No description available.

The purpose of this problem is to make a comparative study between Gregg Shorthand and Thomas Natural Shorthand. The problem is to compare the learning difficulties of the two systems, and to determine which system is easier to read and write by comparing the rules and principles and the writing fluency.

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Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (Ph. D.)--Columbia University, 1942. / Published also as Teachers college, Columbia university, Contributions to education, no. 873. Vita. Bibliography: p. 55-58.

No description available.

The purposes of the study were: 1. To design two contrasting plans of shorthand homework, Method A plan to be used by control groups and Method B plan to be used by experimental groups. 2. To implement Method A plan and Method B plan through control and experimental groups respectively. 3. To define criteria by which achievement levels may be determined. 4. To make comparative analysis of achievement levels between the control groups and the experimental groups.

This problem was a study of the relationship between (a) competency in shorthand accuracy and achievement in shorthand dictation and (b) competency in shorthand accuracy and measured intelligence.

No description available.

The purpose of this study was to find the best predictors and best combination of predictors of shorthand success. Those used were the Educational Research Corporation Stenographic Aptitude Test and its subtests, I.Q. scores, a Self-Success Rating, and the Digit Symbol subtest taken from the Wechsler Adult Intelligence Scale. Students enrolled in Shorthand I at Sky View High School were the subjects used in this study. The criteria of shorthand success were the final dictation speed and the final grade. The best single predictor of shorthand dictation speed was the total E.R.C. Stenographic Aptitude Test. The best combination of predictors were the total E.R.C. Stenographic Aptitude Test, and the E.R.C. Phonetic Spelling. The best single predictor of final grade was the E.R.C. Phonetic Spelling subtest. The best combination of predictors of final grade were I.Q., total E.R.C. Stenographic Aptitude Test, E.R.C. Word Discrimination, E.R.C. Phonetic Spelling, and E.R.C. Dictation.