The Measurement of Intelligence An Explanation of and a Complete Guide for the Use of the Stanford Revision and Extension of the Binet-Simon Intelligence Scale
Lewis M. (Lewis Madison) Terman
Education & Teaching
The Measurement of Intelligence An Explanation of and a Complete Guide for the Use of the Stanford Revision and Extension of the Binet-Simon Intelligence Scale
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Contents
Reviews
Language
English
ISBN
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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
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
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
PART I. PROBLEMS AND RESULTS
CHAPTER I
CHAPTER II
CHAPTER III
CHAPTER IV
CHAPTER V
CHAPTER VI
CHAPTER VII
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
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:
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:
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.”
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:
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.”
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
The Stanford revision and extension
Summary of changes.
Effects of the revision on the mental ages secured.
FOOTNOTES:
Sources of data.
Method of arriving at a revision.
The Stanford revision and extension
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:
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
Examples of feeble-minded school children
Border-line cases (usually between 70 and 80 I Q).
Examples of border-line deficiency
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
Examples of very superior intelligence
Genius and “near” genius.
Is the I Q often misleading?
FOOTNOTES:
Frequency of different degrees of intelligence.
Classification of intelligence quotients.
Feeble-mindedness (rarely above 75 I Q.)
Examples of feeble-minded school children
Examples of feeble-minded school children
Border-line cases (usually between 70 and 80 I Q).
Examples of border-line deficiency
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
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:
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:
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:
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:
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:
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
(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:
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
(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
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
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:
VII, 1. Giving the number of fingers
VII, 2. Description of pictures
Picture (a): satisfactory responses
Picture (b): satisfactory responses
Picture (c): satisfactory responses
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
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)
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
(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
(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:
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)
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
(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
(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
(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:
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
(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
(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
(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:
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
(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
(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
(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)
(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
(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
(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
(a) Snake, cow, sparrow
(b) Book, teacher, newspaper
(c) Wool, cotton, leather
(d) Knife-blade, penny, piece of wire
(e) Rose, potato, tree
FOOTNOTES:
XII, 1. Vocabulary (forty definitions, 7200 words)
XII, 2. Defining abstract words
(a) Pity
(b) Revenge
(c) Charity
(d) Envy
(e) Justice
(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)
(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
(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
(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
(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
(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:
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
(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
(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:
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
(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)
Selection (a)
Selection (b)
Superior adult, 5: repeating seven digits reversed
Superior adult, 6: ingenuity test
FOOTNOTES:
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)
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
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
ON EXCEPTIONAL CHILDREN
MAGAZINES
INDEX
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