Summary of the previous paperThe previous paper dealt first with the shot effect without secondary emission. We considered a stream of electrons arriving at random, with a fixed probable density N, at the anode of the resistance-capacity coupled first valve of a linear amplifier. This does not allow for the effect whereby the arrival of electrons alters the anode potential, and consequently the probability of arrival of succeeding electrons. The valve must be working with what is conventionally called an infinite internal resistance, and without space-charge effects. Each electron arriving at time tr is supposed to produce at time t an output effect f(t − tr) from the amplifier. We considered the hypotheses, first, that electrons may, with specific probabilities, have lives of any length on the anode system, during which they add − ε/C to the anode potential, and alternatively that each electron adds to the anode potential of the valve whose anode to earth capacity is C and whose feed resistance is R. These hypotheses determine the form of f(t − tr) when the behaviour of the main part of the amplifier is known. Since the amplifier is linear, the effects of various electrons are additive, so that the total output is ∂(t) = ∑rf(t − tr).
It was the purpose of those conducting this investigation to discover if there were some practical and valuable grouping of psychological tests for college students which would give an index of relative mental ability. Our problem was to find if any group of tests showed correlation with the office grades in college subjects, granting the assumption that grades in college subjects are an indication of the mental ability of the student. The tests were carried out individually on all the students in Reed College, over a space of three years. Three classes received the tests during the sophomore year, and one during the freshman year.A group of experiments was selected for trial which were standard tests for measuring the processes of memory, association, attention, suggestion, imagination and judgment. Both rote memory and logical memory were tested. For the former a series of 42 cards was used for auditory-visualarticulatory presentation, and the experiment was performed and evaluated according to Whipple's 'Manual of Mental and Physical Tests,' pp. 364-66. The logical memory test consisted of the reading twice to the subject of a story of ten logically related incidents, after which he was to write this story in the form in which it was read. As it contained 166 words, it is evident that it could be remembered only by meaning, that is by the dependence of one point on the preceding.Complete success in the logical memory meant 10 points. Failure in one complete section of the ten meant a deduction of 1. Failure in one half a section meant a deduction of 0.5. Attention was measured by three different tests. For studying the range of visual attention, cardboards were prepared 211
In the study of random events and associated fluctuations such as occur in the shot effect, a theorem first stated and discussed by Dr N. R. Campbell can often be employed. It applies on any occasion when there occur at random a number of events whose effects are additive. Let us suppose that a single event occurring at time tr causes at time t an effect f(t − tr) in some part of the observed system, and that the effects of different events are additive, so that the total effect or output is ϑ(t), given byWe may suppose that the same events cause another set of effects g(t − tr) with output ϑ(t), whereBoth the functions are assumed to be bounded and integrable in the Riemann sense, as are all the functions studied in physics.
We recently completed a study, similar to that by Bhandari, 1 exploring the readability of assessment letters being produced by an adult community mental health team (CMHT) in south-west England. We looked at all new assessment letters produced over a 3-month period. As the CMHT assessment is usually the first point of contact with services, we felt that the readability of assessment letters was particularly important with regard to engagement and promoting a shared understanding of a person's difficulties.We used readability software available as a standard with Microsoft Word 2007 to establish the Flesch Reading Ease.
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