10 PSYCHOLOGICAL METHODS OF TESTING INTELLIGENCE 



ance of greater or lesser degree depends on talent 

 or on intelligence; we can investigate what degree 

 of correspondence exists between the experimental 

 results and the teachers' judgments of the intelli- 

 gence of pupils; we can delimit the extent to which 

 general school efficiency is dependent on intelligence 

 itself on the one hand and on non-intellectual factors 

 on the other hand a delimitation that, as will be 

 shown later, forms one of the chief merits of the 

 psychological methods. 



The studies of normal children that bear directly 

 upon our problem were first carried on by separate 

 tests: this method, originated in Germany, has been 

 very extensively employed and further developed in 

 France and especially in America. Then arose in 

 France Binet's system of tests with age gradations 

 that we have already mentioned. England has 

 lately joined the movement to good effect by giving 

 us the correlation method for use in the more pre- 

 cise testing of intelligence (Pearson, Spearman, 

 et al.) These three main lines of activity will fur- 

 nish the principle of division of our subsequent treat- 

 ment. 



(d) Normal adults. Here we find ourselves in 

 a realm whose exploitation is entirely in the future, 

 for the tests of intelligence thus far administered to 

 normal adults have not been undertaken for the 

 sake of these persons, but only to get comparative 

 standards for abnormal persons. Yet even now new 

 developments are to be noted. Miinsterberg shows 

 how important an exact knowledge of individuality 

 would be for determining choice of a vocation and 

 he has already suggested ways in which the voca- 



