The Psychological Methods of Testing Intelligence, Volume 1Warwick & York, 1914 - 160 pagina's The Psychological Methods of Testing Intelligence by William Stern, first published in 1914, is a rare manuscript, the original residing in one of the great libraries of the world. This book is a reproduction of that original, which has been scanned and cleaned by state-of-the-art publishing tools for better readability and enhanced appreciation. Restoration Editors' mission is to bring long out of print manuscripts back to life. Some smudges, annotations or unclear text may still exist, due to permanent damage to the original work. We believe the literary significance of the text justifies offering this reproduction, allowing a new generation to appreciate it. |
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age-levels Alfred Binet alienists already average basis Binet and Simon Binet tests Binet-Simon method Bobertag boys Breslau capacity cent chil Chotzen chronological age class-place combination compared comparison Completion test computation correspondence counting defects degree Descoeudres differential psychology digits distribution eral estimated intelligence estimation of intelligence experimental fact feeble-minded children gence girls given Goddard gradation grade of intelligence groups higher ical Imbeciles individual intel intellectual intelligence testing Intelligenzprüfung investigations JEdPs Kramer large number measure memory ment mental age mental level mental quotient mental retardation methodological Meumann morons normal children obtained older children passed in Age problem problem-questions psychiatrists psychology pupils question rank-order Repeats Rossolimo school performance sentences series of tests single test small number sort sults system of tests Table tachistoscope teacher telligence tence Terman and Childs testing intelligence tests of intelligence tion Vocabulary index Volksschule Vorschule ZAngPs
Populaire passages
Pagina 84 - ... as follows (28, p. 83 f.) : "The quotient does not seem, however, to afford an actually constant expression of degree of feeble-mindedness, but shows a tendency to fall in value as age increases. This tendency, it is evident, is but slight within the limits of age that have been mentioned (8 to 12), so that for many problems it can be neglected. Before and after these ages the fall in the value seems to take place more rapidly. In the case of the later age-levels this is easily intelligible,...
Pagina 2 - ... little. Indeed, it may be asserted, quite on the contrary, that progress in testing intelligence may shed light from a new angle upon the theoretical study of intelligence and thus supplement the psychology of thinking in a valuable manner.
Pagina 5 - ... intellectual functions and vice versa: the extent of this interconnection can be indicated only by the correlation of the tested symptoms. But just on account of this composite character of every actual mental process it seems to me that the definition of intelligence I have given above is indispensible as a regulative principle for further investigation; I mean that any sort of perceptive, memorial or attentive activity is at the same time an intelligent activity just in so far as it includes...
Pagina 84 - ... that have been mentioned (8 to 12), so that for many problems it can be neglected. Before and after these ages the fall in the value seems to take place more rapidly. In the case of the later age-levels this is easily intelligible, for once the stage of arrest ... is reached . . . the quotient . . . must decrease as chronological age increases. The feeble-minded child, it must be remembered, not only has a slower rate of development than the normal child, but also reaches a stage of arrest at...
Pagina 53 - ... measured inborn capacity. In 1914, he wrote, "No series of tests, however skillfully selected it may be, does reach the innate intellectual endowment, stripped of all complications, but rather this endowment, in conjunction with all influences to which the examinee has been subjected up to the moment of testing. And it is just these external influences that are different in the lower social classes. Children of higher social status are much more often in the company of adults, are stimulated...
Pagina 22 - Stern, Psychological Methods of Testing Intelligence, tr. Whipple, Warwick and York, Baltimore, 1914. p. 22. there must be a wise selection of tests; out of the immense number of possible tests only those should be chosen that afford a decided and a reliable symptomatic value, general applicability, and possibility of objective evaluation; thirdly, there must be created a system by means of which the several particular results of the testing can be united into one resultant value, ie, a value that...
Pagina 3 - Naturally, we cannot begin our work without a preliminary definition of intelligence, however provisional it may be. And this definition must be neither too broad nor too narrow. "Many psychiatrists have used a definition of intelligence that is too broad. They use intelligence, in fact, to include mental attainments of all kinds, all those mental qualities, then, that are not volitional or emotional. If this position be taken, it follows, evidently that the examination of immediate memory, of ability...
Pagina 140 - By means, then, of some half-dozen tests, we are able independently to arrange a group of boys in an order of intelligence, which shall be decidedly more accurate than the order given by scholastic examinations, and probably more accurate than the order given by the master, based on personal intercourse during two or three years, and formulated with unusual labour, conscientiousness and care.
Pagina 12 - The author gives a timely warning that psychological tests must not be overestimated, as " if they were complete and automatically operative measures of mind. At most they are the psychographic minimum that gives us a first orientation concerning individuals about whom nothing else is known, and they are of service to complement and to render comparable and objectively gradable other observations — psychological, pedagogical, medical — not to replace these.
Pagina 84 - ... feeble-minded child, it must be remembered, not only has a slower rate of development than the normal child, but also reaches a stage of arrest at an age when the normal child's intelligence is still pushing forward in its development. . . . From these considerations it follows that the intelligence quotient can hold good as an index of feeble-mindedness only during that period when the development of the feeble-minded individual is in progress. The abovementioned gradual tendency of the mental...
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