The test battery showed striking parallelism between growth of intelligence and age in unretarded children, with leaps at grade transitions¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1910 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Results from the unretarded group show a striking parallelism between growth of intelligence and age, with regular year-to-year differences and two decided leaps in ability at transitions between primary, intermediate and grammar grades. → Carrie Bansom Squire 1910

Evidence¶

Carrie Bansom Squire 1910¶

Carrie Bansom Squire. (1910). Graded Mental Tests. Part III. Judgment, Conclusions and Summary of Results. The Journal of Educational Psychology. https://eric.ed.gov/?q=Graded+Mental+Tests+Squire

q2 · i? · associational · r1

Summary of age-norm results across the full test battery for unretarded children from the sixth to the thirteenth year. The article reports "a striking parallelism between growth of intelligence and age" and two decided leaps at grade-stage transitions.

"There is a striking parallelism between growth of intelligence and age shown in the results obtained from the unretarded group. The differences in achievement from year to year were not large, but they were regular, while the two decided leaps in ability shown with advance from the primary stage to the in- termediate and from the intermediate to the grammar grade were as surprising as they were interesting and confirmatory of the general theory."

Discussion¶

Related Claims¶

• The study's conclusions rest on only sixty-five individually tested unretarded cases, limiting generalization — related
• Children with the same chronological age and mental age pass more group tests in higher grades, an increase the author attributes to additional school experience — related
• Quality of work rather than time consumed proved the most reliable measure of intelligence across the battery — related
• Ability to abstract increases strikingly in the earlier school years but less markedly in later years, with striking individual differences — related