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Table of Contents
ОглавлениеPART II GUIDE FOR THE USE OF THE STANFORD REVISION AND EXTENSION
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.
CHAPTER II SOURCES OF ERROR IN JUDGING INTELLIGENCE
Are intelligence tests superfluous?
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]
CHAPTER III DESCRIPTION OF THE BINET-SIMON METHOD
Essential nature of the scale.
Special characteristics of the Binet-Simon method.
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.
CHAPTER IV NATURE OF THE STANFORD REVISION AND EXTENSION
Method of arriving at a revision.
Effects of the revision on the mental ages secured.
CHAPTER V ANALYSIS OF 1000 INTELLIGENCE QUOTIENTS
The distribution of intelligence.
The validity of the intelligence quotient.
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.
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.)
Border-line cases (usually between 70 and 80 I Q) .
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) .
CHAPTER VII RELIABILITY OF THE BINET-SIMON METHOD
Dependence of the scale’s reliability on the training of the examiner.
Influence of the subject’s attitude.
Reliability of repeated tests.
Influence of social and educational advantages.
PART II GUIDE FOR THE USE OF THE STANFORD REVISION AND EXTENSION
CHAPTER VIII GENERAL INSTRUCTIONS
Necessity of securing attention and effort.
The use of the intelligence quotient.
How to find the I Q of adult subjects.
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, 5. Giving the family name
III, 6. Repeating six to seven syllables
III. Alternative test: repeating three digits
CHAPTER X INSTRUCTIONS FOR YEAR IV
IV, 2. Discrimination of forms
IV, 5. Comprehension, first degree
IV. Alternative test: repeating twelve to thirteen syllables
CHAPTER XI INSTRUCTIONS FOR YEAR V
V, 4. Giving definitions in terms of use
V. Alternative test: giving age
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
VI, 6. Repeating sixteen to eighteen syllables
VI. Alternative test: forenoon and afternoon
CHAPTER XIII INSTRUCTIONS FOR YEAR VII
VII, 1. Giving the number of fingers
VII, 2. Description of pictures
VII, 5. Giving differences from memory
VII, Alternative test 1: naming the days of the week
VII, Alternative test 2: repeating three digits reversed
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
VIII, 4. Giving similarities; two things
VIII, 5. Giving definitions superior to use
VIII, 6. Vocabulary; twenty definitions, 3600 words
VIII, Alternative test 1: naming six coins
VIII, Alternative test 2: writing from dictation
CHAPTER XV INSTRUCTIONS FOR YEAR IX
IX, 4. Repeating four digits reversed
IX, 5. Using three words in a sentence
IX, Alternative test 1: naming the months
IX, Alternative test 2: counting the value of stamps
CHAPTER XVI INSTRUCTIONS FOR YEAR X
X, 1. Vocabulary (thirty definitions, 5400 words)
X, 3. Drawing designs from memory
X, 4. Reading for eight memories
X, 5. Comprehension, fourth degree
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)
CHAPTER XVII INSTRUCTIONS FOR YEAR XII
XII, 1. Vocabulary (forty definitions, 7200 words)
XII, 2. Defining abstract words
XII, 3. The ball-and-field test (superior plan)
XII, 5. Interpretation of fables (score 4)
XII, 6. Repeating five digits reversed
XII, 7. Interpretation of pictures
XII, 8. Giving similarities, three things
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, 5. Arithmetical reasoning
XIV, 6. Reversing hands of clock
XIV, Alternative tests: repeating seven digits
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
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
Superior adult, 5: repeating seven digits reversed
Superior adult, 6: ingenuity test
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
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
