Thesis (Ph. D.)--University of Michigan, 1934. / Lithoprinted. Includes bibliographical references (p. 69).

Thesis (Ph. D.)--Columbia University, 1926. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 223. Bibliography: p. 77-78.

Thesis (Ph. D.)--University of Chicago, 1917. / "A private edition distributed by the University of Chicago libraries." "The trade edition is published by Psychological review co., 1917, reprinted from Psychological monographs, vol. XXIV, no. 4, October, 1917." Bibliography: p. 62-63.

Thesis (PH. D.)--Columbia University, 1925. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 186. eContent provider-neutral record in process. Description based on print version record. Bibliography: p. 64-65.

Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 38.

Thesis (Ph. D.)--University of Michigan, 1919. / Published also as Psychological review publications, Psychological monographs, vol. XXXVII, no. 3; whole no. 172. Bibliography: p. 91.

Thesis (Ph. D.)--Columbia University, 1923. / Vita. Published also as Contributions to education, Teachers college, Columbia university, no. 132. "Bibliography of references made in the text": p. 86-88.

My chief object was to investigate the innate mental abilities of the West Indian child. This I proposed doing by testing a sufficiently large sample of elementary school children from country districts with a large battery of tests measuring a wide range of abilities yet each designed to measure only one of them. The tests would fall into the a priori grouping of Non-Verbal, Space, Picture, Numerical, Verbal, Attainment. But the scores would be dealt with by the method of factorial analysis so that the actual way the tests of the battery should be grouped would be determined. This grouping might corroborate or refute the a priori grouping. This grouping would be the manifestation of the mental factors operative and, within a certain group of tests, one might be expected to be purer in the factor found than others. It was also thought that possibly factors not previously found with other populations might emerge. The factors might remain as statistical abstractions, but by scrutiny of those tests most representative of the factors it might be possible, as is frequently the case, to express them in psychological terms.

Thesis (Ph. D.)--Catholic University of America, 1928. / Published also as Catholic University of America, Educational research bulletins, v. 8, no. 3-4. Includes bibliographical references (p. 98-99).

Thesis (PH. D.)--Columbia University, 1921. / Vita. Published also as Contributions to education, Teachers College, Columbia University, no. 115. Bibliography: p. [116]-118. Also issued in print.