The Measurement of Intelligence

THE MEASUREMENT OF INTELLIGENCE
	EDITOR’S INTRODUCTION
	PREFACE
	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