The Measurement of Intelligence | Page 2

testing to teachers, alike indicate that sufficient skill to enable teachers and school principals to give such tests intelligently is not especially difficult to acquire. This being the case it may be hoped that the requisite training to enable them to handle these tests may be included, very soon, as a part of the necessary pedagogical equipment of those who aspire to administrative positions in our public and private schools.
Besides being of special importance to school officers and to students of education in colleges and normal schools, this volume can confidently be recommended to physicians and social workers, and to teachers and parents interested in intelligence measurements, as at once the simplest and the best explanation of the newly-evolved intelligence tests, which has so far appeared in print.
ELLWOOD P. CUBBERLEY.

PREFACE
The constant and growing use of the Binet-Simon intelligence scale in public schools, institutions for defectives, reform schools, juvenile courts, and police courts is sufficient evidence of the intrinsic worth of the method. It is generally recognized, however, that the serviceableness of the scale has hitherto been seriously limited, both by the lack of a sufficiently detailed guide and by a number of recognized imperfections in the scale itself. The Stanford revision and extension has been worked out for the purpose of correcting as many as possible of these imperfections, and it is here presented with a rather minute description of the method as a whole and of the individual tests.
The aim has been to present the explanations and instructions so clearly and in such an untechnical form as to make the book of use, not only to the psychologist, but also to the rank and file of teachers, physicians, and social workers. More particularly, it is designed as a text for use in normal schools, colleges, and teachers' reading-circles.
While the use of the intelligence scale for research purposes and for accurate diagnosis will of necessity always be restricted to those who have had extensive training in experimental psychology, the author believes that the time has come when its wider use for more general purposes should be encouraged.
However, it cannot be too strongly emphasized that no one, whatever his previous training may have been, can make proper use of the scale unless he is willing to learn the method of procedure and scoring down to the minutest detail. A general acquaintance with the nature of the individual tests is by no means sufficient.
Perhaps the best way to learn the method will be to begin by studying the book through, in order to gain a general acquaintance with the tests; then, if possible, to observe a few examinations; and finally to take up the procedure for detailed study in connection with practice testing. Twenty or thirty tests, made with constant reference to the procedure as described in Part?II, should be sufficient to prepare the teacher or physician to make profitable use of the scale.
The Stanford revision of the scale is the result of a number of investigations, made possible by the co?peration of the author's graduate students. Grateful acknowledgment is especially due to Professor H.?G. Childs, Miss Grace Lyman, Dr.?George Ordahl, Dr.?Louise Ellison Ordahl, Miss Neva Galbreath, Mr.?Wilford Talbert, Mr.?J. Harold Williams, and Mr.?Herbert E. Knollin. Without their assistance this book could not have been written.
STANFORD UNIVERSITY, April, 1916.

CONTENTS
PART?I. PROBLEMS AND RESULTS
CHAPTER?I
THE USES OF INTELLIGENCE TESTS 3
Intelligence tests of retarded school children. Intelligence tests of the feeble-minded. Intelligence tests of delinquents. Intelligence tests of superior children. Intelligence tests as a basis for grading. Intelligence tests for vocational fitness. Other uses of intelligence tests.
CHAPTER?II
SOURCES OF ERROR IN JUDGING INTELLIGENCE 22
Are intelligence tests superfluous? The necessity of standards. The intelligence of retarded children usually overestimated. The intelligence of superior children usually underestimated. Other fallacies in the estimation of intelligence. Binet's questionnaire on teachers' methods of judging intelligence. Binet's experiment on how teachers test intelligence.
CHAPTER?III
DESCRIPTION OF THE BINET-SIMON METHOD 36
Essential nature of the scale. How the scale was derived. List of tests. How the scale is used. Special characteristics of the Binet-Simon method. The use of age standards. The kind of mental functions brought into play. Binet would test "general intelligence." Binet's conception of general intelligence. Other conceptions of intelligence. Guiding principles in choice and arrangement of tests. Some avowed limitations of the Binet tests.
CHAPTER?IV
NATURE OF THE STANFORD REVISION AND EXTENSION 51
Sources of data. Method of arriving at a revision. List of tests in the Stanford revision and extension. Summary of changes. Effects of the revision on the mental ages secured.
CHAPTER?V
ANALYSIS OF ONE THOUSAND INTELLIGENCE QUOTIENTS 65
The distribution of intelligence. The validity of the intelligence quotient. Sex differences. Intelligence of the different social classes. The relation of the I?Q to the quality of the child's school work. The relation between I?Q and grade progress. Correlation between I?Q and the teachers' estimates of the children's intelligence.