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PART I. PROBLEMS AND RESULTS

PART II GUIDE FOR THE USE OF THE STANFORD REVISION AND EXTENSION

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.

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]

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.

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

Sources of data.

Method of arriving at a revision.

Summary of changes.

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.

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.

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) .

Genius and “near” genius.

Is the I Q often misleading?

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.

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.

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

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

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

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, 5. Naming four coins

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, 3. Repeating five digits

VII, 4. Tying a bow-knot

VII, 5. Giving differences from memory

VII, 6. Copying a diamond

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, 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

IX, 6. Finding rhymes

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, 2. Detecting absurdities

X, 3. Drawing designs from memory

X, 4. Reading for eight memories

X, 5. Comprehension, fourth degree

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)

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, 4. Dissected sentences

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, 4. Problem questions

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

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