That the constancy of the intelligence quotient has attracted much attention is shown by the great amount of research that has been done in order to verify the theory of constancy. Much of the literature concerning the problem has been concisely summarized by Foran (36, 37), Burks ( 16), and Baldwin (60). They have considered many of the studies in which the Stanford Revision of the Binet-Simon Tests was used; therefore, there seems to be a need for a review of investigations dealing with the constancy of the I.Q. derived from revisions of the Binet-Simon Tests other than the Stanford-Binet and group tests. Furthermore, various researches on the influence of training, environment, and physical condition on. the I.Q. have been made.
From studies by Carroll and Hollingworth 2 and Lamson 4 the writer made a number of calculations concerning the constancy of the intelligence quotient.Carroll and Hollingworth 2 reported the IQ's of fifty-two gifted children who were seven to nine years of age at the first testing and who had two IQ ratings from the Stanford-Binet and two from the Herring-Binet. The interval between the first and second testing was one year. The results are shown in Tables I and II.Lamson 4 had fifty-three cases with two Stanford-Binet IQ ratings, forty-three of them having three. The interval between tests was one
D URING recent years numerous investigations have been made to measure non-intellectual factors conditioning academic success. These investigations have closely followed the development and construction of new measuring instruments The present study contains an analysis of the Bernreuter Personality Inventory and attempts to reveal any value it may have for direct and differential prediction of academic success as measured by teachers' marks.The Bernreuter Personality Inventory has been administered to sophomore students at the University High School of the University of Minnesota in April of each year for a number of years Adequate data were available for 92 boys and 99 girls on the following eight variables:(1) intelligence quotients, (2) Bl-N scores, (3) B2-S scores, (4) B4-D scores, (5) honor point averages in mathematics, (6) honor point averages in English, (7) honor point averages in history and social science, (8) honor point averages in languages * From a thesis submitted to the Graduate Faculty of the University of Minnesota in partial fulfillment of the requirements for the degree of Doctor of Philosophy 576
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