Part 7 (2/2)
Let us see what our 1000 I Q's have to offer toward a solution of the probleirls were treated separately there was found a se of 13 years At 14, however, the curve for the girls dropped below that for boys This is shown in Figure 3
The suppleence on a scale of five, the teachers' judgard to the quality of the school work, and records showing the age-grade distribution of the sexes, were all sifted for evidence as to the genuineness of the apparent superiority of the girls age for age The results of all these lines of inquiry support the tests in suggesting that the superiority of the girls is probably real even up to and including age 14, the apparent superiority of the boys at this age being fully accounted for by the rades by proh school[23]
[23] It will be remembered that this series of tests did not follow up and test those who had been proirls over boys is so slight (aes to only 2 to 3 points in terible This offers no support to the opinion expressed by Yerkes and Bridges that ”at certain ages serious injustice will be done individuals by evaluating their scores in the light of norms which do not take account of sex differences”
3 Apart froence in the two sexes is not different The supposed wider variation of boys is not found Girls do not group thee of I Q including the middle fifty per cent is approximately the same for the two sexes[24]
[24] For an extensive summary of other data on the variability of the sexes see the article by Leta S Hollingworth, in _The Ay_ (January, 1914), pp 510-30 It is shown that the findings of others support the conclusions set forth above
4 When the results for the individual tests were examined, it was found that not many showed very extre In a few cases, however, the difference was rather marked
The boys were decidedly better in arith differences between a president and a king, solving the for siirls were superior in drawing designs fro objects fro digits and sentences, tying a bow-knot, and finding rhyree with the results of others, justify the conclusion that the intelligence of girls, at least up to 14 years, does not differ e level or the range of distribution It ued that the e of 14 years lasts longer and extends farther than in the case of girls, but as a matter of fact this opinion receives little support froe students
The fact that so feomen have attained eminence may be due to wholly extraneous factors, the : (1) The occupations in which it is possible to achieve e to open their doors to wo, an occupation in which eminence, in the strict sense of the word, is impossible (2) Even of the small number of women who embark upon a professional career, a e proportion of their energy to bearing and rearing children (3) Both the training given to girls and the general atrow up are unfavorable to the inculcation of the professional point of view, and as a result women are not spurred on by deep-seated motives to constant and strenuous intellectual endeavor as men are (4) It is also possible that the emotional traits of women are such as to favor the development of the sentiments at the expense of innate intellectual endowment
INTELLIGENCE OF THE DIFFERENT SOCIAL CLassES Of the 1000 children, 492 were classified by their teachers according to social class into the following five groups: _very inferior_, _inferior_, _average_, _superior_, and _very superior_ A comparative study was then roups[25]
[25] The results of this coraph of source material and some of the conclusions have been set forth on p 115 _ff_ of the present volume
The data may be summarized as follows:--
1 The median I Q for children of the superior social class is about 7 points above, and that of the inferior social class about 7 points below, the roup This e of 14 inferior class children are about one year below, and superior class children one year above, the ether
2 That the children of the superior social classesin the tests is probably due, for the inal endowment This conclusion is supported by five supples of the children according to intelligence; (b) the age-grade progress of the children; (c) the quality of the school work; (d) the coards the influence of social environht and dull children in the same family
3 In order to facilitate coence of children of all social classes in terence This scale should be based on the ards their responses to individual tests, our children of a given social class were not distinguishable froence in any other social class
THE RELATION OF THE I Q TO THE QUALITY OF THE CHILD'S SCHOOL WORK The school work of 504 children was graded by the teachers on a scale of five grades: _very inferior_, _inferior_, _average_, _superior_, and _very superior_ When this grouping was coreement was found However, in about one case out of ten there was rather serious disagreee_ school hen his I Q would place hiroup
When the data were searched for explanations of such disagreements it was found that most of them were plainly due to the failure of teachers to take into account the age of the child when grading the quality of his school work[26] When allowance was reements which justified any serious suspicion as to the accuracy of the intelligence scale Minor disagreearded, since the quality of school work depends in part on other factors than intelligence, such as industry, health, regularity of attendance, quality of instruction, etc
[26] See p 24 _ff_
THE RELATION BETWEEN I Q AND GRADE PROGRESS This comparison, which was h correlation, but also soence was found all the way froence all the way froence all the way fro fail to give hoards rade location of the children did not fit their es
When the data were exarade failed to correspond fairly closely with his ht or exceptionally dull Those who tested between 96 and 105 I Q were never seriously misplaced in school The very dull children, however, were usually located froe, and the duller the child the more serious, as a rule, was the ht children were nearly always located froe, and the brighter the child the more serious the school's rade, for example, is almost certain to be about 7 or 8 years old; the child of 10-year intelligence in the sixth grade is ale
All this is due to one fact, and one alone: _the school tends to proht children are held back, while the dull children are promoted beyond their mental ability The retardation probleht it to be It is the bright children who are retarded, and the dull children who are accelerated
The reht in differentiated courses (special classes) for both kinds of mentally exceptional children Just as many special classes are needed for superior children as for the inferior The social consequences of suitable educational advantages for children of superior ability would no doubt greatly exceed anything that could possibly result from the special instruction of dullards and border-line cases[27]
[27] See Chapter VI for further discussion of the school progress possible to children of various I Q's
Special study of the I Q's between 70 and 79 revealed the fact that a child of this grade of intelligence _never_ does satisfactory work in the grade where he belongs by chronological age By the time he has attended school four or five years, such a child is usually found doing ”very inferior” to ”average” work in a grade froe