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IntelligenceTying A Bow-knot
Superior Adult 5: Repeating Seven Digits Reversed
Very Superior Intelligence (i Q 120 To 140)
Is The I Q Often Misleading?
Binet's Experiment On How Teachers Test Intelligence
The Relation Of The I Q To The Quality Of The Child's School Work
The Intelligence Of Retarded Children Usually Overestimated
Some Avowed Limitations Of The Binet Tests
Using A Code
Presence Of Others
Giving Differences From Memory
Influence Of Social And Educational Advantages
Reversing Hands Of Clock
Other Fallacies In The Estimation Of Intelligence
Counting Thirteen Pennies
Alternative Test: Repeating Three Digits
Getting Into Rapport
Classification Of Intelligence Quotients
Finding Omissions In Pictures
The Validity Of The Intelligence Quotient
The facts presented above argue strongly for the validity of the I Q as an
expression of a child's intelligence status. This follows necessarily from the
similar nature of the distributions at the various ages. The inference is that a
child's I Q, as measured by this scale, remains relatively constant. Re-tests of
the same children at intervals of two to five years support the
inference. Children of superior intelligence do not seem to deteriorate
as they get older, nor dull children to develop average intelligence.
Knowing a child's I Q, we can predict with a fair degree of accuracy the
course of his later development.
The mental age of a subject is meaningless if considered apart from
chronological age. It is only the ratio of retardation or acceleration
to chronological age (that is, the I Q) which has significance.
It follows also that if the I Q is a valid expression of intelligence,
as it seems to be, then the Binet-Simon "age-grade method" becomes
transformed automatically into a "point-scale method," if one wants to
use it that way. As such it is superior to any other point scale that
has been proposed, because it includes a larger number of tests and its
points have definite meaning.
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