FREE BOOKS

Author's List




PREV.   NEXT  
|<   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   142   143   >>   >|  
INFLUENCE OF SOCIAL AND EDUCATIONAL ADVANTAGES. The criticism has often been made that the responses to many of the tests are so much subject to the influence of school and home environment as seriously to invalidate the scale as a whole. Some of the tests most often named in this connection are the following: Giving age and sex; naming common objects, colors, and coins; giving the value of stamps; giving date; naming the months of the year and the days of the week; distinguishing forenoon and afternoon; counting; making change; reading for memories; naming sixty words; giving definitions; finding rhymes; and constructing a sentence containing three given words. It has in fact been found wherever comparisons have been made that children of superior social status yield a higher average mental age than children of the laboring classes. The results of Decroly and Degand and of Meumann, Stern, and Binet himself may be referred to in this connection. In the case of the Stanford investigation, also, it was found that when the unselected school children were grouped in three classes according to social status (superior, average, and inferior), the average I Q for the superior social group was 107, and that of the inferior social group 93. This is equivalent to a difference of one year in mental age with 7-year-olds, and to a difference of two years with 14-year-olds. However, the common opinion that the child from a cultured home does better in tests solely by reason of his superior home advantages is an entirely gratuitous assumption. Practically all of the investigations which have been made of the influence of nature and nurture on mental performance agree in attributing far more to original endowment than to environments. Common observation would itself suggest that the social class to which the family belongs depends less on chance than on the parents' native qualities of intellect and character. The results of five separate and distinct lines of inquiry based on the Stanford data agree in supporting the conclusion that the children of successful and cultured parents test higher than children from wretched and ignorant homes for the simple reason that their heredity is better. The results of this investigation are set forth in full elsewhere.[42] [42] See _The Stanford Revision and Extension of the Binet-Simon Measuring Scale of Intelligence_. (Warwick and York, 1916) It would, of course, be going too far to
PREV.   NEXT  
|<   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   142   143   >>   >|  



Top keywords:

children

 

social

 

superior

 
results
 
average
 

mental

 
giving
 

naming

 

Stanford

 

higher


status
 

classes

 

parents

 

difference

 

cultured

 
reason
 

school

 

investigation

 

inferior

 
common

connection

 
influence
 

nature

 

Measuring

 

investigations

 

Practically

 

Extension

 
INFLUENCE
 

attributing

 

Revision


performance

 

assumption

 

nurture

 

solely

 

original

 

Intelligence

 

Warwick

 

advantages

 

gratuitous

 

environments


character

 

wretched

 

intellect

 

qualities

 

ignorant

 

native

 
separate
 

distinct

 

supporting

 

conclusion