The Measurement of Intelligence

About this eBook

Author

Terman, Lewis M. (Lewis Madison), 1877-1956

Title

The measurement of intelligence : an explanation of and a complete guide for the use of the Standard revision and extension of the Binet-Simon intelligence scale

Credits

Produced by Audrey Longhurst, Laura Wisewell and the Online Distributed Proofreading Team at www.pgdp.net

Language

English

LoC Class

LB: Education: Theory and practice of education

Subject

Intelligence tests

Category

Text

eBook-No.

20662

Project Gutenberg

https://www.gutenberg.org/ebooks/20662

Release Date

February 25, 2007

Copyright

Public domain in the USA.

Contents

1. 1.THE MEASUREMENT OF INTELLIGENCE
2. 2.BY LEWIS M. TERMAN PROFESSOR OF EDUCATION LELAND STANFORD JUNIOR UNIVERSITY
3. 3.EDITOR’S INTRODUCTION
4. 4.PREFACE
5. 5.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
6. 6.FIGURES AND DIAGRAMS
7. 7.THE MEASUREMENT OF INTELLIGENCE PART I PROBLEMS AND RESULTS — THE MEASUREMENT OF INTELLIGENCE
8. 8.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:
9. 9.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:
10. 10.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:
11. 11.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:
12. 12.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:
13. 13.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:
14. 14.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:
15. 15.PART II GUIDE FOR THE USE OF THE STANFORD REVISION AND EXTENSION
16. 16.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:
17. 17.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:
18. 18.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:
19. 19.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:
20. 20.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:
21. 21.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:
22. 22.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:
23. 23.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:
24. 24.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:
25. 25.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:
26. 26.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:
27. 27.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:
28. 28.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:
29. 29.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
30. 30.SUGGESTIONS FOR A TEACHER’S PRIVATE LIBRARY — ON EXCEPTIONAL CHILDREN — MAGAZINES
31. 31.INDEX

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