I 'HE writer has recently had occasion to examine six I diabetic children. As she did so, reviewing the literature meantime and talking with physicians and laymen, she was impressed with the prevalence of the idea that diabetic children are intellectually superior. One often hears physicians speak to this point. The parents of such children eagerly seize upon the idea perhaps thereby trying to compensate for what they must regard as a terrible misfortune inflicted upon their children.The writer has been able to discover only three references which report intelligence tests of diabetic children (16,30,29). 1 White, writing on diabetic children, in Joslin's book (16) says, "Though the child has knowledge and intelligence even more than average he lacks the wisdom to follow the discipline of treatment." In another place White (30), still speaking of diabetic children says, "Precocity of mental development has persisted in spite of the delay in physical development." Joslin (16) and White (30) discuss the same 169 diabetic children. They say that the Intelligence Quotient of these children was "higher by 10 on the average than a control series whose median age was the same.'' No other facts regarding the control group are given, however, so the significance of the figures concerning the diabetics is somewhat doubtful. They further state that 15 per cent of their children had IQ's below 90; that 55 per cent had IQ's of 90 to 110; and 30 per cent had IQ's of 110 and over. (Presumably these were Binet IQ's.) "Thus," they i Since writing this statement, the author has seen a Master 'a thesis prepared by G. D. Brown at the University of Minnesota (4a). Brown reports that his diabetic children showed no deviation from average populations as regards intelligence.
I N the February, 1937, issue of the JOURNAL OF APPLIED PSYCHOLOGY there appeared an article by Elwood, Burchard, and Teagarden entitled "An Evaluation of the Kent Oral Emergency Test." The original Kent monograph* had transmuted Kent scores into years of mental age. The article on Evaluation had used not only the Kent mental age years but had interpolated into mental age months as well. Since the appearance of the latter article, requests have come to the authors from readers of the JOURNAL as to the method used for interpolation. It seems timely, therefore, to answer this question through the same medium of publication as that used for the original article on Evaluation.As a matter of f aet, only the present writer can be held accountable for the method of interpolation under consideration. At least, one of the other collaborators had personally used a method somewhat different. The data of the three contributors were put into shape for publication, however, by the present writer, and the method with whatever shortcomings it may have is her responsibility alone.The original Kent data were not available. The data under consideration at the time the article was written were not sufficiently great at any one age level to warrant elaborate statistical treatment for scaling purposes. Therefore, several different and somewhat arbitrary methods of changing Kent scores into mental ages which could be compared with Binet mental ages were tried. It was very difficult to find a method
In view of the necessity of our securing all available information in regard to the nature of intelligence, the validity of our attempts to measure it, and the possibility of our modifying it through environment the following data are submitted. The two cases described below appear to have some value in the light of the above questions for the following reasons: First, because they represent a first measure of intelligence under conditions which it would be difficult to make any worse as regards social and physical features; secondly, because they represent several subsequent measures of intelligence under ideal social and physical conditions; and thirdly, because in September, 1922, another writer in these columns made some predictions in regard to the future of these same children on the basis of their first examination. 1 It is now possible with the aid of the results of four subsequent examinations and a lapse of over five years to check up somewhat on earlier judgments.In August, 1920, the present writer was called upon to examine Grace and Lulu (fictitious names) for the purpose of determining their fitness for admission to Mooseheart. Mooseheart is a home and school at Mooseheart, Illinois, maintained by the Loyal Order of Moose for the children of deceased members of the lodge. Up to the present, the school is not equipped to care for or to teach feeble-minded children and for that reason all children applying for admission are examined by a psychologist if at all possible.Before giving any of the quantitative psychological data on 1 W. T. Root. The intelligence quotient from two viewpoints. Jour.
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