Georgia State College for Women Wyatt (1913-14) made a study of the higher mental processes. He included three memory tests in a group of 15 other tests. The reliability coefficient of the syllables test was .76 and of memory of letter squares was .75. The correlation coefficients of these tests with estimated intelligence were .59 and .18, respectively; that of delayed recall for syllables and intelligence was .74. These correlations are not significant because of the inadequate measure of intelligence, but he obtained a correlation of .65 ± .07 between this test and the completion test. He concluded that his correlations supported Spearman's theory of hierarchical abilities (pp. 109-133). Kitson (1917) obtained a correlation coefficient of .44 ± .09 between the results of 15 tests of mental ability and school grades for the year 1913-14 and .20 ± .n, for the year 1914-15. These coefficients are low and the latter is unreliable. The only significant correlations obtained were those between memory for logical material seen and heard. In the same year Rosenow (1917) used partial and multiple correlations in the analysis of Kitson's data. He concluded that the logical memory test for material heard was the most significant test in his battery of fifteen tests of mental ability. Gates (1918) obtained a mean correlation of .82 ± .04 between immediate and delayed recall, and he found that "All tests of immediate and delayed recall show a correlation with teachers' estimate of general intelligence with a central tendency of about .50" (p. 496). Achilles (1920) studied recognition and recall. She did not study definitely the problem of the relation of memory to intelligence, but she found that the scores made on the tests increased gradually with the age of the children, that there was a tendency for the scores to increase gradually from 4A through 8B and that the younger children in each grade made higher scores. Although no intelligence tests were used, these results indicate in a general way the possibility of a positive relation between memory and intelligence, but they do not prove such a relation. Miss Lee (1925) studied the problem of the relation of retention to intelligence. She gave group tests of recognition and of recall and forms A and B of the National Intelligence Test to 310 public school children in New York City. The children ranged in age from 7 years and 11 months to 16 years and 3 months and in school achievement from the third through the eighth grade. The following correlations between the recall tests and intelligence were obtained: "The average of tie correlations between general intelligence and the recall tests of pictures is .52; between general intelligence and the three recall tests of words is 49; between general intelligence and the three recall tests of forms is .30; and between general intelligence and the three recall tests of syllables is .25" (Lee, 1925, p. 13).
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