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Giving The Family Name








PROCEDURE. The child is asked, "_What is your name?_" If the answer, as
often happens, includes only the first name (Walter, for example), say:
"_Yes, but what is your other name? Walter what?_" If the child is
silent, or if he only repeats the first name, say: "_Is your name
Walter ... ?_" (giving a fictitious name, as Jones, Smith, etc.). This
question nearly always brings the correct answer if it is known.

SCORING. Simply + or -. No attention is paid to faults of pronunciation.

REMARKS. There is unanimous agreement that this test belongs in the
3-year group. Although the child has not had as much opportunity to
learn the family name as his first name, he is almost certain to have
heard it more or less, and if his intelligence is normal the interest in
self will ordinarily cause it to be remembered.

The critic of the intelligence scale need not be unduly exercised over
the fact that there may be an occasional child of 3 years who has never
heard his family name. We have all read of such children, but they
are so extremely rare that the chances of a given 3-year-old being
unjustly penalized for this reason are practically negligible. In
the second place, contingencies of this nature are throughout the
scale consistently allowed for in the percentage of passes required
for locating a test. Since (in the year groups below XIV) the
individual tests are located at the age level where they are passed by
60 to 70 per cent of unselected children of that age, it follows that
the child of average ability _is expected_ to fail on about one third of
the tests of his age group. The plan of the scale is such as to warrant
this amount of leeway. But even granting the possibility that one
subject out of a hundred or so may be unjustly penalized for lack of
opportunity to acquire the knowledge which the test calls for, the
injustice done does not greatly alter the result. A single test affects
mental age only to the extent of two months, and the chances of two such
injustices occurring with the same child are very slight. Herein lies
the advantage of a multiplicity of tests. No test considered by itself
is very dependable, but two dozen tests, properly arranged, are almost
infinitely reliable.





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