Claims

Against Stanford Binet criteria for 300 grade 3–6 children, the mental index correlated .47, the educational index .52, crude score with mental age .80, mental with educational index .62, and Difference with I.Q. .21

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2 · i1–i3
Currency · newest study 1920 · checked against its sources 2026-10-24 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i3 For 300 children in grades 3 to 6, the mental index on the group test correlated .47 with Stanford Binet I.Q., and crude score correlated .80 with Binet mental age. → Pintner 1920 q2 i1 The correlation between mental and educational indices was .62, and between Differences and I.Q.s a small .21, which the authors take to show that children of all levels of mental ability are wasting their time in school. → Pintner 1920 (2)

Evidence

Pintner 1920

Pintner, R., and Marshall, H. (1920). A Combined Mental-Educational Survey. The Journal of Educational Psychology. https://www.google.com/search?q=A+Combined+Mental-Educational+Survey+Pintner+Marshall

q2 · i3 · associational · r2

Agreement study: 300 children from 3rd to 6th grade were tested during the same semester on the group mental test and the Stanford Binet; the mental index-Binet I.Q. coefficient was .47 and the educational index-Binet I.Q. coefficient .52. The printed r = .80 corresponds to a large association.

"The correlation between absolute achievement on both tests as expressed by crude score on the non-language group test and mental age on the Binet is .80, which is very high and seems to show that the group test is discriminating well between different degrees of mental ability."

Pintner 1920 (2)

Pintner, R., and Marshall, H. (1920). A Combined Mental-Educational Survey. The Journal of Educational Psychology. https://www.google.com/search?q=A+Combined+Mental-Educational+Survey+Pintner+Marshall

q2 · i1 · associational · r2

In the same 300-case group, the mental-educational index correlation was .62 and the Difference-I.Q. correlation was .21. The authors read the low Difference-I.Q. correlation as showing that children of all levels of mental ability are not working up to capacity; the article promises to demonstrate this concretely in a later article. By conventional benchmarks r = .21 is a small correlation and r = .62 a large one; the i1 codes the Difference-I.Q. correlation this entry turns on.

"The correlation of the same group of cases between the Differ-ences and the I. Q.s is .21. This shows as we shall demonstrate concretely in a later article, that we find children of all degrees oJ mental ability who are wasting their time in school"

Discussion

Page metadata
Field Value
type claim
id binet-agreement-correlations
title Against Stanford Binet criteria for 300 grade 3–6 children, the mental index correlated .47, the educational index .52, crude score with mental age .80, mental with educational index .62, and Difference with I.Q. .21
description Against Stanford Binet criteria for 300 grade 3–6 children, the mental index correlated .47, the educational index .52, crude score with mental age .80, mental with educational index .62, and Difference with I.Q.
status review
evidence_strength moderate
newest_evidence 1920
source_checked 2026-10-24
generated by process:wiki-ingest on 2026-10-24
trust unverified — no one has confirmed this page's content
sources 2 — pintner-1920, pintner-1920-2

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