Children Above 180 IQ Stanford-Binet: Origin and Development. Leta Stetter Hollingworth

subject, and these were published from time to time in technical journals. It is well known that the content of these papers was dictated by her study of such cases as are herein reported, by her familiarity with the reports of other students in this field, and by her own very concrete and long experience in the organization and conduct of two experimental projects in the schools of New York City. It is, in fact, likely that the final chapters she had in mind for this book would have been a reorganization of the conclusions set forth in these articles.

      Consequently, the last five chapters of this book, instead of being an attempt to guess at what the author might have said in them, are all from her own hand. They are either selections from or complete reproductions of papers she had published on what she considered to be the implications of her observations of children of rare intelligence.

      The publication of this book has been made possible by funds granted by the Carnegie Corporation of New York. That Corporation is not, however, the author, owner, publisher, or proprietor of this publication, and it is not to be understood as approving by virtue of its grants any of the statements or views expressed herein.

      Harry L. Hollingworth

       Barnard College

       Columbia University, New York

      [1] Chapter 9 of Gifted Children, published in 1926, bears the title "Children Who Test above 180 IQ (Stanford-Binet)." Some of the cases described more fully in the monograph manuscript are also sketched in that chapter.

      PREFACE

      PART I: ORIENTATION

      1. THE CONCEPT OF INTELLECTUAL GENIUS Concepts of the Ancients, Dictionary Definitions, Concepts of Genius, Miscellaneous Observations Tending to Define Characteristics of Genius, Speculation and Comment Concerning Genius

      2. EARLY SCIENTIFIC STUDY OF EMINENT ADULTS Origin of Eminent Adults, Yoder's Study, Terman's Inferences from Biography

      3. PUBLISHED REPORTS ON TESTED CHILDREN Modern Approach to the Study of Ability, Binet's Method, The Range of Intellect above 180 IQ, Children Observed before the Era of Binet, Children Who Test above 180 IQ by Binet-Simon Tests, Children Who Test above 180 IQ by Stanford-Binet Tests, Generalizations

      PART II: TWELVE CASES NEW TO LITERATURE CONCERNING TESTED CHILDREN

      4. CHILD A

       Family Background, Preschool History, School History, Judgments

       of Teachers, Mental Measurements, Traits of Character, Physical

       Measurements and Health, Miscellaneous Characteristics

      5. CHILD B

       Family Background, Preschool History, School History, Traits of

       Character, Judgments of Teachers, Mental Measurements, Physical

       Measurements, Miscellaneous Characteristics

      6. CHILD C

       Family Background, Preschool History, School History, Traits of

       Character, Mental Measurements, Physical Measurements, Later

       School History

      7. CHILD D

       Family Background, Preschool History, Traits of Character, Mental

       Measurements, Physical Measurements and Health, Miscellaneous

       Characteristics, School History

      8. CHILD E

       Family Background, Early History, School Achievement, Mental

       Measurements, Social Habits, Tastes, etc., Later Mental Measurements,

       Later Physical Measurements, Later Scholastic Records, Extracurricular

       Activities, Teachers' Comments, Summary up to 1921, Eventual

       Scholastic Records, Researches of E, Summary of Development

      9. CHILD F

       Family Background, Preschool History, Early School History, Early

       Test Scores, Home Rating, Miscellaneous Characteristics, Later

       Educational Career

      10. CHILD G

       Family Background, Educational History, Early Mental Tests,

       Later Test Records, Traits of Character, Physical Measurements,

       High School Record, G's Brother's Record

      11. CHILD H

       Family Background, Preschool History, Mental Measurements, Physical

       Measurements, Intellectual Ability

      12. CHILD I

       Family Background, Preschool History, Early Educational History,

       Mental Measurements, Physical Measurements and Health, Miscellaneous

       Characteristics

      13. CHILD J Family Background, Childhood Characteristics, Later Mental Tests

      14. CHILD K

       Family Background, Early Development, Mental Measurements, Physical

       Measurements, Later Educational Progress

      15. CHILD L

       Family Background, Early History, Achievement at Speyer School,

       High School Record to Date of Writing, Later Tests and Inventories

      16. SUMMARIES OF HEREDITIES AND EARLY BEHAVIOR Family History and Background, Physical and Behavioral Development

      17. SCHOLASTIC ACHIEVEMENT AND CREATIVE ACTIVITY Scholastic Achievement and Educational Adjustment, Creative Work, General Statement

      PART III: GENERAL PRINCIPLES AND IMPLICATIONS.

      18. ADULT STATUS AND PERSONALITY RATINGS.

       Adult Status of Highly Intelligent Children, Critique of the

       Concept of "Genius" as Applied in Terms of IQ, Application of

       Bernreuter Inventory of Personality to Highly Intelligent Adolescents

      19. THE DEVELOPMENT OF PERSONALITY IN HIGHLY INTELLIGENT CHILDREN General Considerations, The Part Played by Physique, Problem of Leadership, Problems of Adjustment to Occupation, Learning to "Suffer Fools Gladly", The Tendency to Become Isolated, The Concept of "Optimum Intelligence", Conclusion

      20. THE CHILD OF VERY SUPERIOR INTELLIGENCE AS A SPECIAL PROBLEM IN SOCIAL ADJUSTMENT The Quality of Gifted Children, The Problem of Work, The Problem of Adjustment to Classmates, The Problem of Play, Special Problems of the Gifted Girl, Problems of Conformity, The Problems of Origin and of Destiny, General Considerations

      21. THE ELEMENTARY SCHOOLING OF VERY BRIGHT CHILDREN

       Considerations in Planning the Curriculum, Enrichment Units at

       Speyer School, Special Work, Emotional Education, Matters of

       General Policy

      22. PROBLEMS OF RELATIONSHIP BETWEEN ELEMENTARY AND SECONDARY

       SCHOOLS IN THE CASE OF HIGHLY INTELLIGENT PUPILS

       The Elementary School, Transition from Elementary to Secondary

       School, Consideration of the Questions Arising, What about Genius?

PREFACE

       Table of Contents

      This study is founded upon the work of Francis Galton, on the one hand, and of Albert Binet, on the other. It goes back to Galton's Hereditary Genius, read as a prescribed reference in the courses of Professor Edward L. Thorndike, in 1912; and to the publication in 1916 of Professor Lewis M. Terman's Stanford Revision of the Binet-Simon