The Measurement of Intelligence. Lewis M. Terman

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.