Deficiency and Delinquency An Interpretation of Mental Testing
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Deficiency and Delinquency An Interpretation of Mental Testing

By James Burt Miner
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  • Deficiency and Delinquency An Interpretation of Mental Testing
    • TABLE OF CONTENTS
    • LIST OF TABLES AND FIGURES
    • PREFACE
    • CHAPTER I. INTRODUCTION
    • PART ONE PRACTICAL CONSIDERATIONS
      • CHAPTER II. THE FUNCTIONS OF A SCALE IN DIAGNOSIS
        • A. The Meaning of Intellectual Deficiency.
        • B. Forms of Mental Deficiency Not Yet Discoverable by Tests.
        • C. Doubtful Intellects Accompanied by Delinquency Presumed Deficient.
      • A. The Meaning of Intellectual Deficiency.
      • B. Forms of Mental Deficiency Not Yet Discoverable by Tests.
      • C. Doubtful Intellects Accompanied by Delinquency Presumed Deficient.
      • CHAPTER III. THE PERCENTAGE DEFINITION OF INTELLECTUAL DEFICIENCY
        • A. The Definition.
        • B. The Assumptions of a Quantitative Definition.
      • A. The Definition.
      • B. The Assumptions of a Quantitative Definition.
      • CHAPTER IV. WHAT PERCENTAGE IS FEEBLE-MINDED
        • A. Kinds of Social Care Contemplated
        • B. Estimates of the School Population Versus the General Population
        • C. Desirable Versus Immediately Advisable Social Care
        • D. Percentages Suggested to Harmonize the Estimates
        • E. Comparison With Important Estimates
        • F. The Ability of the Mentally Retarded, Especially Those Receiving Special Training.
      • A. Kinds of Social Care Contemplated
      • B. Estimates of the School Population Versus the General Population
      • C. Desirable Versus Immediately Advisable Social Care
      • D. Percentages Suggested to Harmonize the Estimates
      • E. Comparison With Important Estimates
      • F. The Ability of the Mentally Retarded, Especially Those Receiving Special Training.
      • CHAPTER V. ADAPTING THE PERCENTAGE DEFINITION TO THE BINET SCALE
        • A. The Border Region for the Mature.
        • B. The Border Region for the Immature.
      • A. The Border Region for the Mature.
      • B. The Border Region for the Immature.
      • CHAPTER VI. DELINQUENTS TESTING DEFICIENT
        • A. At the Glen Lake Farm School for Boys, Hennepin County, Minnesota.
        • B. Comparison of Tested Deficiency Among Typical Groups of Delinquents.
        • C. Summary of Tested Deficiency Among Delinquents
      • A. At the Glen Lake Farm School for Boys, Hennepin County, Minnesota.
      • B. Comparison of Tested Deficiency Among Typical Groups of Delinquents.
      • C. Summary of Tested Deficiency Among Delinquents
      • CHAPTER VII. CHECKING THE BINET DIAGNOSIS BY OTHER METHODS
      • CHAPTER VIII. SCHOOL RETARDATION AMONG DELINQUENTS
        • A. In Minneapolis
        • B. School Retardations Among Other Groups of Delinquents
      • A. In Minneapolis
      • B. School Retardations Among Other Groups of Delinquents
      • CHAPTER IX. COMPARISON OF THE SCHOOL TEST AND THE BINET TEST
        • A. Practical Uses of the School Test.
        • B. Checking Deficiency Among Delinquents by the School Test.
      • A. Practical Uses of the School Test.
      • B. Checking Deficiency Among Delinquents by the School Test.
      • CHAPTER X. BAD SCHOOL ADJUSTMENT AS A CAUSE OF DELINQUENCY
      • CHAPTER XI. DEFICIENCY AS A CAUSE OF DELINQUENCY
        • A. The Chances of the Mentally Deficient Becoming Delinquent.
        • B. The Correlation of Deficiency and Delinquency.
        • C. The Causes of Delinquency.
      • A. The Chances of the Mentally Deficient Becoming Delinquent.
      • B. The Correlation of Deficiency and Delinquency.
      • C. The Causes of Delinquency.
      • CHAPTER XII. SUMMARY AND SUGGESTIONS
    • CHAPTER II. THE FUNCTIONS OF A SCALE IN DIAGNOSIS
      • A. The Meaning of Intellectual Deficiency.
      • B. Forms of Mental Deficiency Not Yet Discoverable by Tests.
      • C. Doubtful Intellects Accompanied by Delinquency Presumed Deficient.
    • A. The Meaning of Intellectual Deficiency.
    • B. Forms of Mental Deficiency Not Yet Discoverable by Tests.
    • C. Doubtful Intellects Accompanied by Delinquency Presumed Deficient.
    • CHAPTER III. THE PERCENTAGE DEFINITION OF INTELLECTUAL DEFICIENCY
      • A. The Definition.
      • B. The Assumptions of a Quantitative Definition.
    • A. The Definition.
    • B. The Assumptions of a Quantitative Definition.
    • CHAPTER IV. WHAT PERCENTAGE IS FEEBLE-MINDED
      • A. Kinds of Social Care Contemplated
      • B. Estimates of the School Population Versus the General Population
      • C. Desirable Versus Immediately Advisable Social Care
      • D. Percentages Suggested to Harmonize the Estimates
      • E. Comparison With Important Estimates
      • F. The Ability of the Mentally Retarded, Especially Those Receiving Special Training.
    • A. Kinds of Social Care Contemplated
    • B. Estimates of the School Population Versus the General Population
    • C. Desirable Versus Immediately Advisable Social Care
    • D. Percentages Suggested to Harmonize the Estimates
    • E. Comparison With Important Estimates
    • F. The Ability of the Mentally Retarded, Especially Those Receiving Special Training.
    • CHAPTER V. ADAPTING THE PERCENTAGE DEFINITION TO THE BINET SCALE
      • A. The Border Region for the Mature.
      • B. The Border Region for the Immature.
    • A. The Border Region for the Mature.
    • B. The Border Region for the Immature.
    • CHAPTER VI. DELINQUENTS TESTING DEFICIENT
      • A. At the Glen Lake Farm School for Boys, Hennepin County, Minnesota.
      • B. Comparison of Tested Deficiency Among Typical Groups of Delinquents.
      • C. Summary of Tested Deficiency Among Delinquents
    • A. At the Glen Lake Farm School for Boys, Hennepin County, Minnesota.
    • B. Comparison of Tested Deficiency Among Typical Groups of Delinquents.
    • C. Summary of Tested Deficiency Among Delinquents
    • CHAPTER VII. CHECKING THE BINET DIAGNOSIS BY OTHER METHODS
    • CHAPTER VIII. SCHOOL RETARDATION AMONG DELINQUENTS
      • A. In Minneapolis
      • B. School Retardations Among Other Groups of Delinquents
    • A. In Minneapolis
    • B. School Retardations Among Other Groups of Delinquents
    • CHAPTER IX. COMPARISON OF THE SCHOOL TEST AND THE BINET TEST
      • A. Practical Uses of the School Test.
      • B. Checking Deficiency Among Delinquents by the School Test.
    • A. Practical Uses of the School Test.
    • B. Checking Deficiency Among Delinquents by the School Test.
    • CHAPTER X. BAD SCHOOL ADJUSTMENT AS A CAUSE OF DELINQUENCY
    • CHAPTER XI. DEFICIENCY AS A CAUSE OF DELINQUENCY
      • A. The Chances of the Mentally Deficient Becoming Delinquent.
      • B. The Correlation of Deficiency and Delinquency.
      • C. The Causes of Delinquency.
    • A. The Chances of the Mentally Deficient Becoming Delinquent.
    • B. The Correlation of Deficiency and Delinquency.
    • C. The Causes of Delinquency.
    • CHAPTER XII. SUMMARY AND SUGGESTIONS
    • PART TWO THEORETICAL CONSIDERATIONS
      • CHAPTER XIII. THE THEORY OF THE MEASUREMENT OF MENTAL DEVELOPMENT
        • A. Comparison of Units and Scales for Measuring Individual Differences.
        • B. The Curves of Mental Development.
      • A. Comparison of Units and Scales for Measuring Individual Differences.
      • B. The Curves of Mental Development.
      • CHAPTER XIV. QUANTITATIVE DEFINITIONS OF THE BORDERLINE
        • A. Different Forms of Quantitative Definitions
        • B. Common Characteristics of Quantitative Definitions
        • C. Practical Advantages of the Percentage Method
        • D. Theoretical Advantage of the Percentage Method with Changes in the Form of the Distributions
      • A. Different Forms of Quantitative Definitions
      • B. Common Characteristics of Quantitative Definitions
      • C. Practical Advantages of the Percentage Method
      • D. Theoretical Advantage of the Percentage Method with Changes in the Form of the Distributions
    • CHAPTER XIII. THE THEORY OF THE MEASUREMENT OF MENTAL DEVELOPMENT
      • A. Comparison of Units and Scales for Measuring Individual Differences.
      • B. The Curves of Mental Development.
    • A. Comparison of Units and Scales for Measuring Individual Differences.
    • B. The Curves of Mental Development.
    • CHAPTER XIV. QUANTITATIVE DEFINITIONS OF THE BORDERLINE
      • A. Different Forms of Quantitative Definitions
      • B. Common Characteristics of Quantitative Definitions
      • C. Practical Advantages of the Percentage Method
      • D. Theoretical Advantage of the Percentage Method with Changes in the Form of the Distributions
    • A. Different Forms of Quantitative Definitions
    • B. Common Characteristics of Quantitative Definitions
    • C. Practical Advantages of the Percentage Method
    • D. Theoretical Advantage of the Percentage Method with Changes in the Form of the Distributions
    • BIBLIOGRAPHY ON TESTED DELINQUENTS[34]
      • OTHER REFERENCES CITED
    • OTHER REFERENCES CITED
    • APPENDIX I
    • APPENDIX II
    • INDEX
    • TRANSCRIBER'S NOTE
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