90 PSYCHOLOGICAL METHODS OP TESTING INTELLIGENCE 



uncompensated, while in the other tests the defect of 

 intelligence can be made good by greater age. 



When investigations of this kind shall have been 

 carried out with a large number of feeble-minded 

 individuals of different chronological ages, we may 

 hope to reach a far deeper insight into the whole 

 structure of defective intelligence in its different 

 stages of development and degrees of enfeeblement. 



(c) Intelligence and school ability. The problem 

 we have already met with the normal children (pp. 

 57 ff.) meets us again with the abnormal and leads 

 us to quite similar conclusions. That is, only a par- 

 tial correspondence exists between the magnitude 

 of the mental defect and the reduction in school 

 ability. Kramer states that a large number of chil- 

 dren were retarded in their school classes by the 

 same number of years as they were retarded in in- 

 telligence, yet there were a good many who were 

 more backward in school status than in intelligence 

 (the opposite condition, less backward in the school, 

 almost never obtained). In fact, there were some 

 children completely incompetent for school work in 

 whom no corresponding mental defect could be made 

 out. 



Similarly, among the 8- and 9-year-old children 

 turned over to the special classes (auxiliary school) 

 Chotzen found a large number that did not have the 

 two years of backwardness demanded by Binet for 

 such a condition, but who, nevertheless, certainly 

 belonged in the special school, because they failed 

 completely in the regular school. 



This pedagogical retardation that is non-intel- 

 lectually conditioned is, as will be understood, in 



