Chapter II: 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 coöperation 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. The validity of the individual
tests.

CHAPTER VI

THE SIGNIFICANCE OF VARIOUS INTELLIGENCE QUOTIENTS 78

Frequency of different degrees of intelligence. Classification of
intelligence quotients. Feeble-mindedness. Border-line cases.
Examples of border-line deficiency. Dull normals. Average
intelligence. Superior intelligence. Very superior intelligence.
Examples of very superior intelligence. Genius and "near" genius.
Is the I Q often misleading?

CHAPTER VII

RELIABILITY OF THE BINET-SIMON METHOD 105

General value of the method. Dependence of the scale's
reliability on the training of the examiner. Influence of the
subject's attitude. The influence of coaching. Reliability of
repeated tests. Influence of social and educational advantages.

PART II

GUIDE FOR THE USE OF THE STANFORD REVISION AND EXTENSION

CHAPTER VIII

GENERAL INSTRUCTIONS 121

Necessity of securing attention and effort. Quiet and seclusion.
Presence of others. Getting into _rapport_. Keeping the child
encouraged. The importance of tact. Personality of the examiner.
The avoidance of fatigue. Duration of the examination. Desirable
range of testing. Order of giving the tests. Coaxing to be
avoided. Adhering to formula. Scoring. Recording responses.
Scattering of successes. Supplementary considerations.
Alternative tests. Finding mental age. The use of the
intelligence quotient. How to find the I Q of adult subjects.
Material for use in testing.

CHAPTER IX

INSTRUCTIONS FOR YEAR III

1. Pointing to parts of the body 142
2. Naming familiar objects 143
3. Enumeration of objects in pictures 145
4. Giving sex 146
5. Giving the family name 147
6. Repeating six to seven syllables 149
Alternative test: Repeating three digits 150

CHAPTER X

INSTRUCTIONS FOR YEAR IV

1. Comparison of lines 151
2. Discrimination of forms 152
3. Counting four pennies 154
4. Copying a square 155
5. Comprehension, first degree 157
6. Repeating four digits 159
Alternative test: Repeating twelve to thirteen syllables 160

CHAPTER XI

INSTRUCTIONS FOR YEAR V

1. Comparison of weights 161
2. Naming colors 163
3. Æsthetic comparison 165
4. Giving definitions in terms of use 167
5. The game of patience 169
6. Three commissions 172
Alternative test: Giving age 173

CHAPTER XII

INSTRUCTIONS FOR YEAR VI

1. Distinguishing right and left 175
2. Finding omissions in pictures 178
3. Counting thirteen pennies 180
4. Comprehension, second degree 181
5. Naming four coins 184
6. Repeating sixteen to eighteen syllables 185
Alternative test: Forenoon and afternoon 187

CHAPTER XIII

INSTRUCTIONS FOR YEAR VII

1. Giving the number of fingers 189
2. Description of pictures 190
3. Repeating five digits 193
4. Tying a bow-knot 196
5. Giving differences from memory 199
6. Copying a diamond 204
Alternative test 1: Naming the days of the week 205
Alternative test 2: Repeating three digits reversed 207

CHAPTER XIV

INSTRUCTIONS FOR YEAR VIII

1. The ball-and-field test 210
2. Counting backwards from 20 to 1 213
3. Comprehension, third degree 215
4. Giving similarities, two things 217
5. Giving definitions superior to use 221
6. Vocabulary (20 definitions, 3600 words) 224
Alternative test 1: Naming six coins 231
Alternative test 2: Writing from dictation 231

CHAPTER XV

INSTRUCTIONS FOR YEAR IX

1. Giving the date 234
2. Arranging five weights 236
3. Making change 240
4. Repeating four digits reversed 242
5. Using three words in a sentence 242
6. Finding rhymes 248
Alternative test 1: Naming the months 251
Alternative test 2: Counting the value of stamps 252

CHAPTER XVI

INSTRUCTIONS FOR YEAR X

1. Vocabulary (30 definitions, 5400 words) 255
2. Detecting absurdities 255
3. Drawing designs from memory 260
4. Reading for eight memories 262
5. Comprehension, fourth degree 268
6. Naming sixty words 272
Alternative test 1: Repeating six digits 277
Alternative test 2: Repeating twenty to twenty-two syllables 277
Alternative test 3: Healy's Construction Puzzle A 278

CHAPTER XVII

INSTRUCTIONS FOR YEAR XII

1. Vocabulary (40 definitions, 7200 words) 281
2. Defining abstract words 281
3. The ball-and-field test (superior plan) 286
4. Dissected sentences 286
5. Interpretation of fables (score 4) 290
6. Repeating five digits reversed 301
7. Interpretation of pictures 302
8. Giving similarities, three things 306

CHAPTER XVIII

INSTRUCTIONS FOR YEAR XIV

1. Vocabulary (50 definitions, 9000 words) 310
2. Induction test: finding a rule 310
3. Giving differences between a president and a king 313
4. Problem questions 315
5. Arithmetical reasoning 319
6. Reversing hands of a clock 321
Alternative test: Repeating seven digits 322

CHAPTER XIX

INSTRUCTIONS FOR "AVERAGE ADULT"

1. Vocabulary (65 definitions, 11,700 words) 324
2. Interpretation of fables (score 8) 324
3. Differences between abstract terms 324
4. Problem of the enclosed boxes 327
5. Repeating six digits reversed 329
6. Using a code 330
Alternative test 1: Repeating twenty-eight syllables 332
Alternative test 2: Comprehension of physical relations 333