IntelligenceMethod Of Arriving At A Revision
Summary Of Changes
Are Intelligence Tests Superfluous?
Effects Of The Revision On The Mental Ages Secured
Alternative Test 2: Repeating Twenty To Twenty-two Syllables
Influence Of The Subject's Attitude
Giving Similarities; Two Things
Comprehension Fourth Degree
Repeating Sixteen To Eighteen Syllables
Dependence Of The Scale's Reliability On The Training Of The Examiner
Keeping The Child Encouraged
Alternative Test 1: Naming The Days Of The Week
The Distribution Of Intelligence
Duration Of The Examination
Binet's Questionnaire On Teachers' Methods Of Judging Intelligence
General Value Of The Method
Comprehension Second Degree
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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