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Lewis M. Terman. The Measurement of Intelligence
The Measurement of Intelligence
Table of Contents
PART I. PROBLEMS AND RESULTS
CHAPTER I
CHAPTER II
CHAPTER III
CHAPTER IV
CHAPTER V
CHAPTER VI
CHAPTER VII
PART II. GUIDE FOR THE USE OF THE STANFORD. REVISION AND EXTENSION
CHAPTER VIII
CHAPTER IX
CHAPTER X
CHAPTER XI
CHAPTER XII
CHAPTER XIII
CHAPTER XIV
CHAPTER XV
CHAPTER XVI
CHAPTER XVII
CHAPTER XVIII
CHAPTER XIX
CHAPTER XX
FIGURES AND DIAGRAMS
THE MEASUREMENT OF INTELLIGENCE. PART I. PROBLEMS AND RESULTS
THE MEASUREMENT OF. INTELLIGENCE
CHAPTER I. THE USES OF INTELLIGENCE TESTS
Intelligence tests of retarded school children
Intelligence tests of the feeble-minded
Intelligence tests of delinquents
Intelligence tests of superior children
Intelligence tests as a basis for grading
Intelligence tests for vocational fitness
Other uses of intelligence tests
FOOTNOTES:
CHAPTER II. SOURCES OF ERROR IN JUDGING INTELLIGENCE
Are intelligence tests superfluous?
The necessity of standards
The intelligence of retarded children usually overestimated
The intelligence of superior children usually underestimated
Other fallacies in the estimation of intelligence
Binet’s questionnaire on teachers’ methods of judging intelligence.[8]
Binet’s experiment on how teachers test intelligence.[9]
FOOTNOTES:
CHAPTER III. DESCRIPTION OF THE BINET-SIMON METHOD
Essential nature of the scale
How the scale was derived
List of tests
How the scale is used
Special characteristics of the Binet-Simon method
1. The use of age standards
2. The kind of mental functions brought into play
3. Binet would test “general intelligence.”
Binet’s conception of general intelligence
Other conceptions of intelligence
Guiding principles in choice and arrangement of tests
Some avowed limitations of the Binet tests
FOOTNOTES:
CHAPTER IV. NATURE OF THE STANFORD REVISION AND EXTENSION
Sources of data
Method of arriving at a revision
The Stanford revision and extension
Summary of changes
Effects of the revision on the mental ages secured
FOOTNOTES:
CHAPTER V. ANALYSIS OF 1000 INTELLIGENCE QUOTIENTS
The distribution of intelligence
The validity of the intelligence quotient
Sex differences
Intelligence of the different social classes
The relation of the I Q to the quality of the child’s school work
The relation between I Q and grade progress
Correlation between I Q and the teachers’ estimates of the children’s intelligence
The validity of the individual tests
FOOTNOTES:
CHAPTER VI. THE SIGNIFICANCE OF VARIOUS INTELLIGENCE QUOTIENTS
Frequency of different degrees of intelligence
Classification of intelligence quotients
Feeble-mindedness (rarely above 75 I Q.)
Examples of feeble-minded school children
Border-line cases (usually between 70 and 80 I Q)
Examples of border-line deficiency
Dull normals (I Q usually 80 to 90)
Average intelligence (I Q 90 to 110)
Superior intelligence (I Q 110 to 120)
Very superior intelligence (I Q 120 to 140)
Examples of very superior intelligence
Genius and “near” genius
Is the I Q often misleading?
FOOTNOTES:
CHAPTER VII. RELIABILITY OF THE BINET-SIMON METHOD
General value of the method
Dependence of the scale’s reliability on the training of the examiner
Influence of the subject’s attitude
The influence of coaching
Reliability of repeated tests
Influence of social and educational advantages
FOOTNOTES:
PART II. GUIDE FOR THE USE OF THE STANFORD REVISION. AND EXTENSION
CHAPTER VIII. GENERAL INSTRUCTIONS
Necessity of securing attention and effort
Quiet and seclusion
Presence of others
Getting into “rapport.”
Keeping the child encouraged
The importance of tact
Personality of the examiner
The avoidance of fatigue
Duration of the examination
Desirable range of testing
Order of giving the tests
Coaxing to be avoided
Adhering to formula
Scoring
Recording responses
Scattering of successes
Supplementary considerations
Alternative tests
Finding mental age
The use of the intelligence quotient
How to find the I Q of adult subjects
Material for use in testing
FOOTNOTES:
CHAPTER IX. Instructions For Year III
III, 1. Pointing to parts of the body
III, 2. Naming familiar objects
III, 3. Enumeration of objects in pictures
III, 4. Giving sex
III, 5. Giving the family name
III, 6. Repeating six to seven syllables
III. Alternative test: repeating three digits
FOOTNOTES:
CHAPTER X. INSTRUCTIONS FOR YEAR IV
IV, 1. Comparison of lines
IV, 2. Discrimination of forms
IV, 3. Counting four pennies
IV, 4. Copying a square
IV, 5. Comprehension, first degree
IV, 6. Repeating four digits
IV. Alternative test: repeating twelve to thirteen syllables
FOOTNOTES:
CHAPTER XI. INSTRUCTIONS FOR YEAR V
V, 1. Comparison of weights
V, 2. Naming colors
V, 3. Æsthetic comparison
V, 4. Giving definitions in terms of use
V, 5. The game of patience
V, 6. Three commissions
V. Alternative test: giving age
FOOTNOTES:
CHAPTER XII. INSTRUCTIONS FOR YEAR VI
VI, 1. Distinguishing right and left
VI, 2. Finding omissions in pictures
VI, 3. Counting thirteen pennies
VI, 4. Comprehension, second degree
(a) If it is raining when you start to school
(b) If you find that your house is on fire
(c) If you miss your train
VI, 5. Naming four coins
VI, 6. Repeating sixteen to eighteen syllables
VI. Alternative test: forenoon and afternoon
FOOTNOTES:
CHAPTER XIII. INSTRUCTIONS FOR YEAR VII
VII, 1. Giving the number of fingers
VII, 2. Description of pictures
Picture (a): satisfactory responses
Picture (b): satisfactory responses
Picture (c): satisfactory responses
VII, 3. Repeating five digits
VII, 4. Tying a bow-knot
VII, 5. Giving differences from memory
Fly and butterfly
Stone and egg
Wood and glass
VII, 6. Copying a diamond
VII, Alternative test 1: naming the days of the week
VII, Alternative test 2: repeating three digits reversed
FOOTNOTES:
CHAPTER XIV. INSTRUCTIONS FOR YEAR VIII
VIII, 1. The ball-and-field test (Score 2, inferior plan)
VIII, 2. Counting backwards from 20 to 1
VIII, 3. Comprehension, third degree
Question a (If you have broken something)
Question b (In danger of being tardy)
Question c (Playmate hits you)
VIII, 4. Giving similarities; two things
(a) Wood and coal
(b) An apple and a peach
(c) Iron and silver
(d) A ship and an automobile
VIII, 5. Giving definitions superior to use
(a) Balloon
(b) Tiger
(c) Football
(d) Soldier
VIII, 6. Vocabulary; twenty definitions, 3600 words
VIII, Alternative test 1: naming six coins
VIII, Alternative test 2: writing from dictation
FOOTNOTES:
CHAPTER XV. INSTRUCTIONS FOR YEAR IX
IX, 1. Giving the date
IX, 2. Arranging five weights
IX, 3. Making change
IX, 4. Repeating four digits reversed
IX, 5. Using three words in a sentence
(a) Boy, ball, river
(b) Work, money, men
(c) Desert, rivers, lakes
IX, 6. Finding rhymes
IX, Alternative test 1: naming the months
IX, Alternative test 2: counting the value of stamps
FOOTNOTES:
CHAPTER XVI. INSTRUCTIONS FOR YEAR X
X, 1. Vocabulary (thirty definitions, 5400 words)
X, 2. Detecting absurdities
(a) The road downhill
(b) What the engineer said
(c) The girl who was thought to have killed herself
(d) The railroad accident
(e) The bicycle rider
X, 3. Drawing designs from memory
X, 4. Reading for eight memories
X, 5. Comprehension, fourth degree
(a) When some one asks your opinion
(b) Before undertaking something important
(c) Why we should judge a person more by his actions than by his words
X, 6. Naming sixty words
X, Alternative test 1: repeating six digits
X, Alternative test 2: repeating twenty to twenty-two syllables
X, Alternative test 3: construction puzzle A (Healy and Fernald)
FOOTNOTES:
CHAPTER XVII. INSTRUCTIONS FOR YEAR XII
XII, 1. Vocabulary (forty definitions, 7200 words)
XII, 2. Defining abstract words
(a) Pity
(b) Revenge
(c) Charity
(d) Envy
(e) Justice
XII, 3. The ball-and-field test (superior plan)
XII, 4. Dissected sentences
(a)
(b)
(c)
XII, 5. Interpretation of fables (score 4)
(a) Hercules and the Wagoner
(b) The Milkmaid and her Plans
(c) The Fox and the Crow
(d) The Farmer and the Stork
(e) The Miller, His Son, and the Donkey
(a) Hercules and the Wagoner
(b) The Maid and the Eggs
(c) The Fox and the Crow
(d) The Farmer and the Stork
(e) The Miller, His Son, and the Donkey
XII, 6. Repeating five digits reversed
XII, 7. Interpretation of pictures
(a) Dutch Home
(b) River Scene
(c) Post-Office
(d) Colonial Home
XII, 8. Giving similarities, three things
(a) Snake, cow, sparrow
(b) Book, teacher, newspaper
(c) Wool, cotton, leather
(d) Knife-blade, penny, piece of wire
(e) Rose, potato, tree
FOOTNOTES:
CHAPTER XVIII. INSTRUCTIONS FOR YEAR XIV
XIV, 1. Vocabulary (fifty definitions, 9000 words)
XIV, 2. Induction test: finding a rule
XIV, 3. Giving differences between a president and a king
XIV, 4. Problem questions
(a) What the man saw hanging
(b) My neighbor
(c) What the man was riding on
XIV, 5. Arithmetical reasoning
XIV, 6. Reversing hands of clock
XIV, Alternative tests: repeating seven digits
FOOTNOTES:
CHAPTER XIX. INSTRUCTIONS FOR “AVERAGE ADULT”
Average adult, 1: vocabulary (sixty-five definitions, 11,700 words)
Average adult, 2: interpretation of fables (score 8)
Average adult, 3: differences between abstract terms
Average adult, 4: problem of the enclosed boxes
Average adult, 5: repeating six digits reversed
Average adult, 6: using a code
Average adult, alternative test 1: repeating twenty-eight syllables
Average adult, alternative test 2: comprehension of physical relations
(a) Problem regarding the path of a cannon ball
(b) Problem as to the weight of a fish in water
(c) Difficulty of hitting a distant mark
FOOTNOTES:
CHAPTER XX. INSTRUCTIONS FOR “SUPERIOR ADULT”
Superior adult, 1: vocabulary (seventy-five definitions, 13,500 words)
Superior adult, 2: Binet’s paper-cutting test
Superior adult, 3: repeating eight digits
Superior adult, 4: repeating thought of passage
Selection (a)
Selection (b)
Superior adult, 5: repeating seven digits reversed
Superior adult, 6: ingenuity test
FOOTNOTES:
SELECTED REFERENCES
BINET-SIMON TESTS OF NORMAL CHILDREN
BINET-SIMON TESTS OF THE FEEBLE-MINDED
BINET-SIMON TESTS OF DELINQUENTS
BINET-SIMON TESTS OF SUPERIOR CHILDREN
INSTRUCTIONS FOR GIVING THE BINET-SIMON TESTS
CRITICISMS AND EVALUATIONS OF THE BINET-SIMON METHOD
BOOKS ON MENTAL DEFICIENCY
STUDIES OF THE PROGRESS OF CHILDREN THROUGH THE GRADES
REFERENCES ON THE SPECIAL CLASS FOR EXCEPTIONAL CHILDREN
LIST OF BINET’S MOST IMPORTANT CONTRIBUTIONS TO THE MEASUREMENT OF INTELLIGENCE
SUGGESTIONS FOR A TEACHER’S PRIVATE LIBRARY
ON EXCEPTIONAL CHILDREN
MAGAZINES
INDEX
