366 ILLINOIS STATE ACADEMY OF SCIENCE 



a result of this study, it appeared that the correlation 

 between these two measures of mental ability was very 

 low. After these results were brought to the attention 

 of the teachers, it appeared that the teachers ' judgments 

 were mistaken in about as many instances as it was 

 demonstrated that, because of other personal qualities 

 such as perseverance, concentration, industry, "the will 

 to do", etc., or a lack of these and similar qualities, a 

 pupil was better able to work with a group above or be- 

 low his mental ability. After a redistribution of the 

 pupils considering both the teachers' judgments and the 

 intelligence tests, we found that about ten per cent of the 

 pupils of an accelerated group would be composed of 

 pupils below the I. Q. limits for the group, but able to 

 do the work of the group because of personal qualities 

 not measured by the intelligence test but observed by 

 the teacher. In normal groups twenty per cent were 

 below the I. Q. limits of the group for the same reason, 

 and ten per cent were above for reasons of indifference, 

 laziness, over-confidence and similar qualities. In the 

 retarded groups two per cent were found whose I. Q. 

 would indicate that they belonged to the accelerated 

 group and twenty-five per cent to the normal group. As 

 far as this study is conclusive, then, it appears that these 

 measures of ability cannot safely be used separately but 

 that they can be used together with a reasonable degree 

 of assurance. 



A STUDY OF THE SCORES MADE BY A SPECIAL GROUP OF FIRST 

 GRADE PUPILS ON" THE DEARBORN GROUP INTELLIGENCE 

 TESTS, THE SPECIAL GROUP OF PUPILS HAVING BEEN SE- 

 LECTED BY THEIR TEACHERS AS AVERAGE CHILDREN OR 

 BELONGING TO THE MIDDLE FIFTH OF THEIR RESPECTIVE 

 CLASSES IN MENTAL ABILITY. 



Iii further preparation for the reorganization of the 

 Winchester^ Va., schools on a basis that would provide 

 for accelerated normal and retarded children, group in- 

 telligence tests were given to all pupils in grades one to 

 eight. The total number of tests given was seven, no 

 pupil receiving less than three different group intelli- 

 gence tests. For convenience they are designated here 



