FREE BOOKS

Author's List




PREV.   NEXT  
|<   92   93   94   95   96   97   98   99   100   101   102   103   104   105   106   107   108   109   110   111   112   113   114   115   116  
117   118   119   120   121   122   123   124   125   126   127   128   129   130   131   132   133   134   135   136   137   138   139   140   141   >>   >|  
blem]. He read some fables to me. [Asked about the fables he was able to recall only part of one, that of the fox and the crow.] He showed me the picture of a field and wanted to know how to find a ball." It is evident from the above samples of report that the danger of coaching increases considerably with the age of the children concerned. With young subjects the danger is hardly present at all; with children of the upper-grammar grades, in the high school, and most of all in prisons and reformatories, it must be taken into account. Alternative tests may sometimes be used to advantage when there is evidence of coaching on any of the regular tests. It would be desirable to have two or three additional scales which could be used interchangeably with the Binet-Simon. RELIABILITY OF REPEATED TESTS. Will the same tests give consistent results when used repeatedly with the same subject? In general we may say that they do. Something depends, however, on the age and intelligence of the subject and on the time interval between the examinations. Goddard proves that feeble-minded individuals whose intelligence has reached its full development continue to test at exactly the same mental age by the Binet scale, year after year. In their case, familiarity with the tests does not in the least improve the responses. At each retesting the responses given at previous examinations are repeated with only the most trivial variations. Of 352 feeble-minded children tested at Vineland, three years in succession, 109 gave absolutely no variation, 232 showed a variation of not more than two fifths of a year, while 22 gained as much as one year in the three tests. The latter, presumably, were younger children whose intelligence was still developing. Goddard has also tested 464 public-school children for three successive years. Approximately half of these showed normal progress or more in mental age, while most of the remainder showed somewhat less than normal progress. Bobertag's retesting of 83 normal children after an interval of a year gave results entirely in harmony with those of Goddard. The reapplication of the tests showed absolutely no influence of familiarity, the correlation of the two tests being almost perfect (.95). Those who tested "at age" in the first test had advanced, on the average, exactly one year. Those who tested _plus_ in the first test advanced in the twelve months about a year and a quarter, as we should ex
PREV.   NEXT  
|<   92   93   94   95   96   97   98   99   100   101   102   103   104   105   106   107   108   109   110   111   112   113   114   115   116  
117   118   119   120   121   122   123   124   125   126   127   128   129   130   131   132   133   134   135   136   137   138   139   140   141   >>   >|  



Top keywords:

children

 

showed

 

tested

 
Goddard
 
intelligence
 

normal

 
absolutely
 

school

 

variation

 

subject


results
 

progress

 

fables

 

minded

 

familiarity

 
advanced
 

mental

 

feeble

 

responses

 
interval

coaching

 
examinations
 

danger

 

retesting

 

trivial

 

repeated

 

variations

 
improve
 

Vineland

 

previous


succession

 

developing

 

reapplication

 

influence

 

correlation

 

harmony

 

perfect

 

months

 

quarter

 

twelve


average

 

Bobertag

 

younger

 

fifths

 

gained

 

remainder

 
Approximately
 

public

 

successive

 

subjects