Classroom problems in the education of gifted children . by thenumber of correct identifications. The th^ee scores for eachpupil in this marjier were then added, to afford a single finalscore. Since each score by this method represents the time re-quired for one correct solution, it will be that thehighest figures represent the lowest scores. Ill TABLE XXXVIEquivalent Proverbs TestCombined Scores Score 580-599560-579 (420-559] 400-419580-399360-579540-559520-559500-519280-299260-279240-259220-259200-219180-199160-179140-159120-159100-11980-9960-7940-5920-59SumTotal Fifth GradeContr
Classroom problems in the education of gifted children . by thenumber of correct identifications. The th^ee scores for eachpupil in this marjier were then added, to afford a single finalscore. Since each score by this method represents the time re-quired for one correct solution, it will be that thehighest figures represent the lowest scores. Ill TABLE XXXVIEquivalent Proverbs TestCombined Scores Score 580-599560-579 (420-559] 400-419580-399360-579540-559520-559500-519280-299260-279240-259220-259200-219180-199160-179140-159120-159100-11980-9960-7940-5920-59SumTotal Fifth GradeControl Sixth Grade Selected 1103002032351572280 IF 11 332022 I4 59 Control Selected 11 01000 1 212014 1 26 15 1 11 18 03 75 5 2 05^ 15 67 Fifth Grade Total Control Selected Median 145. 152,4 Average Sixth Grade Range 419-60 Didgrl ;vi). Batih 1^ B qf thr ejcpcrrl^irorltalt j^QljroperltBj ar( ihdlviduil. —1—1—r—rf^heuiod squares. 112 Because of the wide range over which these scores arescattered, and the irregularity of their distribution, there isfor each grade a considerable difference betvfeen the median a-nd theaverage. Each of the special grades, however, shows marked super-iority over its control group, and the difference seems somevfhatgreater in case of the sixth grade. In that grade, however, twoindividuals in the control group succeeded in making better scoresthan were made in the selected group. WORD-BUILDING Whipples Word-building Test*^ might have been consid-ered among the language tests discussed in Chapter IV, for success-ful performance in this test is conditioned to some extent uponsize and readiness of vocabulary. In addition, Whipple says thatit is one that calls for ingenuity and active attention; it mightfairly be said to demand that ability to combine isolated fragmentsinto a whole, which Ebbinghaus has declared to be the essence o
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