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1 A study of these 1000 I Q 's shows the following significant facts:-
2 One case has been reported, however, in which the I Q was not far from 200.
3 The inference is that a child's I Q , as measured by this scale, remains relatively constant.
4 This time the I Q was 73.
5 The Binet tests gave an I Q of approximately 75; that is, the retardation amounted to about two years.
6 Those who tested between 96 and 105 I Q were never seriously misplaced in school.
7 Knowing a child's I Q , we can predict with a fair degree of accuracy the course of his later development.
8 What do the above I Q 's imply in such terms as feeble-mindedness, border-line intelligence, dullness, normality, superior intelligence genius, etc.?
9 The facts presented above argue strongly for the validity of the I Q as an expression of a child's intelligence status.
10 Does the I Q furnish anything like a reliable index of an individual's general educational possibilities and of his social worth?
11 Are there not "feeble-minded geniuses," and are there not children of exceptionally high I Q who are nevertheless fools?
12 It is only the ratio of retardation or acceleration to chronological age (that is, the I Q ) which has significance.
13 By the Pearson formula the correlation found between the I Q 's and the teachers' rankings on a scale of five was .48.
14 The I Q resulting from such a test is usually between 130 and 140, occasionally a little higher.
15 Do the cases described in this chapter give a reliable picture as to what one may expect of the various I Q levels?
16 A few of this class test as low as 75 to 80 I Q , but the majority are not far from 85.
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