Psychology - Robert S. Woodworth (trending books to read TXT) 📗

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For convenience, those with IQ under 70 are sometimes labeled "feeble-minded", and the others, in order, "borderline", "low normal", "average" (from 90 to 110), "superior", "very superior", "exceedingly superior"; but this is arbitrary and really unscientific, for what the facts show is not a separation into classes, but a continuous gradation from one extreme to the other. The lower extreme is near zero, and the upper extreme thus far found is about 180.

While the mental age tells an individual's intellectual level at a given time, the IQ tells how fast he has progressed. An IQ of 125 means that he has picked up knowledge and skill 25 per cent. faster than the average individual--that he has progressed as far in four years as the average child does in five, or as far in eight as the average does in ten, or as far in twelve as the average does in fifteen. The IQ usually remains fairly constant as the child grows older, and thus represents his rate of mental growth. It furnishes a pretty good measure of the individual's intelligence.

Since, however, the Binet tests depend greatly on the use of language, they are not fair to the deaf child, nor to the child with a speech defect, nor to the foreign child. Also, some persons who are clumsy in managing the rather abstract ideas dealt with in the Binet tests show up better in managing concrete objects. For all such cases, performance tests are useful. Language plays little part in a performance test, and concrete objects are used. The "form board" is a good example. Blocks of various simple shapes are to be fitted into corresponding holes in a board; the time of performance is measured, and the errors (consisting in trying to put a block into a differently shaped hole) are also counted. To the normal adult, this task seems too simple {276} to serve as a test for intelligence, but the young child finds it difficult, and the mentally deficient adult goes at it in the same haphazard way as a young child, trying to force the square block into the round hole. He does not pin himself down to the one essential thing, which is to match blocks and holes according to shape.

Another good performance test is the "picture completion". A picture is placed before the child, out of which several square holes have been cut. These cut-out pieces are mounted on little blocks, and there are other similar blocks with more or less irrelevant objects pictured on them. The child must select from the whole collection of little blocks the one that belongs in each hole in the picture. The better his understanding of the picture, the better his selection.

The tests so far described, because they have to be given to each subject individually, require a great deal of time from the trained examiner, and tests are also needed which can be given to a whole group of people at once. For persons who can read printed directions, a group test can easily be conducted, though much preliminary labor is necessary in selecting and standardizing the questions used. Group testing of foreigners, illiterates, and young children is more difficult, but has been accomplished, the directions being conveyed orally or by means of pantomime.

The first extensive use of group intelligence tests was made in the American Army during the Great War. A committee of the American Psychological Association prepared and standardized the tests, and persuaded the Army authorities to let them try them out in the camps. So successful were these tests--when supplemented, in doubtful cases, by individual tests--that they were adopted in the receiving {277} camps; and they proved very useful both in detecting those individuals whose intelligence was too low to enable them to learn the duties of a soldier, and those who, from high intelligence, could profitably be trained for officers.

The "Alpha test", used on recruits who could read, consisted of eight pages of questions, each page presenting a different type of problem for solution. On the first page were rows of circles, squares, etc., to which certain things were to be done in accordance with spoken commands. The subject had to attend carefully to what he was told to do, since he was given each command only once, and some of the commands called for rather complicated reactions. The second page consisted of arithmetical problems, ranging from very simple at the top of the page to more difficult ones below, though none of them went into the more technical parts of arithmetic. One page tested the subject's information on matters of common knowledge; and another called for the selection of the best of three reasons offered for a given fact, as, for example, "Why is copper used for electric wires? Because--it is mined in Montana--it is a good conductor--it is the cheapest metal." Another page presented disarranged sentences (as, "wet rain always is", or "school horses all to go"), to be put straight mentally, and indicated on the paper as true or false.

Many group tests are now in use, and among them some performance tests. In the latter, pictures are often employed; sometimes the subject has to complete the picture by drawing in a missing part, sometimes he has to cancel from the picture a part that is superfluous. He may have to draw a pencil line indicating the shortest path through a maze, or he may have to continue a series of marks which starts off according to a definite plan. The problems set him under each class range from very easy to fairly difficult.

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The principal fact discovered by use of standardized intelligence tests is that the tests serve very well the purpose for which they were intended. In expert hands they actually give a fairly reliable measure of the individual's intelligence. They have located the trouble in the case of many a backward school child, whose intelligence was too low to enable him to derive much benefit from the regular school curriculum. His schooling needed to be adjusted to his intelligence so as to prepare him to do what he was constitutionally able to do.

On the other hand, it sometimes happens that a child who is mischievous and inattentive in school, and whose school work is rather poor, tests high in intelligence, the trouble with him being that the work set him is below his mental level and therefore unstimulating. Such children do better when given more advanced work. The intelligence tests are proving of great service in detecting boys and girls of superior intelligence who have been dragging along, forming lazy habits of work, and not preparing for the kind of service that their intelligence should enable them to give.

Some results obtained by the "Alpha test" are given in the following table, and in the diagram which restates the facts of the table in graphic form. The Alpha test included 212 questions in all, and a correct answer to any question netted the subject one point. The maximum score was thus 212 points, a mark which could only be obtained by a combination of perfect accuracy and very rapid work (since only a limited time was allowed for each page of the test). Very seldom does even a very bright individual score over 200 points. The table shows the approximate per cent, of individuals scoring between certain limits; thus, {279} of men drafted into the Army, approximately 8 per cent. scored below 15 points, 12 per cent. scored from 16 to 29 points, etc. Of college freshmen, practically none score below 76 points, 1 per cent. score from 76 to 89 points, etc.