Children Above 180 IQ Stanford-Binet: Origin and Development

PREFACE

PART I: ORIENTATION

1. THE CONCEPT OF INTELLECTUAL GENIUS Concepts of the Ancients, Dictionary Definitions, Concepts of Genius, Miscellaneous Observations Tending to Define Characteristics of Genius, Speculation and Comment Concerning Genius

2. EARLY SCIENTIFIC STUDY OF EMINENT ADULTS Origin of Eminent Adults, Yoder's Study, Terman's Inferences from Biography

3. PUBLISHED REPORTS ON TESTED CHILDREN Modern Approach to the Study of Ability, Binet's Method, The Range of Intellect above 180 IQ, Children Observed before the Era of Binet, Children Who Test above 180 IQ by Binet-Simon Tests, Children Who Test above 180 IQ by Stanford-Binet Tests, Generalizations

PART II: TWELVE CASES NEW TO LITERATURE CONCERNING TESTED CHILDREN

4. CHILD A
Family Background, Preschool History, School History, Judgments of Teachers, Mental Measurements, Traits of Character, Physical Measurements and Health, Miscellaneous Characteristics
5. CHILD B
Family Background, Preschool History, School History, Traits of Character, Judgments of Teachers, Mental Measurements, Physical Measurements, Miscellaneous Characteristics
6. CHILD C
Family Background, Preschool History, School History, Traits of Character, Mental Measurements, Physical Measurements, Later School History
7. CHILD D
Family Background, Preschool History, Traits of Character, Mental Measurements, Physical Measurements and Health, Miscellaneous Characteristics, School History
8. CHILD E
Family Background, Early History, School Achievement, Mental Measurements, Social Habits, Tastes, etc., Later Mental Measurements, Later Physical Measurements, Later Scholastic Records, Extracurricular Activities, Teachers' Comments, Summary up to 1921, Eventual Scholastic Records, Researches of E, Summary of Development
9. CHILD F
Family Background, Preschool History, Early School History, Early Test Scores, Home Rating, Miscellaneous Characteristics, Later Educational Career
10. CHILD G
Family Background, Educational History, Early Mental Tests, Later Test Records, Traits of Character, Physical Measurements, High School Record, G's Brother's Record
11. CHILD H
Family Background, Preschool History, Mental Measurements, Physical Measurements, Intellectual Ability
12. CHILD I
Family Background, Preschool History, Early Educational History, Mental Measurements, Physical Measurements and Health, Miscellaneous Characteristics
13. CHILD J Family Background, Childhood Characteristics, Later Mental Tests

14. CHILD K
Family Background, Early Development, Mental Measurements, Physical
Measurements, Later Educational Progress
15. CHILD L
Family Background, Early History, Achievement at Speyer School,
High School Record to Date of Writing, Later Tests and Inventories
16. SUMMARIES OF HEREDITIES AND EARLY BEHAVIOR Family History and Background, Physical and Behavioral Development

17. SCHOLASTIC ACHIEVEMENT AND CREATIVE ACTIVITY Scholastic Achievement and Educational Adjustment, Creative Work, General Statement

PART III: GENERAL PRINCIPLES AND IMPLICATIONS.

18. ADULT STATUS AND PERSONALITY RATINGS.
Adult Status of Highly Intelligent Children, Critique of the Concept of "Genius" as Applied in Terms of IQ, Application of Bernreuter Inventory of Personality to Highly Intelligent Adolescents
19. THE DEVELOPMENT OF PERSONALITY IN HIGHLY INTELLIGENT CHILDREN General Considerations, The Part Played by Physique, Problem of Leadership, Problems of Adjustment to Occupation, Learning to "Suffer Fools Gladly", The Tendency to Become Isolated, The Concept of "Optimum Intelligence", Conclusion

20. THE CHILD OF VERY SUPERIOR INTELLIGENCE AS A SPECIAL PROBLEM IN SOCIAL ADJUSTMENT The Quality of Gifted Children, The Problem of Work, The Problem of Adjustment to Classmates, The Problem of Play, Special Problems of the Gifted Girl, Problems of Conformity, The Problems of Origin and of Destiny, General Considerations

21. THE ELEMENTARY SCHOOLING OF VERY BRIGHT CHILDREN
Considerations in Planning the Curriculum, Enrichment Units at Speyer School, Special Work, Emotional Education, Matters of General Policy
22. PROBLEMS OF RELATIONSHIP BETWEEN ELEMENTARY AND SECONDARY
SCHOOLS IN THE CASE OF HIGHLY INTELLIGENT PUPILS
The Elementary School, Transition from Elementary to Secondary School, Consideration of the Questions Arising, What about Genius?