The measurement of intelligence : an explanation of and a complete guide for the use of the Stanford revision and extension of the Binet-Simon intelligence scale . s probably one of the brightestchildren in a city of a third of a million population. He may notbe the brightest in that city, but he is one of the three or four mostintelligent the writer has found after a good deal of searching. Heis probably equaled by not more than one in several thousand un-selected children. How impatiently one waits to see the fruit ofsuch a budding genius! B. F. Son of a minister, age 7-8; mental age 12-^; I
The measurement of intelligence : an explanation of and a complete guide for the use of the Stanford revision and extension of the Binet-Simon intelligence scale . s probably one of the brightestchildren in a city of a third of a million population. He may notbe the brightest in that city, but he is one of the three or four mostintelligent the writer has found after a good deal of searching. Heis probably equaled by not more than one in several thousand un-selected children. How impatiently one waits to see the fruit ofsuch a budding genius! B. F. Son of a minister, age 7-8; mental age 12-^; I Q 7000 (12 years). This test was not made by the writer, but by one of his graduate stu-dents. The record included theverbatim responses, so that it waseasy to verify the scoring. Therecan be no doubt as to the substan-tial accuracy of the test. This I Qof 160 is the highest one in theStanford University records. B. excellent health, normal playinterests, and is a favorite amonghis playfellows. Parents had notthought of him as especially re-markable. He is only in the thirdgrade, and is therefore about threegrades below his mental Fig. 16. BALL AND FIELD. B. F.,AGE 7-8; MENTAL AGE 12-4;I Q 160 (This is a 12-year performance) It is especially noteworthythat not one of the children we have described with I Qabove 130 has ever had any unusual amount or kind ofhome instruction. In most cases the parents were notaware of their very great superiority. Nor can we give thecredit to the school or its methods. The school has in mostcases been a deterrent to their progress, rather than a children have been taught in classes with averageand inferior children, like those described in the firstpart of this chapter. Their high I Q is only an index oftheir extraordinary cerebral endowment. This endowmentis for life. There is not the remotest probability that any INTELLIGENCE QUOTIENT SIGNIFICANCE 103 of these children will deteriorate to the average level
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