Develop three lines of tests: minimal-content tests of complex mental work, content-free learning-ability tests, and tests of resistance to suggestion¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The author identifies a distinct need for tests that 'require the controlled interplay of disparate mental processes, and yet call for no rich mental content,' since many adult subjects are densely ignorant yet capable of sustained controlled mental effort. She also calls for tests of learning ability requiring practically no apperceptive background, valuable for examining those who do not speak our language, and tests of the ability to oppose suggestion by critical self-reliant survey of the situation, as extreme suggestibility brings the subnormal person into conflict with society and the law.

Design Implications¶

Context¶

Requirements¶

• Tests must make no demand on mental content while still requiring complicated mental work.

Constraints¶

• Author states she is 'endeavoring to develop tests along the three lines just indicated' — they are in development, not established.

Target Learners¶

• adult subjects, including densely ignorant but mentally capable adults and those who do not speak our language

Target Learning Goals¶

• measuring sustained controlled mental effort, learning ability without apperceptive background, and resistance to suggestion

Related Strategies¶

Examples¶

-

Key Sources¶

• Lewis M. Terman and Clara Harbison Town. (1917). Communications and Discussions, The Journal of Educational Psychology. https://www.jstor.org