIVOTAL LAW OF BUSINESS PASSION 40
+ ENERGIZING EMOTIONS 41
+ CROSS-ROADS OF SUCCESS OR FAILURE 42
+ THE LIFE OF EFFORT 43
+ THE MOTIVE POWER OF PROGRESS 44
+ THE VALUE OF AN IDEA 45
+ THE HARD WORK REQUIRED TO FAIL 46
+ CREATIVE POWER OF THOUGHT 47
+ CONSCIOUS AND UNCONSCIOUS TRAINING 48
+ TWO WAYS OF ATTACKING BUSINESS PROBLEMS 49
+ CUTTING INTO THE QUICK 50
+ EXECUTIVES, REAL AND SHAM 51
+ MENTAL ATTITUDE OF ONE'S BUSINESS 52
+ PSYCHOLOGICAL ENGINEERING 53
+
+ VI. HOW TO SELECT EMPLOYEES
+
+ A CLUE TO ADAPTABILITY 57
+ MAPPING THE MENTALITY 58
+ THE KIND OF "HELP" YOU NEED 59
+ TESTS FOR DIFFERENT MENTAL TRAITS 60
+ TEST OF UNCONTROLLED ASSOCIATIONS 61
+ TEST FOR QUICK THINKING 62
+ MEASURING SPEED OF THOUGHT 63
+ RANGE OF MENTAL TESTS 64
+ TESTS FOR ARMY AND NAVY 65
+ TESTS FOR RAILROAD EMPLOYEES 66
+ WHAT ONE FACTORY SAVED 67
+ PROFESSOR MUeNSTERBERG'S EXPERIMENTS 68
+ TESTS FOR HIRING TELEPHONE GIRLS 69
+ MEMORY TEST 71
+ TEST FOR ATTENTION 72
+ TEST FOR GENERAL INTELLIGENCE 74
+ TEST FOR EXACTITUDE 76
+ TEST FOR RAPIDITY OF MOVEMENT 77
+ TEST FOR ACCURACY OF MOVEMENT 78
+ RESULTS OF EXPERIMENTS 79
+ THEORY AND PRACTICE 85
+ HOW TO IDENTIFY THE UNFIT 87
+ MEANS TO GREAT BUSINESS ECONOMIES 88
+ ROUND PEGS IN SQUARE HOLES 89
+ THE DANGER IN TWO-FIFTHS OF A SECOND 90
+ PICKING A PRIVATE SECRETARY 91
+ FINDING OUT THE CLOSE-MOUTHED 92
+ A TEST FOR SUGGESTIBILITY 93
+ SELECTING A STENOGRAPHER 95
+ TESTS FOR AUDITORY ACUITY 96
+ A TEST FOR ROTE MEMORY 97
+ A TEST FOR RANGE OF VOCABULARY 100
+ CRIME-DETECTION BY PSYCHOLOGICAL TESTS 105
+ THE FACTORY OPERATIVE'S ATTENTION POWER 106
+ KINDS OF TESTING APPARATUS 108
+ ANALYSIS OF DIFFERENT CALLINGS 109
+ EXERCISES FOR DEVELOPING SPECIAL FACULTIES 110
+ PRINCIPLES THAT BEAR ON PRACTICAL AFFAIRS 111
+
+
+
+
+CHAPTER I
+
+JUDICIAL MENTAL OPERATIONS
+
+
+[Sidenote: _Vitalizing Influence of Certain Ideas_]
+
+One of the greatest discoveries of modern times is the impellent
+energy of thought.
+
+That every idea in consciousness is energizing and carries with it an
+impulse to some kind of muscular activity is a comparatively new but
+well-settled principle of psychology. That this principle could be
+made to serve practical ends seems never to have occurred to anyone
+until within the last few years.
+
+[Sidenote: _The Work of Prince, Gerrish, Sidis, Janet, Binet_]
+
+Certain eminent pioneers in therapeutic psychology, such men as
+Prince, Gerrish, Sidis, Janet, Binet and other physician-scientists,
+have lately made practical use of the vitalizing influence of certain
+classes of ideas in the healing of disease.
+
+We shall go farther than these men have gone and show you that the
+impellent energy of ideas is the means to all practical achievement
+and to all practical success.
+
+Preceding books in this Course have taught that--
+
+I. _All human achievement comes about through some form of bodily
+activity._
+
+II. _All bodily activity is caused, controlled and directed by the
+mind._
+
+III. _The mind is the instrument you must employ for the
+accomplishment of any purpose._
+
+[Sidenote: _The Two Types of Thought_]
+
+You have learned that the fundamental processes of the mind are the
+Sense-Perceptive Process and the Judicial Process.
+
+So far you have considered only the former--that is to say,
+sense-impressions and our perception of them. You have learned through
+an analysis of this process that the environment that prescribes your
+conduct and defines your career is wholly mental, the product of your
+own selective attention, and that it is capable of such deliberate
+molding and adjustment by you as will best promote your interests.
+
+But the mere perception of sense-impressions, though a fundamental
+part of our mental life, is by no means the whole of it. The mind is
+also able to look at these perceptions, to assign them a meaning and
+to reflect upon them. These operations constitute what are called the
+Judicial Processes of the Mind.
+
+The Judicial Processes of the Mind are of two kinds, so that, in the
+last analysis, there are, in addition to sense-perceptions, two, and
+only two, types of thought.
+
+One of these types of thought is called a Causal Judgment and the
+other a Classifying Judgment.
+
+
+
+
+CHAPTER II
+
+CAUSAL JUDGMENTS
+
+
+A Causal Judgment interprets and explains sense-perceptions. For
+instance, the tiny baby's first vague notion that _something_, no
+knowing what, must have caused the impressions of warmth and
+whiteness and roundness and smoothness that accompany the arrival
+of its milk-bottle--this is a causal judgment.
+
+[Sidenote: _Elementary Conclusions_]
+
+The very first conclusion that you form concerning any sensation that
+reaches you is that something produced it, though you may not be
+very clear as to just what that something is. The conclusions of the
+infant mind, for example, along this line must be decidedly vague and
+indefinite, probably going no further than to determine that the cause
+is either inside or outside of the body. Even then its judgment may
+be far from sure.
+
+[Sidenote: _First Effort of the Mind_]
+
+Yet, baby or grown-up, young or old, the first effort of every human
+mind upon the receipt and perception of a sensation is to find out
+what produced it. The conclusion as to what did produce any particular
+sensation is plainly enough a judgment, and since it is a judgment
+determining the cause of the sensation, it may well be termed a causal
+judgment.
+
+Causal judgments, taken by themselves, are necessarily very
+indefinite. They do not go much beyond deciding that each individual
+sensation has a cause, and is not the result of chance on the one hand
+nor of spontaneous brain excitement on the other. Taken by themselves,
+causal judgments are disconnected and all but meaningless.
+
+[Sidenote: _Distorted Eye Pictures_]
+
+I look out of my window at the red-roofed stone schoolhouse across
+the way, and, _so far as the eye-picture alone is concerned_, all
+that I get is an impression of a flat, irregularly shaped figure, part
+white and part red. The image has but two dimensions, length and
+breadth, being totally lacking in depth or perspective. It is a flat,
+distorted, irregular outline of two of the four sides of the building.
+It is not at all like the big solid masonry structure in which a
+thousand children are at work. My causal judgments trace this
+eye-picture to its source, but they do not add the details of
+distance, perspective, form and size, that distinguish the reality
+from an architect's front elevation. These causal judgments of visual
+perceptions must be associated and compared with others before a real
+"idea" of the schoolhouse can come to me.
+
+[Sidenote: _Elements that Make Up an Idea_]
+
+Taken by themselves, then, causal judgments fall far short of giving
+us that truthful account of the outside world which we feel that our
+senses can be depended on to convey.
+
+[Sidenote: _Causal Judgments and the Outer World_]
+
+If there were no mental processes other than sense-perceptions and
+causal judgments, every man's mind would be the useless repository
+of a vast collection of facts, each literally true, but all without
+arrangement, association or utility. Our notion of what the outside
+world is like would be very different from what it is. We would have
+no concrete "ideas" or conceptions, such as "house," "book," "table,"
+and so on. Instead, all our "thinking" would be merely an unassorted
+jumble of simple, disconnected sense-perceptions.
+
+What, then, is the process that unifies these isolated sense-perceptions
+and gives us our knowledge of things as concrete wholes?
+
+
+
+
+CHAPTER III
+
+CLASSIFYING JUDGMENTS
+
+
+[Sidenote: _The Marvel of the Mind_]
+
+A Classifying Judgment associates and compares present and past
+sense-perceptions. It is the final process in the production of that
+marvel of the mind, the "idea."
+
+The simple perception of a sensation unaccompanied by any other mental
+process is something that never happens to an adult human being.
+
+In the infant's mind the arrival of a sense-impression arouses only
+a perception, a consciousness of the sense-impression. In the mind of
+any other person it awakens not only this present consciousness but
+also the _associated_ memories of past experiences.
+
+[Sidenote: _The Indelible Impress_]
+
+Upon the slumbering mind of the newborn babe the very first message
+from the sense-organs leaves its exquisite but indelible impress. The
+next sense-perception is but part of a state of consciousness, in
+which the memory of the first sense-perception is an active factor.
+This is a higher type of mental activity. It is a something other and
+more complex than the mere consciousness of a sensory message and the
+decision as to its source.
+
+The moment, then, that we get beyond the first crude sense-perception
+_consciousness consists not of detached sensory images but of "ideas,"
+the complex product of present sense-perceptions, past sense-perceptions
+and the mental processes known to psychology as association and
+discrimination_.
+
+[Sidenote: _How Ideas are Created_]
+
+Every concrete conception or idea, such as "horse," "rose,"
+"mountain," is made up of a number of associated properties. It has
+mass, form and various degrees of color, light and shade. Every
+quality it possesses is represented by a corresponding visual,
+auditory, tactual or other sensation.
+
+Thus, your first sense-perception of coffee was probably that of
+_sight_. You perceived a brown liquid and your causal judgment
+explained that this sense-perception was the result of something
+outside of your body. Standing alone, this causal judgment meant very
+little to you, so far as your knowledge of coffee was concerned. So
+also the causal judgment that traced your sense of the smell of coffee
+to some object in space meant little until it was added to and
+associated with your eye-vision of that same point in space. And it
+was only when the causal judgment explaining the _taste_ of coffee
+was added to the other two that you had an "_idea_" of what coffee
+really was.
+
+When you look at a building, you receive a number and variety of
+simultaneous sensations, all of which, by the exercise of a causal
+judgment, you at once ascribe to the same point in space. From this
+time on the same flowing together of sensations from the same place
+will always mean for you that particular material thing, that
+particular building. You have a sensation of yellow, and forthwith a
+causal judgment tells you that something outside of your body produced
+it. But it would be a pretty difficult matter for you to know just
+what this something might be if there were not other simultaneous
+sensations of a different kind coming from the same point in space. So
+when you see a yellow color and at the same time experience a certain
+familiar taste and a certain softness of touch, all arising from the
+same source, then by a series of classifying judgments you put all
+these different sensations together, assign them to the same object,
+and give that object a name--for example, "butter."
+
+[Sidenote: _The Archives of the Mind_]
+
+This process of grouping and classification that we are describing
+under the name of "classifying judgments" is no haphazard affair. It
+is carried on in strict compliance with certain well-defined laws.
+
+These laws prescribe and determine the workings of your mind just as
+absolutely as the laws of physics control the operations of material
+forces.
+
+While each of these laws has its own special province and
+jurisdiction, yet all have one element in common, and that is that
+they all relate to those mental operations by which sense-perceptions,
+causal judgments, and even classifying judgments, past, present and
+imaginative, are grouped, bound together, arranged, catalogued and
+pigeonholed in the archives of the mind.
+
+These laws, taken collectively, are therefore called the Laws of
+Association.
+
+
+
+
+CHAPTER IV
+
+THE FOUR PRIME LAWS OF ASSOCIATION
+
+
+[Sidenote: _The Seeming Chaos of Mind_]
+
+If there is any one thing in the world that seems utterly chaotic, it
+is the way in which the mind wanders from one subject of thought to
+another. It requires but a moment for it to flash from New York to
+San Francisco, from San Francisco to Tokio, and around the globe. Yet
+mental processes are as law-abiding as anything else in Nature.
+
+[Sidenote: _Predicting Your Next Idea_]
+
+So much is this true, that if we knew every detail of your past
+experience from your first infantile sensation, and knew also just
+what you are thinking of at the present moment, we could predict to
+a mathematical certainty just what ideas would next appear on the
+kaleidoscopic screen of your thoughts. This is due to laws that govern
+the association of ideas.
+
+These laws are, in substance, that the way in which judgments and
+ideas are classified and stored away, and the order in which they are
+brought forth into consciousness depends upon what other judgments and
+ideas they have been associated with most _habitually_, _recently_,
+_closely_ and _vividly_.
+
+There are, therefore, four Prime Laws of Association--the Law of
+Habit, the Law of Recency, the Law of Contiguity and the Law of
+Vividness.
+
+Every idea that can possibly arise in your thoughts has its vast
+array of associates, to each of which it is linked by some one element
+in common. Thus, you see or dream of a yellow flower, and the one
+property of yellowness links the idea of that flower with everything
+you ever before saw or dreamed of that was similarly hued.
+
+[Sidenote: _The Bonds of Intellect_]
+
+But the yellow-flower thought is not tied to all these countless
+associates by bonds of equal strength. And which associate shall come
+next to mind is determined by the four Prime Laws of Association.
+
+The Law of Habit requires that _frequency_ of association be the one
+test to determine what idea shall next come into consciousness, while
+the Laws of Recency, Contiguity and Vividness emphasize respectively
+recency of occurrence, closeness in point of space and intensity of
+impression. Which law and which element shall prevail is all a
+question of degree.
+
+The most important of these laws is the _Law of Habit_. In obedience
+to this law, _the next idea to enter the mind will be the one that has
+been most frequently associated with the interesting part of the
+subject you are now thinking of_.
+
+The sight of a pile of manuscript on your desk ready for the printer,
+the thought of a printer, the word "printer," spoken or printed, calls
+to mind the particular printer with whom you have been dealing for
+some years.
+
+The word "cocoa," the thought of a cup of cocoa, the mental picture
+of a cup of cocoa, may conjure with it not merely a steaming cup
+before the mind's eye and the flavor of the contents, but also a
+daintily clad figure in apron and cap bearing the brand of some
+well-known cocoa manufacturer.
+
+If a typist or pianist has learned one system of fingering, it is
+almost impossible to change, because each letter, each note on the
+keyboard is associated with the idea of movement in a particular
+finger. Constant use has so welded these associations together that
+when one enters the mind it draws its associate in its train.
+
+Test the truth of these principles for yourself. Try them out and see
+whether the elements of habit, contiguity, recency and intensity do
+not determine all questions of association.
+
+[Sidenote: _Brands and Tags_]
+
+If you wanted to buy a house, what local subdivision would come first
+to your mind, and why? If you were about to purchase a new tire for
+your automobile or a few pairs of stockings, what brand would you buy,
+and why? When you think of a camera or a cake of soap, what particular
+make comes first to your mind? When you think of a home, what is the
+mental picture that rises before you, and why?
+
+Whatever the article, whether it be one of food or luxury or
+investment, or even of sentiment, you will find that it is tagged with
+a definite associate--a name, a brand, or a personality characterized
+by frequency, recency, closeness or vividness of presentation to your
+consciousness.
+
+The grouping together of sensations into integral ideas is one step
+in the complicated mental processes by which useful knowledge is
+acquired. But the associative processes go much beyond this.
+
+[Sidenote: _How Experience is Systematized_]
+
+We also compare the different objects of present and past experience.
+We carefully and thoroughly catalogue them into groups, divisions and
+subdivisions for convenient and ready reference. This we do by the
+processes of memory, of association and of discrimination, previously
+referred to.
+
+[Sidenote: _How Language Is Simplified_]
+
+Through these processes our knowledge of the world, derived from the
+whole vast field of experience, is unified and systematized. Through
+these processes is order realized from chaos. Through these processes
+it comes about that not only individual thought, but the communication
+of thought from one person to another, is vastly simplified. Language
+is enabled to deal with ideas instead of with isolated sense-perceptions.
+The single word "horse" suffices to convey a thought that could not be
+adequately set forth in a page-long enumeration of disconnected
+sense-perceptions.
+
+The associative process covers a wide range. It includes, for example,
+not only the simple definition of an aggregate of sense-perceptions,
+as "horse" or "cow"; it includes as well the inferential process of
+abstract reasoning.
+
+[Sidenote: _Processes of Reasoning and Reflection_]
+
+The only real difference between these widely diverse mental acts, one
+apparently so much less complicated and profound than the other, is
+that the former involves _no act of memory_, while the latter is based
+wholly on sensory experiences _of the past_.
+
+_Abstract reasoning is merely reasoning from premises and to
+conclusions which are not present to our senses at the time._
+
+
+
+
+CHAPTER V
+
+EMOTIONAL ENERGY IN BUSINESS
+
+
+[Sidenote: _Ideas that Stimulate_]
+
+It is a recognized fact of observation that _Every idea has a certain
+emotional quality associated with it, a sort of "feeling tone."_
+
+If ideas of health and triumphant achievement are brought into
+consciousness, we at the same time experience a state of energy, a
+feeling of courage and capability and joy and a stimulation of all the
+bodily processes. If, on the other hand, ideas of disease and death
+and failure are brought into consciousness, we at the same time
+experience feelings of sorrow and mental suffering and a state of
+lethargy, a feeling of inertia, impotence and fatigue.
+
+
+THE LAW
+
+_Exalted ideas have associated with them a vitalizing and energizing
+emotional quality. Depressive memories or ideas have associated with
+them a depressing and disintegrating emotional quality._
+
+[Sidenote: _Pivotal Law of Business Passion_]
+
+The wise application of this law will lead you to vigorous health
+and material prosperity. Its disregard or misuse brings deterioration
+and failure.
+
+The distinction between wise use and misuse lies in _whether
+disintegrating or creative thoughts, with their correspondingly
+energizing or depressing emotions or feelings, are allowed to hold
+sway in consciousness._
+
+[Sidenote: _Energizing Emotions_]
+
+When we speak of _energizing_ emotions or feelings we mean love,
+courage, brightness, earnestness, cheer, enthusiasm. When we speak of
+_depressing_ emotions or feelings we mean doubt, fear, worry, gloom.
+
+No elements are more essential to a successful business or a
+successful life than the right kind of emotional elements. Yet they
+are rarely credited with the importance to which they are entitled.
+
+To the unthinking the word "emotion" has the same relation to success
+that foam has to the water beneath. Yet nothing could be farther from
+the truth. Emotion, earnestness, fire, enthusiasm--these are the very
+life of effort. They are steam to the engine; they are what the
+lighted fuse is to the charge of dynamite. They are the elements that
+give flash to the eye, spring to the step, resoluteness to the languid
+and certainty to effort. They are the elements that distinguish the
+living, acting forces of achievement from the spiritless forces of
+failure.
+
+[Sidenote: _Cross-Roads of Success or Failure_]
+
+No man ever rose very high who did not possess strong reserves of
+emotional energy. Napoleon said, "I would rather have the ardor of my
+soldiers, and they half-trained, than have the best fighting machines
+in Europe without this element."
+
+Emotional energy of the right kind makes one fearless and undaunted
+in the face of any discouragement. It is never at rest. It feeds on its
+own achievements. It is the love of an Heloise and the ambition of an
+Alexander.
+
+[Sidenote: _The Life of Effort_]
+
+It is this emotional energy that makes business passion, that makes
+men love their business, that brings their hearts into harmony with
+their undertakings, and that gives them splendid visions of commercial
+greatness.
+
+[Sidenote: _The Motive Power of Progress_]
+
+Through all the ages great souls have drowsed in spiritless
+acquiescence until some tide of emotional energy swept over them, "as
+the breeze wanders over the dead strings of some Aeolian harp, and
+sweeps the music which slumbers upon them now into divine murmurings,
+now into stormy sobs." And then, and then, these Joans of Arc, these
+Hermit Peters, these Abraham Lincolns, these Pierpont Morgans, these
+warriors, statesmen, financiers, business men, salesmen, these
+practical crusaders and business enthusiasts, have sent out their
+influence into measureless fields of achievement.
+
+Emotional energy generated on proper lines, and based on the support
+of a fixed intent, is a force that nothing can withstand, and we tell
+you that every idea that comes into your mind has its emotional
+quality, and that by the intelligent direction of your conscious
+"_thinking_" you can call into your life or drive out of it these
+powerful emotional influences for good or evil.
+
+[Sidenote: _The Value of an Idea_]
+
+As Mr. Waldo P. Warren says, "Who can measure the value of an idea?
+Starting as the bud of an acorn, it becomes at last a forest of mighty
+oaks; or beginning as a spark it consumes the rubbish of centuries.
+
+"Ideas are as essential to progress as a hub to a wheel, for they form
+the center around which all things revolve. Ideas begin great
+enterprises, and the workers of all lands do their bidding. Ideas
+govern the governors, rule the rulers, and manage the managers of all
+nations and industries. Ideas are the motive power which turns the
+tireless wheels of toil. Ideas raise the plowboy to president, and
+constitute the primal element of the success of men and nations.
+Ideas form the fire that lights the torch of progress, leading
+on the centuries. Ideas are the keys which open the storehouses
+of possibility. Ideas are the passports to the realms of great
+achievement. Ideas are the touch-buttons which connect the currents of
+energy with the wheels of history. Ideas determine the bounds, break
+the limits, move on the goal, and waken latent capacity to successive
+sunrises of better days."
+
+Even without our telling you, you know that whenever a man makes up
+his mind that he is beaten in some fight his very thinking so helps
+on the fatal outcome.
+
+[Sidenote: _The Hard Work Required to Fail_]
+
+The truth is, _It takes just as much brain work to accomplish a
+failure as it does to win success_--just as much effort to build up
+a depressive mental attitude as an energizing one.
+
+[Sidenote: _Creative Power of Thought_]
+
+Take for granted that you have the courage, the energy, the
+self-confidence and the enthusiasm to do what you want to do, and
+you will find yourself in possession of these splendid qualities
+when the need arises.
+
+Consciously or unconsciously, you have already trained your mind to
+discriminate among sense-impressions. It perceives some and ignores
+others. For each perception it selects such associates as you have
+trained it to select. Have you trained it wisely? Does it associate
+the new facts of observation with those memory-pictures that will make
+the new ideas useful and productive of fruitful bodily activities?
+
+[Sidenote: _Conscious and Unconscious Training_]
+
+If not, it is time for you to turn over a new leaf and habitually and
+persistently direct your attention to those associative elements in
+each new-learned fact that will make for health and happiness and
+success. Train your mind deliberately, and day by day, to such
+constant incorporation of feelings of courage and confidence and
+assurance into all your thoughts that the associated impulses to
+bodily activity will inevitably influence your whole life.
+
+At the outset of every undertaking you are confronted with two ways of
+attacking it. One is with _doubt and uncertainty_; the other is with
+_courage and confidence_.
+
+[Sidenote: _Two Ways of Attacking Business Problems_]
+
+The first of these mental attitudes is purely negative. It is
+inhibitory. It is made up of mental pictures of yourself in direful
+situations, and these mental pictures bring with them depressing
+emotions and _muscular inhibitions_.
+
+The second attitude is positive. It is inspiring. It is made up of
+mental pictures of yourself bringing the affair to a triumphant issue,
+and these mental pictures bring with them stimulating emotions and the
+impulses to those bodily activities that will _realize your aims_.
+
+You have only to start the thing off with the right mental attitude
+and hold to it. All the rest is automatic. Think this over.
+
+Put this same idea into your business. Analyze your business with
+reference to its _mental attitude_. Of course, you know all about its
+organization, its various departments, its machinery and equipment,
+its methods, its cost system, its organized efficiency. But what about
+its mental attitude? Every store, every industrial establishment has
+an air of its own, an indefinite something that distinguishes it from
+every other. This is why you buy your cigars at one place instead of
+at another.
+
+[Sidenote: _Cutting into the Quick_]
+
+Look behind the methods and the systems and all the wooden machinery
+of your business and you come to its throbbing life. There you find
+the characteristic quality that governs its future. There you find the
+attitude, the mental attitude, that pulls the strings determining the
+conduct of clerks and salesmen, managers and superintendents, and
+this attitude is in the last analysis a reflection of the mental
+attitude of the executive head himself--not necessarily the nominal
+executive head, but the real executive head, however he be called.
+
+[Sidenote: _Executives Real and Sham_]
+
+Does the truckman whistle at his work? Is the salesman proud of his
+line and his house? Does he approach his "prospect" with the confident
+enthusiasm that brings orders? Does the shipping clerk take a
+delighted interest in getting out his deliveries? They must have this
+mental attitude, or you will never win. Are you yourself "making good"
+in this respect? Remember that, whether you know it or not, your
+inmost thoughts are reflected in your voice and manner, your every
+act. And all your subordinates, whether they know it or not, see these
+things and reflect your attitude.
+
+[Sidenote: _Mental Attitude of One's Business_]
+
+Therefore, in all you do, and in all you think, do it and think it
+with courage and with unwavering faith, fearing nothing.
+
+Later on we shall instruct you in specific methods that will enable
+you to follow this injunction. For the present we must be content with
+emphasizing its importance.
+
+[Sidenote: _Psychological Engineering_]
+
+In what follows in this book we shall bring forth no new principle
+of mental operation, but shall illustrate those already learned by
+reference to certain practical uses to which they can be applied. Our
+purpose in this is to impress you with the immense practical value of
+the knowledge you are acquiring, and to show you that this course
+of reading has nothing to do with telepathy, spiritism, clairvoyance,
+animal magnetism, fortune-telling, astrology or witchcraft, but,
+on the contrary, that in its revelation of mental principles and
+processes it is laying a scientific basis for a highly differentiated
+type of efficiency engineering.
+
+
+
+
+CHAPTER VI
+
+HOW TO SELECT EMPLOYEES
+
+
+In the preceding volume, entitled "Making Your Own World," you learned
+that reaction-time is the interval that elapses between the moment
+when a sense-vibration reaches the body and the moment when perception
+is made known by some outward response.
+
+[Sidenote: _A Clue to Adaptability_]
+
+Reaction-time can be made to furnish a clue to the adaptability of the
+individual for any business, profession or vocation.
+
+To determine the character, accuracy and rapidity of the mental
+reactions of different individuals under different conditions, various
+scientific methods have been evolved and cunning devices invented.
+
+[Sidenote: _Mapping the Mentality_]
+
+There are decisive reaction-time tests by which you may readily map
+out your own mentality or that of any other person, including, for
+instance, those who may seek employment under you.
+
+Have you been harboring the delusion that "quick as thought" is a
+phrase expressive of flash-like quickness? Have you had the idea that
+thought is instantaneous? If so, you must alter your conceptions.
+
+The fact is that your merely automatic reactions from
+sense-impressions can be measured in tenths of a second, while a
+really intellectual operation of the simplest character requires from
+one to several seconds.
+
+An important thing for you to know in this connection is that no two
+people are alike in this respect. Some think quickly along certain
+lines; some along other lines.
+
+[Sidenote: _The Kind of "Help" You Need_]
+
+And the man or woman that you need in any department of your business
+is that one _whose mind works swiftly in the particular way required
+for your business_.
+
+How rapidly does your mind work? How fast do your thoughts come,
+compared to the average man in your field of activity?
+
+How fast does your stenographer think? Your clerk? Your chauffeur?
+Are they up to the average of those engaged in similar work? If not,
+you had best make a change.
+
+[Sidenote: _Tests for Different Mental Traits_]
+
+A large number of tests and mechanical devices, some of them most
+complicated, have been scientifically formulated or invented to
+measure the quickness of different kinds of mental operations in the
+individual.
+
+One very simple test which we give merely to illustrate the principle
+is called the "Test of Uncontrolled Association." All the materials
+needed for this test are a stop-watch and a blank form containing
+numbered spaces for one hundred words.
+
+[Sidenote: _Test of Uncontrolled Associations_]
+
+Give these instructions to the person you are examining: "When I say
+'Now!' I want you to start in with some word, any one you like, and
+keep on saying words as fast as you can until you have given a hundred
+different words. You may give any words you like, but they must not
+be in sentences. I will tell you when to stop." You then start your
+stop-watch with the command "Now!" and write the words on the blank
+form as fast as they are spoken. Mere abbreviations or shorthand will
+suffice. When the hundredth word is reached, stop the watch and note
+the time.
+
+The average time for lists of words written in this fashion is about
+308 seconds.
+
+[Sidenote: _Test for Quick Thinking_]
+
+This is a fair test of the rapidity of the associative processes
+of the mind. It will reveal many strange and characteristic
+idiosyncrasies. On the other hand, considering the vast number of
+words available, it is remarkable to note the degree of community to
+be found in the words that will be given by a number of persons. Thus,
+"in fifty lists (5,000 words) only 2,024 words were different, only
+1,266 occurred but once, while the one hundred most frequent words
+made up three-tenths of the whole number."
+
+Professor Jastrow, of Wisconsin University, has found also that the
+"class to which women contribute most largely is that of articles of
+dress, one word in every eleven belonging to this class. The inference
+from this, that dress is the predominant category of the feminine (or
+of the privy feminine) mind, is valid, with proper reservations."
+
+[Sidenote: _Measuring Speed of Thought_]
+
+Another method of testing speed of thought is to pronounce a series
+of words and after each word have the subject speak the first word
+that comes to him. The answers are taken down and are timed with a
+stop-watch. About the quickest answers by an alert person will be made
+in one second, or one and one-fifth seconds, while most persons take
+from one and three-fifths to two and three-fifths seconds to answer,
+under the most favorable circumstances. Puzzling words or conflicting
+emotions will prolong this time to five and ten seconds in many
+cases. Much depends upon the kind of words propounded to the subject,
+starting with such simple words as "hat" and "coat," and changing to
+words that tend to arouse emotion. A list of words may be carefully
+selected to fit the requirements of different classes of subjects.
+
+[Sidenote: _Range of Mental Tests_]
+
+By appropriate tests, the quickness of response to sense-impressions,
+the character of the associations of ideas, the workings of the
+individual imagination, the nature of the emotional tendencies, the
+character and scope of the powers of attention and discrimination, the
+degree of persistence of the individual and his susceptibility to
+fatigue in certain forms of effort, the visual, auditory and manual
+skill, and even the moral character of the subject, can be more or
+less clearly and definitely determined.
+
+[Illustration: TESTING SHARPNESS OF HEARING WITH ACOUMETER. PRIVATE
+LABORATORY, SOCIETY OF APPLIED PSYCHOLOGY]
+
+It is possible by these tests to distinguish individual differences
+in thought processes as conditioned by age, sex, training, physical
+condition, and so on, to analyze the comparative mental efficiency of
+the worker at different periods in the day's work as affected by long
+hours of application, by monotony and variety of occupation and the
+like, and even to reveal obscure mental tendencies and to disclose
+motives or information that are being intentionally concealed.
+
+[Sidenote: _Tests for Army and Navy_]
+
+Among the simplest of such tests are those for vision, hearing and
+color discrimination. Tests of this kind are now given to all
+applicants for enlistment in the army, the navy and the marine corps,
+and more exacting tests of the same sort are given to candidates for
+licenses as pilots and for positions as officers of ships.
+
+[Sidenote: _Tests for Railroad Employees_]
+
+Employees of railroads, and in some cases those of street
+railroads, also, are subjected to tests for vision, hearing and
+color-discrimination. In the case of trainmen the color-discrimination
+tests result in the rejection of about four per cent of the applicants.
+The tests are repeated every two years for all the men and at intervals
+of six months for those suspected of defects in color discrimination.
+In all of these cases the tests have for their object the detection
+and rejection of unfit applicants.
+
+[Sidenote: _What One Factory Saved_]
+
+One of the earliest instances of work of this kind was the
+introduction a few years ago of reaction-time tests in selecting
+girls for the work of inspecting for flaws the steel balls used in
+ball bearings. This work requires a concentrated type of attention,
+good visual acuity and quick and keen perception, accompanied by quick
+responsive action. The scientific investigator went into a bicycle
+ball factory and with a stop-watch measured the reaction-time of all
+the girls then at work. All those who showed a long time between
+stimulus and reaction-time were then eliminated. The final outcome was
+that thirty-five girls did the work formerly done by one hundred and
+twenty; the accuracy of the work was increased by sixty-six per cent;
+the wages of the girls were doubled; the working day was shortened
+from ten and one-half hours to eight and one-half hours; and the
+profit of the factory was substantially increased.
+
+[Sidenote: _Professor Muensterberg's Experiments_]
+
+To illustrate the methods employed and the importance of work of this
+kind, we quote the following from the recent ground-breaking book,
+"Psychology and Industrial Efficiency," by Professor Hugo Muensterberg,
+of Harvard University. This extract is an account of Professor
+Muensterberg's experimental method for determining in advance the
+mental fitness of persons applying for positions as telephone
+operators. Such information would be of immense value to telephone
+companies, as each candidate who satisfies formal entrance requirements
+receives several months' training in a telephone school and is paid a
+salary while she is being trained.
+
+[Sidenote: _Tests for Hiring Telephone Girls_]
+
+One company alone employs twenty-three thousand operators, and more
+than one-third of those employed and trained at the company's expense
+prove unfitted and leave within six months, with a heavy resulting
+financial loss to the company. The tests are numerous and somewhat
+complicated and require more time to conduct them than tests in other
+lines of work, but for these very reasons will be particularly
+illuminating. Professor Muensterberg says:
+
+"After carefully observing the service in the central office for a
+while, I came to the conviction that it would not be appropriate here
+to reproduce the activity at the switchboard in the experiment, but
+that it would be more desirable to resolve that whole function into
+its elements and to undertake the experimental test of a whole series
+of elementary mental dispositions. Every one of these mental acts can
+then be examined according to well-known laboratory methods without
+giving to the experiments any direct relation to the characteristic
+telephone operation as such. I carried on the first series of
+experiments with about thirty young women who a short time before had
+entered into the telephone training-school, where they are admitted
+only at the age between seventeen and twenty-three years. I examined
+them with reference to eight different psychological functions. * * *
+A part of the psychological tests were carried on in individual
+examinations, but the greater part with the whole class together.
+
+[Sidenote: _Memory Test_]
+
+[Sidenote: _Test for Attention_]
+
+"These common tests referred to memory, attention, intelligence,
+exactitude and rapidity. I may characterize the experiments in a few
+words. The memory examination consisted of reading the whole class at
+first two numbers of four digits, then two of five digits, then two of
+six digits, and so on up to figures of twelve digits, and demanding
+that they be written down as soon as a signal was given. The
+experiments on attention, which in this case of the telephone
+operators seemed to me especially significant, made use of a method
+the principle of which has frequently been applied in the experimental
+psychology of individual differences, and which I adjusted to our
+special needs. The requirement is to cross out a particular letter
+in a connected text. Every one of the thirty women in the classroom
+received the same first page of a newspaper of that morning. I
+emphasize that it was a new paper, as the newness of the content was
+to secure the desired distraction of the attention. As soon as the
+signal was given, each one of the girls had to cross out with a pencil
+every 'a' in the text for six minutes. After a certain time, a bell
+signal was given, and each then had to begin a new column. In this way
+we could find out, first, how many letters were correctly crossed out
+in those six minutes; secondly, how many letters were overlooked;
+and thirdly, how the recognition and the oversight were distributed in
+the various parts of the text. In every one of these three directions
+strong individual differences were indeed noticeable. Some persons
+crossed out many, but also overlooked many; others overlooked hardly
+any of the 'a's,' but proceeded very slowly, so that the total number
+of the crossed-out letters was small. Moreover, it was found that some
+at first do poor work, but soon reach a point at which their attention
+remains on a high level; others begin with a relatively high
+achievement, but after a short time their attention flags, and the
+number of crossed-out letters becomes smaller or the number of
+unnoticed, overlooked letters increases. Fluctuations of attention,
+deficiencies and strong points can be discovered in much detail.
+
+[Sidenote: _Test for General Intelligence_]
+
+"The third test, which was tried with the whole class, referred to the
+intelligence of the individuals. * * * The psychological experiments
+carried on in the schoolroom have demonstrated that this ability can
+be tested by the measurement of some very simple mental activities. * * *
+Among the various proposed schemes for this purpose, the figures suggest
+that the most reliable one is the following method, the results of which
+show the highest agreement between the rank order based on the experiments
+and the rank order of the teachers. The experiment consists in reading to
+the pupils a long series of pairs of words of which the two members of
+the pair always logically belong together. Later, one word of each pair
+will be read to them and they have to write down the word which belonged
+with it in the pair." (For example, "thunder" and "lightning" are words
+that "logically belong together," while "horse" and "bricks" are unrelated
+terms.--_Editor's note._)
+
+"This is not a simple experiment on memory. The tests have shown that
+if, instead of logically connected words, simply disconnected chance
+words are offered and reproduced, no one can keep such a long series
+of pairs in mind, while with the words which have related meaning,
+the most intelligent pupils can master the whole series. The very
+favorable results which this method had yielded in the classroom made
+me decide to try it in this case, too. I chose for an experiment
+twenty-four pairs of words from the sphere of experience of the girls
+to be tested." (For instance, "door, house"; "pillow, bed"; "letter,
+word"; "leaf, tree"; "button, dress"; "nose, face"; "cover, kettle";
+"page, book"; "engine, train"; "glass, window"; "enemy, friend";
+"telephone, bell"; "thunder, lightning"; "ice, cold"; "ink, pen";
+"husband, wife"; "fire, burn"; "sorry, sad"; "well, strong"; "mother,
+child"; "run, fast"; "black, white"; "war, peace"; "arm,
+hand."--_Editor's note._)
+
+[Sidenote: _Test for Exactitude_]
+
+"Two class experiments belonged rather to the periphery of
+psychology.
+
+"The exactitude of space-perceptions was measured by demanding that
+each divide first the long and then the short edge of a folio sheet
+into two equal halves by a pencil-mark.
+
+[Sidenote: _Test for Rapidity of Movement_]
+
+"And finally, to measure the rapidity of movement, it was demanded
+that every one make with a pencil on the paper zigzag movements of
+a particular size during the ten seconds from one signal to another.
+
+"After these class experiments, I turned to individual tests.
+
+"First, every girl had to sort a pack of forty-eight cards into four
+piles as quickly as possible. The time was measured in fifths of a
+second, with an ordinary stop-watch.
+
+[Sidenote: _Test for Accuracy of Movement_]
+
+"The following experiment which referred to the accuracy of movement
+impulses demanded that every one try to reach with the point of a
+pencil three different points on the table in the rhythm of metronome
+beats. On each of these three places a sheet of paper was fixed with
+a fine cross in the middle. The pencil should hit the crossing point,
+and the marks on the paper indicated how far the movement had fallen
+short of the goal. One of these movements demanded the full extension
+of the arm and the other two had to be made with half-bent arm. I
+introduced this last test because the hitting of the right holes in
+the switchboard of the telephone office is of great importance.
+
+[Illustration: TESTING STEADINESS OF MOTOR CONTROL--INVOLUNTARY
+MOVEMENT PRIVATE LABORATORY, SOCIETY OF APPLIED PSYCHOLOGY]
+
+"The last individual experiment was an association test. I called six
+words, like 'book,' 'house,' 'rain,' and had them speak the first word
+which came to their minds. The time was measured in fifths of a second
+only, with an ordinary stop-watch, as subtler experiments, for which
+hundredths of a second would have to be considered, were not needed.
+
+[Sidenote: _Results of Experiments_]
+
+"In studying the results, so far as the memory experiments were
+concerned, we found that it would be useless to consider the figures
+with more than ten digits. We took the results only of those with
+eight, nine and ten digits. There were fifty-four possibilities of
+mistakes. The smallest number of actual mistakes was two, the
+largest twenty-nine. In the experiment on attention made with the
+crossing-out of letters, we found that the smallest number of
+correctly marked letters was 107, the largest number in the six
+minutes, 272; the smallest number of overlooked letters was two, the
+largest 135; but this last case of abnormal carelessness stood quite
+isolated. On the whole, the number of overlooked letters fluctuated
+between five and sixty. If both results, those of the crossed-out and
+those of the overlooked letters, are brought into relations, we find
+that the best results were a case of 236 letters marked, with only two
+overlooked, and one of 257 marked, with four overlooked. The very
+interesting details as to the various types of attention which we see
+in the distribution of mistakes over the six minutes were not taken
+into our final table. The word experiments by which we tested the
+intelligence showed that no one was able to reproduce more than
+twenty-two of the twenty-four words. The smallest number of words
+remembered was seven.
+
+"The mistakes in the perception of distances fluctuated between
+one and fourteen millimeters; the time for the sorting of the
+forty-eight cards, between thirty-five and fifty-eight seconds; the
+association-time for the six associated words taken together was
+between nine and twenty-one seconds. The pointing experiments could
+not be made use of in this first series, as it was found that quite
+a number of participants were unable to perform the act with the
+rapidity demanded.
+
+"Several ways were open to make mathematical use of these results. I
+preferred the simplest way. I calculated the grade of the girls for
+each of these achievements. The same candidate who stood in the
+seventh place in the memory experiment was in the fifteenth place with
+reference to the number of letters marked, in the third place with
+reference to the letters overlooked, in the twenty-first place with
+reference to the number of word pairs which she had grasped, in the
+eleventh place with reference to the exactitude of space-perception,
+in the sixteenth place with reference to the association-time, and in
+the sixth place with reference to the time of sorting. As soon as we
+had all these independent grades, we calculated the average and in
+this way ultimately gained a common order of grading. * * *
+
+"With this average rank list, we compared the practical results of the
+telephone company after three months had passed. These three months
+had been sufficient to secure at least a certain discrimination
+between the best, the average, and the unfit. The result of this
+comparison was on the whole satisfactory. First, the skeptical
+telephone company had mixed with the class a number of women who had
+been in the service for a long while, and had even been selected as
+teachers in the telephone school. I did not know, in figuring out
+the results, which of the participants in the experiments these
+particularly gifted outsiders were. If the psychological experiments
+had brought the result that these individuals who stood so high in
+the estimation of the telephone company ranked low in the laboratory
+experiment, it would have reflected strongly on the reliability of the
+laboratory method. The results showed, on the contrary, that these
+women who had proved most able in practical service stood at the
+top of our list. Correspondingly, those who stood the lowest in our
+psychological rank list had in the mean time been found unfit in
+practical service, and had either left the company of their own accord
+or else had been eliminated. The agreement, to be sure, was not a
+perfect one. One of the list of women stood rather low in the
+psychological list, while the office reported that so far she had done
+fair work in the service, and two others, to whom the psychological
+laboratory gave a good testimonial were considered by the telephone
+office as only fair.
+
+[Sidenote: _Theory and Practice_]
+
+"But it is evident that certain disagreements would have occurred even
+with a more ideal method, as on the one side no final achievement in
+practical service can be given after only three months, and because on
+the other side a large number of secondary factors may enter which
+entirely overshadow the mere question of psychological fitness. Poor
+health, for instance, may hinder even the most fit individual from
+doing satisfactory work, and extreme industry and energetic will may
+for a while lead even the unfit to fair achievement, which, to be
+sure, is likely to be coupled with a dangerous exhaustion. The slight
+disagreements between the psychological results and the practical
+valuation, therefore, do not in the least speak against the
+significance of such a method. On the other hand, I emphasize that
+this first series meant only the beginning of the investigation, and
+it can hardly be expected that at such a first approach the best and
+most suitable methods would at once be hit upon. A continuation of the
+work will surely lead to much better combinations of test experiments
+and to better adjusted schemes."
+
+[Sidenote: _How to Identify the Unfit_]
+
+Analytical test studies such as the foregoing form an almost
+infallible means for finding out the unfit at the very beginning
+instead of after a long and costly experimental trying-out in
+vocational training-school or in actual service.
+
+Whatever your line of business may be, you may rest assured that an
+analysis of its needs will disclose numerous departments in which
+specific mental tests and devices may be employed with a great saving
+in time and money and a vastly increased efficiency and output of
+working energy.
+
+[Sidenote: _Means to Great Business Economies_]
+
+Suppose that you are the manager of a street railroad employing a
+large number of motormen. Would it not be of the greatest value to
+you if in a few moments you could determine in advance whether any
+given applicant for a position possessed the quickness of response to
+danger signals that would enable him to avoid accidents? Think what
+this would mean to the profits of your company in cutting down the
+number of damage claims arising from accidents! Some electric railroad
+companies have as many as fifty thousand accident indemnity cases per
+year, which involve an expense amounting in some cases to thirteen
+per cent of the annual gross earnings. Yet a comparatively simple
+mechanism has been devised for determining by the reaction-time of any
+applicant whether he would or would not be quick enough to stop his
+car if a child ran in front of its wheels.
+
+[Sidenote: _Round Pegs in Square Holes_]
+
+The general employment of this test would result in the rejection of
+about twenty-five per cent of those who are now employed as motormen
+with a correspondingly large reduction in the number of deaths and
+injuries from street-car accidents. And on the other hand, the general
+use of psychological tests in other lines of work would make room for
+these men in places for which they are peculiarly adapted and where
+their earning power would be greater.
+
+If, for example, the applicant responds to the signs of an emergency in
+three-fifths of a second or less, and has the mental characteristics that
+will enable him at the same time to maintain the speed required by the
+schedule, he may be mentally fitted for the "job" of motorman; while if
+it takes him one second or more to act in an emergency, he may be a
+dangerous man for the company and for the public.
+
+[Sidenote: _The Danger in Two-Fifths of a Second_]
+
+Two-fifths of a second difference in time-reactions may mark the line
+between safety and disaster. How absurd it is to trust to luck in
+matters of this kind when by means of scientific experimental tests
+you can accurately gauge your man before he has a chance to involve
+you or your company in a heart-breaking tragedy and serious financial
+loss!
+
+You can readily see that very similar tests could be devised to meet
+the needs of the employer of chauffeurs, as, for example, the manager
+of a taxicab company, or the requirements of a railroad in the hiring
+of its engineers.
+
+[Sidenote: _Picking a Private Secretary_]
+
+You should not employ as private secretary a person whose reactions
+indicate a natural inability to keep a secret. This quality of mind
+can be simply and unerringly detected by psychological tests.
+
+[Sidenote: _Finding Out the Close-Mouthed_]
+
+One quality entering into the ability to keep a secret is the degree
+of suggestibility of the individual. That person who most quickly and
+automatically obeys and responds to suggested commands possesses the
+least degree of conscious self-control. The quality referred to is
+illustrated by the child's game of "thumbs up, thumbs down," and
+"Simon says thumbs up" and "Simon says thumbs down." Those persons
+who are unable to wait for the "Simon says," but mechanically obey
+the command "thumbs up" or "thumbs down" would be those least able
+to resist a trap artfully laid to compel them to disclose what they
+wished to conceal. Like efficiency in observation, attention and
+memory, however, suggestibility is specific, not general, in
+character--that is to say, persons may be easily influenced by certain
+kinds of suggestion while possessing a strong degree of resistance
+to other kinds. Consequently actual tests of this quality cannot be
+limited to one method.
+
+[Illustration: DETERMINING SUGGESTIBILITY BY PROGRESSIVE LINE TEST
+PRIVATE LABORATORY, SOCIETY OF APPLIED PSYCHOLOGY]
+
+For purposes of illustration, here is a simple form of what is known
+as the "line" test for suggestibility. The subject is seated about
+two feet away from and in front of a revolving drum on which is a
+strip of white paper. On this strip of white paper are drawn twenty
+parallel straight lines. These lines begin at varying distances from
+the left-hand margin. Each of the first four lines is fifty per cent
+longer than the one before it, but the remaining sixteen lines are
+all of the same length.
+
+[Sidenote: _A Test for Suggestibility_]
+
+The examiner says to the subject, "I want to see how good your 'eye'
+is. I'll show you a line, say an inch or two long, and I want you to
+reproduce it right afterwards from memory. Some persons make bad
+mistakes; they may make a line two inches long when I show them one
+three inches long; others make one four or five inches long. Let's
+see how well you can do. I shall show you the line through this
+slit. Take just one look at it, then make a mark on this paper
+[cross-section paper] just the distance from this left-hand margin
+that the line is long. Do that with each line as it appears."
+
+The lines are then shown one at a time, and after each is noted it
+is turned out of sight. As the lines of equal length are presented,
+the examiner says alternately, "Here is a longer one," "Here is a
+shorter one," and so on. The extent to which these misleading
+suggestions of the examiner are accepted and acted upon by the
+subject in plain violation of the evidence of his senses tests in
+a measure his suggestibility, his automatic, mechanical and immediate
+responsiveness to the influence of others and his comparative lack
+of strong resistance to such outside influences. Inability to
+satisfactorily meet this and similar tests for suggestibility would
+indicate an unfitness for such duties as those required by a private
+secretary, who must at all times have himself well in hand and not
+be easily lured into embarrassing revelations.
+
+[Sidenote: _Selecting a Stenographer_]
+
+You should not employ as stenographer a person whose time-reactions
+indicate a slowness of auditory response or an inability to carry
+in mind a long series of dictated words, or whose vocabulary is too
+limited for the requirements of your business.
+
+[Sidenote: _Tests for Auditory Acuity_]
+
+The quickness of auditory response may be determined either by speech
+tests or by instrumental tests. In either case the acuteness of
+hearing of the applicant is measured by the ability to promptly and
+correctly report sounds at various known ranges, the acuity of the
+normal ear under precisely similar conditions having been previously
+determined. Speech involves a great variety of combinations--of pitch,
+accent, inflection and emphasis. Consequently a scientific speech test
+involves the preparation of lists of words based upon an analysis of
+the elements of whispered and spoken utterance. This work has been
+done, and such lists and tests are available.
+
+[Sidenote: _A Test for Rote Memory_]
+
+For testing the ability to remember a series of dictated words the
+following lists of words are recommended:
+
+_Concrete_ _Abstract_ _Concrete_ _Abstract_ _Concrete_ _Abstract_
+
+ street scope coat time pen law
+ ink proof woman aft clock thought
+ lamp scheme house route man plot
+ spoon form salt phase floor glee
+ horse craft glove work sponge life
+ chair myth watch truth hat rhythm
+ stone rate box thing chalk faith
+ ground cause mat tact knife mirth
+
+The examiner should repeat these lists of words to the subject one at
+a time, alternating the concrete and abstract lists. To insure the
+presentation of the words with an even tempo, a metronome may be had
+by simply swinging a small weight on a string, having the string of
+just sufficient length so that the beats come at intervals of one
+second. Each word should be pronounced distinctly in time with the
+beat of the metronome, but without rhythm. After each list has been
+pronounced, have the subject write the list from memory. The lists
+thus made up by the subject from memory are then to be inspected with
+reference to the following points:
+
+1. Memory errors (omissions and displacements), concrete lists.
+
+2. Memory errors (omissions and displacements), abstract lists.
+
+Every omission counts two errors; every displacement counts two-thirds
+when the displacement is by one remove only, one and one-third when by
+more than one move.
+
+3. Insertions. These are words added by the subject. They count for
+two errors each, unless the added word resembles the word given in
+sound, in which case it counts one and one-third.
+
+4. Perseverations. These are reproductions in a given series of words
+already given in a previous series. If frequent, this indicates a low
+order of intelligence, with weak self-control and poor critical
+judgment. Each perseveration counts four.
+
+5. Substitution of synonyms, when a word of like meaning but different
+sound is substituted for the word given; counts one and one-third.
+
+[Sidenote: _A Test for Range of Vocabulary_]
+
+An approximate determination of the range of vocabulary of your
+prospective stenographer can be had by the use of the following
+comparatively short and simple test.
+
+Hand the applicant a printed slip bearing the list of one hundred
+words given here and ask him to mark the words carefully according
+to these instructions.
+
+Place _before_ each word one of these three signs:
+
+(I) A plus sign (+) if you know the word.
+
+(II) A minus sign (-) if you do not know the word.
+
+(III) A question mark (?) if you are in doubt.
+
+When you have finished, count the marks and fill out these blanks,
+making sure that the numbers add to one hundred.
+
+Number known ...........
+
+Number unknown ...........
+
+Number doubtful ...........
+
+ abductor decide interim rejoice
+ abeam deception lanuginose rejoin
+ abed disentomb lanuginous rejoinder
+ abet disentrance lanugo rejuvenate
+ amalgamation disepalous lanyard scroll
+ amanuensis disestablish matting scrub
+ amaranth eschar mattock scruff
+ baron escheat mattress scrunch
+ baroscope escort maturate skylight
+ barouche eschalot muff skyrocket
+ barque filiform muffin skysail
+ bottle-holder filigree muffle skyward
+ bottom filing mufti subcutaneous
+ bottomry fill page sub-let
+ boudoir gourd pagoda subdue
+ channel gout paid tenderloin
+ chant govern pail tendinous
+ chanticleer gown photograph tendon
+ chaos hodman photographer tendril
+ concatenate hoe photography tycoon
+ concatenation hoecake photo-lithograph tymbal
+ concave hog publication type
+ conceal intercede pudding virago
+ decemvirate interdict puddle virescent
+ decency interest pudgy virgin
+
+By adding find the total number of "plus" marks on the applicant's
+slip. Multiply this number by 280, and you will then have obtained
+the applicant's absolute vocabulary.
+
+An absolute vocabulary of twenty thousand words or over may be graded
+as excellent; 17,500 to 20,000 words, good; 15,000 to 17,500, fair;
+and below 15,000, poor.
+
+You should not employ as train-dispatcher a person whose
+time-reactions indicate a tendency to confuse associated ideas. The
+associated ideas may be related in time, place or a variety of ways,
+and the memory of one who has an inherent tendency to substitute
+an associate for the thing itself is a treacherous instrument. The
+tendency to confuse associated ideas can be measured by psychological
+tests.
+
+Your own knowledge of the work of the world will suggest other
+employments besides that of train-dispatcher in which such a test
+could be used in hiring men to the improvement of the service.
+
+[Sidenote: _Crime-Detection by Psychological Tests_]
+
+The employment of psychological tests in the detection of crime is
+fast supplanting the brutalities of the "third degree."
+
+Thus, for example, by the use of highly sensitive instruments we
+are able to detect the quickened heart-beat, the shudder, and other
+evidences of emotion not otherwise discernible, but due to the
+deliberate presentation of the details and evidences of a crime.
+Though the subject may not himself be aware of the slightest physical
+expression of emotion, these signs of a disturbed mentality are
+unerringly revealed by the delicate instruments of the psychologist.
+
+[Sidenote: _The Factory Operative's Attention Power_]
+
+In some factories the operative is called upon to simultaneously keep
+watch over a large number of parts of a moving mechanism, and to note
+and quickly correct a disturbance in any part. Eye and ear must have
+a wide range, must be able to take account of a large number of
+operations widely separated in space.
+
+[Illustration: TESTING THE RANGE OF VISUAL ATTENTION. PRIVATE
+LABORATORY, SOCIETY OF APPLIED PSYCHOLOGY]
+
+For the scientific determination of the operative's range of visual
+attention, the "disc tachistoscope," shown facing page 106, may be used.
+This is a form of short-exposure apparatus. The essential idea is to
+furnish a field upon which the subject may for a moment fasten his
+attention, and then to substitute for this field another containing
+certain prepared test-material. This last field is exposed for but a
+brief instant and removed, and the subject is then called upon to report
+all that he has seen during the last exposure. Tests of this kind have
+demonstrated that the range of visual attention is a comparatively
+constant quantity with each individual, having but little relation to
+general ability or intelligence and being but little affected by practice.
+
+It matters not how painstaking the individual may be, he will fail in
+a test of this kind and at work of this kind if the type of attention
+that Nature gave him is unfitted for such an "expanded" watchfulness.
+Yet in any type of work requiring a focusing of the attention upon a
+minute operation so as to note nice discriminations and detect subtle
+differences, he might prove a most excellent worker.
+
+[Sidenote: _Kinds of Testing Apparatus_]
+
+The kind of apparatus, the method to be employed and the place for
+the experiment are all matters that vary with the conditions of the
+special problem. The apparatus may be simple and easily devised, or it
+may be intricate and the result of years of investigation and a large
+expenditure of money.
+
+If there seems to you to be anything impracticable in the employment
+of tests in the manner we have indicated, please remember that for
+many years those seeking employment as railroad engineers have been
+required to pass tests for color-blindness, tests just as truly
+psychological as any that we have here referred to and differing from
+them only in respect to the character and complexity of the qualities
+tested.
+
+[Sidenote: _Analysis of Different Callings_]
+
+Every calling can be analyzed and the mental elements requisite for
+success in that particular line can be scientifically disentangled.
+Methods for testing the individual as to his possession of any one
+or all of the mental elements required in any given vocation may
+then be devised in the psychological laboratory.
+
+Furthermore, definite and scientific exercises can be formulated
+whereby the individual may train and develop special senses, faculties
+and powers so as the better to fit himself for his chosen field of
+work.
+
+[Sidenote: _Exercises for Developing Special Faculties_]
+
+The use of the experimental method is new to every department of
+science. Crude and occasional experiments have marked the advance
+of physics, physiology and chemistry, but it is only with the recent
+innovation of the scientific laboratory that these sciences have made
+their greatest strides.
+
+The employment of this method in dealing with problems of the mind is
+particularly new. So far as we are aware there is no school in all the
+world that employs definite and scientific exercises in the discipline
+and training of its pupils in power of observation, imagination and
+memory.
+
+You have now completed a brief survey of the fundamental processes
+of the mind and seen something of the practical utility of this
+knowledge. You have before you "sense-perceptions," "causal
+judgments," "classifying judgments," and "associated emotional
+qualities" or "feeling tones." Every suggested idea, every act of
+reasoning is in the last analysis the product of one or more of
+these elementary forms of mental activity.
+
+We shall now go on to consider the operations of these mental
+processes in connection with certain mental phenomena.
+
+[Sidenote: _Principles that Bear on Practical Affairs_]
+
+Our purpose in all this is not to teach you the elements of psychology
+as it is ordinarily conceived or taught. Our aim is to conduct you
+through certain special fields of psychological investigation, fields
+that within the past few years have produced remarkable discoveries
+of which the world, outside of a few specialists, knows little or
+nothing. In this way you will be fitted to comprehend the practical
+instruction, the application of these principles to practical affairs,
+toward which this _Course_ is tending.
+
+
+
+
+Transcriber's Note:
+
+Illustrations have been moved from their original positions, so as
+to be nearer to their corresponding text, or for ease of navigation
+around paragraphs. Duplicate chapter headers have been removed from
+the text version of this ebook and hidden in the HTML version.
+
+The following typographical corrections have been made to this text:
+
+ Contents: Changed UNCONCIOUS to UNCONSCIOUS (UNCONSCIOUS TRAINING)
+
+ Page 106: Changed 102 to 106 (shown facing page 106), to reflect
+ repositioning of illustration in this ebook.
+
+
+
+
+
+End of the Project Gutenberg EBook of Applied Psychology: Driving Power of
+Thought, by Warren Hilton
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