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Deficiency and Delinquency An Interpretation of Mental Testing

By James Burt Miner

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E-text prepared by Richard Tonsing, MWS, Bryan Ness, and the Online Distributed Proofreading Team (http://www.pgdp.net) from page images generously made available by Internet Archive (https://archive.org)
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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