_IX. What degree of correlation exists among the academic records in the various college subjects?_ Is the individual who stands high in certain subjects likely to stand either high or low in other subjects or in all subjects? The following table shows the intercorrelations between eight subjects as calculated by the rather rough mode of grading and averaging previously described. Since the correlations are by the method of relative position, the fallacy of treating the various grades as susceptible of quantitative treatment is of very slight importance.
SHOWING THE INTERCORRELATIONS AMONG GRADES IN EIGHT COLLEGE SUBJECTS, ON THE BASIS OF THE RECORDS OF THE 50 STUDENTS
---------------------------------------------------------------- |Psych.|Log.|Hist.|Econ.|Eng.|Germ.|Chem.|Math.|Avge. -----------+------+----+-----+-----+----+-----+-----+-----+----- Psychology | -- | .60| .36 | .52 | .48| .49 | .33 | .54 | .47 Logic | .60 | --| .48 | .57 | .47| .41 | .25 | .57 | .48 History | .36 | .54| -- | .44 | .62| .46 | .52 | .61 | .51 Economics | .52 | .57| .44 | -- | .51| .43 | .45 | .71 | .52 English | .48 | .47| .62 | .51 | -- | .25 | .26 | .46 | .44 German | .49 | .41| .46 | .43 | .25| -- | .39 | .38 | .40 Chemistry | .33 | .25| .52 | .45 | .26| .39 | -- | .57 | .40 Mathematics| .54 | .57| .61 | .71 | .46| .38 | .57 | -- | .55 ---------------------------------------------------------------
The correlations between the various college subjects are all positive, and argue against the commonly expressed belief in rather close specialization of abilities; the student who does well in one of these subjects tends to do well in all of them.
As has been frequently stated in this discussion, the data and conclusions here presented are by no means to be taken as final answers even to the specific questions asked. One cannot argue from what these groups of students do under the special conditions of this investigation to what they or others will do in other circumstances or in general. The results are presented mainly by way of suggesting the type of investigation which must be carried much further before we are in position to evaluate properly the self-analysis of an individual or the judgments of associates as presented in testimonials, interviews, or other indications based on general acquaintance. In the case of the psychological tests, a long program of selection, standardization, and accumulation of norms is laid out for those interested in the further advance of vocational psychology. So also from the point of view of introspective analysis, consultation, advice of friends, the methods of interview, testimonial, etc., there is an equally inviting though arduous program which must be carried through before even the most general principles of evaluation and selection are known.