Vi PSYCHOLOGICAL METHODS OF TESTING INTELLIGENCE 



made proposals for their modification and develop- 

 ment. In making these criticisms and suggestions I 

 have been able to use the experience that has come 

 from the tests of intelligence which have been in 

 progress at Breslau for some years past. Many of 

 these experiments, in which psychologists, educators 

 and physicians have cooperated in a gratifying 

 manner, have already been published; others are 

 still in progress. Yet, thanks to the courtesy of these 

 workers, I am able to make a preliminary report of 

 some of these as yet unfinished investigations. I 

 have also taken the opportunity to incorporate some 

 minor contributions to the problem that have origi- 

 nated in the exercises of the Psychological Seminary 

 at Breslau. 



The subject under discussion is limited to some 

 extent by the circumstance that tests of intelligence 

 have been almost always restricted to children and 

 youths. But it is just the peculiarity of the psycho- 

 logical methods of intelligence testing psycholog- 

 ical in the narrower sense, in contrast, e. g., to the 

 psychiatrical methods that they take their start 

 from the mental life of the child, though later, of 

 course, the attempt is made to carry them over into 

 test methods for adults. On this account I have 

 treated in some detail the results that accrue to peda- 

 gogy, and not only to the pedagogy of auxiliary 

 classes and of the subnormal child, but also to the 

 pedagogy of the normal child. 



In my judgment, intelligence testing is one of the 

 most promising fields of applied psychology, using 

 that term in the strictest sense. For this reason I 

 wanted to make this survey of it accessible to wider 



