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<Paper uid="C69-2401">
  <Title>I(P) COME BACK, I(P) RESOLVE TO SETTLE IN LONDON PLACE, TO WHICH MR. BATES SURCEON, MY MASTER, ~TCOUI=LAGE ME, AND BY S~RGEON I(P) WAS RECONMEND TO SEVERAL PATII~?. I(P) TAEE PART OF SNAIL HOUSE IN THE OLD an~ PLACE, AND BEIHO(V) ADVIS~ TO ALTE MY CONDITION, I(P) MAm~ mS. MARX-BURTON DAUGHTER 2 SECOND DAUGHTER TO MR. EDMUND-BURTON HOSIER, HOSIER IN N-E~GATE STREET Ira.ACE, WITH WH~ I(P) RECEIVE FOUR POUND FCR PORTION. BUT, MY GOCD MASTER BATES SURGEON DIE(V) TWO YEAR AFTER, AND I(P) HAVE F~ ~, MY BUSINESS BEGIN TO FAIL, FOR(C) MY CONSCIENCE WOULD NOT SUFFER ME TO IMITATE THE BAD PRACTICE OF TOO MANY AMONG MY BRETHRen. THEREFORE CONSULT WITH MY WIFE, AND SOME OF MY ACQUAINTANCE, I(P) DETer- MIME TO GO AGAIN TO SEA. I(P) WAS SURGEON SUCCESSIVE IN TWO SHIP, AI~ MAKE SEVERAL VOYAGE, FOR SIX YEAR, TO THE EAST AND WEST INDIES PLACE, BY WHICH I(P) GET SCME ADDITION TO MY FORTJNE. MY HOUR OF LEISURE I(P) SP~D READ THE BEST AUTHOR, ANCIenT AND MODERN, BEING(V) ALWAYS PRGTI~ WITH GOOD NUMBE~ OF BOOK, AND ~ I(P) WAS ASHORE, CSSERVE THE MANNER AND DISPOSE OF THE PEOPLE, ASWELLAS LFJuW_N PEOPLE LANGUAGE, WHEREIN I(P) HAVE ~deg~EAT FACILITY BY THE STR~GTH OF MY M~OI%Y. THE LAST OF THESE ~OYAGE NOT PROVE VERY FORTONATE, I(P) ~OW WE~Y OF THE SEA, AND I~ TO STAY AT H(~E WITH MY WIFE AND FAMILY. I(P) REMOVE FROM THE OLD JURY PLACE TO FETTER LANE PLACE, AND FRaM TH~CE TO WAPPING PLACEj HOPE TO GET BUSINESS AMONG THE SAIL(R, BUT IT W(N/LD NOT TURN TO A~T. AFTER THREE YEAR EXPECT THAT THING WOULD M\]~4D, I(P) AC(~PT AN ADVANTAGE OFFER FRCM CAP~ '~/LLIAM-PRIC~, MAST~ OF</Title>
  <Section position="2" start_page="0" end_page="0" type="metho">
    <SectionTitle>
COED N FEMALE
COEDUCATION N JOIN
COEFFICIENT N NUMBER
</SectionTitle>
    <Paragraph position="0"> COEQUAL J AGREE 3 COERCE V COErFL. I COEVAL J AGREE 3 REASON 2 An attractive coe d won the contest. REASON 2 Coeducation is now co~suon in college.  A coefficient is a multiplier. The soldiere were ~ in rank. DC~. i Bandits coerce the travelers. TIME 4 Roosevelb and Churchill were coeva_...~l leaders.</Paragraph>
    <Paragraph position="1"> LIVING Nations must coexist pescefu!ly. VEGETA. He drank coffe_~e in the morning. Coffee is a brown color.</Paragraph>
    <Paragraph position="2"> She kept her Jewels in a coffer. HOLLCW 2 A flag was draped on the coffin. The c_~ of one gear fits the other. H~s unfulfilled promise was a co__~. JOIN The carpenter will ~ the boards. TRUE The argument has great ~.</Paragraph>
    <Paragraph position="3"> T~JE The debater presented a co~ent argument. It is wise to ~ before acting VEGETA. Co~ is a French brandy.</Paragraph>
    <Paragraph position="4"> JOIN Father and rater are co~ate words. Learning is the basis of cognition. The court took ~ of the dispute.</Paragraph>
    <Paragraph position="5">  *J, adjective; N, noun; V, verb.</Paragraph>
    <Paragraph position="6"> iO 3. A Selection from Jonathan Swift's Gulliver's Travels My father had a small estate in Nottinghamshire; I was the third of five sons. He sent me to Emmanuel College in Cambridge at fourteen  years old, where I resided three years, and applied myself close to my studies; but the charge of maintaining me (although l had a very scanty allowance) being too great for a narrow fortune, I was bound apprentice to Mr. James Bates, an eminent surgeon in London, with whom I continued four years, and my father now and then sending me small smm~ of money, I laid them out in learning navigation and other parts of the mathematics useful to those who intend to travel, as I always believed it would be some time or other my fortune to do. When I left Mr. Bates, I want down to my father, where, by the assistance of him and my uncle John and same other relations, I got forty pounds, and a prmmise of thirty pounds a year to maintain me at Leyden; there I studied physic two years and seven months, knowing it would be useful in long voyages. Soon after my return from Leyden, I was recommended by my good master D~. Bates to be surgeon to the Swallc~, Captain Abraham Pannell Commander, with whom I continued three years and a half, making a voyage or two into the Levant and same other parts. When I csme back I resolved to settle in London, to which Mr. Bates, my master, encouraged me, and by him I was reco~aended to several patients. I took part of a muall house in the Old Jewry, and, being advised to alter my comdition, I married Mrs. Mary Burton, second daughter to 'Mr. Edmund Burton, hosier in Newgate Street, with whom I received four hundred paunds for a portion. But my good master Bates dying in two years after, and I having few friends, my business began to fail; for my eonsciance would not</Paragraph>
  </Section>
  <Section position="3" start_page="0" end_page="19" type="metho">
    <SectionTitle>
II
</SectionTitle>
    <Paragraph position="0"> suffer me to imitate the bad practice of too many among m~ brethren.</Paragraph>
    <Paragraph position="1"> Having, therefore, consulted with my wife and some of my acquaintances, I determined to go again to sea. I was surgeon successively in two ships, and made several voyages for six years to the East and West Indies, by which I got some addition to my fortune. My hours of lei&amp;quot;sure I spent in reading the best authors, ancient and mode~n, being always provided with a good number of books, and when I was ashore in observing the manners and dispositions of the people, as well as learning their language, wherein I had a great facility by the strength of my mmaory.</Paragraph>
    <Paragraph position="2"> The last of these voyages not proving very fortunate, I grew weary of the Sea, and intended to stay at home with my wife and family. I removed from the Old Jewry to Fetter Lane, and from thence to Wapping, hoping to get business among the sailors, but it would not turn to account. After three years' expectation that things would mend, I accepted an advantageous offer from Captain William Prichard, master of the Antel~e, who was making a voyage to the South Sea. We set sail from Bristol, May 4, 1699, and our voyage at first was very prosperous.</Paragraph>
    <Paragraph position="3">  *~et+~ers in parenthe~s in.care part of speech. Where word may have more than one part of speech, spectficatian of the part selects the appropriate dictionary - entry.</Paragraph>
  </Section>
  <Section position="4" start_page="19" end_page="29" type="metho">
    <SectionTitle>
NOT SUFFER ME TO IMITATE THE BAD PRACTICE OF TOO MANY AMONG MY BRETHRen.
THEREFORE CONSULT WITH MY WIFE, AND SOME OF MY ACQUAINTANCE, I(P) DETer-
MIME TO GO AGAIN TO SEA. I(P) WAS SURGEON SUCCESSIVE IN TWO SHIP, AI~
MAKE SEVERAL VOYAGE, FOR SIX YEAR, TO THE EAST AND WEST INDIES PLACE,
BY WHICH I(P) GET SCME ADDITION TO MY FORTJNE. MY HOUR OF LEISURE I(P)
SP~D READ THE BEST AUTHOR, ANCIenT AND MODERN, BEING(V) ALWAYS PRGTI~
WITH GOOD NUMBE~ OF BOOK, AND ~ I(P) WAS ASHORE, CSSERVE THE MANNER
AND DISPOSE OF THE PEOPLE, ASWELLAS LFJuW_N PEOPLE LANGUAGE, WHEREIN I(P)
HAVE ~deg~EAT FACILITY BY THE STR~GTH OF MY M~OI%Y.
THE LAST OF THESE ~OYAGE NOT PROVE VERY FORTONATE, I(P) ~OW WE~Y
OF THE SEA, AND I~ TO STAY AT H(~E WITH MY WIFE AND FAMILY. I(P)
REMOVE FROM THE OLD JURY PLACE TO FETTER LANE PLACE, AND FRaM TH~CE
</SectionTitle>
    <Paragraph position="0"> 6. Profiles Derived by Computer and by Hand Analysis of the Gulliver's Travels Selection (SI is the machine output profile, $2 the hand scoring profile).  To illustrate the application of the computer analysis, two studies are described, one, of the free flowing language of children, the other, of scientific writings.</Paragraph>
    <Paragraph position="1"> A book by Evelyn G. Pitcher and Ernst Pre!inger (1963) presents stories told by boys and girls from ages 2 to 5, taken down in short-hand by one of the authors. These were a group of economically privileged children attending a nursery and kindergarten of a private school. ~/ost of the children were of superior or high average intelligence. When the occasion presented itself and the child was for the mament playing alone, the researcher asked, &amp;quot;Tell me a story.&amp;quot; ~ly those stories were rejected which were a retelling of a familiar fairy tale or television show.</Paragraph>
    <Paragraph position="2"> The stories taken from the Pitcher-Prelinger book were transcribed onto 13~ cards end analyzed by computer to obtain profiles showing the distribution of the content of each age group. In order to sharps~ the subsequent analysis, all categories showing a frequency of less than 1% of the total responses within each profile were elim~ated. Also eliminated was the one category (ANIMAL) which showed a uniform high frequency (over 7% of the total) for each profile. These extremely low and extremely high frequency categories are eliminated because they contribute only to raising all correlatiens between profiles and do not contribute to discriminating between profiles. ~he profiles, now consisting of 52 categories were then correlated with each other, and the matrix of correlations factor analyzed. I will not present the actual factor analysis, but only describe the outcome.</Paragraph>
    <Paragraph position="3">  The first factor in the analysis is a &amp;quot;female&amp;quot; factor. The girls in all age groups load very highly on it. When we look in detail at the categories which contribute most heavily to this factor we find that YOUNG, F~MALE, and HELP are the three outstanding contributors. In the category system, F~ALE and HELP are the two scorings which apply to the word mother and its variants. These findings suggest that the girls of the study had as central themes in their fantasy, ideas relating to mothers (feminine helpers) and children.</Paragraph>
    <Paragraph position="4"> The second factor is more clearly relevant to boys, with ages 3 and 4 showing predominance. The most significant categories here are GO, MALE, and TF-~NSPORTATION. Thus, the boys in the group, particularly those in the 3 and 4 year bracket, had prominently in their fantasies, references to maleness, physical movement, and vehicles of transportation. null The third factor applied primarily to girls age 4 and boys age 5.</Paragraph>
    <Paragraph position="5"> Primary categories were MALE, GO, and FEATURE (bodily features). The F~UP~ and ~LE categories would be consistent with a psychoanalytic view that at this age both boys and girls are in the oedipal period and are becoming preoccupied with sexuality, and particularly with the relationship to father.</Paragraph>
    <Paragraph position="6"> The fourth factor seems most clearly applicable to boys age 2, although to a lesser degree it is characteristic of boys age 3, suggestI null ing a decay process with age. Here the outst~ndin C categories are c~rFLICT I (physical harm), GO, and YOUNG. Like the other boys, the t~o year olds were also occupied ~th physical movement. Li~ the  F girls, they were occupied with ideas about children; but violent aggressic~ was their most prominent concern and distinguishes them most clearly from other groups A second study by Hartsough and Laffal explores the question whether scientists who have been described as visual imagists and scientists who have been described as verbal imagists (Roe, 1952) will also differ in the types of content ~mployed in their writing. The four sciences which Roe had studied were Social Science, Biology, Experimental Physics, and Theoretical Physics. Based on a series of projective tests and interviews with scientists in these fields, as well as their self-reports of problem solving activities and typical modes of thinking about problems, she concluded that Social Scientists and Theoretical P~sicists were verbal imagists, while Biologists and Experimental Physicists were visual imagists. Verbal imagery is thinking ~In words or talking to oneself, while visual imagery is thinking in p~ ctures.</Paragraph>
    <Paragraph position="7"> In our study, we selected three outstandin o - living sc~@nt~sts from each of these four disciplines, the Soc~! Seiences being represented by Anthropologists. For each Scientist one re~esentative book was chosen from his technical publications addressed to colleagues, snd one from his popular writings for the laity. The key words scientist, ~, .Anthropolosy, and ~ were used to identify contexts for comparison. A context included the sen~nce containing the key word, the preceding sentence, and the subsequent sentence. In  addition to the books of the scientists, an Anthropology, a Biology and a Physics textbook of this time were also selected. The content of the textbooks was sampled by taking three sentences alternately from the top, middle and bottom of every other page, without regard to any key words. The writings of the various scientists, and in the texts, were analyzed by the com~rater program described, and content category profiles were obtained. These profiles were then correlated with each other and factor analyzed. I will not present details of the factor analysis, but only the results.</Paragraph>
    <Paragraph position="8"> Highly represented on the first factor were all of the Anthropological writings, and the writings of the Theoretical Physicists. Since these two groups together constitute what Roe had called the verbal scientists, the first factor could be considered a verbal factor. The actual content which was stressed in the writings of these scientists, however, evokes more the idea of a &amp;quot;humanistic': factor, since the particular categories contributing most importantly to the factor are R~SG~ 1 (kn~;ledge and thinking), GROUP, HELP, and GOOD.</Paragraph>
    <Paragraph position="9"> Thus, the content analysis tells us that what manifests itself as a highly developed verbal co~anicative s~ll, also reflects a concern with h linen affairs and human issues. Since language is par excellence the social skill, it is natural that those who use it best would also be those whose attention is directed toward the ht~mn condition.</Paragraph>
    <Paragraph position="10"> The second factor was clearly related to Physics, the writinEs of the Theoretical and Applied Physicists loading highest on it. The categories which contributed most to this factor were : REASON 3  (science), NAT~IAL, REASON 1 (knowledge and thinking) and SOME. Other categories which were stressed were ESSENTIAL and TIME 4 (general time). The third factor was clearly a biological factor, since the biological writings loaded highest on it. The categories of greatest importance were: FUNCTION (bodily functions), BEGIN CHANGE, MATEP~IAL and FORWA~D. null To be noted is that no &amp;quot;visual&amp;quot; factor as such appeared in the analysis. This suggests that the contrast which had been drawn by Roe between &amp;quot;verbal&amp;quot; and &amp;quot;visual&amp;quot; may actually be a contrast between those with a central humanistic concern inclined to be strongly verbal in their thinking, and those who do not have this same central interest, who are more likely to stress non-verbal processes in their thinking. The method of total content analysis which I have described is applicable to many language content problems. Beside the applications described in the present paper, the technique has been used in studies of the symbolism of key words in the language of a psychotic patient (Laffal, 1960); changes in the language of a patient in treatmen~ (Laffal, 1961); comparison of the language of therapists in tal~ng about different patieuts (Watson &amp; Laffal, 1963); comparisons of the content given by subjects in single word association, continuous word association, and free speech in response to the same stimulus word (Laffal &amp; Feldx~an, 1962, 1963); comparison of the language of two and three speakers in conversations about a variety of topics (Laffal, 1967). In broadest terms the method may be applied to comparison of one individual with himself (for example, over time); one individual with  another; a group with itself or with other groups; the contexts surrounding one topic with those surrounding some other topic. The unique contribution which it makes is in the use of a category dictionary which classifies all the ccmaon words of ~glish into one or two content categories, so permitting rapid display either of all the content or of selected contents, in a text.</Paragraph>
  </Section>
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