98 PSYCHOLOGICAL METHODS OF TESTING INTELLIGENCE 



narily high correlations (between 0.80 and 0.88) 

 with the estimated intelligence. These four tests 

 are listed in the third column of Table XIV. With 

 the tests of "knowing coins " and "naming of 60 

 words in three minutes " the correspondence was of 

 lesser degree. 



And thirdly, we must call to mind the results of 

 Chotzen to which we have already referred (p. 87), 

 in which certain tests gave far clearer expression 

 than others to the difference between normal and 

 feeble-minded children of the same age. These tests 

 are listed in the second column of the table. 



It is worth noting that most of the tests appear 

 several times in the three columns, despite the fact 

 that the three investigations were carried out with 

 children of quite different ages and under otherwise 

 varying conditions. This shows that certain tests 

 are particularly fitted to bring differences in intelli- 

 gence out in clear relief, and at the same time it 

 shows us a way to pick out these true tests of intelli- 

 gence from the rest. 24 



It is unnecessary to add that there is no reason 

 why controls like these should be limited only to the 

 tests already used by Binet; in fact, comparisons 

 between intelligent and unintelligent pupils have al- 

 ready been carried out for the most varied sorts of 

 tests by Meumann, Winteler, Cohn-Dieffenbacher 

 and many foreign investigators. From these and 

 other future investigations like them there will surely 



24 There is one other point of correspondence that ought to be 

 mentioned, viz., that the differentiation of the children according 

 to their social status was also revealed for the greater part by 

 these same characteristic tests as revealed the intellectual differ- 

 entiation (see pp. 53f.). 



