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Mathematical Analysis in Psychology of Education: Computation of Stimulation, Rapport, and Instructor's Driving Power

Published online by Cambridge University Press:  01 January 2025

Michael A. Sadowsky
Michael A. Sadowsky*
Affiliation:
Illinois Institute of Technology
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Abstract

Mathematical expressions are derived for such concepts as stimulation of student by instructor, student-instructor rapport, and driving power of instructor, in terms of the student's and the instructor's foci of attention, their strength of concentration, and the intensity of the presentation and of the reception of details of subject matter. Under the assumption of normal distribution, the mathematical methods of combination and integration yield conclusions on summary integral effects of interrelations within the educational team. The psychological interpretation of the mathematical results thus obtained conforms with common sense. The main emphasis of the article is the exposition of how the mathematical method of combination and integration can be used to estimate the resultant effect of various independent combined simple factors acting independently within the individuals forming the educational team. No claim is made as to the absolute truthfulness and reliability of the psychological postulates used at the beginning stage of the mathematical analysis.

Type
Original Paper
Information
Psychometrika , Volume 9 , Issue 4 , December 1944 , pp. 249 - 256
Copyright
Copyright © 1944 The Psychometric Society

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Footnotes

*

In presenting this paper the primary intention of the author has been to apply certain mathematical techniques to the field of psychology. The method presented is illustrative and the mathematical techniques are the main emphasis of the article. The absolute truthfulness of the psychological postulates used and of their implications will doubtless be questioned by readers of higher competence in the field of psychology. If psychological postulates of less uncertain and less questionable character should be substituted by experts in the field to lay a basis for the mathematical analysis, the psychological content and the psychological implications derived should doubtless be on a higher level of credibility.

The author wishes to express his indebtedness to Mr. Willard Skolnik of the Illinois Institute of Technology for his valuable suggestions regarding the form of presentation of the material involved.