How To Find The I Q Of Adult Subjects
Native intelligence, in so far as it can be measured by tests now available, appears
to improve but little after the age of 15 or 16 years. It follows that in calculating
the I Q of an adult subject, it will be necessary to disregard the years he has
lived beyond the point where intelligence attains its final development.
Although the location of this point is not exactly known, it will be
sufficiently accurate for
16 years. Accordingly, any person over 16 years of age, however old, is
for purposes of calculating I Q considered to be just 16 years old. If a
youth of 18 and a man of 60 years both have a mental age of 12 years,
the I Q in each case is 12 / 16, or .75.
The significance of various values of the I Q is set forth
elsewhere. Here it need only be repeated that 100 I Q means exactly
average intelligence; that nearly all who are below 70 or 75 I Q are
feeble-minded; and that the child of 125 I Q is about as much above the
average as the high-grade feeble-minded individual is below the average.
For ordinary purposes all who fall between 95 and 105 I Q may be
considered as average in intelligence.
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Essential Nature Of The Scale
The Binet scale is made up of an extended series of tests in the nature of "stunts," or problems, success in which demands the exercise of intelligence. As left by Binet, the scale consists of 54 tests, so graded in difficulty that the easiest li... Feeble-mindedness (rarely Above 75 I Q)
There are innumerable grades of mental deficiency ranging from somewhat below average intelligence to profound idiocy. In the literal sense every individual below the average is more or less mentally weak or feeble. Only a relatively small proport... Finding Mental Age
As there are six tests in each age group from III to X, each test in this part of the scale counts 2 months toward mental age. There are eight tests in group XII, which, because of the omission of the 11-year group, have a combined value of 24 mont... Finding Omissions In Pictures
PROCEDURE. Show the pictures to the child one at a time in the order in which they are lettered, _a_, _b_, _c_, _d_. When the first picture is shown (that with the eye lacking), say: "_There is something wrong with this face. It is not all there. Pa... Finding Rhymes
PROCEDURE. Say to the child: "_You know what a rhyme is, of course. A rhyme is a word that sounds like another word. Two words rhyme if they end in the same sound. Understand?_" Whether the child says he understands or not, we proceed to illustrate ... Frequency Of Different Degrees Of Intelligence
Before we can interpret the results of an examination it is necessary to know how frequently an I Q of the size found occurs among unselected children. Our tests of 1000 unselected children enable us to answer this question with some degree of def... General Value Of The Method
In a former chapter we have noted certain imperfections of the scale devised by Binet and Simon; namely, that many of the tests were not correctly located, that the choice of tests was in a few cases unsatisfactory, that the directions for giving... Genius And Near Genius
Intelligence tests have not been in use long enough to enable us to define genius definitely in terms of I Q. The following two cases are offered as among the highest test records of which the writer has personal knowledge. It is doubtful whether m... Getting Into Rapport
The examiner's first task is to win the confidence of the child and overcome his timidity. Unless _rapport_ has first been established, the results of the first tests given are likely to be misleading. The time and effort necessary for accomplishin... Giving Definitions In Terms Of Use
PROCEDURE. Use the words: _Chair_, _horse_, _fork_, _doll_, _pencil_, and _table_. Say: "_You have seen a chair. You know what a chair is. Tell me, what is a chair?_" And so on with the other words, always in the order in which they are named above.... Giving Definitions Superior To Use
PROCEDURE. The words for this year are _balloon_, _tiger_, _football_, and _soldier_. Ask simply: "_What is a balloon?_" etc. If it appears that any of the words are not familiar to the child, substitution may be made from the following: _automobi... Giving Differences Between A President And A King
PROCEDURE. Say: "_There are three main differences between a president and a king; what are they?_" If the subject stops after one difference is given, we urge him on, if possible, until three are given. SCORING. The three differences relate to po... Giving Differences From Memory
PROCEDURE. Say: "_What is the difference between a fly and a butterfly?_" If the child does not seem to understand, say: "_You know flies, do you not? You have seen flies? And you know the butterflies! Now, tell me the difference between a fly and a... Giving Sex
PROCEDURE. If the subject is a boy, the formula is: "_Are you a little boy or a little girl?_" If a girl, "_Are you a little girl or a little boy?_" This variation in the formula is necessary because of the tendency in young children to repeat mecha... Giving Similarities Three Things
PROCEDURE. The procedure is the same as in VIII, 4, but with the following words:-- (a) _Snake_, _cow_, _sparrow_. (b) _Book_, _teacher_, _newspaper_. (c) _Wool_, _cotton_, _leather_. (d) _Knife-blade_, _penny_, _piece of wire_. (e) _... Giving Similarities; Two Things
PROCEDURE. Say to the child: "_I am going to name two things which are alike in some way, and I want you to tell me how they are alike. Wood and coal: in what way are they alike?_" Proceed in the same manner with:-- _An apple and a peach._ ... Giving The Date
PROCEDURE. Ask the following questions in order:-- (a) "_What day of the week is it to-day?_" (b) "_What month is it?_" (c) "_What day of the month is it?_" (d) "_What year is it?_" If the child misunderstands and gives the day of the ... 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 firs... Giving The Number Of Fingers
PROCEDURE. "_How many fingers have you on one hand?_" "_How many on the other hand?_" "_How many on both hands together?_" If the child begins to count in response to any of the questions, say: "_No, don't count. Tell me without counting._" Then rep... Guiding Principles In Choice And Arrangement Of Tests
In choosing his tests Binet was guided by the conception of intelligence which we have set forth above. Tests were devised which would presumably bring into play the various mental processes thought to be concerned in intelligence, and then these te... How The Scale Is Used
By means of the Binet tests we can judge the intelligence of a given individual by comparison with standards of intellectual performance for normal children of different ages. In order to make the comparison it is only necessary to begin the examin... How The Scale Was Derived
The tests were arranged in order of difficulty, as found by trying them upon some 200 normal children of different ages from 3 to 15 years. It was found, for illustration, that a certain test was passed by only a very small proportion of the younge... How To Find The I Q Of Adult Subjects
Native intelligence, in so far as it can be measured by tests now available, appears to improve but little after the age of 15 or 16 years. It follows that in calculating the I Q of an adult subject, it will be necessary to disregard the years he h... Induction Test: Finding A Rule
PROCEDURE. Provide six sheets of thin blank paper, say 81/2 x 11 inches. Take the first sheet, and telling the subject to watch what you do, fold it once, and in the middle of the folded edge tear out or cut out a small notch; then ask the subject t... Influence Of Social And Educational Advantages
The criticism has often been made that the responses to many of the tests are so much subject to the influence of school and home environment as seriously to invalidate the scale as a whole. Some of the tests most often named in this connection are... Influence Of The Subject's Attitude
One continually meets such queries as, "How do you know the subject did his best?" "Possibly the child was nervous or frightened," or, "Perhaps incorrect answers were purposely given." All such objections may be disposed of by saying that the comp... Intelligence Tests As A Basis For Grading
Not only in the case of retarded or exceptionally bright children, but with many others also, intelligence tests can aid in correctly placing the child in school. The pupil who enters one school system from another is a case in point. Such a pupi... Intelligence Tests For Vocational Fitness
The time is probably not far distant when intelligence tests will become a recognized and widely used instrument for determining vocational fitness. Of course, it is not claimed that tests are available which will tell us unerringly exactly what on... Intelligence Tests Of Delinquents
One of the most important facts brought to light by the use of intelligence tests is the frequent association of delinquency and mental deficiency. Although it has long been recognized that the proportion of feeble-mindedness among offenders is ra... Intelligence Tests Of Retarded School Children
Numerous studies of the age-grade progress of school children have afforded convincing evidence of the magnitude and seriousness of the retardation problem. Statistics collected in hundreds of cities in the United States show that between a third ... Intelligence Tests Of Superior Children
The number of children with very superior ability is approximately as great as the number of feeble-minded. The future welfare of the country hinges, in no small degree, upon the right education of these superior children. Whether civilization mov... Intelligence Tests Of The Feeble-minded
Thus far intelligence tests have found their chief application in the identification and grading of the feeble-minded. Their value for this purpose is twofold. In the first place, it is necessary to ascertain the degree of defect before it is possi... Interpretation Of Fables (score 4)
The following fables are used:-- (a) _Hercules and the Wagoner_ _A man was driving along a country road, when the wheels suddenly sank in a deep rut. The man did nothing but look at the wagon and call loudly to Hercules to come and ... Interpretation Of Pictures
PROCEDURE. Use the same pictures as in III, 1, and VII, 2, and the additional picture _d_. Present in the same order. The formula to begin with is identical with that in VII, 2: "_Tell me what this picture is about. What is this a picture of?_" This... Is The I Q Often Misleading?
Do the cases described in this chapter give a reliable picture as to what one may expect of the various I Q levels? Does the I Q furnish anything like a reliable index of an individual's general educational possibilities and of his social worth? ... Keeping The Child Encouraged
Nothing contributes more to a satisfactory _rapport_ than praise of the child's efforts. Under no circumstances should the examiner permit himself to show displeasure at a response, however absurd it may be. In general, the poorer the response, the... List Of Tests
The following is the list of tests as arranged by Binet in 1911, shortly before his untimely death:-- _Age 3:_ 1. Points to nose, eyes, and mouth. 2. Repeats two digits. 3. Enumerates objects in a picture. 4. Gives family name. ... Making Change
PROCEDURE. Ask the following questions in the order here given:-- (a) "_If I were to buy 4 cents worth of candy and should give the storekeeper 10 cents, how much money would I get back?_" (b) "_If I bought 13 cents worth and gave the st... Material For Use In Testing
It is strongly recommended that in testing by the Stanford revision the regular Stanford record booklets be used. These are so arranged as to make testing accurate, rapid, and convenient. They contain square, diamond, round field, vocabulary list, ... Method Of Arriving At A Revision
The revision of the scale below the 14-year level was based almost entirely on the tests of the above-mentioned 1,000 unselected children. The guiding principle was to secure an arrangement of the tests and a standard of scoring which would cause ... Naming Colors
MATERIALS. Use saturated red, yellow, blue, and green papers, about 2 x 1 inch in size, pasted one half inch apart on white or gray cardboard. For sake of uniformity it is best to match the colors manufactured especially for this test. PROCEDURE.... Naming Familiar Objects
PROCEDURE. Use a key, a penny, a closed knife, a watch, and an ordinary lead pencil. The key should be the usual large-sized doorkey, not one of the Yale type. The penny should not be too new, for the freshly made, untarnished penny resembles very l... Naming Four Coins
PROCEDURE. Show a nickel, a penny, a quarter, and a dime, asking each time: "_What is that?_" If the child misunderstands and answers, "Money," or "A piece of money," we say: "_Yes, but what do you call that piece of money?_" Show the coins always i... Naming Sixty Words
PROCEDURE. Say: "_Now, I want to see how many different words you can name in three minutes. When I say ready, you must begin and name the words as fast as you can, and I will count them. Do you understand? Be sure to do your very best, and remember...