years of age. The preceding tables show the development of the various kinds of
memory for boys and girls:
BOYS.
Age. Objects Noises Number Visual Acoustic Touch Feeling Sounds
Concepts Concepts Concepts Concepts
13-14-1/2 92.56 71.89 80.67 73.00 74.78 75.33 75.44 40.56 12-13 76.45 57.38
72.33 69.67 64.89 73.67 58.67 37.87 11-12 89.78 57.19 70.22 59.67 63.00 73.33
55.33 19.99 10-11 87.12 55.33 49.33 55.11 48.44 57.11 38.33 12.44 9-10 64.00
53.33 49.09 46.58 43.78 43.67 27.22 7.22
Normal 82.2 59.02 64.8 60.6 59.4 64.2 31.2 24.0 value.
GIRLS.
13-14-1/2 99.56 82.67 87.22 96.67 71.44 82.00 70.22 41.33 12-13 92.89 75.56
74.89 77.22 63.11 74.67 67.33 34.89 11-12 94.00 56.00 73.56 72.78 72.11 70.89
73.33 28.22 10-11 75.78 46.22 62.44 56.22 54.78 58.78 43.22 10.44 9-10 89.33
46.22 50.44 54.22 38.22 51.11 32.89 6.89
Normal 91.4 62.2 71.8 71.0 60.2 67.2 59.4 23.8 value.
The table for boys shows in the fourteenth year a marked increase of memory for
objects, noises, and feelings, especially as compared with the marked relative
decline the preceding year, when there was a decided increase in visual concepts
and senseless sounds. The twelfth year shows the greatest increase in number
memory, acoustic impressions, touch, and feeling. The tenth and eleventh years
show marked increase of memory for objects and their names. Thus the increase
in the strength of memory is by no means the same year by year, but progress
focuses on some forms and others are neglected. Hence each type of memory
shows an almost regular increase and decrease in relative strength.
The table for girls shown marked increase of all memory forms about the twelfth
year. This relative increase is exceeded only in the fourteenth year for visual
concepts. The thirteenth year shows the greatest increase for sounds and a