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The measurement of intelligence

Chapter 294: FOOTNOTES:
By Lewis M. Terman
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About This Book

The work presents a practical explanation and complete guide to a revised Binet-Simon intelligence scale, outlining its purposes, theoretical basis, and the procedures for administering, scoring, and interpreting tests. It surveys typical uses such as diagnosing retardation, identifying giftedness, vocational guidance, and educational placement, while discussing sources of error and limits of teacher judgment. The revision process and individual test items are described alongside statistical analyses of IQ distribution and validity studies. Detailed instructions, scoring rules, norms, and recommendations for training examiners are provided to enable systematic, standardized measurement of mental ability for educational and clinical decisions.

FOOTNOTES:

[78] Otis T. Mason: The Origins of Inventions. (London, 1902.)

SELECTED REFERENCES

The following classified lists include only the most important references under each topic. So many investigations have been made with the Binet-Simon tests in the last few years, and so many articles have been written in evaluation of the method, that a complete bibliography of the subject would require thirty or forty pages. Those who desire to make a more thorough study of the literature are referred to the admirable annotated bibliography compiled by Samuel C. Kohs, and published by Warwick & York, Baltimore. Kohs’s Bibliography contains 254 references, and is complete to January 1, 1914.

BINET-SIMON TESTS OF NORMAL CHILDREN

  1. Binet, A., et Simon, Th. “Le développement de l’intelligence chez les enfants”; in Année psychologique (1908), vol. 14, pp. 1–94.

    Exposition of the original 1908 scale with results.

  2. Binet, A. “Nouvelles recherches sur la mesure du niveau intellectuel chez les enfants d’école”; in Année psychologique (1911), vol. 17, pp. 145–201.

    Presents the 1911 revision.

  3. Bobertag, O. “Ueber Intelligenzprüfungen (nach der Methode von Binet und Simon)”; in Zeitschrift für angewande Psychologie (1911), vol. 5, pp. 105–203; and (1912), vol. 6, pp. 495–537.

    Analysis of 400 cases and criticism of method and results.

  4. Dougherty, M. L. “Report on the Binet-Simon Tests given to Four Hundred and Eighty-three Children in the Public Schools of Kansas City, Kansas”; in Journal of Educational Psychology (1913), vol. 4, pp. 338–52.
  5. Goddard, H. H. “The Binet-Simon Measuring Scale for Intelligence, Revised”; in Training School Bulletin (1911), vol. 8, pp. 56–62.
  6. Hoffman, A. “Vergleichende Intelligenzprüfungen an Vorschülern und Volksschülern”; in Zeitschrift für angewande Psychologie (1913), vol. 8, pp. 102–20.

    One hundred and fifty-six subjects. Ages seven, nine, and ten.

  7. Johnston, Katherine L. “Binet’s Method for the Measurement of Intelligence; Some Results”; in Journal of Experimental Pedagogy (1911), vol. 1, pp. 24–31.

    Results of 200 tests of school children.

  8. Kuhlmann, F. “Some Results of Examining 1000 Public-School Children with a Revision of the Binet-Simon Tests of Intelligence by Untrained Teachers”; in Journal of Psycho-Asthenics (1914), vol. 18, pp. 150–79, and 233–69.
  9. Phillips, Byron A. “The Binet Tests applied to Colored Children”; in Psychological Clinic (1914), pp. 190–96.

    A comparison of 86 colored and 137 white children.

  10. Rogers, Agnes L., and McIntyre, J. L. “The Measurement of Intelligence in Children by the Binet-Simon Scale”; in British Journal of Psychology (1914), vol. 7, pp. 265–300.
  11. Rowe, E. C. “Five Hundred Forty-Seven White and Two Hundred Sixty-Eight Indian Children tested by the Binet-Simon Tests”; in Pedagogical Seminary (1914), vol. 21, pp. 454–69.
  12. Strong, Alice C. “Three Hundred Fifty White and Colored Children measured by the Binet-Simon Measuring Scale of Intelligence”; in Pedagogical Seminary (1913), vol. 20, pp. 485–515.
  13. Terman, L. M., and Childs, H. G. “A Tentative Revision and Extension of the Binet-Simon Measuring Scale of Intelligence”; in Journal of Educational Psychology (1912), vol. 3, pp. 61–74, 133–43, 198–208, and 277–89.

    Results of 396 tests of California school-children.

  14. Terman, Lyman, Ordahl, Galbreath, and Talbert. The Stanford Revision and Extension of the Binet-Simon Measuring Scale of Intelligence. (1916.)

    Detailed analysis of the results secured by testing 1000 unselected school-children within two months of a birthday.

  15. Weintrob, J. and R. “The Influence of Environment on Mental Ability as shown by the Binet Tests”; in Journal of Educational Psychology (1912), pp. 577–86.
  16. Winch, W. H. “Binet’s Mental Tests: What They Are, and What We Can Do with Them”; in Child Study (London), 1913, 1914, 1915, and 1916.

    An extended series of articles setting forth results of tests with normal children, and giving valuable criticisms and suggestions.

BINET-SIMON TESTS OF THE FEEBLE-MINDED

  1. Chotzen, F. “Die Intelligenzprüfungsmethode von Binet-Simon bei schwachsinnigen Kindern”; in Zeitschrift für angewande Psychologie (1912), vol. 6, pp. 411–94.

    A critical study of the results of 280 tests.

  2. Goddard, H. H. “Four Hundred Feeble-Minded Children classified by the Binet Method”; in Pedagogical Seminary (1910), vol. 17, pp. 387–97; also in Journal of Psycho-Asthenics (1910), vol. 15, pp. 17–30.

    Offers important evidence of the value of the Binet-Simon method.

  3. 19. Kuhlmann, F. “The Binet and Simon Tests of Intelligence in Grading Feeble-Minded Children”; in Journal of Psycho-Asthenics (1912), vol. 16, pp. 173–93.

    Analysis of results from 1300 cases.

BINET-SIMON TESTS OF DELINQUENTS

  1. Bluemel, C. S. “Binet Tests on Two Hundred Juvenile Delinquents”; in Training School Bulletin (1915), pp. 187–93.
  2. Goddard, H. H. The Criminal Imbecile. The Macmillan Company. (1915.) 157 pages.

    An analysis of the mentality of three murderers of moron or borderline intelligence.

  3. Goddard, H. H. “The Responsibility of Children in the Juvenile Court”; in Journal of Criminal Law and Criminology (September, 1912).

    Analysis of 100 tests of juvenile delinquents.

  4. Healy, William. The Individual Delinquent. Little, Brown & Co. (1915.) 830 pages.

    A textbook on delinquents. Gives results of many Binet-Simon tests.

  5. Spaulding, Edith R. “The Results of Mental and Physical Examination of Four Hundred Women Offenders”; in Journal of Criminal Law and Criminology (1915), pp. 704–17.
  6. Sullivan, W. C. “La mesure du développement intellectuel chez les jeunes délinquantes”; in Année psychologique (1912), vol. 18, pp. 341–61.
  7. Williams, J. Harold. A Study of 150 Delinquent Boys. Bulletin no. 1, Research Laboratory of the Buckel Foundation. (1915.) 15 pages.

    The Stanford revision used. Report of over 400 cases to follow.

BINET-SIMON TESTS OF SUPERIOR CHILDREN

  1. Jeronutti, A. “Ricerche psicologiche sperimentali sugli alunni molto intelligenti”; in Lab. di Psicol. Sperim. della Reg. Univ. Roma. (1912)

    Out of fifteen hundred school and kindergarten children, ages five to twelve, fourteen were selected by the teachers as the brightest. The Binet test showed them to be from one to three years in advance of their chronological ages.

  2. Terman, L. M. “The Mental Hygiene of Exceptional Children”; in Pedagogical Seminary (1915), vol. 22, pp. 529–37.

    Data on 31 children testing above 120 I. Q.

INSTRUCTIONS FOR GIVING THE BINET-SIMON TESTS

  1. Binet, A., and Simon, Th. A Method of Measuring the Development of Intelligence in Young Children. Chicago Medical Book Company. (1915.) 82 pages.

    Authorized translation of Binet’s final instructions for giving the tests.

  2. Goddard, H. H. “A Measuring Scale of Intelligence”; in Training School Bulletin (1910), vol. 6, pp. 146–55.

    Condensed translation of Binet’s 1908 Measuring Scale of Intelligence.

  3. Goddard, H. H. “The Binet-Simon Measuring Scale for Intelligence, Revised”; in Training School Bulletin (1911), vol. 8, pp. 56–62.
  4. Goddard, H. H. “Standard Method for Giving the Binet Test”; in Training School Bulletin (1913), vol. 10, pp. 23–30.
  5. Kuhlmann, F. “A Revision of the Binet-Simon System for Measuring the Intelligence of Children”; Monograph Supplement of Journal of Psycho-Asthenics (September, 1912), 41 pages.
  6. Wallin, J. E. W. “A Practical Guide for the Administration of the Binet-Simon Scale for Measuring Intelligence”; in The Psychological Clinic (1911), vol. 5, pp. 217–38.

CRITICISMS AND EVALUATIONS OF THE BINET-SIMON METHOD

  1. Berry, C. S. “A Comparison of the Binet Tests of 1908 and 1911”; in Journal of Educational Psychology (1912), vol. 3, pp. 444–51.
  2. Bobertag, O. “Ueber Intelligenzprüfungen (nach der Methode von Binet und Simon)”; in Zeitschrift für angewande Psychologie. (A, 1911), vol. 5, pp. 105–203; (B, 1912), vol. 6, pp. 495–537.

    Accepts the method and gives valuable suggestions for improvement.

  3. Brigham, Carl C. “An Experimental Critique of the Binet-Simon Scale”; in Journal of Educational Psychology (1914), pp. 439–48.

    Finds the scale 96% efficient.

  4. Goddard, H. H. “The Reliability of the Binet-Simon Measuring Scale of Intelligence”; in Proceedings of the Fourth International Congress of School Hygiene (1913), vol. 5, pp. 693–99.

    Application of the theory of probability to the results proves the extremely small liability of error.

  5. Kohs, Samuel C. “The Practicability of the Binet Scale and the Question of the Borderline Case”; in Training School Bulletin (1916), pp. 211–23.

    Analysis of cases showing the reliability of the scale.

  6. Kuhlmann, F. “Binet and Simon’s System for Measuring the Intelligence of Children”; in Journal of Psycho-Asthenics (1911), vol. 15, pp. 79–92.

    Finds the method of the greatest value.

  7. Kuhlmann, F. “A Reply to Dr. L. P. Ayres’s Criticism of the Binet and Simon System for Measuring the Intelligence of Children”; in Journal of Psycho-Asthenics (1911), vol. 16, pp. 58–67.

    Many of the Ayres criticisms are shown to be unfounded.

  8. Meumann, E. Vorlesungen zur Einführung in die Experimentelle Pädagogik (1913), vol. 2, pp. 130–300.

    Summary of the literature on Binet tests up to 1913. Accepts the method but gives suggestions for improvement. This summary and other writings of Meumann on the psychology of endowment are reviewed by Lewis M. Terman in a series of four articles in the Journal of Psycho-Asthenics for 1915.

  9. Otis, A. S. “Some Logical and Mathematical Aspects of the Measurement of Intelligence by the Binet-Simon Method”; in The Psychological Review (April and June, 1916).

    Considers the Binet-Simon method imperfect from the mathematical point of view.

  10. Schmitt, Clara. Standardization of Tests for Defective Children. Psychological Monographs (1915), no. 83, 181 pages.

    Contains (pp. 52–67) a discussion of the “Fallacies and Inadequacies of the Binet-Simon Series.” Most of the criticisms here given are either superficial or unfair, some of them apparently being due to a lack of acquaintance with Binet’s writings.

  11. Stern, W. The Psychological Methods of Measuring Intelligence. Translated by G. M. Whipple. (1913.) 160 pages.

    A splendid critical discussion of the Binet-Simon method. Should be read by every one who would use the scale.

  12. Terman, L. M. “Suggestions for Revising, Extending, and Supplementing the Binet Intelligence Tests”; in Journal of Psycho-Asthenics (1913), vol. 18, pp. 20–33.
  13. Terman, L. M. “Psychological Principles Underlying the Binet-Simon Scale and Some Practical Considerations for its Correct Use”; in Journal of Psycho-Asthenics (1913), vol. 18, pp. 93–104.
  14. Terman, L. M. “A Report of the Buffalo Conference on the Binet-Simon Tests of Intelligence”; in Pedagogical Seminary (1913), vol. 20, pp. 549–54.

    Abstracts of papers presented at the above conference.

  15. Terman, Lyman, Ordahl, Galbreath, and Talbert. The Stanford Revision and Extension of the Binet-Simon Scale for Measuring Intelligence. (1916.)

    Contains a chapter on the validity of the individual tests and on considerations relating to the formation of an intelligence scale.

  16. Terman and Knollin. “The Detection of Borderline Deficiency by the Binet-Simon Method”; in Journal of Psycho-Asthenics (June, 1916).

    A comparison of the accuracy of the Stanford and other revisions with borderline cases.

  17. Trèves and Saffiotti. “L’échelle métrique de l’intelligence modifiée selon la méthode Trèves-Saffiotti”; in Année Psychologique (1912), pp. 327–40.

    Criticize the age-grade method of measuring intelligence and propose a substitute.

  18. Wallin, J. E. W. Experimental Studies of Mental Defectives. A Critique of the Binet-Simon Tests. Warwick & York. (1912.)

    Criticism based on the use of the scale with epileptics.

  19. Yerkes and Bridges. A Point Scale for Measuring Mental Ability. Warwick & York.

    Authors think the point scale preferable to the Binet-Simon method.

BOOKS ON MENTAL DEFICIENCY

  1. Binet, A., and Simon, Th. Mentally Defective Children. Translated from the French by W. B. Drummond. Longmans, Green & Co. (1914.) 171 pages.

    Discusses the psychology, pedagogy, and medical examination of defectives.

  2. Goddard, H. H. Feeble-Mindedness; Its Causes and Consequences. The Macmillan Company. (1913.) 599 pages.

    The most important single volume on the subject. Extensive data on the causes of feeble-mindedness and excellent clinical pictures of all grades of mental defects.

  3. Goddard, H. H. The Kallikak Family. The Macmillan Company. (1914.) 121 pages.

    An epoch-making study of the hereditary transmission of mental deficiency in a degenerate family.

  4. Holmes, Arthur. The Conservation of the Child. J. B. Lippincott Company. (1912.) 345 pages.

    Methods of examination and treatment of defective children.

  5. Holmes, Arthur. The Backward Child. Bobbs-Merrill Company. (1915.)

    A popular treatment of the handling of backward children.

  6. Huey, E. B. Backward and Feeble-Minded Children. Warwick & York. (1912.) 221 pages.

    Devoted mainly to clinical accounts of borderline cases.

  7. Lapage, C. P. Feeble-Mindedness in Children of School Age. The University Press, Manchester, England. (1911.) 359 pages.
  8. Sherlock, E. B. The Feeble-Minded; A Guide to Study and Practice. The Macmillan Company. (1911.) 327 pages.
  9. Tredgold, A. F. Mental Deficiency (Amentia). Baillière, Tindall, and Cox. London, England. (2d ed. 1914.) 491 pages.

    The best medical treatment of the subject.

STUDIES OF THE PROGRESS OF CHILDREN THROUGH THE GRADES

  1. Ayres, Leonard P. Laggards in our Schools. The Russell Sage Foundation. (1909.) 236 pages.

    Interesting and instructive discussion of school retardation and its causes.

  2. Blan, Louis B. A Special Study of the Incidence of Retardation. Teachers College, Columbia University, Contributions to Education, no. 40. (1911.) 111 pages.

    Review of the literature and a statistical study of the progress of 4579 children.

  3. Keyes, C. H. Progress Through the Grades of City Schools. Teachers College, Columbia University, Contributions to Education, no. 42. (1911.) 79 pages.

    Important study of the progress of several thousand children.

  4. Strayer, George D. Age and Grade Census of Schools and Colleges. Bulletin no. 451, U.S. Bureau of Education. (1911.) 144 pages.

    Statistics of the age-grade status of the children in 318 cities.

  5. See also the Reports of leading school surveys, such as those of New York, Salt Lake City, Butte, Springfield (Mass.), Denver, Cleveland, etc.

REFERENCES ON THE SPECIAL CLASS FOR EXCEPTIONAL CHILDREN

  1. Huey, E. B. “The Education of Defectives and the Training of Teachers for Special Classes”; in Journal of Educational Psychology (1913), pp. 545–50.
  2. Goddard, H. H. School Training of Defective Children. World Book Company. (1914.) 97 pages.

    Based on his survey of the treatment of backward children in the schools of New York City.

  3. Holmes, W. H. School Organization and the Individual Child. The Davis Press, Worcester, Massachusetts. (1912.) 211 pages.

    A comprehensive account of the efforts which have been made to adjust the school to the capacities of individual children.

  4. Maennel, B. Auxiliary Education. Translated from the German by Emma Sylvester. Doubleday, Page & Co. (1909.) 267 pages.
  5. Van Sickle, J. H., Witmer, L., and Ayres, L. P. Provision for Exceptional Children in Public Schools. Bulletin no. 461, U.S. Bureau of Education. (1911.) 92 pages.
  6. Shaer, I. “Special Classes for Bright Children in an English Elementary School”; in Journal of Educational Psychology (1913), pp. 209–22.
  7. Stern, W. “The Supernormal Child”; in Journal of Educational Psychology (1911), pp. 143–48 and 181–90.

    A strong plea for special classes for superior children.

  8. Vaney, V. Les classes pour enfants arrières. Bulletin de la Société libre pour l’étude psychologique de l’enfant (1911), pp. 53–152.

    Report of the French National Commission appointed to investigate methods of treatment and training.

  9. Witmer, L. The Special Class for Backward Children. The Psychological Clinic Press, Philadelphia. (1911.) 275 pages.

    An account of the special class conducted in connection with the University of Pennsylvania Summer School.

LIST OF BINET’S MOST IMPORTANT CONTRIBUTIONS TO THE MEASUREMENT OF INTELLIGENCE

  1. Binet, A. L’Étude experimentale de l’intelligence. Paris: Schleicher frères. (1903.)
  2. Binet, A. “A Propos de la mesure de l’intelligence”; in Année psychologique (1905), vol. 11, pp. 69–82.
  3. Binet, A. Les enfants anormaux; guide pour l’admission des enfants anormaux dans les classes de perfectionnement. Paris: Colin (1907.)
  4. Binet, A. Comment les instituteurs jugent-ils l’intelligence d’un ecolier? Bulletin de la Société libre pour l’étude psychologique de l’enfant (1910), no. 10, pp. 172–82.
  5. Binet, A. “Nouvelles recherches sur la mesure du niveau intellectuel chez les enfants d’école”; in Année psychologique (1911), vol. 17, pp. 145–201.
  6. Binet, A., et Simon, Th. “Sur la nécessité d’établir un diagnostique scientifique des états inférieurs de l’intelligence”; in Année psychologique (1905), vol. 11, pp. 163–90.
  7. Binet, A., et Simon, Th. “Méthodes nouvelles pour le diagnostique du niveau intellectuel des anormaux”; in Année psychologique (1905), vol. 11, pp. 191–244.
  8. Binet, A., et Simon, Th. “Application des Méthodes nouvelles au diagnostique du niveau intellectuel chez des enfants normaux et anormaux d’hospice et d’école primaire”; in Année psychologique (1905), vol. 11, pp. 245–336.
  9. Binet, A., et Simon, Th. “Le développement de l’intelligence chez les enfants”; in Année psychologique (1908), vol. 14, pp. 1–94.
  10. Binet, A., et Simon, Th. “Langage et pensée”; in Année psychologique (1908), vol. 14, pp. 284–339.
  11. Binet, A., et Simon, Th. “L’intelligence des imbeciles”; in Année psychologique (1909), vol. 15, pp. 1–147.
  12. Binet, A., et Simon, Th. “Nouvelle théorie psychologique et clinique de la démence”; in Année psychologique (1909), vol. 15, pp. 168–272.
  13. Binet, A., et Simon, Th. La mesure du développement de l’intelligence chez les jeunes enfants. Bulletin de la Société libre pour l’étude psychologique de l’enfant (1911), no. 11, pp. 187–256.

SUGGESTIONS FOR A TEACHER’S PRIVATE LIBRARY

ON EXCEPTIONAL CHILDREN

MAGAZINES

  • The Training School Bulletin. Published monthly by the Training School, Vineland, New Jersey. Edited by H. H. Goddard and E. R. Johnstone.
  • The Psychological Clinic. Published monthly by the Psychological Clinic Press, Philadelphia. Edited by Lightner Witmer.
  • The Journal of Delinquency. Published bi-monthly by the Whittier State School, Whittier, California. Edited by Williams, Goddard, Terman, and others.
  • The Journal of Psycho-Asthenics. Published quarterly at Faribault, Minnesota. Organ of the American Association for the Study of the Feeble-Minded. Edited by A. C. Rogers and F. Kuhlmann.
  • The Journal of Educational Psychology. Published by Warwick & York, Baltimore. Edited by J. Carleton Bell.

INDEX

A B C D E F G H I J K L M
N O P Q R S T U V W X Y Z
  • Abstract thought, tests of, 344.
  • Absurdities, 255 ff.
  • Adolescence, and variability in intelligence, 67.
  • Adult intelligence, 54.
  • Adults, how to find I Q of adults, 140.
  • Æsthetic comparison, 165 ff.
  • Age, test of giving age, 173 ff.
  • Age standards, 40.
  • Alternative tests, 136.
  • Amateur testing, 107 ff.
  • Apperception, 169.
  • Arithmetical reasoning, 319 ff.
  • Association processes, 274.
  • Attention, during the test, 121.
  • Attitude of the subject, 109.
  • Auto-criticism, 156, 171, 195.
  • Average intelligence, 94 ff.
  • Ebbinghaus, 289, 318.
  • Emotion, 49.
  • Enclosed boxes, 327 ff.
  • Endowment, 4, 19 ff.
  • Environment, influence on test, 114 ff.
  • Eugenics, 9 ff.
  • Examination, duration of, 127 ff.
  • Examiner, qualifications of, 124 ff.
  • Fables, interpretation of, 290 ff.
  • Fatigue, influence of, on test, 126 ff.
  • Feeble-minded, proportion of school-children feeble-minded, 6.
  • Feeble-mindedness,
    • value of tests for, 5 ff.;
    • psychological analysis, 23;
    • definition, 80;
    • examples, 82 ff.
  • Fernald, G. G., 8.
  • Fernald, Grace, 56, 278, 280, 332.
  • Fingers, test of giving number of, 189 ff.
  • Freeman, Frank N., 280.
  • Functions, tested by Binet scale, 42 ff.
  • Imagery, 195, 209, 321, 339.
  • Induction test, 310 ff.
  • Ingenuity test, 346.
  • Intelligence,
    • analysis of, see remarks under instructions for each test;
    • superior, 12 ff., 95 ff.,
    • teachers’ estimates of, 13, 24, 26, 28, 75;
    • general, 42 ff.;
    • definitions of, 44 ff.
  • Intelligence quotient, 53, 55, 63, 65 ff.;
    • validity of, 68;
    • classification and significance, 79 ff., 140 ff.
  • Paper-cutting test, 338.
  • Physical defects, effects of, on intelligence, 19.
  • Physical relations, comprehension of, 333 ff.
  • Physicians, as Binet testers, 34.
  • Pictures,
    • enumeration of objects in, 145;
    • description of, 190 ff.;
    • interpretation of, 302;
    • finding omissions in, 178.
  • Pointing to parts of body, 142 ff.
  • Practical judgment, 212.
  • President and king, giving differences between, 313.
  • Problem questions, 315 ff.
  • Procedure, necessity of uniformity in, 32 ff., 131 ff.
  • Promotions, on basis of intelligence tests, 16 ff.
  • Race differences, 91.
  • Range of testing, 129.
  • Rapport, 124 ff.
  • Reading, test of reading for memories, 262.
  • Record booklet, 128.
  • Recording responses, 133 ff.
  • Reliability of the scale, 76 ff., 105 ff.
  • Repeated tests, 112 ff.
  • Retardation,
    • cost of, 1, 13 ff.;
    • training of retarded children, 4 ff., 24 ff., 73 ff.
  • Reversing hands of clock, 321 ff.
  • Rhymes, test of finding, 248.
  • Right and left, 175 ff.
  • Rowe, E. P., 165, 166, 277.
  • Rowland, Eleanor, 18.
  • Scattering of successes, 134 ff.
  • School success and intelligence, 73 ff.
  • Scoring, 132. See also instructions for scoring each test.
  • Seclusion during test, 122.
  • Sex, test of giving, 146 ff.
  • Sex differences in intelligence, 68 ff.
  • Similarities, test of finding, 217 ff., 306 ff.
  • Sixty words, 272 ff.
  • Social class and intelligence, 72 ff., 114 ff.
  • Spearman, C., definition of intelligence, 46.
  • Special classes, 5.
  • Square, test of copying, 155 ff.
  • Stamps, test of counting value of, 252.
  • Standardization, value of, 30.
  • Stanford revision of the Binet scale, 51 ff.
  • Stereotypy, 203.
  • Stern, W., 46, 106, 118.
  • Stigmata, 7.
  • Structural psychology, 43.
  • Superior intelligence, tests of superior children, 12 ff., 95 ff.
  • Supplementary information, 135.