406
p-'1-
FIVE HUNDRED FORTY-SEVEN ·wHITE AND TWO
HUNDRED SIXTY-EIGHT INDIAN CHILDREN
TESTED BY THE BINET-SIMON TESTS
By E. C. RowE
In January and February of 1912 the writer directed the
work of giving the Binet-Simon tests to 235 chi ldren in the
lower grades of the State No rmal Training School and in
one of the ward schools of Mount Pleasant, Michigan . vVith
this group the 1908 scale was used. In January and February, I9I4, the tests were again given by the same persons
working under the same conditions w·i th the exception that
the I9I I scale was used. Immediately after fini shing with
this second group the I9II tests were given by the same
persons to 268 children of Indian descent in the United States
Government School located at Mount Pleasant, Mich. All
of these tests were given by Helen Niles Rowe and the writer.
\Vith both the 1908 and I9I I editions Goddard's directions
were rigidly followed. Each child was tested alone. No
time limit was observed . It was found that kindergarten children could be tested, on the average, in about fift een minutes while fourth and fifth grade children required from
twenty-five to forty-five minutes each. The pictures and
weights used were obtained from the C. H. Stoelting Co. of
Chicago. The child's age was determined by hi s nearest
birthday. In using the Igo8 edition the child's mental age
was determined by the highest age for which he succeeded
in all the tests save one. In the I9I I tests it was determined
by the highest age for which the chilcl succeeded in a.fl the
tests. In each case the child was advanced one year for each
five questions answered correctly beyond the year for which
he answered all the questions ( I9I I eel.) or all save one
( Igo8 eel.).
Compari son of the results obtained with the 1908 edition
with those obtained with the 191 r edition does not show
any marked differences so far as the general results are concerned. If Binet, Bobertag, Goddard and others are correct
in assuming that about fifty per cent should test at age, the
general results obtained with botb editions indicate that the
tests for the yea r~ from five to nine inclusive are not difficult
enough ( Cf. Table VI). However, it seems highly probable
455
BINET-SIMON TESTS OF CHILDREN
that if the tests for these years were mad e difficult enough
to increase th e number passing at age to fi fty per cent, more
than twenty-five per cent would fall below age. T hi s raises
th e question of the di stribution of abili ty. Binet seems to
a ssume that the ability of children in general is di stributed
according to the curve of chance and that th erefore the number of retarded should eq ual the n umber of advanced child ren. Thi s assump ti on has gained widesp read credence and
in mos t of the discussions of the Binet-S imon tests is ope nly
held o r impli ed. The write r does not believe the problem is
as simple as thi s assumption would make it. T he eugeni c
stu dies of th e size of fami lies in the differe nt social strata and
th e studies of reta rdation in the public schools would in dicate
that ability is d istributed according to a curve skewed toward
the sid e of in fe rior abili ty.
T erman and others have obtained r esu lts with th e Bin etS imon tests showin g that the distribution of ability for the
youn ge r ages is skewed toward the side of superi or ability
and fo r the olde r ages toward t he side of in fe r io r ability.
T he usual explanation of this diffe rence is th at the tests fo r
th e ea rly yea rs a re too easy and for the later years too difficult. However important this explanation may be there a re
at least two additional explanations. T he first is, th at the
school and oth er ed ucational agencies appeal mor e fo rcibly
to the younge r child ren ; that the tests meas ure acq uisi tion
and language ability as well as nati ve in tellec tu al capacityhence the skewed distribution. T he second explanation is
that th e s <1~11 e fun ctions a re not measured by th e tests for
th e early and late r yea r s; that th e rate of development varies
with d iffe rent fu nctions and that therefore, differen t fun ctions
are diffe rently di st ributed in d ifferent ages. If, as has been
suggested r ecently, mental normality means a certain m te of
developme11 t, fu rther ana lysis may show th at thi s no rmal rate
varies with funct ions as well as with ind ividuals. Conseq uently it is high ly impo rtant that a se ries o£ tests measure
th e same fun ctions in order that r esu lts be compa rable and
r eliabl e.
Probably nothin g is more needed to furthe r the development of reliabl e tests and standards of gene ral intell igence
tha n a comprehensive stu dy of the dist ribution of specific abi liti es by ages for each . ex ancl possibility for each natio nality
an d for diffe ren t social condition s. Th is ,,·ou lcl necessitate
the careful testi ng of a lar;re number of ch il dren of each age,
sex, and nationali ty. The importance of the nationality facto r
is strongly suggested by the results of thi s study .
A ttentio n is here called to th e fac t that in all those te" ts
456
BINET-SIMON TESTS OF CHILDREN
involving a time limit the Indian children were allowed a
longe r time than that given by Godda rd in the edition of 191 I.
This was done to avoid the pos sible criticism that the InJian 's
reaction time is naturally slower and that this diff erence in
r eaction time is the main difference in the two races. The
Ind ian is unquestionably slower than th e white child; but he
differs from the white not only in term s of " readinesses" but
in term s of "bonds " 1 as well. The striking difference bet ween the Indians and the two groups of white children cannot
be explai ned by hygienic, social and educational differences.
Probably eve ry child in the Indian school was born in a rural
community where food is abundant and more easily obtained
than in urban communiti es and where the child lead s an
o utdo or and more nearly natural life. Moreover, many of
the children examined had spent three or more yea rs at the
go vernm ent school where good food is plenteous and the
school condi tions at least average. The children go to school
one half clay and work the other. The half clay of work
is also educational in that each child is taught some trade
or occupation. It seems the refo re that the only satisfactory
ex planati on of th eir in feriority in terms of the tests is to be
found in an in ferio rity of native ability.
In connection with these r esults attention may be call ed
to th e results obtained by Stone with reference to the influence of social and home conditions in the determ in ation of
sixt h grade ability in arithm etic. Attention is also called to
the fact that the difference between the Ind ian s and whites
is much g reater than th e difference between th e white and
colored ch ildren tested by Morse and Strong.
When it is recalled th at these Indian children average much
olde r than the wh ite children with whom they arc compared
and that the ove rlapping of the two groups is only slight,
it seems clear that the type of education suited to the one is
not suited to the oth er. Th is position is supported uot on ly
by t he large quantitative differences, but also by the less evident but ; eal quali tative differences brought out by comparing
Table IV with Table V. Such a compa ri son tend s to show
that the Indians are relativ ely weake r in tests in volving comprehension and definition than in tests of a more purely perceptual or memory nature. The difference is not ho wever as
great as th e writer anticipated and tend s to sup po rt the view
th at there is a rath er high correlation between the vari ous
abiliti es . Th e Indian s are everywh ere inferior to th e whites.
A sin gle comparison wi ll se rve to . how that . with th e present
meth od of scoring, th e tests a re not always to be relied upon
1
Cf. Th ornd ike ; Educational P sychology, Vol. II, p.
J92.
457
BINET -SIMON TESTS OF CHILDREN
for accurate data . Two white children from the second grade,
a boy and a girl, each seven years old, tested up to nine years
mentally. Both passed all of the tests for the eighth year.
Of the nine year tests the boy failed on the following: (I)
making change, (3) date and (4) month s of the year. He
succeeded in ( 2) definition better than use and ( 5) arranging
the weights correctly. The girl fa iled in the (I), ( 2) and
(3), but passed (4) and (5). U nder the ten year old tests
the boy failed ( 3) to repeat the figures, did not ( 4) comprehend the "-what-ought-one-do " questions, and failed ( 5)
to make a sentence containing the three given words. The
girl however pass ed all the ten year old tests except the ( 5).
U nder the eleven year old tests the boy failed in all but the
rhymes whereas th e girl gave the rhymes and also the absurdities, doubtless the most severe of the eleven year old tests.
The girl therefore passed eight tests beyond the year for
which she passed all , while the boy barely passed the necessary five to get credit for an additional year beyond the year
for which he passed all. Moreover the girl passed certain
t ests-the comprehension tests of the tenth year- which the
boy probably cannot pass in six month s or a year. The girl
is in the best third of the grade, the boy in the poorest third.
In order to get further data on these two children they were
given three additional tests and a ' comprehension ' test based
upon the " alternative questions " given by Goddard in the
I9I I edition.
In the logical memory test the boy made a
score of fourteen, the girl of twenty-six. In the opposites,
the boy scored forty, the girl sixty per cent. In the comprehen sion questions the boy answered three and the girl ten out
of thirteen. However, technically according to the accredited
method of scoring both should be given the same mental age!
Thi s apparent coarseness of the scale which fail s to bring
out important differences is partly due to the scale itself but
even more to the rough method of scoring. Of course no
scale will apply itself; skill in interpretation is alway s necessary. But the present method with the yea r as the unit for
express ing mental age and with its large latitude for interpretation and the " personal equation " can never bring anything like the exactness now obtainable with other tests and
method s of scoring.
But in spite of the coarseness the tests are unquestionabl y
of practical service. They have repeatedly been found to
be more reliable in arran gin g a group of children in ord er
of general merit than the judgments of their teachers. They
should be of very great service in effecting a classification
of children, such as the Indians who se classification must be
J 'J
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I
I
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I
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-·- . -· .... .
/ l.
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00
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459
BINET-SIMON TESTS OF CHILDREN
made when entering the government school without reliable
records of previous accomplishments. They should also be of
service in determining the fitnes s for promotion of children
in the public schools, especially when native mental growth
is taken into account, as it should be, in determining the
child's qualification to do the work of the next grade.
The details of this study are expressed in the following
tables:
T ABLE
SHOWING D I STRIB UTIO N BY AGES AND G RADES FOR
Tot al
No. 4
B elow Age
2
3
% yrs . % yrs. %
yr.
- - - -
- - Ki ndergar ten .
0 0
0
61 0
- - - - -- 1st Grade . .. . .
53 0
0 0
0
- - - - - - 2nd G rad e . ..•
54 2 3. 7 2 3. 7
- - - - - - 3rd G rade . . . .
33 0
0 0
0
·- - - - - - - - 0
4th G rade . .. •
34 1
3 0
- -- - - - Total. ... ..•
235
3
1. 2 2
0
yr. % T otal %
0
- --
5 9.4
- - - - 3 9
- - 0
0
- - 2 3 .7
.WH ITE CHILDRE N TESTED W ITH THE
Above Ap:e
At Age
1
-- -
I
23 5
Age %
2
3
ir.l. % yrs. % y rs. %
- - -- - - - - - - - - - - - - 4 6 .5
4 6.5 24 39.3 27 44.2 6 9 . 7 0
- - -- - - - - - - - -- - -- 14 26
9 17 14 26
21 40
3 5 .6 1
- - - - -- - - -- -- - - - 4 7 . 5 10 17.8 12 22
12 22
2
18 33
-- -- -- -- - - - -- - -- 0
7 21
14 42
5 15
10 30
4 12
-- - - - - -- -- - - - - -- 12 35
10 32
7 21
1
3 8.8
4 12
-- - - - - - - - - - - - - - - -
.8 10 4 .2 27 11 . 4
42 17.9 73 131
83 35
33 14
4
1908
Ave. Ave. Ave.
Ave.
T otal %
D ev.
ED.
- - - - - - - - -- -Age
M ent M ent.
Age
Dev.
- - -- -- - - - - - - - - .54
0 33 54 5 . 18 . 54 5. 75
- - - - -- - - - - - -- --34
6
.
75
.
8
6.
8
.87
1. 8
18
- - - - -- - - - - --- - -8.2
. 78
7
.
75
.
78
3 . 7 32 60
- - ·-- -- - - - - --- - - 9.
1
.
82
9.
3
.66
0
19 58
-- - - -- -- -- - - --. 93 10. 9
.4 1
3
18 53 10.3
-- -- - - -- -- - - - ..
..
1. 6
120 51 ... . . . . .
.....
TABLE
SHOWING DISTRIBUTION BY AGES AND GRADES FOR
Below Age
Total 4
3
2
No. yrs. % yrs. % yrs.
Ki ndergarten ...
48
0
0
-- 0
-- 0
-- 1.4
-- 0
-- -
1st Grade ......
66
2nd Grade . ....
72
1
3rd Grade . . . ..
35
0
4th Grade .....
5
y.1
6
yr.1
63 2 3.1 4
5th Grade . . .. .
28
Total. . . .... . 312
-
0
3
-- 0
- - 0
-- 0
0
-- 0
0
-- 1 3
-- 0
0
-.9 5
6.2
-- 0
-- -
%
II
312
WHITE CHILDREN TESTED WITH THE
At Age
Above Age
1
yr. %
Total %
Age %
1
yr.
11 17
24 39
17 27
12 18.6
2
3
% yrs. % yrs.
- - - - - - - - - - - - - - -- - - - 0 4 8.2
4 8.2 11 22.9 24 50
9 18 . 7 0
-- - -- - - -- -- -- - -- - -- 10 15.1 20 30
4
6 6 9
26 39
8 12
1
-- - -- -- -- -- -- - -- - -- 4 5.5 9 12.5 14 19.4 27 37. 5 20 27.5 811
3
-- - -- -- -- -- -- - -- - - - 8 23
3 8 .5 8 23
3 8.5 4 12
12 34
2
-- -- -- - - - - - - - - - - - - - - -
0
5 8
-- -- -
3 8.5 2
1.6 19 6
- - - - - - -- -- 7
5 18
9 32
-- - - - - - - - - -
36 11.5
-- -- -
9 32
711
3
Ave. Ave .
% Total %
1911
Ave.
Age
ED .
Ave.
M ent. Ment.
Dev.
Dev. Age
-- -- -- -- -- --- - 0
. 56
33 68 . 7 5.15 . 49 5.9
- - - - -- - - - - - - - - .77 7
.45
1.6 36 54.5 6.7
-- -- -- -- -- --- - - 4.2 31 43
8.05 .8
8.3
.57
-- -- - - -- -- --- - - 6
24 68.5 8 .7 1.03 9.3
. 76
-- -- -- -- -- --- - - 4 .6
22 34
10.2 1. 1
9.85
.58
-- - -- -- -- ---- --- - 2 7
14 50 10.9
.6 11.1
.33
-- - -- -- -- ---- --- - -
3 3
65 20.8 87 27.8 99 31 . 7 47 15
11
3.5 160 52
.... . ..... ... . . . . . . ...
TABLE III
268 INDIAN
SHOWING DISTRIBUTION BY AGES AND GRADES FOR
Total
No.
CHILDREN TESTED WITH THE
1911 Eo.
Below Age
14 yrs. % 12 yrs. % 11 yrs. % 10 yrs. % 9 yrs. % 8 yrs. % 7 yrs. % 6 yrs. % 5 yrs. % 4 yrs.
-K-i-nd_e_r_g-ar-t-en..-.-.-. .-.-.-. -. .-.·l--2-6- --0- --0 - - 0 - --0 --0---0--0- --0 -0---0 --0---0 --2--8---6--24--- -4---2-
----------1------------------------------------------5 13
6 16
2 5
2
lst Grade......... . . .... 38
2.6
2.6
0
0
0
2 .6
0
0
0
- - - - - - - 158- - -- -1.7- - - -1.7- -0 - -0 - - -1.7
- -2 - 3- - - - -5 -8 .5- -5 -8.5
- - 7-12- - 122nd Grade.... .. .... ....
2 3
3rd Grade...............
49
0
0
0
0
0
0
4th Grade...............
28
0
0
0
0
0
0
0
0
2
3 .6
4
3
6
2
6 12
9 18
9
3.6
2
7
3 .6
3 11
2
2
7
=5=th==G=ra=d=e=·=--=·=--=·=·=--=·=·=··=·+·1·==1=7= ===0= ===0 ==== =5=·=8 ===0= ===0 ===0= ===0 ==0= ===0 ==0= ===0 ==2= =12== ==4= -2_3== ==3= =18==
6th Grade.. . ........... . 17
0
0
0
0
0
0
2
1.2 0
0
3 18
2 12
6 35
5.8
~~-3~
---------1-------------------------------------------7th Grade.. .. . .. .. .. .. .. 22
0
0
4 .5
4. 5
5 24. 5 0
0
2 9
3 13. 5
3 13 . 5
3 13 . 5
8th Grade ... . .......... .
4
TotaL ......... .. ... . . 259
Number Testing above 12
years .. ... .... .. .... . .
9
0
0
0
0
.4
3
1.2
0
0
0
.4
10
0
4
0
0
0
6
2. 3
13
0
5
3
7.5
1 25
25
9.9
36 13.8
0
0
31 11.9
32
0
At Age
Above Age
Ave. Ave .
Ment. Ment.
Age
Dev .
3 yrs. ~ 2 yrs. ~- 1 yr. ~~Total__!'<:_ Age ~ 1 yr. ~ Total ~ ________________
-------------------------------------------------------l·-------------1·------------------l
%
Ave. Ave.
Age Dev.
Kindergarten..... . ....
8
5
20
5
20
1
4
22
84
2
8
2
8
2
8
6.8
.9
1stGrade ..... . .......
5
8
20
6
16
3
7.9
35
92
3
7.9
0
0
0
0
12.18 2
10.2 1.6
8.18
.74
2nd Grade...... . . . . . .
20
11
18.7
9
15
1.7
57
98.3
1
1.7
0
0
0
0
13.3
1. 8
8.62
. 53
4th Grade...... . .. . ...
7
5
18
23
5th Grade....... . .. . . .
18
---------1-------------------------------- - - - - - ---------il-------- -
- - - -- - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - 9- -18- - ----4- -47- -96- - - -2- - - -2 - - - -2 -13.8
- -13- - - -.743rd Grade. . . . . . . . . . . . . 18
6 12
2
9.57
3
11
82
5
18
0
0
0
0
14.9
1.8 11.25
.95
5.8
2
12
5.8
17 100
0
0
0
0
0
0
15.7
1.6 10 .7
.51
5 .8
0
0
5.8
17 100
0
0
0
0
0
0
17
1.3
.97
3
11
- - -- - - - -1 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 6th Grade....... . . . ...
5.8
10 . 8
- - - - - - - 14.-5- -2 - - - - -4.5
---0- - - - - - -0- -0 - -0- -0- - --18-. 3- - - - - -. 97th G rade..... . ..... . .
9
0
0
0
1. 8 11 . 18
--------1-------------·------8th Grade.............
0
0
0
0
0
0
0
4 100
0
0
0
0
0
0 18
0
11.25
.37
- - - - - - - - 1 - - - - - - - - - - - - - - - - - - ·- - - - - - - - - - - - - - - - - - - Total.. ... ...... .. ..
12.3
42
16.2
32
12 . 3
12
4.6 244
94.2
12
4.6
3
3
TABLE
IV
SHOWING THE PERCENTAGE OF CORRECT ANSWERS FOR ANY PARTICULAR AG E FOR
TESTED WIT H TH E 1911 ED.
AGE
v
IV
N o.
2
VI
VII
3
4
83
67 67 100 83 83 50 33 50 67 33 67 50
2
3
4
2
5
3
312
4
5
2
3
WHITE CHILDREN
VIII
4
2
5
3
IX
4
5
2
3
4
5
-----l-----------------------------------4 .... ........
6
100 100
0 17 33 83 . .. .. .
------l--------------- - - - - - - - - - - - - - - - - - - - 5.
34
7 ..... .. .. . ..
59
. . . . . . . . . . . . . . . . 94 85 94 91 85 88 85 85 56 91 65 55 67 38 97 29
3 18
3 24 .
-
-----1----------- - - - - - - - - - - - - - - - - - - - - - - - - - . . . . . .... . .. 100 100 100 97 85 97 85 91 88 100 88 73 85 73 100 64 9 45 24 48 . . . . .
6...... . .... . 33
-------------------------------------------. .. . ..... . .. 100 91 97 91 98 97 95 88 9 1 97
~0
35 73 52 81 12 36 22 30 40
98 93 91 96 96 93 58 93 67 82 33 56 56 55 60
8.... .. . . .. ..
55
9...... . . .. . .
45
10..... . . .. .. .
33
ll. . ..... .. . . .
29
12. . .. ...... . .
9
. . . . . . 78 67 56 67 56
. . . . .. 100 86 100 100 86 57 71 57 43 71
- - - - - - l - - - - - -- -- - - - - - - .... .... .... .... ... ..
--------------------
. . . . . . . .. . .
98 98 100 98 100 87 71 82 73 82 51 60 62 64 73
-----l----- - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - . . . . . . . ... .. 100 94 100 91 97 85 94 94 94 91
------1---------------------- - - - - - --
....... ... ... . . . . . . . . . . . . . . . . . . . . . . .
----------97 100 97 93 86 86 90 90 90 76
- l - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - -
- - - - - -l - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 13 . ... . . . . ....
7
14.... .. ..... .
0
15.. ... .. . . .. .
2
.... .... .... .... ... ... ..
. ...... . . . . .
- - - - -l- - - - - - - - - - - - - - - -
----------- -
-
-------
- - - - - -l- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - -- 1---
... . .. . . . .. . .... .. . . . . . ..
...
.. . .. . . .
... ... ... ... ...
50 100 100 50 100
AGE
2
4 .. ... .
6
5......
34
6 ..... .
33
XI
X
No.
3
4
2
5
3
XII
4
5
2
3
XV
4
2
5
3
Adu lt
4
2
5
3
1
4
5
7......
59
40
20
17
8
10
5
8
0
25
8......
55
60
29
27
25
27
20
25
12
37
24
0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..... . . . . . . . . . . . . . .
0
2
0
0
9......
45
80
47
44
38
49
47
51
18
56
36
9
4
0
18
7
4
9
0
16 . .. .
7
0
0
0
0
10 ......
33
100
82
61
67
79
64
79
33
70
55
21
12
3
24
15
3
9
0
9 ....
0
0
0
0
0
14 ......
0
2 ....... . ..... . . . .. .. ...... . . . . . . . . . . . .. .
- - - - - - - - - - - - - - - - - - - -- -- -- -- - - -- -- - - - - -- -- -- -- -- - - - -29- -100
79 38
14 55 24
17 35
7
42 . ...
7
79 66 3 1 21
21
0
11 . . ....
69 66 72 86 72
3
3
- - - - - - - -- - - -- -- - - -- - - - - - - -- - - - - -- - - - - - - - - - - -- - - -- - - - - - 11
0
56 22
0
33 ....
78 78 89 78 56 56 33 22
0 22
0
0
0
12 ......
33
0
9
89 22 44
- - -- - - - - - - - - - - -- - - -- - - - - - - -- - - - - -- - - - - - - - - - - -- - - - - - - -29. 43
71
29
15
15
0
0
0
43
0
0 43 . ...
0
71
71
13 ......
7
100 100 29 71
0
0
0
0
. .. .. . . . . . . . . ....... ..... . . . . . . . . . ... . ... . . . . . .... .... . . ... . . . . . . . .... .. ..... .. .... . . . . . . . . . . . . . . . . .
~~~~~~~~~~~~~~~~~~~~.~~~~~~~~
TABLE
V
SHOWING THE PERCENTAGE OF CORRECT ANSWERS FOR ANY PARTICULA!i AGE FOR 268 INDIAN CHILDREN
TESTED WITH THE 1911 ED.
v
IV
No.
AGE
1
2
3
4
1
2
3
VII
VI
4
51
213
415
1
2
3
IX
VIII
4
51
2
3
4
51
2
3
4
5
------l----------- - - - - - - - - - - - - - - - - - - -- - - - - 6 . . . ..
. .. ....
100 100 100 100 100 100 100 100 100 100
0 100 100 100 100
0
0
0
0
0
0
0
..-. -. -. .-. -.-. .-. 100 100 100 100 100 100 5olwo 100 5o 100 100 100 100 100 100 100 100
7.- - - - -I - ---:-:-:-:--.2
•
•
•
•
•
0
•
•
•
•
•
0
0 . . . . . . . . ... ... .
ooo
5o
oo5
------1---------- - - - - - - - - - - - - - - - - - - - - - - - - 8 ...
4
9.
8
.:...:..:.:__··_·_· _·_··_· _·_··_· .:..:...:..:..:...:..:..:...:..:..:...:..:..:...:.100 ~~100100 ~~~~~~~,~~~~~-~~~
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 100 100 100 87 100 62 100 100 87 75 8 1 81 50 75 25 50 25 87 100
10 ...
16
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 100 100 100 100 100 94 100 100 90 56 90, 75 56 75 19 38 31 59 70
- - - - - 1 - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - 9s loo 9s 9o 100 95i100 95 100 85 9o 9o 9o 9o 85 85 95 85 75 75;80 7o 6s lo 45 2s
11 . - - - - l · --100
20
35
85
----l---------- -----------------~--------
------1·--:::: ::: : : ::::
1~ ~Too 1o~ ~~
1
-------1--------------- 12 ....
29
13.
41
14 .
34
20 .
5
1oo
.... .... .... .... ..
... ... ... ... ...
.83 .go .86 .83
1 :~ 1 :~
1:
: : 1:
~:
:~ -~ -~ -~
::
::
1
. .. . . . 100 97 100 100 100 76 94 91
::
::
::
85 73 70 85 91 85 94
- - - - - - -- - - -- - - -- - - - - - ......... . . . .... 100 100 96 100 100 100 100 100 100 100 100 96 96 100 100 79 100 100 96 88 75 83 96 96 100
15 ..
24
-1
-- - - - - - - - - - - - - - - - - - - - .. . ... 100 100 96 100 100 100 100 100 100 96 75 82 82 79 79 74 71 79 79 86
16.
28
------1
- - - - - - -·- - - ----------. . . . . . . . . . . . . . . . . . 61 61 67 67 67
17 ..
18
-1
--------. . . . . . . . . . . . 90 90 95 95 95
18.
21
--1
--------19 .......
12
-- - - - 14 - - - - - - - - - - - - - - - - - - - - - - - - -- -.-------21.
. . . . . . . . . . . 75 75 100 100 100
--1
-------22 ......
------1-- - - - - - - - - - - - - - - - - - - - - - - -74-82-88-64-71- 57- --72 74 84 96
AGE
2
XII
XI
X
No.
3
4
5
2
3
4
5
2
3
XV
4
5
2
3
Adult
4
5
2
3
4
5
6 .. . .. .
7 ..... .
2
0
0
0
0
0 . ...
10.
16
0
0
0
0
0 ....
11. . . . . .
20
80
55
10
5
5
10
5
5
5
12 . ... ..
29
83
76
28
24
17
21
14
7
17
7
7
3
0
28
10
11
10
0
14 . . . .
7
0
0
0
0
13 .
41
83
66
36
32
29
19
17
0
15
24
12
0
10
17
10
10
15
0
17 .
5
0
0
2
0
5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......... .
- - - - - ,- - - - - - - - - - - - - - - - - - -.- 1- - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~· ._._·._. ~ __:.: ~~~ ~ ~ ~
15......
24
100
88
58
58
54
50
_!!._ -~ ~ ~ __9 __6 _ _6 ~ ~ ~ __:: _ _o~~ _:_:_:_:_ _.:.: _ _6 _ _o _ _9 ~
50
29
37
54
21
4
12
42
17
25
12
o
42 . . . .
81
o
o'
4
o
9o 82:74 50 54 50 50 36 43 53 2s 1s 2132 39 251s 7 36 -.-..- 21--o --o 14 --o
-17-.-- 1 8 57 67i56 56 50 44 5o 33 38 44 22 l7l7l7 22 l7 u --5 2s -.---5--0--0--0 --0
-16- . - - 2 8
18......
21
95-851 85
70
70
65
55
45
65
65
60
29
40
60
33-33
29
0
16 . . . .
14
0
0
0
0
~-1_2_~~~· ~~~~~~~~~~--8-_o ~~--8 ~--8 ~-·-··_· _ _o _ _o _ _o ~--o
~--5-~~~~~~~~~~~--o ~--o ~~~~--o ~-·-··_· -~--o _
21 .
4
22. . . . . .
1
75
1001 75
. . . . . ..
85
70
75
·I·... .... ....
781 51
50
47
50
0
25
o 100 100
o
37
50
44
30
30
50
25
o 100
35
27
0
0
25
50
0
0
0
20 . . . .
0
0
_o
0
~--o
0
0
o 100 roo 100 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
18
41
33 .
. . . . .... .. .... . ... . .
TABLE
VI
SHOWING THE MENTAL DISTRIBUTION AND THE PERCENTAGE TESTING AT AND ABOVE AGE FOR EACH
CHRONOLOGICAL AGE
5 yr. Olds
-
6 yr. Olds
1911 ed. · 1908 ed.
-
Belo.w 2 yrs ...... . ..... .. .. ..
1911
0
0
0
0
1
4
At age .... .. . ... . . .. . .. ... . . ..
5
11
6
Above 1 yr .. . . .. . .. . .. . . . .....
20
13
18
9
3
5
0
0
0
34
28
33
100
96
87 .8
6.1
5 .6
6.7
- - - -- "
1 yr .. . . .. . . . . ... .. . . . .
-
---
-
"
"
----
-
2 yrs ... . ......... . ....
-- - 3 yrs .....
-
••
•
••
•
•
•
0
••
•
•
-
Total. .. . . . ... . . .... . . . . . .
P ercentage testing at age and
abow . . . . .... . ...... .. . ... .
Ave. mental age ... ...... . . .....
1908
7 yr. Olds
1911
1908
9 yr. Olds
8 yr. Olds
1911
1908
1911
10 yr. Olds
1908
1911
- -- -- -- -- - - - - -- 2
1-3 yrs
below
1
0
6
7
8
11
13
6
12
6
11
15
15
8
10
7
13
8
6
7
2
1
0
3
1
2
1
0
0
32
55
43
45
31
33
20
851
8 .67
81
8.5
80
71
73
70
9.46
9.45
0
0
2
1
4
3
5
3
5
7
4 1
22
21
12
20
17
21
4
9
- - - -- -- -
- ---
- -- -- -- -- -- -- -- - -- --
-
8
5
- -- -- -- - - -
- - - -- - - - - - - - - - - - -
2
---
-
5
50
59
90
95
- -- -- -- -- -- -
- - - - - - - - - -- - - - - -
~17.8
1908
78
7.3
5
10.1 10.05