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IntelligenceReading For Eight Memories
The Validity Of The Individual Tests
Alternative Test 2: Counting The Value Of Stamps
How The Scale Is Used
Influence Of Social And Educational Advantages
Alternative Test 1: Naming The Months
The Avoidance Of Fatigue
Dependence Of The Scale's Reliability On The Training Of The Examiner
Presence Of Others
Differences Between Abstract Terms
Adhering To Formula
Giving The Family Name
I Ntelligence Of The Different Social Classes
Correlation Between I Q And The Teachers' Estimates Of The Children's Intelligence
Is The I Q Often Misleading?
Binet's Conception Of General Intelligence
Description Of Pictures
Alternative Test 2: Repeating Twenty To Twenty-two Syllables
The sentences for this year are:--
(a) "_The apple tree makes a cool, pleasant shade on the ground
where the children are playing._"
(b) "_It is nearly half-past one o'clock; the house is very
quiet and the cat has gone to sleep._"
(c) "_In summer the days are very warm and fine; in winter it
snows and I am cold._"
PROCEDURE and SCORING exactly as in VI, 6.
REMARKS. It is interesting to note that five years of mental growth are
required to pass from the ability to repeat sixteen or eighteen
syllables (year VI) to the ability to repeat twenty or twenty-two
syllables. Similarly in memory for digits. Five digits are almost as
easy at year VII as six at year X. Two explanations are available: (1)
The increased difficulty may be accounted for by a relatively slow
growth of memory power after the age of 6 or 7 years; or (2) the
increase in difficulty may be real, expressing an inner law as to the
behavior of the memory span in dealing with material of increasing
length. Both factors are probably involved.
This is another of the Stanford additions to the scale. Average children
of 10 years ordinarily pass it, but older, retarded children of 10-year
mental age make a poorer showing. In the case of mentally retarded
adults, especially, the verbal memory is less exact than that of school
children of the same mental age.
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