A method of measuring the development of the intelligence of young children / by Alfred Binet and Th. Simon ; authorized translation with preface and an appendix, containing an arrangement of the tests in age and diagnostic groups for convenience in conducting examinations, by Clara Harrison Town.

  • Binet, Alfred, 1857-1911.
Date:
[1912]
Catalogue details

Licence: Public Domain Mark

Credit: A method of measuring the development of the intelligence of young children / by Alfred Binet and Th. Simon ; authorized translation with preface and an appendix, containing an arrangement of the tests in age and diagnostic groups for convenience in conducting examinations, by Clara Harrison Town. Source: Wellcome Collection.

Provider: This material has been provided by the Harvey Cushing/John Hay Whitney Medical Library at Yale University, through the Medical Heritage Library. The original may be consulted at the Harvey Cushing/John Hay Whitney Medical Library at Yale University.

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    avoiding special emphasis; one success in three is still sufficient. Many children of three years who repeat two digits with ease are incapable of repeat- ing three; one additional digit greatly increases the difficulty. When the repetition of three digits is pos- sible five are tried, always under the same conditions of rate and of pronunciation, and still considering one success in three sufficient. It proves much more difficult to repeat five digits than three. A great vari- ety or error are made by the children; first a complete silence; then a sort of vagueness and uncertainty of pronunciation; then a partial repetition in which only the last numbers and sometimes only the last number are given; next a tendency to give numbers which have not been mentioned. Such numbers are not a chance choice, but depend upon the natural order of numbers; thus a subject to whom one gives the series 5-8-2-7-4, says 5-8-2-3-4, the two naturally calling up the three. Sometimes the phenomenon is still more clear, so striking that it implies a very fee- ble critical sense; as when a child who has completely forgotten the figures 0-8-2-7-9, says: 1-2-3-4-5-6. III. Enumerates objects in a picture.—Pic- tures are invaluable in the examination of children. The most inattentive child brightens up when shown a picture. It is an almost sure road to their confi- dence. Pictures may be used for many purposes; the child may be asked to point to the various pic- tured objects as the examiner mentions them; if he succeeds he has the ability of immediately associat- ing the auditory impression of the word with the object for which it stands. In this test we use the picture to make the child talk, we reverse the former method, having the child name the objects which he sees pictured before him, thus testing his ability to recall the name of an object which he sees. It is much more difficult for the child to pass in thought from an object to its name than from a name to the corresponding object. A picture is placed before the child on which appears many objects with which he is familiar and which are interesting to him. He is