,,! ,,accompli%m5t ,,ratio ,a ,treatm5t ( ! ,inh]it$ ,det]m9ants ( ,disp>ity 9 ,s*ool ,product ,by ,,raymond ,,franz5 ,a4,b4 7,h>v>d71 ,m4,a4 7,columbia7 ,ph4,d4 7,columbia7 ,tea*]s ,college1 ,columbia ,univ]sity ,contributions to ,education1 ,no4 #abe ,publi%$ by ,tea*]s ,college1 ,columbia ,univ]sity ,new ,york ,city #aibb ,copyright1 #aibb1 by ,,raymond ,,franz5 ,,preface ,! results ( ! exp]im5t report$ "h h become s mu* a portion ( my process ( reason+ t duplication ( mat]ial pres5t$ else:]e is unavoidable4 ,i wi% 9 p>ticul> to recognize my indebt$ness to ! ,,tea*]s ,,college ,,record = p]mission to repr9t "h revis$ portions ( an article :i* appe>$ 9 ! ,novemb]1 #aibj1 numb] ( t j\rnal4 ,i w w>n "h any read] to :om ! intricacies ( a full /ati/ical acc\nt are irksome t ! logic & conclusions pres5t$ 9 ?is /udy are incorporat$ 9 a m palatable & abbreviat$ =m 9 ,*apt] ,,iv ( ,intellig5ce ,te/s & ,s*ool ,reorganization 7,_w ,book ,company74 ,! "w pres5t$ "h has be5 made possible by ! coop]ation & int]e/ ( ! two pr9cipals ( ! ,g>d5 ,city public s*ool dur+ ! p]iod ( my "w !re1 ,miss ,gladys ,locke & ,mrs4 ,edna ,maule4 ,i also owe any success t ?is exp]im5t may h _h to ! tea*]s :o did ! real "w ( 8pu%+0 abilities to _! limit4 ,my indebt$ness to ,gladys ,locke ,franz5 = help 9 expression & correction is surpass$ only by :at ,i cr$it to h] enc\ragem5t & coop]ation at its inception4 ,dur+ ! p]iod 9 :i* ?is exp]im5t 0 plann$ & execut$ x grew into a real problem ?r\gh ! advice ( two ( my tea*]s to :om ,i owe all su* inspiration & k z ,i possess--,edw>d ,l4 ,?orndike & ,truman ,l4 ,kelley4 ,,raymond ,h4 ,,franz5 ,des ,mo9es1 ,i[a1 #aibb4 ,,cont5ts ,i4 ,,an ,,outl9e ,,( ,,! ,,exp]im5t #a ,! ,use ( ,quoti5ts & ,ratios ,! ,d]ivation ( ,age ,norms ,a ,me?od ( ,survey ( ,read+1 ,language & ,ari?metic ,,ii4 ,,/ati/ical ,,treatm5t ,,( ,,! ,,exp]im5t #ag ,! ,quoti5ts ,! ,ratios ,summ>y ,,iii4 ,,! ,,psy*ological ,,conclusions ,,( ,,! ,,exp]im5t #dc ,! ,neglect ( ,g5ius ,is ,g5ius ,specializ$8 ,curr5t ,psy*ological ,op9ion ,conclusions ,,"p ,i#a ,,an ,,outl9e ,,( ,,! ,,exp]im5t ,,! ,,use ,,( ,,quoti5ts ,,& ,,ratios ,/&>diz$ measurem5t ( educational product has won its way to a recogniz$ place 9 ! s*ool life ( ?is c\ntry4 ,_m ( our l>g] cities h rese>* bureaus ( te/s & measurem5ts1 & advanc$ private s*ools h dep>tm5ts ( measurem5t4 ,! logic ( ! use ( /ati/ically d]iv$ evaluations v]sus ! use ( op9ion1 sway$ z x is by ! haphaz>d captions ( emotion & condition1 has become widely recogniz$4 ,! case ( sci5tific measurem5t 9 education has be5 argu$ & won4 ,! objections to old] =ms ( measurem5t h become ! crit]ia ( ! value ( ! new4 ,/ill adm9i/rators1 al?\gh !y h be5 conv9c$ !oretically ( its importance1 f9d x h>d to see j :at measurem5t does = _! s*ools4 ,!y (t5 object t measurem5ts are made1 ! te/s are c>ri$ away by ! exam9]1 & "s "t lat] !y are pres5t$ ) a neat s]ies ( di/ributions & are told :]e _! s*ool /&s 9 relation to c]ta9 o!r s*ools or to s*ools 9 g5]al4 ,?is is und\bt$ly a v important piece ( in=mation2 s9ce a det]m9ation ( ! ext5t to :i* a goal has be5 atta9$ =ms ! basis ( ! comm5dation or condemnation ( ! me?ods1 curricula1 & text-books employ$ 9 ! process4 ,b adm9i/rators want to "k :i* ( ! v>i\s elem5ts ( s*ool proc$ure are to be prais$ & :i* are to be blam$4 ,we _c condemn or support a :ole s*ool sy/em on ! basis ( composite results 7unless all possible educational objectives h be5 measur$1 & %[ "o common drift2 or unless x is necess>y t ! sy/em fall or /& z a :ole7 s9ce !n we %\ld be ?r[+ good & bad into a common disc>d4 ,we mu/ measure ea* ?+ sep>ately4 ,we mu/ build our ideal sy/em ( education syn!tically1 tak+ ! be/ me?ods f ea* ( ! preval5t gr\ps ( !ories4 ,!re has be5 too mu* absolutism 9 education1 too little ( a realism t sees ! good & bad 9 all & dim9i%es ! bad & augm5ts ! good4 ,if we adopt ?is po9t ( view we become really empirical 9 our me?od1 liv+ ?r\gh ea* educational exp]im5t to incorporate x into a gr[+ treasury ( te/$ !ory1 n d$uc+ success or failure f metaphysical or doctr9aire prejudice4 ,9 ?is adm9i/rators h be5 m sci5tific ?an ^? :o measure4 ,!y h always object$ t !y want$ diff]5tial diagnoses4 ,"h ! answ] to _! ne$s mu/ come ?r\gh exp]im5tation & x is only ?r\gh nation-wide /udy & c>eful comp>ison & integration ( results t me?ods ( tea*+ c be sci5tifically e/abli%$4 ,?ree uses ( measurem5t commonly /ress$ are3 7#a7 ,diagnosis ( degree ( atta9m5t ( goal2 7#b7 selection ( me?od ( atta9m5t ( goal2 7#c7 def9itive outl9e ( goals4 ,we h se5 t ! fir/ two are ( little imm$iate value to ! adm9i/rator4 ,! fir/ only gives him an accurate notion ( :]e he /&s 9 any "o subject )\t pret5d+ to tell him :y2 ! second is a promissory note4 ,"s day we %all be able to tell him ! be/ me?ods = ! atta9m5t ( 8 goal4 ,! ?ird has slightly m imm$iate value4 ,measurem5t splits up ! goals ( education1 gives !m concrete =mulation1 all[s tea*]s to see an advance 9 ! class 9 "o function z sep>ate f ! re/2 all[s !m1 = in/ance1 to di/+ui% m cle>ly ?an !y o!rwise w\ld betwe5 oral read+ & sil5t read+1 or betwe5 addition & division4 ,b ?is1 too1 is r too g5]al to appeal to adm9i/rative economy4 ,"o w\ld f9d x v difficult to sell "o's s]vices z a measur] to a s*ool bo>d or a sup]9t5d5t on ! basis ( ^! ?ree values4 ,!y answ] t univ]sities & sci5tific rese>* give !m z mu* z !y want ( ^! values4 ,:at an exp]t on measurem5t c\ld add 9 int]pretation ( results w\ld seem ( small additional value to !m4 ,/ill !re is a v m>k$ function t su* an exp]t c p]=m2 b he mu/ s]ve a f\r? & fif? use ( measurem5t :ile he s]ves a p>ticul> s*ool4 ,:5 he s]ves ! fir/ ?ree he is s]v+ ! sci5ce ( education &1 un=tunately1 no "o s*ool w pay him to d t4 ,! uses ( measurem5t t directly b5efit any "o s*ool are3 7#d7 ,classification by in=mation & intellig5ce & 7#e7 diagnosis ( individual disability4 ,= ! prop] prosecution ( ^! aims individual measurem5ts & age norms are ess5tial4 ,only ) su* equipm5t c we make ! prognoses ( future s*ool behavior :i* ! adm9i/rator s urg5tly ne$s4 ,grade norms _c be us$ to make individual diagnoses4 ,?\gh we c see by !m :i* *ildr5 are bel[ & :i* above ! level t 9 _! grade !y %\ld atta91 we _c see j :at adm9i/rators mo/ ne$ to "k2 namely1 :e!r ! ret>dation & accel]ation are ju/ifi$ or n--h[ _m *ildr5 are work+ at maximum4 ,m ?an t1 computations bas$ on grade norms are v inaccurate 9 individual cases because ! v>iability )9 any grade is s great4 ,z x becomes necess>y to use new norms = su* purposes x is important to h !m 9 t]ms t are directly comp>able to intellig5ce m5suration4#b ,fir/ 9 importance is an int]pretation ( ! mean+ ( an ,intellig5ce ,quoti5t4 ,too (t5 x is /at$ z a numb] & left z a numb] ) ! belief t someh[ or o!r t is a tag :i* c>ries its own div9e implication4 ,its importance lies 9 its diagnosis ( p[] ( adaptation1 & x has a high correlation ) ! maximum possible rate ( s*ool progress4 ,j z a pure in=mation te/ diagnoses ! neural bonds t h be5 =m$ 9 any "o field1 s an intellig5ce te/ diagnoses ! ability to =m bonds1 to meet a new situation & =m satisfactory habits--p[] to le>n4 ,x may be ?\ght ( z a diagnosis ( ! neural *emi/ry ( ! individual4 ,z su* x is n conc]n$ ) ! connections or quantity1 b r ) ! quality ( ! neural tissue4 ,z an intellig5ce quoti5t is actual m5tal age divid$ by *ronological age--:i* is ! normal m5tal level ( ! *ild's age-gr\p--s x is ! rate at :i* ! *ild has progress$ to m5tal maturity4 ,x is 8 pot5tial rate ( progress4 ,x is a division ( :at is by :at normally w\ld be4 ,!n1 :5 we use ,,iq we express ! v>i\s degrees ( p[] ( adaptation due to v>i\s degrees ( fitness ( neural equipm5t to =m bonds1 by means ( a diagnosis ( ! rate ( =mation ( bonds :i* ev]yone =ms soon] or lat] 9 an environm5t su* z ours4 ,x is conceivable t we might te/ ?is same p[] )\t te/+ ! pres5ce ( su* bonds at all4 ,su* a te/ w\ld detect directly ! quality ( ! neural equipm5t irrespective ( quantity or con=mation4 ,a t5-ye>-old *ild ^: m5tal age is t5 has progress$ at ! rate :i* is normal1 & 8 ,,iq is #a4jj4 ,a v exceptional t5-ye>-old *ild ^: m5tal age is fifte5 has progress$ j "o & "o half times z fa/ z ! =m]1 & 8 ,,iq is #a4ej4 ,ano!r exceptional t5-ye>-old *ild ^: m5tal age is five has progress$ at j "o-half ! rate ( ! fir/1 & 8 ,,iq is 4#ej4 ,:at we mean1 !n1 by an ,intellig5ce ,quoti5t is ! rate at :i* a *ild gr[s to ! m5tal maturity ( human be+s 9 ! _w z x is4 ,= purposes ( pres5tation ( a problem "o c "h assume 7an hypo!sis ! value ( :i* w "h be det]m9$7 t ea* *ild c atta9 ?is rate ( progress 9 ea* ( ! elem5t>y s*ool subjects4 ,! degree to :i* ?is is true is ! degree to :i* ! ,,iq is a valid index ( p[] to deal ) s*ool subjects4 ,?is assumes t inh]it$ special disabilities 9 ! s*ool subjects are uncommon1 t s*ool progress is det]m9$ by ! int]play ( intellig5ce & environm5t1 & t s-call$ int]e/ *>act]i/ics :i* aid 9 developm5t are ! result ( an e>li] int]play ( intellig5ce & environm5t4 ,! degree to :i* educational product ( *ildr5 c be made to approa* ?is intellig5ce w all[ u to judge h[ f> ^! factors are inh]it$1 s9ce diff]5ces t are removable mu/ be le>n$1 n innate4 ,we c ! m readily see ! significance ( view+ a *ild's equipm5t 9 t]ms ( educational & m5tal age1 :5 we conceive ( a ,subject ,quoti5t4 ,?is is a quoti5t result+ f ! division ( ! age level rea*$ 9 ! te/ 9 "q by ! *ronological age ( ! pupil4 ,x is a measure ( ! rate ( progress ( ! *ild 9 ! s*ool subject "u consid]ation4 ,?us a t5-ye>-old *ild ) t5-ye>-old ability 9 ,?orndike ,read+ ,scale ,alpha #b w\ld h z 8 read+ age divid$ by *ronological age1 #a4jj4 ,?is may be call$ 8 ,subject ,quoti5t 9 ,read+ or 8 ,read+ ,quoti5t4 ,! division ( :at is by :at w\ld be if ! *ild 7 normal gives ! p]c5tage ( normality1 ! actual rate ( progress4 ,s9ce ! ,,iq is ! pot5tial rate ( progress & ! ,,sq ! actual rate ( progress1 ! ratio ( ,,sq to ,,iq gives ! p]c5tage ( :at t *ild c\ld d1 t he has actually done4 ,?us a *ild ) an ,,iq ( #a4cb ^: read+ quoti5t 78 ,,rq7 is #a4aj1 ?\gh he is do+ "w :i* is above normal1 is n do+ "w :i* is above normal = him4 ,8 ,,rq,,iq is #a4aja4cb1 :]eas if he 7 progress+ at 8 optimum rate x w\ld equal #a4cba4cb4 ,?is ,,rq,,iq is ! same quantity z ,,ra,,ma4 ,we may call ?is a ,subject ,ratio & ! av]age ( ,subject ,ratios an ,accompli%m5t ,ratio4 ,we c\ld1 if ! absolute association betwe5 read+ age & m5tal age 7 p]fect1 measure ! approximation to ideal educational p]=mance ( any "o *ild 9 any "o elem5t>y s*ool subject ?r\gh ! approximation ( ?is ,subject ,ratio to #a4jj4 ,z we w see lat]1 ,subject ,quoti5ts approa* ! ,intellig5ce ,quoti5ts :5 special treatm5t is giv52 t is1 ! correlation ( ,,sq & ,,iq becomes ne>] #a4jj & ! diff]5ce betwe5 ! av]age ,,iq & ! av]age ,,sq approa*es z]o4 ,x is safe !n to expect ^! ,subject ,ratios to be at lea/ #a4jj be=e we pron\nce satisfaction ) ! s*ool product4 ,!re is c]ta9ly a significant relation betwe5 ,,iq & ,,sq1 & ! m p]fect ! educational proc$ure has be51 ! m x has call$ =? all t ! *ild is capable (1 ! high] x w be4 ,to det]m9e :e!r ! quoti5t 9 any s*ool subject c be great] ?an ! ,intellig5ce ,quoti5t 9 any significant am\nt1 x w only be necess>y aft] we h p]fect age norms by mon?s to get t quoti5t among/ en\gh pupils :om we "k to be work+ at maximum4 ,:at is significant "h is t ! m ne>ly any su* quoti5t rea*es or exce$s ! ,intellig5ce ,quoti5t ! m ne>ly has ! *ild be5 br\ght up to :at he is able to d "u ! be/ conditions4 ,! ,accompli%m5t ,ratio is ! degree to :i* 8 actual progress has atta9$ to 8 pot5tial progress by ! be/ possible measures ( bo?4 ,?is w\ld be a m>k ( ! *ild's ef=t1 a m>k ( ! conc5tration & int]e/ t ! *ild has 9 ! s*ool "w1 & z f> z no inh]it$ traits or capacities o!r ?an intellig5ce affect s*ool "w x is a measure ( ! effici5cy ( a *ild's education ?us f>4 ,if !re are su* o!r innate bases1 x is also a measure ( ^? inh]it$ traits & capacities or _! pr$isposition1 su* z conc5tration1 ef=t1 writt5 expression1 etc4 ,at any rate x is a measure ( ! *ild's accompli%m5t1 & s ( ! ef=t & conc5tration z !y really are at pres5t work+ "u ^? s*ool conditions4 ,x is an index ( a*ievem5t irrespective ( intellig5ce4 ,a v conv5i5t graph repres5t+ ! same facts & easily int]pret$ by ! tea*] may be con/ruct$ ?us3 ,illu/ration3 ,age ,scale ---------------------------------------- -------- ,m5tal ,age ,read+ ,age ---------------------------------------- - ,*ronological ,age ,spell+ ,age ,ari?metic ,age ---------------------------------------- ------------------ ,"h x c be easily %[n t ,spell+ ,age1 ,read+ ,age1 ,ari?metic ,age1 etc41 are 9 "s def9ite relation to bo? ,*ronological ,age & ,m5tal ,age4 ,us+ ! ,m5tal ,age l9e z a goal1 ^! records may be kept con/antly up to date4 ,ano!r use ( ! ,accompli%m5t ,ratio is z ! m$ium 9 :i* ! *ildr5 may keep records ( _! own "w4 ,z x is a m>k 9 t]ms ( intellig5ce1 dull & brilliant *ildr5 may compete on a p>ity to br+ _! ,accompli%m5t ,ratios z high z possible4 ,ma9ly we h advanc$ =mal education4 ,we h 9 _m ways promot$ ! abilities to read1 write1 spell & figure4 ,b our philosophy ( education has advanc$ f> beyond t4 ,we h o!r aims 9 education1 & consequ5tly o!r me?ods & modes1 :i* also mu/ be measur$ & judg$4 ,we wi% to promote su* qualities z /ability1 self-reliance1 conc5tration1 & ambition4 ,x does n necess>ily foll[ t we mu/ measure ^! ?+s directly1 al?\gh e "o vitally int]e/$ 9 measurem5t *]i%es ! hope t we may "s day measure _! behaviori/ic correlates1--8,= ! quality ( any?+ exi/s 9 "s quantity1 & t quantity c be measur$40 8,"s ( u might be entirely will+ to re/ ! case aft] ask+ :e!r 9 practical s*ool life anyone ev] saw a tea*] ?or\ghly confid5t ( tea*+ ideals b neglectful ( read+ & ari?metic4 ,! fact is t ! consci5ti\s tea*] always gives att5tion to bo? & ! successful tea*] is able1 )\t omitt+ "o1 to cultivate ! o!r4 ,! !oretical possibility ( ?9k+ ( ! two results sep>ately has little significance 9 deal+ ) real tea*]s & real s*ools4 ,good read+ is a s*ool virtue2 & :5 "o has measur$ good read+ he has measur$ m ?an ! trivial or =mal side ( education40#c ,?is ,i believe to be true1 b ,i also believe t ?r\gh measurem5t we c actually promote ^? o!r m e?ical ideals 9 education4 ,?r\gh classification by in=mation & by intellig5ce we ga9 a m>k$ increase ( att5tion1 conc5tration1 ambition1 & o!r objectives1 measur$ 9 "p by ,accompli%m5t ,ratios4 ,m discussion due to a great] homog5eity promotes p[]s ( inf]5ce & insight2 be+ only ) equals promotes self-confid5ce & honor1 & 9 _m cases prev5ts a regrettable conceit among sup]normals2 hav+ "w to d :i* is h>d en\gh prev5ts habits ( indol5ce & c>elessness s commonly f\nd among intellig5t *ildr54#d ,x is a well-kn[n fact t mu* "w mu/ be done 9 classification to get homog5eity or real conditions ( tea*+4 ,z x is1 mo/ tea*]s are talk+ to ! middle ( _! classes4 ,:5 !y d !y my/ify ! l[] qu>t] & bore ! upp] qu>t]2 !y talk to ! upp] qu>t] & my/ify ! l[] ?ree qu>t]s2 or !y talk to ! l[] qu>t] & bore ! upp] ?ree qu>t]s4 ,:5 a *ild is bor$ or my/ifi$ 8 ,subject ,quoti5ts become less :ile 8 ,intellig5ce ,quoti5t rema9s con/ant4 ,!n 8 ,accompli%m5t ,ratios become less z long z he rema9s 9 a position :]e he is be+ mi/reat$ educationally4 ,?is1 !n1 is ! prop] measure to see :e!r a *ild is classifi$ prop]ly or n4 ,at ! ,g>d5 ,city public s*ool ,i *ang$ z f> z ,i 0 able ! conditions ( education ( ea* *ild 9 t subject :]e9 8 ,accompli%m5t ,ratio 0 m>k$ly bel[ #a4jj4 ,! conc5tration & ef=t ( ! *ild 7 obvi\sly l[ & my attempt 0 to *ange conditions & to promote habits ( consi/5t "w4 ,:5 ! ,accompli%m5t ,ratio increas$ ,i knew t ! *ild 0 pr(it+1 t he 0 work+4 ,our objective 0 to increase ,ratios ( all *ildr51 n to atta9 any set /&>d4 ,?is ,accompli%m5t ,ratio w\ld1 to my m9d1 be an ideal s*ool m>k4 ,besides ! inaccuracy ( m>ks to-day1 :i* are accurate m>ks only ( ! tea*]'s op9ion1 bias$ z x is by ! p]sonal equation ( h] "* ) t ( ! pupil1 !re is ano!r fault ( preval5t s*ool m>k+4 ,x is bas$ on av]age "w4 ,! m>k is ! l9k betwe5 education 9 ! s*ool & education 9 ! home4 ,x gives ! p>5ts an index ( ! *ild's "w & all[s !m to enc\rage or disc\rage ! *ild's attitudes4 ,su* indices h no real significance :5 !y are bas$ ^u av]age developm5t1 z ! p>5t is g5]ally mi/ak5 ab\t ! ability ( ! *ild4 ,m>ks giv5 by a tea*] are satisfactory only = a normal *ild ) normal age = ! grade4 ,brilliant *ildr5 are ov]-prais$ = "w :i*1 ?\gh ov] ! ability = ! gr\p1 is "u _! own ability4 ,m>ks giv5 to /upid *ildr5 are mis9t]pret$ by p>5ts s z greatly to prejudice ! ef=t ( ! *ild4 ,?\gh 8 "w may be su* z to m]it enc\ragem5t 8 m>k may be v l[4 ,tea*]s' m>ks are1 aside f _! inaccuracy1 j1 only 9 a gr\p t is p]fectly classifi$2 j1 only :5 ! *ildr5 are all ( ! same ability & all possess ! same initial in=mation4 ,s f> z !y are unju/ !y are subv]sive ( our aims1 z !y !n transmit a faulty message to ! home & disrupt ! cont9uity ( s*ool & home education4#e ,su* m>ks z are "h advocat$ w\ld correct ?is feature ( our pres5t sy/em1 z well z ! inaccuracy ( our pres5t m>ks4 ,x is a m>k :i* evaluates ! accompli%m5t ( ! *ild 9 t]ms ( 8 own ability4 ,a brilliant *ild w\ld no long] be prais$ = "w :i* 9 t]ms ( 8 own ef=t is #gj p] c5t p]fect1 9 t]ms ( ! maximum ( ! gr\p #ij p] c5t4 ,! tea*] gives him a m>k ( #ij :ile we m>k him #gj4 ,a /upid *ild :o does "w :i* is m>k$ #gj 9 t]ms ( ! maximum ( ! class b #ij 9 t]ms ( 8 own1 a limit$ ability1 is no long] disc\rag$4 ,8 ef=t is evaluat$1 & ! praise :i* he receives f home is m]it$ & consequ5tly economical1 s9ce ! resultant satisfaction cem5ts ! bonds ( conc5tration & att5tion4 ,su* a m>k is an actual index ( ! ef=t t *ild is mak+ & consequ5tly =ms ! prop] l9k betwe5 ! s*ool & ! home4 ,p>5ts w\ld ne$ no great in/ruction 9 ! int]pretation ( ^! m>ks1 s9ce !y h always act$ z ?\gh ! o!r m>ks 7 ^!1 & s9ce ^! also are 9 p]c5tage =m4 ,! only k9d ( m>k !y c und]/& is an ,accompli%m5t ,ratio4 ,i f\nd t ! p>5ts ( ! *ildr5 at ,g>d5 ,city 7 m att5tive to su* m>ks ?an to o!rs1 & act$ ^u !m m readily4 ,( c\rse ! p>5ts ( ! v intellig5t *ildr51 :o are us$ to m>ks above #ij1 are surpris$ at fir/ :5 y tell !m t y\r m>k ( ! *ild is #hj2 b ^u explanation1 :i* %\ld 9 all cases prec$e ! fir/ report to ! p>5ts1 !y imm$iately see ! value ( su* grad+4 ,x is =tunate 9 ?is connection t ! greate/ am\nt ( explanation is necess>y ab\t intellig5t *ildr51 z "o usually deals !n ) intellig5t p>5ts4 ,,! ,,d]ivation ,,( ,,age ,,norms ,9 ?is /udy age norms 7 d]iv$ empirically1 bo? regression l9es be+ tak5 into consid]ation4 ,f ! po9t ( view ( /ati/ics x becomes imp]ative1 9 ord] to use ! te*nique "h advis$1 to h ! av]age age ( a score--s9ce we are go+ to pr$ict age f score--to translate crude scores into indices ( maturity 9 ea* subject "u consid]ation4 ,we are 9 error 9 ! use ( grade norms1 if we f9d ! av]age score ( a grade & !n1 :5 we obta9 t score 9 practice1 say t ! "w is ( t grade4 ,to be able to say ?is we mu/ "k ! av]age grade ( a score4 ,?is takes 9 an entirely diff]5t cross-section ( data4 ,if we get ! av]age score ( all *ildr5 9 grade #f1 !n we c pr$ict :at a #f? grade *ild is likely to get1 b we c say no?+ ab\t a *ild :o is n 9 grade #f4 ,9 ord] to decide t a #d? grade *ild has #f? grade ability1 we mu/ "k t he has su* ability t all *ildr5 :o %>e ?is score make an av]age grade ( #f4f ,x w\ld be wise !n to get ! regression ( score on age z well z ! regression ( age on score1 s9ce !y are n id5tical1 ! correlation betwe5 score & age be+ less ?an unity4 ,we w note 9 pass+ t ! data to e/abli% ^! norms1 except ^? ( read+1 are n z complete z may be desir$1 inasmu* z x 0 difficult to get te/ scores :]e ! age 9 mon?s also 0 available4 ,h[ev]1 ! g5]al data beh9d ! grade norms c\ld be us$ to keep ! results f any crude error2 & ! av]ages 7 obta9$ = e mon? f #h ye>s to #ad ye>s1 ) a correspond+ ref9em5t 9 int]vals ( score1 :i* made /ill m improbable an error 9 ! g5]al t5d5cy ( ! regression l9es4 ,!n all ! di/ributions1 :5 gr\p$ by ye>s1 7 correct$ = truncation2 t is1 ! t5d5cy = ! bright] *ildr5 ( ! old] gr\p to be 9 high s*ool 7! data 7 f elem5t>y s*ools only7 & ! dull] *ildr5 ( ! y\ng] gr\p to be 9 ! l[] grades :]e !y c\ld n be rea*$ 0 recogniz$ & correct$ by f9d+ ! av]age1 /&>d deviation1 & numb] ( cases :i* w\ld h exi/$ if ^! =ces ( truncation 7 n op]at+4 ,?is 0 done by ! use ( ! o!r "o half ( ! figures compris+ ,table ,,xi ( ,pe>son's ,tables = ,/ati/icians & ,biometricians4 ,dr4 ,truman ,l4 ,kelley po9t$ ! way to its d]ivation4 ,^! norms diff] some:at f ^? d]iv$ f ! grade norms by translation ( grade into av]age age = ! grade4 ,?is is because ! norm = a grade is ! av]age score = a grade4 ,h5ce ! norm ( age #aj obta9$ 9 ?is way is ! av]age score obta9$ by a grade ^: av]age age is #aj4 ,!n ! data us$ to obta9 ?is av]age are made up ( div]se ages1 all ( "o grade1 in/ead ( all ( "o age & div]se grades4 ,ev5 !n1 we w\ld h only an av]age score ( an age :i* approximates :at we want1 b is n z reliable to use z av]age age = a score4 ,a ,,me?od ,,( ,,survey ,,( ,,read+1 ,,language1 ,,& ,,ari?metic ,! foll[+ proc$ure 0 employ$ 9 ! exp]im5t4 ,! exp]im5t 0 c>ri$ out 9 ! public s*ool at ,g>d5 ,city4 ,two hundr$ *ildr5 7 giv5 ! te/s4 ,! in/ructions1 %[n bel[1 7 foll[$ 9 ,novemb]1 #aiai1 & 9 ,novemb]1 #aiah2 9 ,june1 #aiai1 & 9 ,june1 #aibj1 ) ! exception t no ari?metic te/ 0 us$ 9 ,novemb]1 #aiah1 & ,june1 #aiai4 ,! ,b9et te/s 7 giv5 by ! au?or2 all ( ! o!rs 7 giv5 ei!r by ! au?or or ! pr9cipal :o 0 c>eful n to deviate f ! directions 9 any way4 ,9 ,june ( bo? ye>s ! au?or gave in/ructions = a te/ 9 "o room1 & !n left ! tea*] 9 *>ge & w5t on to ! next4 ,?is c\ld be done 9 ,june ( ea* ye> z ! tea*]s 7 !n fully acqua9t$ ) ! exp]im5t & _! cop]ation 0 assur$4 ,,directions ,i4 ,adm9i/] & score ! foll[+ te/s accord+ to /&>d in/ructions4 ,give all te/s to grades #c & above4 ,woody-,mc,call ,mix$ ,fundam5tals 9 ,ari?metic ,?orndike ,read+ ,scale ,alpha #b ,?orndike ,visual ,vocabul>y ,scale1 ,a#b ,kelley-,trabue ,completion ,ex]cises 9 ,language ,/an=d-,b9et ,te/s 7giv5 by ! au?or7 ,,ii4 ,translate ! scores into ye>-mon? indices ( maturity by means ( ! foll[+ table4 7,use ,m5tal ,age = ! ,b9et47 ,assume rectil9e> developm5t1 t is1 t ! am\nt ( score :i* equals ! developm5t ( "o mon? is ! same z ! am\nt ( score :i* equals ! developm5t ( any o!r mon?4 ,!n int]polation & ext5sion are all[able4 ,use ! table 9 ?is way3 ,f9d 9 ! table ! score made by a *ild 7= in/ance 9 ! ,woody-,mc,call72 f9d ! age to :i* x corresponds1 !n call ?is age ! ,ari?metic ,age ( ! *ild4 ,= in/ance1 if ! score 9 ,woody-,mc,call is #bj1 8 ,ari?metic ,age is ab\t halfway betwe5 #aj & #aa or #aj ye>s #f mon?s4 ,age ,woody-,mc,call,alpha #b,visual ,vocab4,kelley-,trabue ---------------------------------------- ---------- #h--j #ab4jj #d4ej #c4fj #d4cj #i--j #ae4af #d4ih #d4cb #e4jj #aj--j #ah4cc #e4df #e4jd #e4fe #aa--j #ba4ej #e4id #e4gf #f4ce #ab--j #bd4ff #f4db #f4dh #g4je #ac--j #bg4hc #f4ij #g4bj #g4gj ---------------------------------------- ---------- ,,iii4 ,arrange ^! ,ari?metic ,ages ( all ! *ildr5 ( y\r s*ool 9 ord] f high to l[ ) ! names opposite ! scores 9 ! extreme left-h& column ( ! pap]4 ,at ! "r h p>allel columns ( ! grades4 ,*eck ! grade ( ea* *ild 9 ^! columns4 ,y w !n h a %eet l ?is3 ,grade --------------- ,"n ,ari?4 #d #e #f #g #h ,age ---------- ,b,a,b,a,b,a,b,a,b,a -------------------------------- ,g]trude ,smi? #ahj ---------- ,saul ,sampson #agf ---------- ,ed ,jones #agf ---------- ,george ,calut #agb ---------- ,ida ,h5ry #agb ---------- ,raymond ,tell] #agb ---------- ,ed ,ho>d #agb ,etc4 ,d ! same ) ea* ( ! te/s4 ,x is cle> t1 indep5d5t ( ! unreliability ( ! te/1 if y\r s*ool 7 p]fectly classifi$ all ! #h? grade *ildr5 w\ld come fir/ on ea* relation %eet & !n ! #g? grade *ildr51 etc4 ,y h n[ a picture ( ! ov]lapp+ ( y\r grades4 ,regrade 9 read+ & ari?metic4 ,draw horizontal l9es across ^! relation %eets at ! po9ts ( del9eation4 ,divide y\r total numb] ( *ildr5 by ! numb] ( tea*]s available & !n make a class division by ! numb] ( pupils1 t is1 call ! upp] "o-six? ( ! total numb] ( pupils grade #h 9 ?is subject1 ! next "o-six?1 grade #g1 etc4 ,tea* all grades ( ari?metic at ! same "t & all grades ( read+ at ! same "t4 ,y c n[ s5d ea* pupil to ! grade 9 :i* he belongs 9 ea* subject4 ,,iv4 ,call ea* d]iv$ age a ,subject ,age 7,,sa74 ,divide ea* subject age by ! *ronological age ( ! *ild4 ,?is w yield :at may be call$ a ,subject ,quoti5t 7,,sq71 previ\sly call$ an ,educational ,quoti5t 7,,eq74#g ,divid+ ! ,read+ ,age by ! ,*ronological ,age1 y arrive at a ,read+ ,quoti5t4 ,?is ,,rq is ! rate at :i* ! *ild has progress$ 9 read+4 ,we h ! same k9d ( quoti5t = intellig5ce 7,/an=d-,b9et ,,iq74 ,?is ,,iq is ! pot5tial rate ( progress ( ! *ild4 ,v4 ,! ratio ( any ,subject ,age to ,m5tal ,age#h may be call$ a ,subject ,ratio 7,,sr71 previ\sly call$ an ,accompli%m5t ,quoti5t 7,acc,q74#g ,?is ,subject ,ratio gives ! proportion t ! *ild has done 9 t subject ( :at he actually c\ld h done1 & is a m>k ( ! effici5cy ( ! education ( ! *ild 9 t subject to date4 ,! goal is to br+ up ^! ,subject ,ratios z high z possible4 ,:5 !y are above 4#ij1 ! *ild may be consid]$ z receiv+ satisfactory treatm5t1 provid+ norms = subject ages are reasonably accurate4 7,?is figure1 4#ij1 applies to a ,subject ,ratio obta9$ by us+ a ,/an=d-,b9et ,m5tal ,age47 ,an ,ari?metic ,ratio bas$ on "o ari?metic te/ & "o intellig5ce te/ only is n z good z "o bas$ on ?ree ari?metic te/s & ?ree intellig5ce te/s4 ,if ,subject ,ratios g f> ov] #a4jj ! *ances are t ! ,m5tal ,age diagnosis is too l[4 ,! av]age ( ! ,subject ,ratios ( a *ild may be call$ 8 ,accompli%m5t ,ratio4 ,9 ! application ( ! above in/ructions1 :5ev] opportunity (f]s = classification ( bo? subject matt] & intellig5ce 7:i* means _m tea*]s or a l>ge s*ool71 use a ,relation ,%eet 7= in/ance = ,ari?metic7 & !n h additional columns at ! extreme "r = intellig5ce head$ ,a1 ,b1 ,c1 & ,d4 ,if a *ild's ,,iq is 9 ! upp] qu>t] ( ! ,,iq's ( y\r s*ool1 *eck 9 ! column ,a opposite 8 "n2 if x is 9 ! upp] half b n 9 ! upp] qu>t] *eck 9 ,b1 & s on ) ,c & ,d4 ,!n y w be able to split ea* gr\p2 = in/ance1 ! "o :i* is def9$ z #h? grade 9 ari?metic ability1 into f\r sections1 ea* ( :i* progresses at a rate diff]+ f ! o!rs4 ,! ,a section w progress mo/ rapidly1 ,b next1 ,c m sl[ly1 & ,d mo/ sl[ly4 ,z ,g>d5 ,city 0 a small s*ool1 adju/m5t ( proc$ure to individual diff]5ces 9 intellig5ce1 besides ! gr\p+ = subject matt]1 0 done mo/ly by pu%+ *ildr54 ,*ildr5 7 advanc$ :ole ye>s 7! grade !y 8belong$ to0 0 ! "o 9 :i* geography & hi/ory 7 taught2 ?is 0 _! home grade7 besides ! readju/m5t made by ! special regrad+ 9 read+ & ari?metic4 ,a special treatm5t class 0 =m$ :]e pron\nc$ negative deviates 7 giv5 special att5tion4 ,regrad+ 0 also in/itut$ = spell+4 ,*ildr5 7 promot$ :5ev] x 0 consid]$ advisable2 tea*]s 7 swit*$ f subject to subject :5ev] t 0 consid]$ advisable by ! pr9cipal & ! au?or4 ,! ,?orndike ,ari?metics & o!r new texts 7 introduc$ to "s ext5t4 ,any *ange possible 0 made 9 ord] to br+ ,,eq,,iq z high z possible4 ,t 0 ! goal4 ,! purpose 0 n to prove t any c]ta9 educational proc$ure w\ld t5d to promote abilities m rapidly ?an o!rs1 b t abilities c\ld be promot$ to ! level ( intellig5ce--t intellig5ce is sub/antially ! exclusive inh]it$ det]m9ant ( v>iety ( product among s*ool *ildr54 7,x is to be und]/ood t intellig5ce may be1 & probably is1 ! summation ( ?\s&s ( inh]it$ factors1--neutral elem5ts1 "h m]g$ 9 ! broad] behaviori/ic concept ( intellig5ce47 ,,sci5tific ,,que/ions ,,involv$ ,,9 ,,classification ,if we 7 able to negate o!r influ5ces ^u disp>ity ( product1 we c\ld conclude t ^! 7 n inh]it$4 ,h5ce x w\ld be our burd5 z educators s to manipulate education z to prev5t _! op]ation4 ,we w attempt to analyze ! det]m9ants ( individual diff]5ces 9 product 9 ^! *ildr51 to see :i* influ5ces besides intellig5ce are "p ( ! inborn equipm5t :i* is n ! prov9ce ( education1 b ( eug5ics1 to correct4 ,no absolute validity is held = any ( ! conclusions /at$ "h4 ,! subject is1 at be/1 vague & complicat$2 b our conclusions c be us$ z ! basis = a good guess 9 s*ool proc$ure4 ,we c judge g5]al t5d5cies f ! educational exp]i5ces ( ! two hundr$ *ildr5 ^: abilities = two ye>s are "h *>t$4 ,! importance to educators ( ! subject 9 h& is excuse en\gh = its treatm5t4 ,all educational proc$ure po9ts a prophetic f+] t[>d ! classification ( pupils & a r$uction ( ! individual diff]5ces ( product to ! inh]it$ bases ( ^! diff]5ces4 ,classification1 h[ev]1 ne$s "s m accurate psy*ological f\ndation ?an ! m]e aw>5ess ( individual v>iance4 ,we mu/ "k3 #a4 ,:at te/s to use4 #b4 ,h[ to use !m4 #c4 ,:e!r abilities 9 read+1 spell+1 & ari?metic or _! pr$ispositions exi/ z special abilities1 or :e!r *ildr5 diff] 9 ^! simply because ( _! innate diff]5ces ( intellig5ce4 #d4 ,:e!r individual diff]5ces 9 ambition1 int]e/1 & indu/ry1 9 s f> z !y influ5ce accompli%m5t1 are due to special t5d5cies1 or :e!r !y are le>n$ manife/ations ( a m g5]al h]itage4 #e4 ,h[ ^! proclivities1 specific or g5]al1 are relat$ to intellig5ce4 ,po9ts #a & #b are problems ( proc$ure :i* mu/ be evolv$ f our exi/5t k ( measurem5ts & /ati/ics4 ,po9ts #c1 #d1 & #e are problems :i* mu/ be solv$ f ! evid5ce result+ f an exp]im5t 9 classification us+ ^! me?ods4 ,po9ts #d & #e introduce ! vex$ "q ( :e!r !re is a 8g5]al factor0 or "s g5]al inh]it$ cause ( disp>ity 9 s*ool product o!r ?an intellig5ce4 ,%\ld read+ ability prove to be ! result ( c]ta9 inh]it$ abilities1 or pr$isposition to abilities1 we c\ld n use a measure ( m5tal ability alone z ! guide to :at a *ild c\ld atta9 9 read+4 ,if intellig5ce1 h[ev]1 7 ! only inh]it$ progno/ic factor ( s*ool a*ievem5t1 we c\ld m>k ! education :i* _h function$ 9 ! *ild's life by ! p]c5tage :i* ! actual accompli%m5t ( ! *ild 0 ( ! maximum accompli%m5t ( :i* he 0 capable at t /age ( 8 m5tal developm5t4 ,s1 too1 if int]e/ 9 p>ticul> subjects & ambition are n ma9ly ! result ( rew>ds & puni%m5ts ( e>ly life1 b are !mselves significantly root$ 9 ! nature ( ! *ild1 we c\ld n condemn or comm5d curricula & me?ods ^u a basis ( ! ratio ( resultant accompli%m5t to m5tal ability1 b mu/ include a measure ( ?is pot5tiality4 ,! practical qu]ies :e!r or n a *ild c d read+ z well z he does ari?metic1 :e!r 8 ambition & 8 hone/y h _! orig9 9 ! same /r5g? or weakness1 c be answ]$ only :5 ^! problems are fully solv$4 ,! imm$iate consequ5ces ( kn[+ t a *ild c usually be taught to read if he does o!r tasks well is ( obvi\s import4 ,x w\ld be ( great s]vice1 too1 to "k :e!r lack ( application c be correct$ s z to br+ conc5tration to ! level ( ! o!r traits4 ,if a *ild is normal 9 o!r ways & n 9 8 t5d5cy to respond to ! approval ( o!rs by satisfaction1 c ?is 8drive0 be increas$ or r$uc$ to ! av]age1 or are individual diff]5ces 9 specific orig9al t5d5cies basic to developm5t ( "*1 & if !y are1 h[ mu* influ5ce d ^! diff]5ces ex]t ^u s*ool accompli%m5t8 ,9 ord] to classify *ildr5 & compreh5d+ly wat* & control _! progress we mu/ "k ! relation ( a*ievem5t to ! inh]it$ bases ^u :i* x dep5ds4 ,we mu/ be able to /ate a *ild's progress 9 any "o s*ool subject 9 t]ms ( ! pot5tial capacity ( ! *ild to progress4 ,we mu/ "k ! inh]it$ det]m9ants ( disp>ity 9 s*ool product4 ,,"p ,,ii ,,/ati/ical ,,treatm5t ,,( ,,! ,,exp]im5t ,9 ! discussion & tables :i* foll[3 ,q /&s = ,quoti5t1 :i* w mean a ,subject ,age divid$ by a ,*ronological ,age4 ,r /&s = ,ratio1 :i* w mean a ,subject ,age divid$ by a ,m5tal ,age4 ,,aq means ,woody-,mc,call ,ari?metic ,age divid$ by ,*ronological ,age1 & ,,ar means ?is ,,aa divid$ by ,m5tal ,age4 ,,vq means ,?orndike ,vocabul>y ,age divid$ by ,*ronological ,age1 & ,,vr means ?is ,,va divid$ by ,m5tal ,age4 ,,rq means ,alpha #b ,read+ ,age divid$ by ,*ronological ,age1 & ,,rr means ?is ,,ra divid$ by ,m5tal ,age4 ,,cq means ,kelley-,trabue ,completion ,age divid$ by ,*ronological ,age1 & ,,cr means ?is ,,ca divid$ by ,m5tal ,age4 ,,sq means any ,subject ,quoti5t1 t is1 any ,subject ,age divid$ by ,*ronological ,age1 & ,,sr means any ,subject ,ratio1 t is1 any ,,sa divid$ by ,m5tal ,age4 ,,eq means ! av]age ( all ,subject ,quoti5ts & ,acc,r1 ! ,accompli%m5t ,ratio1 means ! av]age ( all ,subject ,ratios4 ,all r's are product-mom5t correlation coeffici5ts1 uncorrect$4 ,z ! reliabilities 7,table #d7 are almo/ :at ! o!r coeffici5ts are 9 ,june1 #aibj 7,table #e71 x is app>5t t ! correct$ coeffici5ts1 :5 ,grade ,,iii is exclud$1 w\ld all be v ne> unity at t "t4 ,,! ,,quoti5ts ,9 ,table #a are pres5t$ all ! quoti5ts = all p]iods ( te/+1 gr\p$ by *ildr54 ,! table1 a sample ( :i* is includ$ "h1#i %[s cle>ly h[ all ,,sq's approa* ,,iq z special treatm5t cont9ues4 ,! grades indicat$ 9 ?is gr\p+ are z ( ,june1 #aibj4 ,inasmu* z _m d\ble & triple promotions 7 made 9 an ef=t to get maximum product = intellig5ce inve/$1 no conclusion c "h be =m$ ( ! grade to :i* ^! *ildr5 belong$ at any "t except ,june1 #aibj4 ,! correspond5ce betwe5 ,,iq & ! ,,sq's 9 ,june1 #aibj is fur!r %[n 9 ,table #b4 ,9 ?is table ! #dh *ildr5 :o took all te/s at all p]iods are rank$ f high to l[ ,,iq & _! ,,sq's are li/$ opposite4 ,! high correspond5ce is readily app>5t4 ,,table #aaj ,,intellig5ce ,,quoti5ts ,,= ,,all ,,p]iods ,,gr\p$ ,,by ,,*ildr5 ,! *ildr5 are arrang$ by grade z !y 7 9 ,june1 #aibj1 & alphabetically )9 ! grade4 ,! p]iods ( te/+ are lett]$ 9 _! *ronological sequ5ce2 a is ,novemb]1 #aiah1 b is ,june1 #aiai1 c is ,novemb]1 #aiai & d is ,june1 #aibj4 99 ,z]o ,score ,,grade #c ,intellig5ce ,te/ ,ari?metic,vocabul>y,read+ ,completion ,quoti5t ,p]iod ,quoti5t ,quoti5t ,quoti5t ,quoti5t ---------------------------------------- ----------------- a #aja b c #fd #eh #dc d #ajf #hh #ic a #abh b c #hj #ajb #ha d #aeb #abd #aec a #aaf b c #ef #ij 99 #di d #id #ie #gg #hi a #hg b c #ij #dj #ce #ed d #gb #gd #fa #eb a #aab b c #ij #acg #acc #aab d #aab #aac #aba #aca ---------------------------------------- ----------------- ,,table #baa ,,gr\p ,,tak+ ,,all ,,te/s ,,at ,,all ,,p]iods ,,arrang$ ,,9 ,,ord] ,,( ,,magnitude ,,( ,,intellig5ce ,,quoti5ts ,intellig5ce ,ari?metic ,vocabul>y ,read+ ,completion ,quoti5ts ,quoti5ts ,quoti5ts ,quoti5ts ,quoti5ts ---------------------------------------- ---------------- #adf #aaa #aed #afd #aej #adb #abi #ace #acg #acf #ada #aji #aah #ajg #aba #aci #abd #ada #abd #acd #ach #aja #aab #aje #ajf #ach #aba #acj #aaj #aji #acj #ajg #aci #ace #acf #abb #abg #acj #abd #aba #abb #aac #aba #aag #abd #abb #aab #ajb #aad #abi #aba #abh #abe #abh #abh #abj #ajj #aaf #ajb #aai #aah #aag #abc #aad #abe #aag #aca #aaa #aah #abd #aag #ajf #abb #aab #aaa #aad #aje #abf #aaj #aad #aji #hc #aac #aag #ajc #ajg #ajc #aab #ie #ajc #ajg #id #abf #id #abc #ajd #ii #aag #if #ajd #ajd #ajc #aaj #id #aaf #ajc #ajh #aac #aab #ajf #aja #ajj #aad #aji #ajf #ajj #ij #ajc #ib #ib #ajj #aji #aah #ajh #aac #ii #aad #ajd #ajf #aaj #ii #aad #aai #aag #aae #ih #ajb #aja #ajh #ajd #ih #ii #ajf #ajg #ajf #ig #ie #aji #ajg #aje #ig #ajh #aja #ajb #aje #ig #ie #ajd #hi #aaj #if #ij #ajd #ia #ia #ie #hd #ii #ic #ajj #ie #ij #ajg #ii #aje #ie #he #aag #aad #ajc #id #ajf #eg #hi #ajh #id #ajc #ajc #ajf #ajd #ib #if #hf #id #he #hg #hc #hh #ib #hg #hg #ie #if #id #ajb #hd #he #hg #ic #hg #hc #ajf #ia #hg #ajd #hj #gg #ia #hj #hd #hj #hd #ge #gi #hd #hj #hi #ajg #hh #hf #gh #hg #ij #ic #he #fj #fi #ef #ga #gg ---------------------------------------- ---------------- ,! int]correlations ( ! quoti5ts ( ^! #dh cases = all p]iods may be se5 9 ,table #c 7page #ba74 ,! correlations ) ,,iq & ! int]correlations ( ! ,,sq's h increas$ t[>d positive unity or r t[>d ! limits ( a correlation ) tools ( measurem5t su* z we h us$4 ,?is limit is a function ( ! reliability ( ! te/s employ$4 ,x is cu/om>y to use a =mula to correct = att5uation 9 ord] to f9d ! p]c5tage :i* ! correlation is ( ! geometric mean ( ! two reliability coeffici5ts4 ,?is is tantam\nt to say+ t any correlation c g no high] ?an ! geometric mean ( ! reliability coeffici5ts ( ! te/s us$4 ,x is bett] to assume t an r c g z high z ! 7rr7 s9ce an r c g z high z ! squ>e root ( its reliability coeffici5t4 ,dr4 ,truman ,l4 ,kelley has %[n t ! correlation ( a te/ ) an inf9ite numb] ( =ms ( ! same te/ w\ld be z ! squ>e root ( its correlation ) any "o o!r =m4 ,! reliabilities & limits def9+ a limit z ! f\r? root ( ! multipli$ reliability coeffici5ts are 9 ,table #d4 ,correction = att5uation is (t5 ridicul\sly high because ! reliability coeffici5t ( "o ( ! measures us$ is s l[4 ,if an elem5t is includ$ 9 ! two te/s :i* are correlat$1 b n 9 ! o!r =ms ( ea* te/ us$ to get reliability1 ! 8correct$ coeffici5t0 is correct$ = an elem5t :i* is n *ance4 ,:5ev] ! geometric mean ( ! reliabilities is less ?an ! obta9$ r1 ! correct$ r is ov] #a4jj & h5ce absurd4#ab ,!re=e we use "h in/ead1 a comp>ison to ! maximum possibility 9 a true s5se4 ,s9ce a te/ correlates ) ! 8true ability0 7r71 7rr7 is ! limit ( an r1 its optimum ) ^? tools4 ,al?\gh ^! limits apply1 /rictly speak+1 only to ! total correlations1 s9ce ! reliability correlations are ) all ! data2 we may assume t ! same facts hold ) reg>d to ! correlations ( ea* ( ! grades1 t is1 ! reliability is a function ( ! te/ n ( ! data select$4 ,,table #c ,,int]correlation ,,( ,,all ,,quoti5ts ,,= ,,all ,,p]iods ,,( ,,! #dh ,,*ildr5 ,,:o ,,took ,,all ,,te/s ,,novemb]1 #aiah ,,iq ,,vq ,,rq ,s4,d4 ,m ,,iq #ai4ab #aje4ae #a4cb #a4hf ,,vq 4#gb #bj4ed #ajb4eb 4#je #a4da #b4jj ,,rq 4#fd 4#fd #ai4ji #ie4ij 4#jf 4#jf #a4ca #a4hf ,,cq 4#fc 4#ga 4#gg #ai4cd #ii4dd 4#jf 4#je 4#jd #a4cc #a4hh ,,june1 #aiai ,,iq ,,vq ,,rq ,s4,d4 ,m ,,iq #ai4ab #aje4ae #a4cb #a4hf ,,vq 4#gc #bj4hj #aac4ed 4#je #a4dc #b4jb ,,rq 4#fe 4#eh #ad4gc #aja4ca 4#jf 4#jf #a4ja #a4dc ,,cq 4#fb 4#fh 4#gg #ai4gf #aja4jd 4#jf 4#je 4#jd #a4cf #a4ib ,,novemb]1 #aiai ,,iq ,,aq ,,vq ,,rq ,s4,d4 ,m ,,iq #ai4ab #aje4ae #a4cb #a4hf ,,aq 4#df #ad4jh #ajb4ij 4#jh #j4ig #a4cg ,,vq 4#hf 4#bc #ag4jg #aji4ag 4#jc 4#ji #a4ah #a4ff ,,rq 4#fe 4#ef 4#ga #ac4ia #aja4db 4#jf 4#jg 4#je #j4if #a4ce ,,cq 4#gi 4#dg 4#hc 4#hb #ag4ec #aje4ba 4#jd 4#jh 4#jc 4#jc #a4ba #a4ga ,,june1 #aibj ,,iq ,,aq ,,vq ,,rq ,s4,d4 ,m ,,iq #ai4ab #aje4ae #a4cb #a4hf ,,aq 4#gc #ad4aj #aja4gi 4#je #j4ig #a4cg ,,vq 4#ha 4#fj #ah4hi #ajh4id 4#jc 4#jf #a4cj #a4hd ,,rq 4#gi 4#fh 4#hg #af4dc #ajd4id 4#jd 4#je 4#jb #a4ac #a4fj ,,cq 4#hd 4#gg 4#gh 4#hd #ae4hg #ajh4jh 4#jc 4#jd 4#jd 4#jc #a4ji #a4ed ,,table #d ,,reliability ,,coeffici5ts ,"o ,=m ,two ,=ms ,"o ,=m ,two ,=ms ( ,ea* ( ,ea* ) an ) an ,te/ ,te/ 7by ,inf9ite ,inf9ite ,br[n's ,numb] ,numb] ,=mula7 ( ,=ms ( ,=ms r r r r ,intellig5ce ,quoti5t 4#hhh 4#idb 7by ,br[n's ,=mula7#ac ,ari?metic ,quoti5t 4#hbd 4#ijd 4#ijh 4#iea ,vocabul>y ,quoti5t 4#hbj 4#ija 4#ijf 4#idi ,read+ ,quoti5t 4#hff 4#ibh 4#ica 4#ifc ,completion ,quoti5t 4#hhc 4#ich 4#idj 4#ifh ,limits ( ! r's 7r r7 ,nov4 #aiah1 ,june & ,nov4 #aiai ,june #aibj ,,iq & ,,aq 4#ibe 4#idf ,,iq & ,,vq 4#ibd 4#idf ,,iq & ,,rq 4#icf 4#iec ,,iq & ,,cq 4#ida 4#iee ,! limits ( ! ,june1 #aibj r's are naturally some:at l>g] ?an ! o!rs s9ce two =ms ( te/s 7except ! ,b9et7 7 us$2 ! unreliability ( ! quantitative indices is !re=e l[] & h5ce ! correlation ) ,,iq may be l>g]4 ,! correlations 9 #aibj ( ano!r gr\p--! :ole s*ool except ,grade ,,iii--are reproduc$ 9 ,table #e4 ,grade ,,iii 0 exclud$ s9ce "h !re _h z yet be5 little *ance to pu% ! r's4 ,p>tials 7 obta9$ ) ^! data 7,table #f74 ,little fai? may be plac$ 9 ! relative sizes ( ^! p>tials1 mu* because ! r,,vq4,,rq is "h only 4#gc &1 9 ! data pres5t$ 9 ,table #c1 x is 4#hg4 ,?is is due to ! fact t ! data 9 ,table #c cov] all p]iods 7#b ye>s7 :ile ^? 9 ,table #e cov] only "o4 ,?is diff]5ce has comp>atively slight influ5ce on our g5]al conclusions2 b x makes a huge diff]5ce 9 ! correlation ( ,,rq & ,,vq :5 ,,iq is r5d]$ con/ant1 :e!r ! "o or ! o!r set ( data is us$4 ,moreov]1 ! :ole logic ( argu+ = g5]al factors by r$uction ( p>tial correlations f ! orig9al r has be5 call$ gravely into "q 9 ,godfrey ,h4 ,?omson's rec5t "w on ?is subject3 8,! ,pro( or ,dispro( ( ! ,exi/5ce ( ,g5]al ,ability40 ,?omson %[s t p>tial correlation gives "o possible int]pretation ( ! facts1 b n an inevitable "o4 ,?us we _c say t because ,,rq & ,,iq & ,,rq & ,,aq are highly correlat$1 correlation ( ,,iq & ,,aq is dep5d5t ^u ,,rq4 ,we c say1 h[ev]1 t x is likely to be4 ,,iq & ,,aq may be correlat$ by reason ( inclusion ( "s elem5t n includ$ at all 9 ,,rq4 ,! high] ! correlations :i* we deal ) ! less we ne$ worry ab\t ?is1 & ( c\rse correlations ( unity exclude any su* consid]ation4 ,,table #e ,,int]correlation ,,( ,,all ,,quoti5ts ,,9 ,,june1 #aibj4 ,,all ,,*ildr5 ,,exclusive ,,( ,,grade #c ,,are ,,"h ,,repres5t$ ,! ,p4,e4's are all less ?an 4#je ,n #ha ,ari?metic ,vocabul>y ,read+ ,,iq ,quoti5t ,quoti5t ,quoti5t ,ari?metic ,quoti5t 4#gcc ,vocabul>y ,quoti5t 4#hcg 4#fbh ,read+ ,quoti5t 4#geh 4#fid 4#gcd ,completion ,quoti5t 4#hba 4#ggj 4#hbe 4#hja ,i !re=e draw no conclusions f ! comp>ative size ( ^! p>tials1 nor d ,i get p>tials ) any ( ! o!r data1 & re/ ! case ma9ly on ! high r's betwe5 ,,iq & ,,sq's 9 #aibj2 increase 9 correspond5ce ( ! c5tral t5d5cies & range ( ! ,,sq's by grade ) ! c5tral t5d5cy & range ( ! ,,iq's ( ! same data2 small int]correlation ( ,,sr's & negative correlation ( ,acc,r ) ,,iq4 ,! g5]al l[ness ( ! p>tials 7,table #f7 does1 h[ev]1 indicate ! great causative relation betwe5 ,,iq & disp>ity ( product4 ,! elem5ts /ill 9 "h are common elem5ts 9 ! te/s & ! mi/reatm5t ( intellig5ce4 ,,table #f ,,p>tial ,,correlations ,,( ,,quoti5ts ,,irrespective ,,( ,,intellig5ce ,,quoti5ts ,n #ha ,ari?metic ,vocabul>y ,read+ ,quoti5t ,quoti5t ,quoti5t ,vocabul>y ,quoti5t 4#jd 4#jg ,read+ ,quoti5t 4#ca 4#bh 4#jg 4#jg ,completion ,quoti5t 4#dc 4#dd 4#dg 4#jh 4#jf 4#jf ,:at happ5$ by grade 9 #aiah-aiai is summ>iz$ 9 ,table #g4 ,:at happ5$ by grade 9 #aiai-aibj is summ>iz$ 9 ,table #h4 ,s9ce !re 7 _m *anges 9 p]sonnel f #aiah-aiai to #aiai-aibj1 we ne$ expect no cont9uity f ,table #g to ,table #h4 ,= ! cont9u\s influ5ce ( ! two ye>s1 see ,table #c1 :i* includes #dh *ildr5 tak+ all te/s at all p]iods4 ,,table #g ,,all ,,correlations1 ,,means1 ,,& ,,/&>d ,,deviations ,,by ,,grade1 ,,%[+ ,,progress ,,f ,,novemb]1 #aiah ,,to ,,june1 #aiai ,i /&s = ,intellig5ce ,quoti5t ,v /&s = ,vocabul>y ,quoti5t ,r /&s = ,read+ ,quoti5t ,c /&s = ,completion ,quoti5t ,,grade r ,m ,s4,d4 ,nov4 ,june ,nov4 ,june ,nov4 ,june ,i ,v 4#dfg 4#fcc ,i #aji4hi #aac4bj ,i #ab4hc #ae4di 4#ab 4#jg #a4ih #a4ia #a4dj #a4ce ,,iii ,i ,r 4#eda 4#dib ,v #if4aa #aji4ij ,v #ba4ba #ah4fi 4#aa 4#ji #c4bh #b4cj #b4cb #a4fc ,i ,c 4#fda 4#chf ,r #hb4bf #aja4dj ,r #bb4eh #ae4he 4#ji 4#aa #c4di #a4ie #b4dg #a4ch ,c #hf4hi #ajh4dj ,c #bb4gf #ae4gi #c4eb #a4id #b4di #a4cg ,n #ai #cj ---------------------------------------- ------------------------- ,i ,v 4#gbd 4#hai ,i #aje4ij #ajd4hb ,i #ah4jh #ah4ba 4#jg 4#je #b4gc #b4ih #a4ic #b4aa ,,iv ,i ,r 4#ffe 4#hde ,v #ig4bj #ajh4ec ,v #ag4bf #bd4ib 4#jh 4#je #b4fj #d4jh #a4hd #b4hh ,i ,c 4#eif 4#gag ,r #ia4jf #ajg4hb ,r #bg4he #aj4ce 4#aj 4#jh #d4bj #a4fi #b4ig #a4bj ,c #aja4de #ajh4ab ,c #ba4ec #ag4ge #c4be #b4ij #b4cj #b4je ,n #bj #ag ---------------------------------------- ------------------------- ,i ,v 4#hhg 4#hbb ,i #aja4fd #ii4db ,i #bd4gf #ag4fc 4#jd 4#je #c4ef #b4gc #b4eb #a4ic ,v ,i ,r 4#gii 4#hcb ,v #ajj4ei #aaa4eh ,v #bf4ga #ai4gh 4#je 4#je #c4hd #c4jf #b4gb #b4af ,i ,c 4#hah 4#hij ,r #id4ei #aja4db ,r #bb4aj #ab4ef 4#je 4#jc #c4ah #a4id #b4be #a4cg ,c #ig4jj #ajb4fh ,c #bb4eb #ag4ga #c4bd #b4gd #b4bi #a4id ,n #bb #ai ---------------------------------------- ------------------------- ,i ,v 4#gic 4#ggb ,i #aji4ij #aae4ij ,i #bc4de #bd4ch 4#jh 4#ji #e4jj #e4bj #c4ed #c4fh ,,vi ,i ,r 4#dig 4#gbf ,v #ajh4jj #abf4hj ,v #cj4bj #be4be 4#af 4#aj #f4dd #e4ci #d4ee #c4ha ,i ,c 4#gih 4#hia ,r #ajc4aj #ajg4bj ,r #ac4gg #bj4fb 4#jh 4#jd #b4id #d4dj #b4jh #c4aa ,c #ajh4ij #aag4aj ,c #ae4bc #ah4ha #c4be #d4ja #b4cj #b4hd ,n #aj #aj ---------------------------------------- ------------------------- ,i ,v 4#fbe 4#ejd ,i #ii4bi #ih4ib ,i #aa4aa #aa4de 4#aa 4#ad #b4jj #b4ad #a4db #a4ea ,,vii ,i ,r 4#fbb 4#gji ,v #aji4dc #aae4bc ,v #ad4jg #ag4dc & 4#aa 4#ji #b4ed #b4ie #a4gi #b4ca ,,viii ,i ,c 4#ghb 4#gcj ,r #ig4jj #ih4he ,r #ab4ei #ae4gg 4#jg 4#ji #b4bg #c4bf #a4fa #b4ji ,c #ajb4dc #ie4he ,c #ac4di #ag4gb #b4dc #c4ca #a4gb #b4cd ,n #ad #ac ---------------------------------------- ------------------------- ,i ,v 4#fhe 4#fhj ,i #aje4jg #ajf4hh ,i #ai4cd #ah4de 4#jd 4#jd #a4da #a4cb #a4jj #j4ic ,i ,r 4#efh 4#fbf ,v #aja4ab #aab4fg ,v #bb4hc #ba4eh ,,total 4#je 4#jd #a4fg #a4ed #a4ah #a4ji ,i ,c 4#fci 4#gjb ,r #ib4dj #ajb4ia ,r #bb4fe #ae4bg 4#jd 4#jd #a4ff #a4ji #a4ag #j4gg ,c #ih4jh #ajf4bg ,c #ba4dh #ah4ai #a4eg #a4cj #a4aa #j4ib ,n #he #hi ---------------------------------------- ------------------------- ,,table #h ,,all ,,correlations1 ,,means1 ,,& ,,/&>d ,,deviations ,,( ,,quoti5ts ,,by ,,grade1 ,,%[+ ,,progress ,,f ,,novemb]1 #aiai ,,to ,,june1 #aibj ,i /&s = ,intellig5ce ,quoti5t ,v /&s = ,vocabul>y ,quoti5t ,r /&s = ,read+ ,quoti5t ,c /&s = ,completion ,quoti5t ,a /&s = ,ari?metic ,quoti5t r ,m ,s4,d4 ,nov4 ,june ,nov4 ,june ,nov4 ,june ,i ,a 4#dac 4#gji ,i #ajb4jj #aje4ec ,i #i4fj #aj4hi 4#af 4#jh #a4hg #a4fh #a4cb #a4ai ,,iii ,i ,v 4#fdi 4#ffg ,a #hb4ge #ig4hd ,a #ae4hh #ah4fb 4#aa 4#ji #c4ji #b4hh #b4ai #b4jd ,i ,r 4#fea 4#fji ,v #id4jj #ajc4dg ,v #cc4dd #bg4ff 4#aa 4#aj #f4ea #d4bh #d4fj #c4jc ,i ,c 4#fab 4#gai ,r #hg4ei #ic4hh ,r #cb4jf #ai4jb 4#ab 4#jg #f4bd #c4ba #d4da #b4bg ,c #ij4ag #if4hd ,c #bh4hb #be4ei #e4eh #c4if #c4ie #b4hj ,n #ab #ai ---------------------------------------- ------------------------- ,i ,a 4#dbf 4#gbe ,i #aaa4dh #aac4jj ,i #ad4gc #ae4jd 4#aj 4#jf #a4he #a4ic #a4cj #a4cf ,,iv ,i ,v 4#fce 4#ggb ,a #id4jg #aaa4jh ,a #ab4cd #ae4jb 4#jge 4#je #a4ee #a4ii #a4ji #a4dj ,i ,r 4#caf 4#efi ,v #aji4gi #aae4fa ,v #af4ig #ah4ci 4#aa 4#ji #b4ac #b4cd #a4ej #a4ff ,i ,c 4#eid 4#hcg ,r #ii4ca #aaj4aa ,r #ag4hi #ad4fg 4#jh 4#jd #c4bd #a4fg #a4eh #a4cb ,c #ajh4ad #aah4ad ,c #ae4ea #ab4gj #a4id #a4fb #a4cg #a4ae ,n #bi #bh ---------------------------------------- ------------------------- ,i ,a 4#fih 4#gac ,i #ajc4gb #ih4hc ,i #ai4eg #ah4hd 4#jg 4#jg #b4fi #b4fe #a4ia #a4hg ,v ,i ,v 4#hha 4#ijh ,a #hg4eh #ii4ga ,a #ab4dc #af4dg 4#jc 4#jb #a4ga #b4bg #a4ba #a4fj ,i ,r 4#ggc 4#hia ,v #aji4jj #aje4ag ,v #ae4eh #ai4ig 4#jf 4#jc #b4ad #b4ha #a4eb #a4ii ,i ,c 4#ghf 4#ibc ,r #ajd4df #ajc4jj ,r #af4ii #ag4jg 4#je 4#jb #b4cd #b4dj #a4fe #a4gj ,c #ajg4jj #ajc4dh ,c #af4ab #ad4ea #b4bb #b4jd #a4eg #a4dd ,n #bd #bc ---------------------------------------- ------------------------- ,i ,a 4#ecc 4#hje ,i #ajb4dc #aje4ci ,i #aa4fa #ac4ef 4#ac 4#jf #b4ji #b4af #a4dh #a4eb ,,vi ,i ,v 4#ggd 4#heh ,a #ia4dc #ajd4ec ,a #aa4dc #aa4ca 4#jg 4#jd #b4jf #a4ge #a4df #a4bd ,i ,r 4#dbj 4#ffa ,v #ajf4jg #aab4id ,v #aa4ic #aj4id 4#ae 4#ji #b4ae #a4gd #a4eb #a4bc ,i ,c 4#gci 4#fbj ,r #if4fd #ajf4bj ,r #ab4ch #aa4hh 4#jh 4#aj #b4bc #a4gi #a4eh #a4bg ,c #ajj4cf #ajg4fa ,c #ac4ie #aj4ee #b4ea #a4fh #a4gh #a4ai ,n #ad #ah ---------------------------------------- ------------------------- ,i ,a 4#gdj 4#gie ,i #ajg4bg #ajj4eh ,i #bc4bi #ai4gh 4#ji 4#jg #d4gd #b4he #c4ce #b4gb ,,vii ,i ,v 4#hfg 4#gah ,a #ajj4jj #ii4ca ,a #i4bf #aa4jj 4#je 4#ji #a4hf #b4jf #a4cc #a4de ,i ,r 4#hfb 4#gii ,v #aad4cf #ajh4ge ,v #ai4ae #ad4db 4#je 4#jg #c4hi #b4ha #b4ge #a4ih ,i ,c 4#hcc 4#fgg ,r #aja4gc #ih4eh ,r #ab4bh #aa4ef 4#jf 4#aa #b4ej #b4be #a4gg #a4ei ,c #aje4hb #aja4db ,c #ag4da #af4jb #c4ed #c4ab #b4ej #b4ba ,n #aa #ab ---------------------------------------- ------------------------- ,i ,a 4#ffc 4#gif ,i #ajd4hc #ajh4gi ,i #ae4df #ah4be 4#aa 4#jg #c4ja #c4bi #b4ac #b4cc ,,viii ,i ,v 4#hbh 4#gej ,a #ib4ib #ic4hf ,a #aj4bj #i4gd 4#jf 4#jh #a4ii #a4gf #a4dj #a4bd ,i ,r 4#gge 4#gbb ,v #aaa4fg #aag4ba ,v #af4dd #ad4jb 4#jh 4#jh #c4bj #b4ec #b4bf #a4gi ,i ,c 4#hch 4#hfh ,r #ajj4hc #ajd4ch ,r #aa4eb #bj4fb 4#jf 4#jd #b4bd #c4gb #a4ei #b4fc ,c #ajd4ib #aji4fd ,c #ah4aa #ag4da #c4ec #c4ad #b4di #b4bb ,n #ab #ad ---------------------------------------- ------------------------- ,i ,a 4#egf 4#fhf ,i #ajf4jb #aje4hg ,i #af4gc #af4hg 4#je 4#jc #a4ab #a4jg #j4gi #j4ge ,,total ,i ,v 4#fgi 4#gbg ,a #ia4ce #ajb4ja ,a #ac4bb #ae4fa 4#jd 4#jc #j4hh #j4ih #j4fb #j4fi ,i ,r 4#ebi 4#fji ,v #ajg4ie #aaj4ed ,v #ai4gf #ai4eg 4#je 4#jd #a4cb #a4bd #j4ic #j4hg ,i ,c 4#fgh 4#gca ,r #ii4bb #ajc4fe ,r #ah4he #ag4ab 4#jd 4#jc #a4bf #a4jh #j4hi #j4gf ,c #ajd4jf #ajh4jj ,c #ah4hg #ah4aa #a4bf #a4ad #j4hi #j4ha ,n #ajb #aad ---------------------------------------- ------------------------- ,,note--,totals )\t ,grade ,,iii are mu* high] ?an ^! 7,table #e74 ,grade ,,iii has _m *ildr5 9 x :o h n be5 long en\gh 9 an academic situation to all[ _! ,,sq's to g z high z !y may4 ,x is prop] to note "h t n mu* c be expect$ f ,grades ,,iii & ,,viii & f totals includ+ ,grade ,,iii1 s9ce *ildr5 9 ,grade ,,iii h n be5 !re long en\gh to be pu%$1 & *ildr5 9 ,grade ,,viii h be5 pu%$ beyond ! limits :i* ! te/s us$ w regi/]4 ,our logic is "o ( pu%$ correlations4 ,if ! association ( ,,iq & ! ,,sq's is :at we are attempt+ to e/abli%1 x is necess>y to %[3 #a4 ,t ! r comes ne> unity2 #b4 ,t ! c5tral t5d5cies come ne> co9cid5ce2 #c4 ,t ! ,s4,d4's come ne> co9cid5ce4 ,! value ( ! r is obvi\s2 ! value ( co9cid5ce ( means becomes cle>] if we ?9k ( 7,,iq-,,eq7n1 ! av]age diff]5ce ( pot5tial rate ( progress & actual rate ( progress4 ,?is av]age ( diff]5ces is ! same z ! diff]5ce ( ! av]ages1 :i* is m readily calculat$4 ,obvi\sly1 if we wi% to use an ,acc,r1 x is necess>y to %[ m ?an correspond5ce :5 diff]5ces 9 av]age & spread are equat$ z !y are by ! correlation coeffici5t4 ,besides1 co9cid5ce ( ,m's1 correspond5ce ( ,s4,d4's is also necess>y s9ce a correlation might be positive unity1 ! ,m's might be equal1 & /ill ! spread ( "o measure might be m ?an ! spread ( ! o!r4 ,if ! spreads are ! same & ! ,m's are ! same1 & ! correlation is positive unity1 ea* x mu/ equal its correspond+ y4 ,!n b b #a4jj2 & ! ,m's be+ equal1 ! deviations are f ! same po9t4 ,!re=e1 we w attempt to measure simil>ity ( ,m's & ,s4,d4's z well z r4 ,x w be obs]v$ t bo? ,tables #g & #h give evid5ce ( ea* ( ^! t5d5cies 9 all grades4 ,9 ,table #h m>k$ progress 9 ari?metic is app>5t4 ,?is is due to re-classification 9 t]ms ( ! ,woody-,mc,call te/1 :i* 0 n done 9 #aiah-aiai4 ,9 #aiah-aiai no ari?metic te/ 0 giv5 & all re-classification 0 9 t]ms ( read+1 be+ done on ! basis ( bo? read+ te/s4 ,spell+ re-classification 0 done ea* ye>1 b ! data 7 n treat$ 9 ?is mann]4 ,x c be said t :]ev] re-classification 9 t]ms ( intellig5ce & p$agogical ne$ 0 und]tak5 ! desir$ result ( pu%+ ! ,,sq's up to ,,iq 0 ha/5$4 ,( all ! rem$ial proc$ure1 su* z *ang+ tea*]s & "t allotm5t & books & me?od1 all ( :i* 7 employ$ to "s ext5t1 x is my op9ion t ! re-classification 0 m important ?an ev]y?+ else comb9$4 ,x is noticeable t :5 r's approa* ! limit :i* ! unreliability ( ! te/ all[s !m1 !y drop d[n aga94 ,?is is probably due to cont9u$ increase ( ,,sq's ov] ,,iq4 ,( c\rse1 = "s ,,sq's to be great] ?an ,,iq out ( proportion to ! g5]al am\nt l[]s ! correlation z mu* z = "s to lag beh9d4 ,:5 ! ,,sq's ( ! *ildr5 ( l[] intellig5ce rea* _! ,,iq !y cont9ue above4 ,?is1 ( c\rse1 is due to errors 9 e/abli%m5t ( ! age norms4 ,! norms are n limits ( pu%+1 ?\gh an attempt 0 made by correction = truncation to get !m z ne>ly s z possible4 ,x is to be not$1 h[ev]1 t ^! norms are up ! gr[? curve1 t is1 read+ age ( #aj means a score su* t ! av]age age ( ^? gett+ x is #aj1 n ! av]age score ( *ildr5 ^: m5tal age is #aj4 ,! av]age read+ a*ievem5t ( *ildr5 all t5 ye>s old *ronologically is high] ?an t ( a gr\p all m5tally t51 s9ce _m ( ! m5tally advanc$ h n be5 pu%$ 9 product4 ,! gr\p us$ "h to e/abli% norms gives m ne>ly pu%$ norms ?an ! o!rs w\ld4 ,! t5d5cy ( ! l[ ,,iq's to g ov] unity 9 _! ,,sr's is app>5t 9 ,table #a & 9 ,table #ab & also 9 ! negative correlation betwe5 ,acc,r & ,,iq4 ,9 bo? ye>s "s second grade *ildr5 7 advanc$ to ,grade ,,iii dur+ ! ye>4 ,?is acc\nts = ! l[ r's 9 ,june1 #aiai1 b 9 #aiai-aibj ! ,grade ,,iii correlations are rais$ & ! means rais$ t[>d ! ,m,,iq1 ev5 ?\gh "s second grade *ildr5 7 put 9 ?is gr\p dur+ ! ye>4 ,,table #i ,,summ>y ,,( ,,progress ,,9 ,,ari?metic ,,by ,,increase ,,9 r1 ,,decrease ,,9 ,m,,iq-,m,,aq ,,& ,,decrease ,,9 ,,diff]5ce ,,( ,,/&>d ,,deviations ,,irrespective ,,( ,,direction ,av]age ,intellig5ce ,diff]5ce ( ,,grade r ,quoti5t ,m9us ,/&>d ,deviations ,av]age ,ari?metic ,irrespective ( ,quoti5t ,sign 7( ,,iq & ,ari?4 ,q7 ,nov4 ,june ,nov4 ,june ,nov4 ,june ,,iii 4#dac 4#gji #ai4be #h4af #f4bg #f4fc 4#af 4#jh #b4hg #b4je #b4jd #a4de ,,iv 4#dbf 4#gbe #g4da #j4df #b4ci #j4dg 4#aj 4#jf #a4hd #a4ej #a4bi #a4jb ,v 4#fih 4#gac #af4ad #j4ed #g4ad #b4jf 4#jg 4#jg #a4ic #a4hd #a4cg #a4cj ,,vi #e4cc 4#hje #aa4jj #c4jj #j4ai #a4fc 4#ac 4#jf #b4ja #a4ai #a4db #j4he ,,vii 4#gdj 4#gie #g4bg #j4fb #ad4jc #h4ae 4#ji 4#jg #c4eh #b4cc #b4ec #a4fc ,,viii 4#ffc 4#gif #aa4ib #adad4ic #e4bf #adh4ec 4#aa 4#jg #b4be #b4fi #a4ei #a4ed ,total 4#egf 4#fhf #ad4fg #c4gb #c4ea #a4af 4#je 4#jc #j4id #j4ha #j4fg #j4eg ,,table #aj ,,summ>y ,,( ,,progress ,,9 ,,read+1 ,,novemb]1 #aiah ,,to ,,june1 #aiai1 ,,by ,,increase ,,9 r1 ,,decrease ,,9 ,m,,iq-,m,,rq1 ,,& ,,decrease ,,9 ,,diff]5ce ,,( ,,/&>d ,,deviations ,,irrespective ,,( ,,sign ,av]age ,intellig5ce ,diff]5ce ( ,,grade r ,quoti5t ,m9us ,/&>d ,deviations ,av]age ,read+ ,irrespective ( ,quoti5t ,sign 7( ,,iq & ,,rq7 ,nov4 ,june ,nov4 ,june ,nov4 ,june ,,iii 4#eda 4#dib #bg4fc #aa4hj #i4ge #j4cf 4#aa 4#ji ,,iv 4#ffe 4#hde #ad4hd -#c4jj #i4gg #g4hf 4#jh 4#je ,v 4#gii 4#hcb #g4je -#b4jj #b4ff #e4jg 4#je 4#je ,,vi 4#dig 4#gbf #f4hj #h4gj #i4fh #c4gf 4#af 4#aj ,,vii 4#fbb 4#gji #b4bh #j4jg #a4dh #e4ih #c ( ,,viii 4#aa 4#ji ,total 4#efh 4#fbf #ab4fg #c4ig #c4ca #c4ah 4#je 4#jd ,,table #aa ,,summ>y ,,( ,,progress ,,9 ,,read+1 ,,novemb]1 #aiai ,,to ,,june1 #aibj1 ,,by ,,increase ,,9 r1 ,,decrease ,,9 ,m,,iq-,m,,rq1 ,,& ,,decrease ,,9 ,,diff]5ce ,,( ,,/&>d ,,deviations ,,irrespective ,,( ,,sign ,av]age ,intellig5ce ,diff]5ce ( ,,grade r ,quoti5t ,m9us ,/&>d ,deviations ,av]age ,read+ ,irrespective ( ,quoti5t ,sign 7( ,,iq & ,,rq7 ,nov4 ,june ,nov4 ,june ,nov4 ,june ,,iii 4#fea 4#fji #ad4da #aa4eg #bb4df #h4fb 4#aa 4#aj #e4bb #b4ee #c4fi #a4ha ,,iv 4#caf 4#efi #ab4ag #b4dc #c4af #j4gf 4#aa 4#ji #b4da #a4gh #a4gj #a4bf ,v 4#ggc 4#hia -#j4gd -#d4ag #b4eh #a4gg 4#jf 4#jc #a4gb #a4bj #a4bb #j4he ,,vi 4#dbj 4#ffa #e4gi #j4ij #j4gg #j4hg 4#ae 4#ji #b4cc #a4ec #a4fe #a4ji ,,vii 4#hfb 4#gii #e4ed #j4ib #aa4jj #h4ca 4#je 4#jg #b4hh #b4ed #b4jc #a4hj ,,viii 4#gge 4#gbb #d4jj #d4dc #c4id #b4da 4#jh 4#ji #a4ij #b4fd #a4ib #a4hg ,total 4#ebi 4#fji #f4hj #b4hf #b4ab #j4jf 4#je 4#jd #a4af #j4cj #j4hb #j4fg ,! *anges 9 rates ( progress are express$ 9 summ>ies by subject matt] 9 ,tables #i1 #aj1 & #aa4 ,approa* ( ,ari?metic ,quoti5t to ,intellig5ce ,quoti5t is measur$ 9 ,table #i by3 #a4 ,comp>ison ( r 9 ,june ) r 9 ,novemb]4 #b4 ,comp>ison ( ,m,,iq-,m,,aq 9 ,june & ,m,,iq-,m,,aq 9 ,novemb]4 #c4 ,comp>ison ( ,s4,d4's ( ,ari?metic & ,intellig5ce ,quoti5ts 9 ,june & ,novemb]4 ,! ,p4,e4's ( ea* ( ^! diff]5ces 7 obta9$ by ,p4,e4diff ,p4,e4 ,p4,e4 - #b r ,p4,e4 ,p4,e4 ,! only ,m,,iq-,m,,sq 9 ,table #i :i* does n %[ a decrease at lea/ two times z l>ge z ! ,p4,e4 ( ei!r ( ! elem5ts involv$1 is ! #h? grade2 & ?is is due to ! limits ( ! te/ us$4 ,z m5tion$ be=e1 ! #h? grade did n regi/] its true abilities 9 ,june s9ce a p]fect1 or ne>ly p]fect1 score 9 ! te/ 0 too easy to obta94 ,! small ari?metic ,s4,d4's 9 ,grade #h & consequ5t great ,s4,d4,,iq-,s4,d4,,sq is due to ! same cause4 ,tables #aj & #aa pres5t ! summ>y ( facts ) reg>d to ,?orndike ,read+ ,quoti5ts1 ! fir/ & second ye>s respectively4 ,,! ,,ratios ,! discussion :i* foll[s conc]ns ,ratios1 n ,quoti5ts4 ,,table #ab ,,intellig5ce ,,quoti5ts ,,& ,,subject ,,ratios ,,= ,,all ,,p]iods ,,gr\p$ ,,by ,,*ild4 ,,! ,,ord] ,,( ,,entries ,,is ,,j ,,z ,,9 ,,table #a ,,grade ,,iii ,intellig5ce ,ari?metic ,vocabul>y ,read+ ,completion ,quoti5t ,ratio ,ratio ,ratio ,ratio a #aja b c #fc #eg #dc d #aje #hg #ib a #abh b c #fb #hj #fc d #aai #ig #abj a #aaf b c #dh #gh 99 #db d #ha #hb #ff #gg a #hg b c #ajc #df #dj #fb d #hc #he #gj #fj a #aab b c #hj #abb #aai #ajj d #ajj #aja #ajh #aag a #aja b c #hd #ic #cg #ee d #ij #aaj #ih #ib a #ij b c #gf #eh #gb #hi d #fh #aba #gg #ajb a #aje b c #fj #dc 99 #eg d #ajd #ie #hc #ff ,! rema9d] ( ?is table is fil$ 9 ,tea*]s ,college ,libr>y1 ,columbia ,univ]sity4 ,,table #ac ,nov41 #aiah ,june1 #aiai ,nov41 #aiai ,june1 #aibj ,,means ,ari?metic ,ratio #hi4jb #ig4af #a4je #a4jg ,vocabul>y ,ratio #ih4if #aaa4dd #ajf4bj #ajg4fa #a4dh #a4fa #j4ij #j4ic ,read+ ,ratio #if4dg #aja4if #ih4ih #ajj4fj #a4ai #a4ah #a4jc #j4ig ,completion ,ratio #ii4gf #aja4hc #aja4fg #ajc4aj #a4aa #a4bc #j4ic #j4he ,,/&>d ,,deviations ,ari?metic ,ratio #ab4jc #ab4ec #j4gd #j4gf ,vocabul>y ,ratio #ae4ga #af4eh #aj4cd #aj4hd #a4je #a4ad #j4fd #j4ff ,read+ ,ratio #ab4fc #ab4ad #aa4hb #aa4cf #j4hd #j4hd #j4gc #j4fi ,completion ,ratio #ab4cd #ab4fc #aj4he #i4ij #j4hb #j4hg #j4fg #j4fj ,,correlations ,,( ,,ratios ,ari?metic & ,vocabul>y 4#fj 4#cj 4#jf 4#jh ,ari?metic & ,read+ 4#gj 4#fd 4#jd 4#je ,ari?metic & ,completion 4#dh 4#fa 4#jg 4#je ,vocabul>y & ,read+ 4#cd 4#cb 4#eg 4#dg 4#jh 4#ji 4#jf 4#jg ,vocabul>y & ,completion 4#de 4#cf 4#ec 4#ed 4#jg 4#jh 4#jf 4#jf ,read+ & ,completion 4#fa 4#fe 4#fg 4#fg 4#jf 4#jf 4#je 4#je ,9 ,table #ab are pres5t$ ! ,subject ,ratios 9 ! same ord] z ! ,quoti5ts appe> 9 ,table #a4ae ,!re pla9ly is a rapid rise ( ,,sq,,iq f p]iod to p]iod1 exclud+ all pupils :o did n take all te/s & exclud+ ,grade ,,iii2 :i* includes all *ildr5 tak+ all te/s :o 7 9 s*ool 9 ,june1 #aibj1 & 7 ,grade ,,iv & above 9 ,novemb]1 #aiah4 ,! av]age ,acc,r is #ih4bd 9 ,novemb]1 #aiah1 & #ajb4gh 9 ,june1 #aibj4 ,! av]age ,,iq = ^! *ildr5 is #aje4bb4 ,! ,s4,d,acc,r is #aa4ag2 ! ,s4,d4,acc,r is #i4ji2 ! ,s4,d4,,iq is #ai4bd4 ,x is obvi\s t ! av]age am\nt ( product p] intellig5ce has increas$1 t ! range ( ,acc,r's has decreas$ 7:i* means t factors caus+ disp>ities1 o!r ?an intellig5ce1 h be5 remov$71 & t ! ,s4,d4 ( ! ,acc,r's is ab\t "o half ! ,s4,d4 ( ! ,,iq's4 ,m's are ab\t equal s x is n necess>y to use coeffici5ts ( v>iability4 ,! v>iability ( *ildr51 intellig5ce aside1 is only "o half :at ! v>iability is o!rwise4 ,! correlations :5 ,,iq ,x1 ,acc,r ,y & ,acc,r ,s & :5 ,acc,r av]age ( ,vocabul>y1 ,read+ & ,completion ,ratios1 are3#af r,x4,y4 -4#fjb r,x4,s4 -4#dic r,y4,s4 4#edi ,! rema9+ disp>ity is !n due to some?+ :i* is 9 negative correlation ) intellig5ce4 ,! numb] ( cases "h is only #dh4 ,! ,p4,e4's are !n z foll[s3 ,p4,e4,m ,p4,e4,s4,d4 ,x #a4ia #a4ce ,y #a4aa #j4gi ,s #j4ij #j4fd ,p4,e4r,x4,y4 4#jf ,p4,e4r,x4,s4 4#jh ,p4,e4r,y4,s4 4#jg ,! diff]5ces betwe5 ! ,m's & betwe5 ! ,s4,d4's ( our #aiah & our #aibj ,acc,q's2 namely1 #ajb4gh - #ih4bd #d4ed & #aa4ag - #i4ji #b4jh1 h =m$ a /ep 9 ! argum5t4 ,we mu/ h ! ,p4,e4's ( ^! am\nts 9 ord] to e/abli% ! reliability ( ! quantitative indices we employ3 ,p4,e4diff ,p4,e4,x ,p4,e4,y - #b r,,xy ,p4,e4,x ,p4,e4,y ,p4,e4,m-,m #j4id ,p4,e4,s4,d4-,s4,d4 #j4dg ,^! diff]5ces are !n reliable4 ,if ! same data 7 accumulat$ aga9 9 ! same way ) only #dh cases1 ! *ances are ev5 t ! #d4ed w\ld be betwe5 #c4ej & #e4dh & ! #b4jh betwe5 #a4fa & #b4ee4 ,t !re w\ld be positive diff]5ces is practically c]ta91 s9ce ! diff]5ce betwe5 ! means is ov] f\r times z l>ge z its ,p4,e41 & ! diff]5ce betwe5 ! ,s4,d4's ov] f\r times z l>ge z its ,p4,e4 ,to make /ill m c]ta9 ?is obs]vation ( positive am\nt 9 ,m ( second te/+ m9us ,m ( fir/ te/+ & 9 ,s4,d4 ( fir/ te/+ m9us ,s4,d4 ( second te/+ 7,acc,r71 :i* means an increase 9 c5tral t5d5cy ( ,acc,r's & a decrease 9 spread ( ,acc,r's "u special treatm5t1 we h li/$ 9 ,table #ac ! means & /&>d deviations ( ,subject ,ratios ( ea* te/ = ea* p]iod & ! int]correlations ( ^! ,subject ,ratios4 ,^! d n include exactly ! same *ildr5 9 ea* p]iod b are inclusive ( all grades = all p]iods4 ,!y are a measurem5t ( increas$ effici5cy ( ! s*ool z a :ole1 r ?an ( any "o gr\p ( *ildr52 ?\gh1 ( c\rse1 ! bulk ( ! *ildr5 h repres5tation 9 ea* ( ^! indices4 ,too mu* cont9uity is n to be expect$ f ,june1 #aiai1 to ,novemb]1 #aiai1 z ! *ildr5 are diff]5t4 ,comp>ison %\ld always be f ,novemb] to ,june4 ,^! tables be> out ! fact pres5t$ by ,acc,r4 ,x is cle> t !re is a m>k$ developm5t 9 ! ,s4,r4's1 bo? by increase ( ,m4 & decrease ( ,s4,d4 ,! decrease ( correlation betwe5 ,s4,r4's is n s m>k$1 b nei!r is ! negative correlation betwe5 ,acc,r & ,,iq mu* less 9 ,june1 #aibj1 ?an 9 ,novemb]1 #aiah4 ,! association ( a*ievem5ts 9 t]ms ( intellig5ce is v probably due to mi/reatm5t1 s9ce x is 9 negative correlation ) ,,iq1 z a g5]al inh]it$ e?ical factor c\ld n be4 ,we w note t ! ,ari?metic ,ratios are 9 z high positive association ) ! ,read+ ,ratios z ! ,vocabul>y ,ratios are ) ! ,read+ ,ratios4 ,?is makes x highly improbable t ! int]correlation ( ^! remnants is due1 to any l>ge ext5t1 to common elem5ts 9 ! te/ or to specific abilities4 ,! common int]association ( all ,ratios seems to po9t to ! op]ation ( "s common factor o!r ?an intellig5ce z a det]m9ant ( disp>ity 9 s*ool progress4 ,x w\ld be easy to id5tify ?is z ! "p ( ,burt's 8,g5]al ,educational ,factor0 :i* is n intellig5ce--t is1 indu/ry1 g5]al p]sev]ance & initiative--7 x n = ! fact t ?is same influ5ce /&s 9 negative association to intellig5ce4 ,x is our belief t x is ! influ5ce ( a maladju/$ sy/em ( curricula & me?ods :i* acc\nts = ^! r high int]associations ( a*ievem5ts1 irrespective ( intellig5ce4 ,,summ>y ,! association ( abilities 9 ari?metic1 read+1 & completion ) intellig5ce is m>k$ly rais$ by special treatm5t4 ,disp>ities ( educational product are !re=e to a great ext5t due to intellig5ce4 7,tables #b1 #c1 #e1 #g1 #h1 #i1 #aj & #aa47 ,! remnants 7intellig5ce be+ r5d]$ con/ant by division ( ea* ,,sq by ,,iq7 int]correlate ab\t 4#e4 ,if !re 7 specializ$ inh]it$ abilities1 ^! int]correlations w\ld n all be positive nor w\ld !y be z uni=m4 7,tables #f & #ac47 ,! av]ages ( ^! remnants1 = read+1 vocabul>y1 & completion1 correlate -4#fa 9 #aiah & -4#di 9 #aibj ) ,,iq4 ,^! remnants are 9 negative association to intellig5ce4 ,if ! int]correlations ( ^! remnants 7 due to a 8,g5]al ,factor10 ?is correlation w\ld n be negative4 ,!re=e intellig5ce is f> & away ! mo/ important det]m9ant ( individual diff]5ces 9 product4 ,z "p ( ! relation betwe5 te/s1 irrespective ( intellig5ce1 is due to common elem5ts 9 ! te/s1 ?is reason+ becomes /ill m probable4 ,g5]al factor 9 education1 z di/9ct f intellig5ce1 has n be5 sep>at$ "h f inh]it$ bases ( ambition1 conc5tration1 & indu/ry4 ,x seems out ( our prov9ce to conjure up "s inh]it$ complex ( abilities o!r ?an intellig5ce1 specializ$ inh]it$ abilities1 or proclivities & int]e/s t5d+ to ?or\gh prosecution ( s*ool "w4 ,i h !re=e meant ?is la/ by ! g5]al factor4 ,mc,call has correlations v>y+ cont9ually 9 size f -4#fc to 4#ih betwe5 v>i\s measurem5ts ( a gr\p ( #f;,b *ildr54#ag ,! abilities involv$ 7 n pu%$ z are ^? consid]$ "h4 ,"s ( ! l[ correlations are no d\bt indications ( l[ association because ( ! way *ildr5 are1 n ! way !y might be by h]itage2 /ill o!rs1 su* z h&writ+ & cancellation 7unless bright *ildr5 d badly 9 cancellation te/s because !y are m bor$ ?an ! o!rs71 are correlat$ l[ or negatively ) intellig5ce :5 ! correlation is at its maximum4 ,su* results z ^? ( ,mc,call s]ve z a guide n to argue ab\t o!r te/s by analogy4 ,x is necess>y to f9d :i* traits & abilities c be pu%$ to unity 9 _! relation to intellig5ce & :i*1 l h&writ+1 are practically unrelat$ to g5]al m5tal p[]4 ,x is well to "k ab\t music te/s & su* te/s z ,/5qui/'s me*anical ability te/ :5 ! correlation ) intellig5ce is pu%$1 be=e we decide :e!r ! quality measur$ is a manife/ation ( specific tal5t or g5]al intellig5ce4 ,cyril ,burt obta9$ data mu* l t pres5t$ "h except t in/ead ( gett+ rid ( ! influ5ce ( intellig5ce & f9d+ det]m9ants = ! remnants ( disp>ity1 he built up a hi]>*y ( coeffici5ts z !y w\ld be if !y 7 due entirely to a common factor & comp>$ ^! ) 8 obta9$ r's4 ,i w pres5t 8 conclusions ) reg>d to a g5]al factor :i* are 9 sub/antial ?\gh n complete agreem5t ) ^? advanc$ "h4 8,evid5ce ( a ,s+le ,common ,factor4 8,! correlations ?us e/abli%$ betwe5 ! sev]al s*ool subjects may legitimately be attribut$ to ! pres5ce ( common factors4 ,?us1 ! fact t ! te/ ( ,ari?metic 7,problems7 correlates highly ) ! te/ ( ,ari?metic 7,rules7 is mo/ naturally expla9$ by assum+ t ! same ability is common to bo? subjects2 simil>ly1 ! correlation ( ,composition ) ,ari?metic 7,problems7 may be reg>d$ z evid5ce ( a common factor und]ly+ ?is second pair2 & s ) ea* ( ! sev5ty-eight pairs4 ,b is ! common factor "o & ! same 9 ea* case8 ,or h we to recognise a multiplicity ( common factors1 ea* limit$ to small gr\ps ( s*ool subjects8 8,to answ] ?is "q a simple crit]ion may be devis$4 ,x is a matt] ( simple ari?metic to recon/ruct a table ( sev5ty-eight coeffici5ts s calculat$ t all ! correlations are due to "o factor & "o only1 common to all subjects1 b %>$ by ea* 9 diff]5t degrees4 ,su* a !oretical con/ruction is giv5 9 ,table ,,xix4 ,9 ?is table !oretical values h be5 calculat$ s z to give ! be/ possible fit to ! values actually obta9$ 9 ! inve/igation1 & pr9t$ 9 ,table ,,xviii4 ,x w be se5 t ! !oretical coeffici5ts exhibit a v *>act]i/ic arrangem5t4 ,! values dim9i% progressively f above d[nw>ds & f "r to left4 ,su* an arrangem5t is t]m$ a #8hi]>*y4' ,its pres5ce =ms a r\gh & useful crit]ion ( ! pres5ce ( a s+le g5]al factor4 8,on turn+ to ! values orig9ally obta9$ 7,table ,,xviii47 x w be se5 t !y d1 to "s ext5t1 con=m to ?is crit]ion4 ,9 c]ta9 cases1 h[ev]1 ! correlations are f> too high--= in/ance1 ^? betwe5 ,ari?metic 7,rules7 & ,ari?metic 7,problems71 & aga9 ,draw+ & bo? ,h&work & ,writ+ 7,quality74 ,n[ ^! in/ances are precisely ^? :]e we might anticipate special factors--g5]al ari?metical ability1 g5]al manual dext]ity--op]at+ ov] & above ! univ]sal factor common to all subjects4 ,^! app>5t exceptions1 !re=e1 are n inconsi/5t ) ! g5]al rule4 ,s9ce1 !n1 ! *ief deviations f ! hi]>*ical arrangem5t occur precisely :]e1 on o!r gr\nds1 we %\ld expect !m to occur1 we may accord+ly conclude t p]=mances 9 all ! subjects te/$ appe> to be det]m9$ 9 v>y+ degrees by a s+le common factor4 8,nature ( ! ,common ,factor4 8,:at1 !n1 is ?is common factor8 ,! mo/ obvi\s sugge/ions are t x is ei!r 7#a7 ,g5]al ,educational ,ability or 7#b7 ,g5]al ,intellig5ce4 ,= bo? ^! qualities1 m>ks h be5 allott$ by tea*]s1 q indep5d5tly ( ! results ( ! te/s4 ,! correlations ( ^! m>ks ) p]=mances 9 ! te/s are giv5 9 ! la/ two l9es ( ,table ,,xviii4 8,^u c]ta9 assumptions1 ! correlation ( ea* te/ ) ! ,hypo!tical ,common ,factor c readily be d$uc$ f ! coeffici5ts orig9ally obs]v$4 ,^! e/imates are giv5 9 ! la/ l9e b two ( ! table4 ,!y agree m closely ) ! obs]v$ correlations = ,g5]al ,educational ,ability1 especially if ! latt] are fir/ correct$ = unreliability4 7,correlations3 ,hypo!tical ,g5]al ,factor coeffici5ts & ,g5]al ,educational ,ability coeffici5ts 4#hf2 aft] correction 4#hd4 ,hypo!tical ,g5]al ,factor coeffici5ts & ,g5]al ,intellig5ce coeffici5ts 4#hd2 aft] correction 4#gg47 ,we may1 !re=e1 id5tify ?is hypo!tical g5]al factor ) ,g5]al ,educational ,ability1 & conclude provisionally t ?is capacity m or less det]m9es pr[ess 9 all s*ool subjects4 8,! high agreem5t ( ! e/imat$ coeffici5ts ) ! intellig5ce correlations sugge/ t ,g5]al ,intellig5ce is an important1 ?\gh n ! only factor 9 ,g5]al ,educational ,ability4 ,o!r important factors are probably long-di/ance memory1 int]e/ & indu/ry4 ,x is d\btless n a pure intellectual capacity2 &1 ?\gh s+le1 is n simple1 b complex40#ah ,,"p ,,iii ,,! ,,psy*ological ,,conclusions ,,( ,,! ,,exp]im5t ,,! ,,neglect ,,( ,,g5ius ,s*ools ( to-day are organiz$ & adm9i/]$ s z to yield less *ance to a *ild to obta9 z mu* in=mation z is possible = him to h 9 direct proportion to 8 m5tal ability4 ,! correlation betwe5 accompli%m5t & intellig5ce 7us+ ,acc,r1 ! av]age ( ,read+1 ,vocabul>y1 & ,completion ,ratios ) ,,iq7 0 -4#fa 9 ,novemb]1 #aiah1 & -4#di 9 ,june1 #aibj1 9 ! ,g>d5 ,city public s*ool4 ,! regrad+ & special promotion "w f ,novemb]1 #aiah1 to ,june1 #aibj1 r$uc$ ! h&icap ( brightness1 b c\ld n oblit]ate ! sp>sity ( returns p] increm5t ( capacity 9 ! upp] rea*es ( ! intellig5ce4 ,fur!r1 "w along ?is same l9e done by ,a4 ,j4 ,hamilton 9 ! ,wa%+ton ,s*ool1 ,b]keley1 ,cali=nia1 indicates t ?is 0 n a peculi>ity ( ! s*ool at ,g>d5 ,city4 ,! wide range ( abilities :i* we "k exi/s 9 pupils ( any "o age makes x impossible to adju/ our =mal education to ! extremes4 ,mu* adju/m5t has be5 made 9 favor ( ! l[] extreme1 b little has be5 done = our g5ius4 ,( c\rse ! "w ) extreme subnormals is conceiv$ & prosecut$ m 9 ! s5se ( cle>+ !m away = ! good ( ^? rema9+ ?an ( fitt+ education to _! own ne$s4 ,we are neglect+1 h[ev]1 our duty to ^? :om nature has end[$ ) ! ess5tials ( lead]%ip4 ,!y d n int]f]e q z mu* ) ord9>y classroom proc$ure1 b !y are great] social assets & ne$ special treatm5t to develop !m r ?an to let o!rs develop bett]4 ,nei!r ( ! extreme gr\ps is c]ta9 ( gett+ ! normal /am9a necess>y = good citiz5%ip4 ,nei!r gr\p =ms good habits ( /udy nor accumulates su* in=mation z x might4 ,be+ aw>e ( ?is discrepancy betwe5 ! gift & ! recipi5t1 we h made our lessons easi] & we h segregat$ ! l[] p]c5tile4 ,!re is mu* m to be done4 ,we mu/ adapt education to at lea/ five v>y+ classes 9 ord] to r$uce ! spread )9 ea* to a commodi\s span4 ,b ! g5ius is ! mo/ important & %\ld h ! greate/ claim to our imm$iate att5tion4 ,fir/1 our social ne$s dem& special att5tion = ! g5ius 9 ord] t we may bett] exploit our be/ n]v\s res\rces4 ,second1 our educational ne$s dem& x s9ce ! v bright z well z ! v /upid disrupt calm & cog5t classroom proc$ure4 ,?ird1 !y !mselves dem& x 9 ord] t !y may1 ev5 :5 !y d function z lead]s1 be happi] 9 t function1 s9ce n[ !y (t5 lose mu* 9 social contact by peculi>ities :i* prev5t an integration ( _! 8drives0 into a h>moni\s economy ( t5d5cy4 ,^! peculi>ities come f _! cont9u\s maladju/m5t1 s9ce :5 !y are ) *ildr5 ( _! own m5tal maturity !y are physically & physiologically h&icapp$2 :5 !y are ) *ildr5 ( _! own size & muscul> equipm5t !y are s f> m5tally sup]ior t !y are unhappily adju/$4 ,only classification on a l>ge scale w all[ suffici5t numb]s ( !m to congregate to correct ?is4 ,i am rem9d$ ( a boy t5 ye>s old ^: ,,iq on ! ,t]man te/ 0 #agb4 ,he def9$ a n]ve z ! 8conduction c5t] ( s5sation0 &1 :5 ask$ to expla91 did s 9 t]ms ( s5sation ( heat & motive to )draw4 ,he expla9$ ! diff]5ce betwe5 mis]y & pov]ty ?us3 8,mis]y is a lack ( ! ?+s we want2 pov]ty is a lack ( ! ?+s we ne$40 ,h[ c we expect a boy l ?is to gr[ into a normal citiz5 if we d n provide ! companion%ip ( pe]s 9 m5tality & 9 physique8 ,f\r?1 our eug5ic ne$s dem& x1 s9ce we are n cons]v+ ?is1 our *iefe/ asset1 g5ius4 ,unless we cons]ve bett] ^! r>e products1 ! /&>d deviation ( ! intellig5ce ( humanity w keep %r9k+ z we select aga9/ imbeciles & aga9/ g5ius z well4 ,! wa/e ( a g5ius :o becomes an intellectual dilettante1 z _m n[ 9 fact d1 is d\ble4 ,we lose :at he might d = society2 he does n m>ry & we lose ! pot5tiality ( 8 highly end[$ g]m-plasm4 ,& !y d become dilettantes :5 special treatm5t is n giv54 ,i "k ( a "y man :o 0 fir/ ( 8 high-s*ool class1 :o got all ,a's 8 fir/ ye> 9 ,college 7at ,wiscons971 & all ,a's 8 second ye> 7at ,h>v>d72 & !n he began to read all mann] ( lit]ature ) no s*ema ( expression1 no vocation1 because1 z he said1 all college c\rses are s /upidly easy4 ,he att5d$ no lectures & read none ( ! books 9 "o c\rse1 & !n two days be=e ! exam9ation he 0 taunt$ ) n be+ able to pass ?is c\rse4 ,he sp5t two nights & two days /udy+1 & he receiv$ ,b 9 ! c\rse4 ,b n[ he is a failure because he has no organiz$1 purposive s*ema ( expression2 he 0 always 9 classes ) p less =tunately end[$ ?an he1 & s he nev] _h a *ance4 ,on ^! f\r c\nts !n we mu/ segregate our g5ius3 7#a7 ,social exploitation ( our res\rces4 7#b7 ,educational proc$ure = ! sake ( o!r *ildr5 z well z = !m4 7#c7 ,happ9ess = !m1 organization ( _! tr5ds1 & =mation ( social habits4 7#d7 ,biologic cons]vation ( great positive deviation f av]age human intellig5ce4 ,,is ,,g5ius ,,specializ$8 ,?is g5ius is ( v>i\s k9ds1 political & bus9ess lead]s1 sci5ti/s & arti/s4 ,h !y !n ! same inh]it$ n]v\s /ructure ) reg>d to abilities & capacities z di/9ct f int]e/s8 ,we "k t !y mu/ h some?+ 9 common1 some?+ t we call intellig5ce1 p[] ( adaptation4 ,call+ ?is ! n]v\s *emi/ry1 ! way ! n]v\s sy/em acts its quality1 we mu/ /ill "k :e!r we h also an inh]it$ n]v\s physics to deal )1 or a fur!r inh]it$ n]v\s *emi/ry :i* pr$isposes to specific ability4 ,are !re inh]it$ capacities or pr$ispositions to ability8 ,we are 9 a position to answ] ?is "q ) reg>d to ! elem5t>y s*ool subjects1 & are tempt$ "h into a m g5]al discussion ( ! matt] 9 h&4 ,! ne$ to cl>ify our view on :at is inh]it$ & :at is due to environm5t c be cle>ly envisag$ 9 t]ms ( our tea*]s4 ,:atev] psy*ologi/s may mean by 8pr$isposition to ability0 x is q c]ta9 t tea*]s make no di/9ction betwe5 ?is & ! inh]itance ( a capacity4 ,!y feel t "s *ildr5 figure bett] ?an !y read1 & o!rs read bett] ?an !y figure1 8by nature10 & !re _! obligation ends4 ,if x is a grave matt] t we %\ld] ! burd5 ( br++ a *ild to 8 optimum a*ievem5t1 !n x is an imm$iate duty t we f9d h[ mu* ( ! failure to produce product ( "o k9d or ano!r is due to unremovable factors1 & h[ mu* is due to our inadequacy4 ,s1 too1 we h mu* loose discussion ab\t f9d+ out :at *ildr5 c d & want to d 9 ! way ( vocational diagnosis1--loose because x assumes t *ildr5 are born ) def9ite vocational capacities4 ,c]ta9ly we c d mu* m 9 ! way ( developm5t & mu* m 9 ! way ( prep>ation = social ne$s if we "k j h[ mu* 8pr$isposition to ability0 means4 ,! tea*] int]prets x to mean ab\t :at 0 meant by ! turtle t held up ,atlas :o held up ! _w4 ,%e makes no real di/9ction betwe5 pr$isposition to ability & specific ability1 j z !re 0 no real causal di/9ction betwe5 ! turtle & ,atlas4 ,%e !n gets at h] conception ( intellig5ce additively1--a summation ( s*ool abilities4 ,! correlation ( tea*]s' judgm5t ( 8p[] ( adaptation10 c>efully expla9$1 & m>ks giv5 six mon?s previ\sly by ! same tea*]s 0 4#hb4 ,! correlation ( ?is same av]age judgm5t ) ! av]age ( ?irte5 intellig5ce te/s 0 only 4#eh4 ,^! tea*]s obvi\sly rea*$ _! conclusions ( ! intellig5ce ( a *ild 9 ! same way z !y rea*$ _! conclusions ( :at m>ks he e>n$ 9 _! subjects4 ,! unit *>act]i/ics :i* make up :at we describe 9 t]ms ( gross behavior z intellig5ce mu/ ( c\rse be _m4 ,no "o d5ies t if we knew j :at ^! units 7 we c\ld describe two possible manife/ations ( :at we n[ call intellig5ce1 ( :i* "o p]son c\ld d "o only & ano!r p]son c\ld d ! o!r only because ( ! p>ticul> comb9ations ( ! units inh]it$4 ,?is w\ld con/itute inh]itance ( pr$isposition to special capacities4 ,b x is n ! same to assume t ! vocations & aptitudes desirable 9 a _w su* z ours h specializ$ inh]it$ bases4 ,x is f> m probable t sub/antially ! same inh]it$ *>act]i/ics are necess>y to success 9 all ! gross cross-sections ( behavior :i* we call vocations & abilities4 ,z ! unit *>act]i/ics are c]ta9ly n s closely alli$ to our social ne$s z 8me*anical intellig5ce0 & 8social intellig5ce0 or ev5 8rote memory = numb]s10 we may n ev5 di/+ui% pres5ce ( any five hundr$ elem5ts f pres5ce ( any o!r five hundr$ elem5ts 9 t]ms ( :at we n[ measure z intellig5ce4 ,x is j z likely t all ! elem5ts ( intellig5ce are necess>y = e vocation & t all contribute to success ( any "o k9d z x is likely t "s are necess>y = "o vocation & o!rs = ano!r4 ,?is is a "q ( m or less4 ,i believe t ! am\nt to :i* a p]son's specific tal5ts1 8 vocation z di/9ct f 8 g5]al p[]1 are %ap$ by ! comb9ations ( elem5ts :i* make up 8 inh]itance1 is mu* less ?an believ$ by ,francis ,galton1 :o says3 8,!re _c !n rema9 a d\bt b t ! peculi> type ( ability t is necess>y to a judge is (t5 transmitt$ by desc5t40 ,& aga93 8,9 o!r words1 ! comb9ation ( high intellectual gifts1 tact 9 deal+ ) m51 p[] ( expression 9 debate1 & ability to endure exce$+ly h>d "w1 is h]$it>y40#ai ,i believe t ! am\nt ( influ5ce :i* inh]itance has ^u ! k9d ( ?+ a man does 9 life has be5 ov]e/imat$2 t ! inh]it$ factors influ5ce m ! way 9 :i* he %all d :atev] ! environm5t influ5ces him to d4 ,?is leaves pl5ty ( play = ! close correlation betwe5 p>5ts & *ildr5 9 bo? intellig5ce & vocation4 ,! =m] is ! result ( inh]itance1 ! latt] is ! result ( environm5t4 ,all compet5t psy*ologi/s w\ld agree to-day to less specific inh]itance ?an a basis1 = in/ance1 = ! di/9ction 9 vocation ( m9i/] & orator2 & m specific inh]itance ?an = su* a /atem5t z 8,we inh]it h[ well we w d1 we le>n :at we w d40 ,!re w\ld be sub/antial agreem5t to ! /atem5t t ! inh]it$ n]v\s bases ( a v intellig5t plumb] are m l ^? ( a v intellig5t /atesman ?an l ^? ( a /upid plumb]4 ,?is "q is1 h[ mu* inh]itance we c conceive ( z be+ made up ( neuro-*emical elem5ts det]m9+ u to d "o k9d ( a ?+ r ?an ano!r4 ,int]pretation /ati/ically ( "o ?\s& possible elem5ts1 simply view$ z pres5t or abs5t1 & aga9 simply view$ only z comb9ations & n p]mutations1 w\ld mean t ! less ! intellig5ce ! m specific ! inh]itance4 ,! mo/ intellig5t man alive c\ld1 by :at he is born )1 d any?+ s9ce he has all ( ! "o ?\s& factors1 all ( :i* help him 9 ! prosecution ( any v5ture4 ,b ! few] elem5ts he has ! less well he does mo/ ?+s1 & :5 lack+ c]ta9 elem5ts he has lo/ ! capacity to d "s ?+s m completely ?an o!rs4 7,i h neglect$ physiological *>act]i/ics necess>y to an ability4 ,a deaf man c]ta9ly is h&icapp$ 9 music4 ,i speak ( possible m5tal capacities47 ,su* a view leaves scope = "s degree ( special abilities4 ,x acc\nts = ! idiot-savants1 x acc\nts = ! cases :]e g5ius is div]se z well z :]e x is n ?\gh x w\ld dem& t specializ$ g5ius be v r>e & t inh]it$ specialization be mu* r>] 9 ! upp] ?an 9 ! l[] rea*es ( intellig5ce4 ,x all[s = su* cases z ,galileo1 ^: fa!r 0 a compos]1 z well z ! cases cit$ by ,galton4 ,h]$ity ne$ n imply ! same k9d ( g5ius ?\gh x does sugge/ x1 :]eas ! environm5t backs up ?is inh]it$ implication4 ,we fur!r c "h absolutely res5t an inh]itance ( su* ?+s z ability 9 ! common s*ool subjects )\t be+ involv$ 9 a view to d5y ! inh]itance ( a pr$isposition to me*anical r ?an musical successes4 ,obs]vation ( brilliant *ildr5 w\ld corroborate ?is view4 ,!y c d any?+4 ,obs]vation ( ! m5tally defici5t is equally enc\rag+ to ?is view4 ,x has always be5 puzzl+ t !y seem to d a few ?+s mu* bett] ?an o!rs4 ,accord+ to ?is conception !re w\ld be a negative correlation betwe5 intellig5ce & specializ$ inh]itance4 ,we w !n consid] ea* inh]it$ elem5t1 n z music or z sci5ce1 b r z an elem5t ( intellig5ce :i* w help 9 all l9es ( "w1 b :i* may be a little m necess>y = "s ?an o!rs4 ,?is is a pr$isposition 9 a true s5se4 ,if a man _h only "o elem5t out ( "o ?\s&1 he c\ld d only a few ?+s4 ,if he _h all ?\s& he c\ld d ev]y?+4 ,inh]itance ( ability is n 9 t]ms ( units valuable to u socially1 b only 9 t]ms ( undef9$ n]v\s elem5ts2 & we may conceive ( specialization1 & /ill hold t !re be less1 ! m intellig5t a man is4 ,to make ! matt] /ill m concrete1 imag9e two m5 ea* ( :om h #ijj ( ! hypo!tical #ajjj elem5ts1 ?is be+ a value ( #c ,s4,d4 f ! mean intellig5ce ( ! human race4 ,"o is a compos]1 ! o!r f9anci]4 ,accord+ to ?is view ! greate/ numb] ( _! inh]it$ bases on :i* !y c\ld diff] w\ld be #ajj ( ! #ijj elem5ts4 ,! o!r #hjj mu/ be alike4 ,assum+ t all ( ! elem5ts contribute to all ( ! activities1 b t "s ( !m are m ess5tial to "s activities ?an to o!rs1 we c\ld 9 ?is case say t ! #ajj :i* are diff]5t decid$ 9 "s measure ! vocation ( ea* man4 ,b x is mu* m probable t !y ov]lap 9 #hej & t ea* has only #ej di/9ct elem5ts1 & fur!r t ! #ej :i* are di/9ct 9 ea* w\ld n all be su* z to influ5ce "o k9d ( ability r ?an ano!r4 ,!n ^! two m51 _h !y int]*ang$ environm5ts1 w\ld probably h int]*ang$ vocations 9 t transaction4 ,= ! purposes ( ?is discussion we treat physiological inh]it$ features 7su* z he>+71 z environm5t1 z we are consid]+ ! m5tal capacity ( compos] z di/9ct f ! necess>y conditions to its developm5t4 ,accord+ to ?is view1 !n1 we acc\nt easily = ! v]satility ( g5ius1 :i* is s app>5t 9 su* acc\nts z ,t]man's ,! ,intellig5ce ( ,s*ool ,*ildr54#bj ,also1 ?\gh v infrequ5t1 we acc\nt = ! g5ius :o c\ld n h done o!r ?+s z well z ^? he did4 ,let u consid] ! case ( negative deviates1 say #c ,s4,d4 f ! mean intellig5ce ( ! human race4 ,two m5 ea* h #ajj ( ! #ajjj hypo!tical elem5ts4 ,x is mu* m probable "h ?an n1 t an appreciable am\nt ( ! #ajj elem5ts w\ld be di/9ct 9 ea* p]son1 ?\gh x is improbable t !y w\ld (t5 be su* z to =m ! basis ( an 8ability40 ,?is !n w\ld acc\nt = specific abilities among/ morons & also = ! pres5ce b r>ety ( idiot-savants4 ,also s9ce !re are a limit$ numb] ( su* comb9ations possible & s9ce _m ov]lap = all practical purposes1 we w\ld acc\nt = ! common lik5esses z well z ! relatively m uncommon extreme diff]5ces4 ,?is view is consi/5t ) an exam9ation ( ! data ( ?is !sis :i* are contr>y to ! common belief 9 special abilities or to a view ( inh]itance ( units :i* are actually ! goals ( education & ! uses ( a civilization too rec5t to leave its impr9t on inh]itance4 ,we f\nd no unremovable pr$ispositions to "o s*ool subject m ?an to ! o!rs 9 any ( ! *ildr54 ,we w\ld ?us argue t su* pr$ispositions z to ma!matics or to oratory are extremely r>e & _c be us$ z rules by :i* to int]pret human nature4 ,woodwor? says 9 a criticism ( ,mc,dougall's view ( in/9cts3 8,:at he "h ov]looks is ! fact ( native capacities or r1 ! fact t ea* native capacity is at ! same "t a drive t[>ds ! sort ( activity 9 "q4 ,! native capacity = ma!matics is1 at ! same "t1 an int]e/ 9 ?+s ma!matical & 9 deal+ ) su* ?+s4 ,?is is cle>ly true 9 individuals gift$ ) a great capacity = ma!matics40#ba ,i d n wi% to become involv$ "h 9 a discussion ( ! orig9al nature ( man on ! in/9ctive side4 ,i wi% m]ely to rebel at ! assumption ( specific inh]itance ( abilities t are really sociological units4 ,ma!matics is an ability :i* is useful to u1 :i* we h come to enc\rage 9 education4 ,b x is a man-made unit4 ,!re is no reason to believe t ! inh]it$ compon5ts ( m5tality are 9 any direct way relat$ to su* tal5ts z ma!matics or music4 ,! units may vaguely pr$ispose1 b ! units are n ma!matics & music4 ,we may say t ! inh]it$ physical & *emical units ( ! n]v\s sy/em may be s di/ribut$ z to pr$ispose "o man to ma!matics1 & ano!r to music1 b we mu/ n argue = inh]it$ int]e/s z correlates4 ,! evid5ce is all t ! inh]it$ n]v\s *emi/ry ( ! individual is :at on ! side ( behavior1 we def9e z intellig5ce--p[] ( adaptation4 ,we may logically fall back on ! inh]itance ( pr$isposition to ability1 mean+ !reby ! inh]itance ( su* n]v\s qualities z w bett] fit ! individual to cope ) ma!matical ?an ) musical situations2 b if we adopt ?is cauti\s gr\nd 9 disputation we _c argue 9 ano!r matt] = an inh]it$ int]e/ 9 ma!matics1 innate because ( ! inborn ma!matical tal5t4 ,if ! inh]it$ qualities m]ely pr$ispose !y m]ely delimit2 j z a man born )\t arms w\ld probably n become a great baseball play]1 nor a deaf man a great musician1 nor a man ) poor motor control a skill$ me*anic--s we are pr$ispos$ n]v\sly = capacities4 ,h5ce c we argue t ! inborn root ( ! int]e/ is ! capacity8 ,is x n saf] to assume t int]e/s 9 success1 approval ( fell[m5 & g5]al m5tal activity l$ to ! developm5t ( ! capacity by virtue ( a favorable environm5t1 & l$ by ! same environm5t to int]e/s c5t]$ ab\t its activity8 ,x is f> f my int5tion to say t inh]itance is n z specific n]v\sly z x is 9 matt]s ( blood pressure & texture ( sk94 ,z we1 9 our limit$ k1 /ill def9e abilities 9 t]ms ( behavi\r & n by n]v\s elem5ts1 my cont5tion is t intellig5ce %\ld be reg>d$ z ! sum total ( ?is inh]itance1 mu* z g5]al /r5g? is1 9 t]ms ( ! body4 ,we h /ill to f9d ! compon5t units ( ?is intellig5ce4 ,we c !n def9e pr$isposition to ability4 ,to split intellig5ce into inh]it$ units ( ma!matics1 read+1 composition1 me*anics1 etc41 is z unju/ifiable z to split inh]it$ vigor ( body into baseball capacity1 runn+ capacity1 climb+ capacity1 etc4 ,ma!matics & music are :at we d ) intellig5ce1 n :at intellig5ce is made (4 ,( c\rse ev]yone agrees to ?is4 ,! lack ( emphasis ^u ! *ance t ! inh]it$ units are g5]al 9 _! application1 t ! same inh]it$ elem5ts are involv$ 9 _m ( ! behavior complexes :i* we call traits & abilities1 is :at confuses ! situation4 ,,curr5t ,,psy*ological ,,op9ion ,we mu/ "k :at ^! elem5ts are1 & h[ _m contribute to :i* capacities4 ,!n we c decide ! "q ( specializ$ inh]itance4 ,9 all crude behavior data x is impossible to sep>ate ! influ5ce ( nature & nurture4 ,a !ory ( specializ$ inh]itance w inevitably infr+e ^u common s5se 9 its claims4 ,( ! foll[+ /atem5ts1 x w\ld be easi] = mo/ ( u to endorse #a & #b ?an #c & #d1 :]eas few w\ld agree ) #e & #f4 #a4 8,unless "o is a bl9d devotee to ! irrepressibility & unmodifiability ( orig9al nature1 "o _c be cont5t$ ) ! hypo!sis t a boy's consci5ti\sness or self-consci\sness is absolutely un9flu5c$ by ! family tra9+ giv5 to him4 ,( intellig5ce 9 ! s5se ( ability to get k r ?an am\nt ( k got1 ?is might be ma9ta9$4 ,b to prove t consci5ti\sness is irrespective ( tra9+ is to prove too mu*40 7,?orndike1 ,educational ,psy*ology1 ,,iii1 pp4 #bdb47 #b4 8,"s attempts h be5 made to apply ^! laws to behavior complexes1 b z yet psy*ology has provid$ little f\ndation = su* /udies4 ,! mo/ ?or\gh-go+ attempts h be5 made ) human m5tal traits & "s evid5ce has be5 collect$ "h 9 favor ( ! view t diff]5ces 9 ! in/9ctive behavior ( individuals are inh]it$ accord+ to ,m5delian ratios4 ,b 9 ! field ( human psy*ology too little is kn[n ( ! g5esis ( "*1 ( ! di/9ction betwe5 nature & acquir$ behavi\r to provide a v firm f\ndation = ! "w ( ! g5etici/40 7,watson1 ,behavi\r1 p4 #aef4 ,italics are m9e47 #c4 8,ev51 h[ev]1 :5 we omit ! trades z well z ! cases 9 :i* ! fa!rs 7 arti/s1 we f9d a v notable pr$om9ance ( craftsm5 9 ! p>5tage ( pa9t]s1 to su* an ext5t inde$ t :ile craftsm5 only con/itute #i4b p] c5t among ! fa!rs ( our em95t p]sons g5]ally1 !y con/itute ne>ly #ce p] c5t among ! fa!rs ( ! pa9t]s & sculptors4 ,x is difficult to avoid ! conclusion t !re is a real connection betwe5 ! fa!r's aptitude = craftsman%ip & ! son's aptitude = art4 8,to suppose t environm5t adequately acc\nts = ?is relation%ip is an inadmissible !ory4 ,! association betwe5 ! craft ( build]1 c>p5t]1 tann]1 jewell]1 wat*mak]1 wood-c>v]1 rope-mak]1 etc41 & ! pa9t]'s art is small at ! be/ & 9 ! mo/ cases non-exi/5t40 7,ellis1 quot$ 9 ,?orndike1 ,educational ,psy*ology1 ,,iii1 p4 #beg47 #d4 8--! /atesman's type ( ability is l>gely transmitt$ or inh]it$4 ,x w\ld be t$i\s to c\nt ! in/ances 9 favor4 ,^? to ! contr>y are ,disraeli1 ,sir ,p4 ,francis 7:o 0 h>dly a /atesman1 b r bitt] a controv]siali/7 & ,horn]4 ,9 all ! o!r #ce or #cf cases 9 my ,app5dix1 "o or m /atesm5 w be f\nd among _! em95t relations4 ,9 o!r words1 ! comb9ation ( high intellectual gifts1 tact 9 deal+ ) m51 p[] ( expression 9 debate & ability to endure exce$+ly h>d "w1 is h]$it>y40 7,galton1 ,h]$it>y ,g5ius1 pp4 #ajc1 #ajd47 ,?orndike comm5ts on ?is la/ quotation3 8,( c\rse !re is1 9 ! case ( all ( ,galton's facts ! possibility t home surr\nd+s decid$ ! special direction :i* g5ius took1 t really orig9al nature is organiz$ only along broad l9es4 ,moreov]1 x is difficult to see j :at 9 ! n]v\s sy/em c\ld correspond to a specializ$ orig9al capacity1 say1 to be a judge4 ,/ill ! latt] matt] is a "q ( fact1 & ( ! =m] issue ,galton's /udies make him ! be/ judge4 ,we %\ld note also t x is precisely 9 ! traits ! lea/ am5able to environm5tal influ5ce su* z musical ability1 t ! specialization ( family resemblance is mo/ m>k$40 ,?is cauti\s & sagaci\s comm5t>y is 9 m>k$ contra/ to ! foll[+3 #e4 8,b no tra9+ & no ext]nal influ5ce c entirely sup]s$e ! inborn t5d5cies4 ,!y are ! product ( inh]itance4 ,n only unusual tal5ts l musical or ma!matical or l+ui/ic p[]s c be trac$ ?r\gh family hi/ories1 b ! subtle/ %ades ( temp]am5t1 "* & intellig5ce c (t5 be recogniz$ z an ance/ral gift40 7,mun/]b]g3 ,psy*ology1 ,g5]al & ,appli$1 p4 #bcj47 #f4 8,/ati/ical /udies :i* cov]$ _m *>act]i/ic opposites l indu/ri\s & lazy1 emotional & cool1 resolute & undecid$1 gay & depress$1 fickle & con/ant1 cauti\s & reckless1 brilliant & /upid1 indep5d5t & imitative1 loquaci\s & sil5t1 gre$y & lavi%1 egoi/ic & altrui/ic & s on1 h indicat$ cle>ly ! influ5ce ( inh]itance on e su* m5tal trait40 7,mun/]b]g1 ,psy*ology1 ,g5]al & ,appli$1 p4 #bcg47 ,und\bt$ly ,mun/]b]g "h ref]s to ! data accumulat$ by ,heymans & ,wi]sma s9ce !y us$ su* opposites z ^!1 & also us$ :at might be call$ /ati/ical me?ods4 ,speak+ ( ! same data ,?orndike says3 8,9 view ( ! insecurity ( _! orig9al data x seems be/ n to ent] ^u an explanation ( _! some:at awkw>d me?od ( measur+ ! =ce ( h]$ity1 & n to repeat ! figures :i* are got by ?is me?od4 ,also !y d n attempt to e/imate an all[ance = ! influ5ce ( simil>ity 9 home tra9+1 ?\gh !y /ate t "s su* all[ance mu/ be made40 7,educational ,psy*ology1 ,,iii1 p4 #bfb47 ,holl+wor? & ,p(f5b]g]1 comm5t+ on ! data ( ,galton & ,ellis m5tion$ 9 ! quotation above1 say3 8,francis ,galton has made a /ati/ical /udy ( ! inh]itance ( specifi$ m5tal abilities & f\nd t ! abilities requir$ = success z a judge1 /atesman1 m9i/]1 comm&]1 poet1 arti/1 & sci5tific man1 are inh]it$4 ,b ! nature ( 8 data makes him unable to make exact all[ances = influ5ces ( tra9+ & environm5tal influ5ces4 ,consequ5tly1 8 figures might really %[ g5]al intellig5ce to be inh]it$ & ! =m ( its expression to be dep5d5t ^u environm5t4 8,o!r inve/igators1 among !m ,f4 ,a4 ,woods & ,havelock ,ellis1 h made simil> /ati/ical /udies & conclude t !re is inh]itance ( ev5 su* qualities z temp]1 common s5se1 & ! l1 b ^! reports are also subject to ! same complicat+ influ5ce ( environm5t40 7,appli$ ,psy*ology1 p4 #dc47 ,x c readily be se51 f ^! quotations1 t !re is fundam5tal disagreem5t among psy*ologi/s ) reg>d to ! inh]itance ( specific ability1--fundam5tal disagreem5t 9 ?ree ways3 7#a7 ,int]pretation ( ,galton's & ,ellis's data4 7#b7 ,op9ion on ! matt]4 7#c7 ,degree ( precision possible 9 giv+ judgm5t4 ,we h not$ t x is v difficult to und]/& :at ! neural bases = su* special abilities z ,galton speaks ( c\ld be2 t !y are social1 n neural or psy*ological units4 ,a view ( a l>ge numb] ( inh]it$ elem5ts all ( :i* contribute to :at we call g5]al intellig5ce & ea* ( :i* is slightly m necess>y to "s vocation ?an o!rs1 w\ld acc\nt = all ! obs]v$ facts1 is neurally imag9able1 & does n ne$ to view ability to be a 8judge0 or 8arti/ic tal5ts0 z biological entities4 ,x fur!r expla9s ! diff]5ces 9 _! limit$ abilities ( m5tally defici5t *ildr54 ,burt says 9 ?is connection3 8,among *ildr5 ( special 7,m4,d47 s*ools1 ! evid5ce = a g5]al factor und]ly+ educational abilities & disabilities ( e k9d is n s cle>4 ,9 adm9i/rative practice1 #8m5tal defici5cy' implies among diff]5t *ildr5 defici5cies 9 v diff]5t capacities1 bo? g5]al & specific40 7,cyril ,burt3 ,! ,di/ribution & ,relation ( ,educational ,abilities1 p4 #hc47 ,= ^! reasons x is ju/ifiable to attempt to pres5t evid5ce ( ! inh]itance ( s*ool abilities ) a view to %[+ t s*ool abilities are n dep5d5t ^u special inh]it$ aptitudes1 z tea*]s s (t5 assume1 b t g5]al intellig5ce is ! only inh]it$ cause ( disp>ity 9 product4 ,inve/igations :]e ! correlation betwe5 educational product & intellig5ce1 irrespective ( *ronological age1 0 less ?an ar\nd 4#ge1 us$ data :]e _m removable causes 7 n remov$1 & consequ5tly measur$ results ( ! environm5t z well z h]$ity4 ,a case su* z ?is foll[s3 8,! influ5ce ( inh]itance ^u a v specific m5tal quality1 namely1 spell+ ability1 has be5 te/$ exp]im5tally1 al?\gh "h !re is "s difficulty 9 sep>at+ ! influ5ce ( h]$ity f t ( environm5t4 ,e>le /udi$ ! spell+ ability ( #ahj pairs ( bro!rs & si/]s :o _h uni=m s*ool tra9+ & f\nd a correlation ( 4#ej4 ,?is means t if "o *ild deviat$ by a c]ta9 am\nt f ! av]age *ild 9 spell+ ability1 8 bro!r or si/] w\ld deviate f ! av]age *ild j half z mu*2 t is1 he w\ld resemble 8 bro!r or si/] to t ext5t40 7,holl+wor? & ,p(f5b]g]3 ,appli$ ,psy*ology1 p4 #dd47 ,! data pres5t$ 9 ?is !sis indicate t t correlation c\ld h be5 pu%$ z high z ! r betwe5 ! intellig5ce ( ! pairs ( bro!rs4 ,9 o!r words1 a *ild c\ld be made to resemble 8 bro!r z ne>ly 9 spell+ ability z he did 9 intellig5ce4 ,all disp>ity c\ld be r$uc$ to t ( g5]al intellig5ce4 ,!n intellig5ce alone is inh]it$ z f> z ! data "h pres5t$ h any be>+ on ! matt] 9 h&4 ,! influ5ce ( environm5t is 9 ?is case a matt] ( no consequ5ce1 s9ce ! subjects all _h ! same s*ool+1 & home influ5ce does n z a rule tea* *ildr5 to spell2 b ! data are n irrespective ( ! influ5ce ( intellig5ce4 ,,indications ,,( ,,! ,,g>d5 ,,city ,,data ,table #c pres5ts int]correlations betwe5 ,,iq & quoti5ts 9 ! v>i\s subjects4 ,! correlations are 9 ea* in/ance irrespective ( *ronological age s9ce all quantitative indices are express$ z quoti5ts4 ,we h se5 t !y g up f ,septemb]1 #aiah1 to ,june1 #aibj4 ,e possible means 0 us$ to pu% ^! correlations to _! limit1 to remove all removable factors4 ,we h se5 t ! data %[ "h1 z 9 ,tables #g & #h1 t !re is little association betwe5 traits :i* is n a result ( diff]5ces 9 intellig5ce4 ,table #c %[s ! same #dh *ildr5 ?r\gh\t4 ,! r's are n correct$ = att5uation4 ,?\gh ! r's are high ?r\gh\t & g high] "u special treatm5t1 ! association c /ill be m accurately regi/]$ by "s att5tion to relation ( ! means & ! ,s4,d4's4 ,two traits to be id5tical mu/ h r #a4jj ,s4,d4x ,s4,d4y & ,mx ,my4 ,we h se5 t ! r increases1 ,m-,m decreases & ,s4,d4-,s4,d4 reg>dless ( sign decreases4 7,tables #i1 #aj & #aa47 ,b z ! ,s4,d4's ( ! ,subject ,quoti5ts 7?\gh !y d approa* ,s4,d4 ( ,,iq7 sometimes g bel[ ! ,s4,d4 ( ,,iq1 we mu/ "k :y4 ,x is because ! l[ ,,iq's d bett] p] _! intellig5ce ?an ! high ,,iq's4 ,we h se5 above t ! correlation betwe5 ,,iq & av]age ( ! ,vocabul>y1 ,read+1 & ,completion ,subject ,ratios is -4#fa 9 ,novemb]1 #aiah1 & -4#di 9 ,june1 #aibj4 ,!n ! ratio ( a*ievem5t to intellig5ce is 9 def9ite relation to intellig5ce--a negative relation4 ,x is ?is same t5d5cy to adapt our education to a l[ level :i* has prev5t$ a p]fect association betwe5 intellig5ce & ! v>i\s subjects4 ,! relation ( "o subject to ano!r1 irrespective ( intellig5ce1 w\ld be z]o if !re 7 no o!r factors except intellig5ce responsible = ! product4 ,aft] two ye>s ( su* attempts z an ord9>y public s*ool w all[1 we h remov$ _m ( ! causes ( disp>ity & increas$ ! association betwe5 pot5tial progress & progress 9 ari?metic1 read+ & language4 ,! correlations1 correspond5ce ( ,s4,d4's1 & 7,,iq-,,eq7n regi/]$ 9 ,tables #i1 #aj1 & #aa give evid5ce ( ?is z does also ! increase 9 ! ,acc,r1 an av]age ( ! ,ari?metic1 ,read+1 ,vocabul>y & ,completion ,ratios4 7,table #ac47 ,are ! unremov$ causes o!r ?an intellig5ce unremovable8 ,^! causes might be1 besides ! unreliability ( te/s & ! common elem5ts 9 ! te/s1 ! specializ$ inh]itance we h consid]$1 e?ical qualities ( endurance1 ambition1 initiative & indu/ry or a g5]al factor4 ,! correlations betwe5 ,ari?metic ,ratios & ,read+ ,ratios & ! o!r int]correlations ( ,subject ,ratios w yield u an index ( h[ mu* ( ?is rema9+ disp>ity is due to specializ$ inh]itance4 ,^! int]correlations = all ye>s are embodi$ 9 ,table #ac4 ,! p>tial correlations ( quoti5ts :5 intellig5ce is r5d]$ con/ant w be f\nd 9 ,table #f4 ,^! int]correlations1 & ! p>tials z well1 give an indication ( "s g5]al factor o!r ?an intellig5ce s9ce ! r's irrespective ( intellig5ce are uni=m & all are positive4 ,only ! correlation ( ari?metic ) vocabul>y1 intellig5ce be+ r5d]$ con/ant1 goes to z]o4 ,?\gh ?is might be due 9 "p to common elem5ts 9 ! te/s1 x is m likely t !re is ano!r factor 9 op]ation4 ,inh]itance ( specific abilities c\ld n h ?is uni=m effect on ! correlations4 ,^! correlations all be+ positive & ! r's be+ v uni=m1 bo? correlation ( ratios & ! p>tials1 makes ! int]pretation ( specializ$ inh]itance ( ability extremely unlikely4 ,! correlation ( ,ari?metic ,ratios ) ,read+ ,ratios is high] 9 #aibj ?an t ( ,vocabul>y ,ratios ) ,read+ ,ratios4 ,x leaves ! possibility t ! unremov$ factors are inh]it$ e?ical diff]5ces or t !y are a 8g5]al educational factor40 ,! negative correlation ( ,acc,r ) intellig5ce1 h[ev]1 be+ z high z ^! positive remnants ( int]relation1 w\ld t5d to make m probable an int]pretation ( ?is z a remnant ( disp>ity1 intellig5ce acc\nt$ =1 :i* is entirely due to ! organization ( our s*ools4 ,all disp>ity n due to intellig5ce 0 work$ on z f> z x 0 possible4 ,!reupon ! association ( intellig5ce & educational product increas$ m>k$ly & ! negative association ( intellig5ce ) a*ievem5t 9 t]ms ( intellig5ce decreas$ some:at4 ,h[ev]1 "s association ( abilities n due to intellig5ce rema9s4 ,exactly z mu* negative association ( a*ievem5t 9 t]ms ( intellig5ce1 ) intellig5ce1 rema9s4 ,s1 :5 "s ( ! disp>ities due to ! environm5t h be5 remov$ & !re=e ! correlation ( ,ari?metic ,ratio ) ,vocabul>y ,ratio & ,read+ ,ratio has be5 decreas$1 ! causes :i* contribut$ to a correlation su* z lack ( int]e/ hav+ be5 remov$1 !re /ill rema9s "s relation ( s*ool qualities4 ,b !re also /ill rema9s a negative association betwe5 ?is accompli%m5t & intellig5ce :i* means t we /ill h a remnant ( su* removable influ5ce z is due to badly adju/$ curricula4 ,?is enables u to int]pret our p>tials4 ,! p>tials are n ne>] z]o because al?\gh we h p>tial$ out ! effect ( intellig5ce1 we h n p>tial$ out ! factor :i* controls ! negative relation to intellig5ce ( ^! v p>tial resultants1 s9ce t is ! effect ( ! me?ods & curricula4 ,?\gh we did advance bright pupils & give !m m *ance1 we h n giv5 !m a *ance proportionate to ! /upid *ildr54 ,& t is true s9ce we (t5 want$ to advance pupils & 7 n all[$ to2 :]eas we 7 nev] all[$ to demote pupils except 9 p>ticul> subject matt]4 ,! /upid *ildr5 7 always at ! fronti] ( _! intellig5ce at ! educational co/ ( ! o!rs4 ,x is ?is remnant :i* has usually be5 int]pret$ z 8g5]al factor0 or z inh]it$ factors basic to initiative1 ambition1 & indu/ry4 ,! fact ( importance is t ^! remnants1 ^! m>ks ( *ildr5 indep5d5t ( _! intellig5ce1 are associat$ negatively ) intellig5ce to ! same degree t !y are associat$ positively to ea* o!r4 ,unless we wi% to assume t ! 8g5]al factor0 or ! inh]it$ bases ( initiative & indu/ry are associat$ negatively ) intellig5ce we mu/ acc\nt = ! remnant 9 "s o!r way4 ,x seems f> m reasonable to attribute ?is rema9+ association to ! educational h&icaps ( intellig5ce :i* we 7 unable to remove4 ,! orig9al t5d5cies ( man1 z di/9ct f 8 orig9al equipm5t1 h n be5 consid]$ 9 ?is /udy4 ,if ! quantitative diff]5ces 9 end[m5t ( ?is k9d 7 add$ to ! d5om9ator ( our accompli%m5t ratio =mula1 we w\ld h a bett] measure & bett] results4 ,we %>e 9 ?is inve/igation a g5]al limitation ( educational psy*ology--! requisite te*nique to measure individual diff]5ces ( in/9cts & ! e?ical traits ( :i* !y are ! pr$isposition4 ,indu/ry1 ambition1 & initiative are n inh]it$ units4 ,!y are1 h[ev]1 ! rules ( an economy ( expression & z su* are dep5d5t ^u individual diff]5ces 9 /r5g? ( in/9ct4 ,,conclusions #a4 ,,iq c be us$ z a limit ( s*ool a*ievem5t express$ z ,,sq4 a ,progress 9 7,,iq-,,sq7n may be us$ z a measure ( s*ool effici5cy4 b ,,sq,,iq may be us$ z a measure ( individual effici5cy4 #b4 ,correlations betwe5 intellig5ce & a*ievem5t are v diff]5t be=e & aft] ! abilities are pu%$4 a ,_m r's are report$ :]e conclusions are drawn z ?\gh !y _h be5 pu%$4 ,^! conclusions %\ld be re/at$4 b ,intellig5ce & a*ievem5t are f> m closely associat$ ?an has be5 assum$ to date4 #c4 ,disp>ity ( s*ool product c be r$uc$ to individual diff]5ces 9 intellig5ce4 a ,little specific inh]itance ( s*ool abilities4 b ,little unremovable diff]5ce 9 indu/ry1 consci5ti\sness & conc5tration4 c ,intellig5ce is ! only inh]it$ g5]al factor4 #d4 ,negative association betwe5 ,acc,r & ,,iq4 a ,to-day's educational proc$ure involves a h&icap to intellig5ce4 b ,! g5ius has be5 neglect$4 ,illu/ration ,,footnotes #a ,"p ( ?is section is repr9t$ ) revisions f ,,tea*]s ,,college ,,record1 ,vol4 ,,xxi1 ,no4 #e 7,novemb]1 #aibj74 #b ,= sci5tific purposes we want ye>-mon? means & /&>d deviations1 t we may say t ,*>lie ,jones is #b4a ,s4,d4 above ! mean = 8 age level1 :ile ,h>old ,smi? is 4#a ,s4,d4 bel[ t mean4 ,x is 9 t]ms su* z ^! t we may be able to comp>e accompli%m5t 9 "o function ) accompli%m5t 9 ano!r1 progress 9 "o ) progress 9 ano!r4 ,= _m ( our problems we ne$ a common d5om9ator ( measurem5t s t we may comp>e progress betwe5 te/s & age-gr\ps4 ,! be/ common d5om9ator is1 ,i believe1 ,s4,d4 9 an age-gr\p4 ,?us we may locate a *ild 9 any age-gr\p 9 any te/ & comp>e t location ) ! position ( any o!r *ild 9 any o!r te/ 9 8 age-gr\p4 ,= practical purposes1 h[ev]1 x is = _m reasons m conv5i5t to use quoti5ts 9 elem5t>y s*ools4 ,pr9cipals w\ld r deal ) quoti5ts s9ce x is easi] to expla9 !m 9 t]ms ( atta9m5t & capacity4 ,x is ! use ( su* quoti5ts t ?is !sis discusses4 #c ,judd1 ,c4 ,h41 8,a ,look ,=w>d10 9 ,sev5te5? ,ye>book1 ,pt4 ,,ii1 ( ! ,n4,s4,s4,e41 #aiah4 #d ,:5 ! disadvantages ( 8pu%+0 *ildr5 are discuss$1 ! disadvantages ( keep+ *ildr5 at _! *ronological age levels %\ld be consid]$ z well4 ,al?\gh x is true t a sup]normal *ild plac$ 9 t grade = :i* he is m5tally equipp$ loses mu* 9 social contact1 x is also true t he loses a great deal by rema9+ 9 ! grade :]e he physiologically belongs4 ,!re he develops habits ( conceit1 indol5ce1 & c>elessness4 ,x is 9 all cases mu* bett] to gr\p intellig5t *ildr5 & enri* ! curriculum ?an to 8pu%0 !m2 b pu%+ may be bett] ?an leav+ !m :]e !y belong by age4 ,x is a possibility wor? consid]+ t ! explanation ( ! 8peculi>ities0 ( g5ius lies 9 ! fact t he has nev] associat$ ) equals4 ,:5 8 fell[s are m5tally 8 equals !y are physically f> old] & :5 !y are physically 8 equals !y are m5tally inf]ior4 #e ,:e!r only ! ,accompli%m5t ,ratio z a p]c5tage %\ld be giv5 ! p>5ts1 or :e!r !y %\ld "k bo? ! ,,iq & all ! ,,sq's1 is a "q on :i* ,i am n prep>$ to give an op9ion4 ,i incl9e to believe t ! p>5ts %\ld "k only ! f9al m>ks & am sure t ,i advise tell+ ! *ildr5 ^! only4 #f ,!re w be report$ else:]e a full] consid]ation ( ?is aspect ( ! te*nique ( d]ivation ( norms1 toge!r ) a complete pres5tation ( ! data us$ to obta9 ! age norms h]e9 us$4 #g 8,! ,accompli%m5t ,quoti5t10 ,tea*]s ,college ,record1 ,novemb]1 #aibj4 #h ,or ! ratio ( ! ,subject ,quoti5t to ! ,intellig5ce ,quoti5t1 :i* is ! same z ! ratio ( ! ,subject ,age to ! ,m5tal ,age4 #i ,?is table is too bulky = complete publication b may be f\nd on file 9 ,tea*]s ,college ,libr>y1 ,columbia ,univ]sity4 #aj ,! rema9d] ( ?is table is fil$ 9 ,tea*]s ,college ,libr>y1 ,columbia ,univ]sity4 ,decimals are dropp$ 9 ?is table4 #aa ,decimals are dropp$ 9 ?is table4 #ab ,truman ,l4 ,kelley3 ,/ati/ics1 ,! ,macmillan ,co4 #ac ,?is correlation 0 obta9$ by correlat+ "o half ( ! ,b9et aga9/ ! o!r "o half & !n us+ ,br[n's ,=mula to det]m9e ! correlation ( a :ole ,b9et aga9/ ano!r :ole ,b9et4 #ad ,^! quantities d n decrease because a p]fect score on ! ari?metic te/ 0 too easy to obta9 at ?is "t4 ,! *ildr5 _h rea*$ ! limits ( ?is te/4 #ae ,table #ab is too bulky = complete publication4 ,! fir/ page is reproduc$ "h & ! complete table is fil$ at ! libr>y1 ,tea*]s ,college1 ,columbia ,univ]sity4 #af ,no ari?metic 0 giv5 9 #aiah1 !re=e ari?metic 0 n us$ 9 ^! av]ages4 #ag ,william ,&]son ,mc,call3 ,correlations ( ,"s ,psy*ological & ,educational ,measurem5ts1 ,tea*]s ,college ,contributions to ,education1 ,no4 #gi4 #ah ,cyril ,burt3 ,! ,di/ribution & ,relations ( ,educational ,abilities1 pp4 #ec-ef4 #ai ,quotations f ,galton3 ,h]$it>y ,g5ius1 '#ib1 pp4 #fa-fb & pp4 #ajc-ajd4 #bj ,t]man1 ,lewis3 ,! ,intellig5ce ( ,s*ool ,*ildr54 ,bo/on3 ,h\ghton ,miffl91 #aiai4 #ba ,woodwor?1 ,r4 ,s43 ,dynamic ,psy*ology1 p4 #bjj4 ,new ,york3 ,columbia ,univ]sity ,press1 #aiah4