ABSTRACT
Each o f the three studies in the last chapter dealt w ith the context w ith in
w hich a m ental skill is exercised. T he next tw o do the same; bu t the
contexts now are broader and m ore diffuse. T hey deal n o t in instruc-
tions for m ental tests, bu t w ith the im pact o f w hole educational
regimes. A lready, a num ber o f results have hinted at the im portance
o f these; at the possibility that one type o f regim e m ay favour the
converger, another the diverger: the ‘sylbs’ and ‘sylfs’ in C hapter 2,
the differences betw een gram m ar and public school girls in their
nom ination o f convergent or divergent form -m ates, and the rem ark-
able influence o f a School List on boys’ estimates o f each o ther’s m ental pow ers.
