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PART I. PROBLEMS AND RESULTS

Table of Contents

CHAPTER I

The Uses of Intelligence Tests 3

  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 22

  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.

  Binet’s experiment on how teachers test intelligence.

CHAPTER III

Description of the Binet-Simon Method 36

  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. The use of age standards. The kind of mental functions brought into play. 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.

CHAPTER IV

Nature of the Stanford Revision and Extension 51

  Sources of data.

  Method of arriving at a revision.

  List of tests in the Stanford revision and extension.

  Summary of changes.

  Effects of the revision on the mental ages secured.

CHAPTER V

Analysis of one Thousand Intelligence Quotients 65

  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 78

  Frequency of different degrees of intelligence.

  Classification of intelligence quotients.

  Feeble-mindedness.

  Border-line cases. Examples of border-line deficiency.

  Dull normals.

  Average intelligence.

  Superior intelligence.

  Very superior intelligence. Examples of very superior intelligence.

  Genius and “near” genius.

  Is the I Q often misleading?

CHAPTER VII

Reliability of the Binet-Simon Method 105

  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

Table of Contents

CHAPTER VIII

General Instructions 121

  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

1 Pointing to parts of the body 142

2 Naming familiar objects 143

3 Enumeration of objects in pictures 145

4 Giving sex 146

5 Giving the family name 147

6 Repeating six to seven syllables 149

7 Alternative test: Repeating three digits 150

CHAPTER X

Instructions for Year IV

1 Comparison of lines 151

2 Discrimination of forms 152

3 Counting four pennies 154

4 Copying a square 155

5 Comprehension, first degree 157

6 Repeating four digits 159

7 Alternative test: Repeating twelve to thirteen syllables 160

CHAPTER XI

Instructions for Year V

1 Comparison of weights 161

2 Naming colors 163

3 Æsthetic comparison 165

4 Giving definitions in terms of use 167

5 The game of patience 169

6 Three commissions 172

7 Alternative test: Giving age 173

CHAPTER XII

Instructions for Year VI

1 Distinguishing right and left 175

2 Finding omissions in pictures 178

3 Counting thirteen pennies 180

4 Comprehension, second degree 181

5 Naming four coins 184

6 Repeating sixteen to eighteen syllables 185

7 Alternative test: Forenoon and afternoon 187

CHAPTER XIII

Instructions for Year VII

1 Giving the number of fingers 189

2 Description of pictures 190

3 Repeating five digits 193

4 Tying a bow-knot 196

5 Giving differences from memory 199

6 Copying a diamond 204

7 Alternative test 1: Naming the days of the week 205

8 Alternative test 2: Repeating three digits reversed 207

CHAPTER XIV

Instructions for Year VIII

1 The ball-and-field test 210

2 Counting backwards from 20 to 1 213

3 Comprehension, third degree 215

4 Giving similarities, two things 217

5 Giving definitions superior to use 221

6 Vocabulary (20 definitions, 3600 words) 224

7 Alternative test 1: Naming six coins 231

8 Alternative test 2: Writing from dictation 231

CHAPTER XV

Instructions for Year IX

1 Giving the date 234

2 Arranging five weights 236

3 Making change 240

4 Repeating four digits reversed 242

5 Using three words in a sentence 242

6 Finding rhymes 248

7 Alternative test 1: Naming the months 251

8 Alternative test 2: Counting the value of stamps 252

CHAPTER XVI

Instructions for Year X

1 Vocabulary (30 definitions, 5400 words) 255

2 Detecting absurdities 255

3 Drawing designs from memory 260

4 Reading for eight memories 262

5 Comprehension, fourth degree 268

6 Naming sixty words 272

7 Alternative test 1: Repeating six digits 277

8 Alternative test 2: Repeating twenty to twenty-two syllables 277

9 Alternative test 3: Healy’s Construction Puzzle A 278

CHAPTER XVII

Instructions for Year XII

1 Vocabulary (40 definitions, 7200 words) 281

2 Defining abstract words 281

3 The ball-and-field test (superior plan) 286

4 Dissected sentences 286

5 Interpretation of fables (score 4) 290

6 Repeating five digits reversed 301

7 Interpretation of pictures 302

8 Giving similarities, three things 306

CHAPTER XVIII

Instructions for Year XIV

1 Vocabulary (50 definitions, 9000 words) 310

2 Induction test: finding a rule 310

3 Giving differences between a president and a king 313

4 Problem questions 315

5 Arithmetical reasoning 319

6 Reversing hands of a clock 321

7 Alternative test: Repeating seven digits 322

CHAPTER XIX

Instructions for “Average Adult”

1 Vocabulary (65 definitions, 11,700 words) 324

2 Interpretation of fables (score 8) 324

3 Differences between abstract terms 324

4 Problem of the enclosed boxes 327

5 Repeating six digits reversed 329

6 Using a code 330

7 Alternative test 1: Repeating twenty-eight syllables 332

8 Alternative test 2: Comprehension of physical relations 333

CHAPTER XX

Instructions for “Superior Adult”

1 Vocabulary (75 definitions, 13,500 words) 338

2 Binet’s paper-cutting test 338

3 Repeating eight digits 340

4 Repeating thought of passage 340

5 Repeating seven digits reversed 345

6 Ingenuity test 345

SELECTED REFERENCES 349

INDEX 359

FIGURES AND DIAGRAMS

Table of Contents

1 Distribution of Mental Ages of 62 Normal Adults 55

2 Distribution of I Q’s of 905 Unselected Children, 5–14 Years of Age 66

3 Median I Q of 457 Boys and 448 Girls, for the Ages 5–14 Years 69

4 Diamond drawn by R. W.; Age 13–10; Mental Age 7–6 82

5 Writing from Dictation. R. M., Age 15; Mental Age 9 83

6 Ball and Field Test. I. M., Age 14–2; Mental Age 9 84

7 Diamond drawn by A. W. 85

8 Drawing Designs from Memory. H. S., Age 11; Mental Age 8–3 86

9 Ball and Field Test. S. F., Age 17; Mental Age 11–6 88

10 Writing from Dictation. C. P., Age 10–2; Mental Age 7–11 90

11 Ball and Field Test. M. P., Age 14; Mental Age 10–8 91

12 Ball and Field Test. R. G., Age 13–5; Mental Age 10–6 93

13 Ball and Field Test. E. B., Age 7–9; I Q 130 98

14 Ball and Field Test. F. McA., Age 10–3; Mental Age 14–6 100

15 Drawing Designs from Memory. E. M., Age 6–11; Mental Age 10, I Q 145 101

16 Ball and Field Test. B. F., Age 7–8; Mental Age 12–4; I Q 160 102

17 Healy and Fernald Construction Puzzle 279