The constancy of the IQ at different age levels.

English, Horace B.; Killian, Cédric

doi:10.1037/h0059615

Cited by 7 publications

(2 citation statements)

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“…Whether it would hold as well over a greater range of ages is, of course, open to question. English and Killian (22) present some evidence to suggest that age is not a factor in determining the amount of variation between tests between the ages of 4 and 16.…”

Section: Predictive Value Of Infant and Preschool Testsmentioning

confidence: 98%

"Constancy" of the IQ.

Thorndike¹

1940

Psychological Bulletin

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Section: Predictive Value Of Infant and Preschool Testsmentioning

confidence: 98%

"Constancy" of the IQ.

Thorndike¹

1940

Psychological Bulletin

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“…Thus somewhat less than half of the children who are carefully reexamined show a change of five points or more in the so-called intelligence quotient (when based on the 1916 Stanford Revision of the Binet test). 5 There is thus a very real possibility of predicting the progress in intelligence and of all that depends upon it from a wellconducted examination for intelligence. This is not quite the same * From his replies to the Brown Personality Inventory-a series of questions designed to help a psychological examiner to discover the symptoms of maladjustment.…”

Section: Is Intelligence Inherited or Acquired?-thismentioning

confidence: 99%

Educational psychology.

English¹

Fields of Psychology: Basic and Applied (2nd Ed., 3rd Printing).

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Educational Psychology at First the Handmaiden of Educational Reform.-From the beginning of the modern period there has been a close connection between psychology and education. The early educational reformers appealed to psychological principles in support of their proposals-as indeed they do today. vVe must note, however, that all too often the appeal was to a psychology specially tailored to fit the theory. Strongly convinced that they had a vast improvement to make in education, Komensky, Pestalozzi, Rousseau.L and other great prophets of educational advance looked about them for the facts that would support their beloved projects.And here became manifest the almost fatal limitation of all armchair theorizing-one can find support for almost any theory if one is allowed to select the facts. If, for example, one sincerely believes in the unspoiled innocence of the child, as did Rousseau, one ex-..--... . ~-------....'" Great psychologist that he was (and great educator, also). Herbart none the less failed to realize the extent to which the school was a magnificent laboratory in which to test the truth or error of the psychology.* The same evolution seems to be taking place in other parts of applied psychology. The earlier dependence of applied psychology upon general theory is greatly lessened; the applied fields tend to develop theories of their own appropriate to the facts with which they have to deal. The relationship between general and applied psychology will, to be sure, always remain intimate, but th~day is not far distant, apparently, when a major task of general psychology W1U be to correlate and assimilate the facts discovered in the several applied fields.* None the less, children-and the anthropoids--do sometimes (tape" what they see and hear, and by so doing learn.

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1986

Advances in Psychology

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The constancy of the IQ at different age levels.

Cited by 7 publications

References 0 publications

"Constancy" of the IQ.

"Constancy" of the IQ.

Educational psychology.

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