Isbn: 9798182725279 - the measurement of intelligence: $b an explanation of and a complete guide for the use of the standard revision and extension of the binet-simon intelligence scale (7 resultados)

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Paperback. Condición: new. Paperback. THE USES OF INTELLIGENCE TESTSINTELLIGENCE TESTS OF RETARDED SCHOOL CHILDREN. Nu-merous studies of the age-grade progress of school children have affordedconvincing evidence of the magnitude and seriousness of the retardationproblem. Statistics collected in hundreds of cities in the United States showthat between a third and a half of the school children fail to progress throughthe grades at the expected rate; that from 10 to 15 per cent are retarded twoyears or more; and that from 5 to 8 per cent are retarded at least three years.More than10 per cent of the $400,000,000 annually expended in the UnitedStates for school instruction is devoted to re-teaching children what theyhave already been taught but have failed to learn.The first efforts at reform which resulted from these findings were based onthe supposition that the evils which had been discovered could be remediedby the individualizing of instruction, by improved methods of promotion, by increased attention to children's health, and by other reforms in schooladministration. Although reforms along these lines have been productiveof much good, they have nevertheless been in a measure disappointing. The4 LEWIS M. (LEWIS MADISON) TERMANtrouble was, they were too often based upon the assumption that under theright conditions all children would be equally, or almost equally, capable ofmaking satisfactory school progress. Psychological studies of school childrenby means of standardized intelligence tests have shown that this suppositionis not in accord with the facts. It has been found that children do not fall intotwo well-defined groups, the "feeble-minded" and the "normal." Instead, there are many grades of intelligence, ranging from idiocy on the one handto genius on the other. Among those classed as normal, vast individual dif-ferences have been found to exist in original mental endowment, differenceswhich affect profoundly the capacity to profit from school instruction.We are beginning to realize that the school must take into account, moreseriously than it has yet done, the existence and significance of these differ-ences in endowment. Instead of wasting energy in the vain attempt to holdmentally slow and defective children up to a level of progress which is nor-mal to the average child, it will be wiser to take account of the inequalitiesof children in original endowment and to differentiate the course of studyin such a way that each child will be allowed to progress at the rate which isnormal to him, whether that rate be rapid or slow.While we cannot hold all children to the same standard of school progress, we can at least prevent the kind of retardation which involves failure andthe repetition of a school grade. It is well enough recognized that childrendo not enter with very much zest upon school work in which they have oncefailed. Failure crushes self-confidence and destroys the spirit of work. It is asad fact that a large proportion of children in the schools are acquiring thehabit of failure. The remedy, of course, is to measure out the work for eachchild in proportion to his mental ability.Before an engineer constructs a railroad bridge or trestle, he studies the ma-terials to be used, and learns by means of tests exactly the amount of strainper unit of size his materials will be able to withstand. He does not work em-pirically, and count up Rather than forcing every student into a rigid mold, this foundational work argues for tailoring educa Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

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Paperback. Condición: new. Paperback. THE USES OF INTELLIGENCE TESTSINTELLIGENCE TESTS OF RETARDED SCHOOL CHILDREN. Nu-merous studies of the age-grade progress of school children have affordedconvincing evidence of the magnitude and seriousness of the retardationproblem. Statistics collected in hundreds of cities in the United States showthat between a third and a half of the school children fail to progress throughthe grades at the expected rate; that from 10 to 15 per cent are retarded twoyears or more; and that from 5 to 8 per cent are retarded at least three years.More than10 per cent of the $400,000,000 annually expended in the UnitedStates for school instruction is devoted to re-teaching children what theyhave already been taught but have failed to learn.The first efforts at reform which resulted from these findings were based onthe supposition that the evils which had been discovered could be remediedby the individualizing of instruction, by improved methods of promotion, by increased attention to children's health, and by other reforms in schooladministration. Although reforms along these lines have been productiveof much good, they have nevertheless been in a measure disappointing. The4 LEWIS M. (LEWIS MADISON) TERMANtrouble was, they were too often based upon the assumption that under theright conditions all children would be equally, or almost equally, capable ofmaking satisfactory school progress. Psychological studies of school childrenby means of standardized intelligence tests have shown that this suppositionis not in accord with the facts. It has been found that children do not fall intotwo well-defined groups, the "feeble-minded" and the "normal." Instead, there are many grades of intelligence, ranging from idiocy on the one handto genius on the other. Among those classed as normal, vast individual dif-ferences have been found to exist in original mental endowment, differenceswhich affect profoundly the capacity to profit from school instruction.We are beginning to realize that the school must take into account, moreseriously than it has yet done, the existence and significance of these differ-ences in endowment. Instead of wasting energy in the vain attempt to holdmentally slow and defective children up to a level of progress which is nor-mal to the average child, it will be wiser to take account of the inequalitiesof children in original endowment and to differentiate the course of studyin such a way that each child will be allowed to progress at the rate which isnormal to him, whether that rate be rapid or slow.While we cannot hold all children to the same standard of school progress, we can at least prevent the kind of retardation which involves failure andthe repetition of a school grade. It is well enough recognized that childrendo not enter with very much zest upon school work in which they have oncefailed. Failure crushes self-confidence and destroys the spirit of work. It is asad fact that a large proportion of children in the schools are acquiring thehabit of failure. The remedy, of course, is to measure out the work for eachchild in proportion to his mental ability.Before an engineer constructs a railroad bridge or trestle, he studies the ma-terials to be used, and learns by means of tests exactly the amount of strainper unit of size his materials will be able to withstand. He does not work em-pirically, and count up Rather than forcing every student into a rigid mold, this foundational work argues for ta Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.…

Paperback. Condición: new. Paperback. THE USES OF INTELLIGENCE TESTSINTELLIGENCE TESTS OF RETARDED SCHOOL CHILDREN. Nu-merous studies of the age-grade progress of school children have affordedconvincing evidence of the magnitude and seriousness of the retardationproblem. Statistics collected in hundreds of cities in the United States showthat between a third and a half of the school children fail to progress throughthe grades at the expected rate; that from 10 to 15 per cent are retarded twoyears or more; and that from 5 to 8 per cent are retarded at least three years.More than10 per cent of the $400,000,000 annually expended in the UnitedStates for school instruction is devoted to re-teaching children what theyhave already been taught but have failed to learn.The first efforts at reform which resulted from these findings were based onthe supposition that the evils which had been discovered could be remediedby the individualizing of instruction, by improved methods of promotion, by increased attention to children's health, and by other reforms in schooladministration. Although reforms along these lines have been productiveof much good, they have nevertheless been in a measure disappointing. The4 LEWIS M. (LEWIS MADISON) TERMANtrouble was, they were too often based upon the assumption that under theright conditions all children would be equally, or almost equally, capable ofmaking satisfactory school progress. Psychological studies of school childrenby means of standardized intelligence tests have shown that this suppositionis not in accord with the facts. It has been found that children do not fall intotwo well-defined groups, the "feeble-minded" and the "normal." Instead, there are many grades of intelligence, ranging from idiocy on the one handto genius on the other. Among those classed as normal, vast individual dif-ferences have been found to exist in original mental endowment, differenceswhich affect profoundly the capacity to profit from school instruction.We are beginning to realize that the school must take into account, moreseriously than it has yet done, the existence and significance of these differ-ences in endowment. Instead of wasting energy in the vain attempt to holdmentally slow and defective children up to a level of progress which is nor-mal to the average child, it will be wiser to take account of the inequalitiesof children in original endowment and to differentiate the course of studyin such a way that each child will be allowed to progress at the rate which isnormal to him, whether that rate be rapid or slow.While we cannot hold all children to the same standard of school progress, we can at least prevent the kind of retardation which involves failure andthe repetition of a school grade. It is well enough recognized that childrendo not enter with very much zest upon school work in which they have oncefailed. Failure crushes self-confidence and destroys the spirit of work. It is asad fact that a large proportion of children in the schools are acquiring thehabit of failure. The remedy, of course, is to measure out the work for eachchild in proportion to his mental ability.Before an engineer constructs a railroad bridge or trestle, he studies the ma-terials to be used, and learns by means of tests exactly the amount of strainper unit of size his materials will be able to withstand. He does not work em-pirically, and count up Rather than forcing every student into a rigid mold, this foundational work argues for ta Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.…

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Taschenbuch. Condición: Neu. The measurement of intelligence | $b an explanation of and a complete guide for the use of the Standard revision and extension of the Binet-Simon intelligence scale | Lewis Terman | Taschenbuch | Englisch | 2026 | Nishelle Books | EAN 9798182725279 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.…