Page:American Journal of Psychology Volume 21.djvu/293

Rh The list was limited (especially in the older series of tests) far too much to the elemental functions of sense perception, reaction times, mechanical memory, etc., though just these functions are far less characteristic of the special features of individuality than the complex functions. In the case of the complex functions again, it is very hard to separate the actual capacities of intelligence (Intelligenzanlagen), which it is desired to test, from the objective effects of instruction, training, etc. Thus, for example, many of the alienists' socalled tests of intelligence are really tests of information and scholastic attainment.

It seems, however, that Binet, who has, for more than a decade, been making unwearied studies of the intelligence of school children (cf. the general review by Bobertag, Zeitschrift für angewandte Psychologie, III, Heft. 3), has now at last hit upon a practicable method. Its chief advantage consists in this that Binet has determined empirically which of his tests correspond normally to the ability of children at different ages. He is thus in a position to grade each child according to his intelligence-age (Intelligenzalter) and thus to say whether his actual age corresponds to this intelligence-age, or whether the child is ahead in his development by one or two years, or behind. It is even possible in this way to assign to the adult feeble-minded their mental level by comparison with the corresponding age of children. Binet has tried to arrange his tests in such a way that they are as independent as possible of acquired knowledge. While he has not attained perfect success, it has been possible, nevertheless, to apply his method with few changes to German children, though in their case the external conditions of instruction are in some respects wholly different. It would seem, therefore, that we are here on the way to a generally applicable method of testing grades of intelligence.

6. Supernormal Endowments. Children who differ from normality on the side of excess have so far received the very least consideration from a psychological and pedagogical point of view. Though the supernormal are relatively few in number, their significance for society and human progress is very great. Many "infant prodigies" (Wunderkinder) come to early injury in mind and body because they are thoughtlessly forced into publicity. In the schools, on the other hand, exceptional talents may remain undiscovered, because they cannot reveal themselves in the school machine, which must be adapted to the average; and thus they run the risk of degeneration. Kerschensteiner has discovered such instances in the case of artistic endowment. Finally the schools are dangerous for those of exceptional powers because such children do not have