IntelligenceDefining Abstract Words
The Game Of Patience
Alternative Test 1: Naming Six Coins
The Validity Of The Intelligence Quotient
Average Adult Alternative Test 2: Comprehension Of Physical Relations
Intelligence Tests Of The Feeble-minded
Copying A Square
Differences Between Abstract Terms
Reversing Hands Of Clock
Binet's Experiment On How Teachers Test Intelligence
Other Uses Of Intelligence Tests
How To Find The I Q Of Adult Subjects
Comprehension First Degree
Naming Sixty Words
Comprehension Fourth Degree
Correlation Between I Q And The Teachers' Estimates Of The Children's Intelligence
Frequency Of Different Degrees Of Intelligence
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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