The Measurement of Intelligence - An Explanation of and a Complete Guide for the Use of the - Stanford Revision and Extension of the Binet-Simon - Intelligence Scale
Terman Lewis Madison
English
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Below is a summary of The Measurement of Intelligence - An Explanation of and a Complete Guide for the Use of the - Stanford Revision and Extension of the Binet-Simon - Intelligence Scale
RIVERSIDE TEXTBOOKS
IN EDUCATION
EDITED BY ELLWOOD P. CUBBERLEY
PROFESSOR OF EDUCATION
LELAND STANFORD JUNIOR UNIVERSITY
DIVISION OF SECONDARY EDUCATION
UNDER THE EDITORIAL DIRECTION
OF ALEXANDER INGLIS
PROFESSOR OF EDUCATION
HARVARD UNIVERSITY
THE MEASUREMENT
OF INTELLIGENCE
AN EXPLANATION OF AND A
COMPLETE GUIDE FOR THE USE OF THE
STANFORD REVISION AND EXTENSION OF
_The Binet-Simon Intelligence Scale_
BY
LEWIS M. TERMAN
PROFESSOR OF EDUCATION
LELAND STANFORD JUNIOR UNIVERSITY
[Illustration]
HOUGHTON MIFFLIN COMPANY
BOSTON NEW YORK CHICAGO SAN FRANCISCO
The Riverside Press Cambridge
COPYRIGHT, 1916, BY LEWIS M. TERMAN
ALL RIGHTS RESERVED
The Riverside Press
CAMBRIDGE ยท MASSACHUSETTS
PRINTED IN THE U.S.A.
To the Memory
OF
ALFRED BINET
PATIENT RESEARCHER, CREATIVE THINKER, UNPRETENTIOUS SCHOLAR;
INSPIRING AND FRUITFUL DEVOTEE
OF
INDUCTIVE AND DYNAMIC
PSYCHOLOGY
EDITOR'S INTRODUCTION
The present volume appeals to the editor of this series as one of the
most significant books, viewed from the standpoint of the future of our
educational theory and practice, that has been issued in years. Not only
does the volume set forth, in language so simple that the layman can
easily understand, the large importance for public education of a
careful measurement of the intelligence of children, but it also
describes the tests which are to be given and the entire procedure of
giving them. In a clear and easy style the author sets forth scientific
facts of far-reaching educational importance, facts which it has cost
him, his students, and many other scientific workers, years of
painstaking labor to accumulate.
Only very recently, practically only within the past half-dozen years,
have scientific workers begun to appreciate fully the importance of
intelligence tests as a guide to educational procedure, and up to the
present we have been able to make but little use of such tests in our
schools. The conception in itself has been new, and the testing
procedure has been more or less unrefined and technical. The following
somewhat popular presentation of the idea and of the methods involved,
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