Narrative Summary of The Uses of Intelligence Tests

Overview:

In this first-person essay, Lewis Terman champions the use of intelligence tests, arguing that they are essential for a more effective and just education system. He explores the application of these tests in various contexts, including identifying and educating the feeble-minded, understanding delinquency, and identifying and nurturing exceptionally gifted children. Terman believes these tests can help us to better understand individual differences in intelligence and to tailor educational and social approaches accordingly.

Main Parts:

Intelligence Tests of Retarded School Children: Terman highlights the significant problem of retardation in schools and argues that traditional reform efforts have failed due to the assumption that all children can achieve the same level of success. Intelligence tests demonstrate the wide range of intellectual abilities among children and suggest the need for differentiated instruction.
Intelligence Tests of the Feeble-minded: Terman explains how intelligence tests help identify and classify individuals with various degrees of intellectual disability, including those who might previously have been overlooked. He predicts that widespread testing will lead to greater societal awareness and protection of the feeble-minded, ultimately reducing crime and poverty.
Intelligence Tests of Delinquents: Terman emphasizes the strong correlation between delinquency and mental deficiency. He presents numerous studies showing that a significant percentage of criminals are feeble-minded, suggesting that delinquency often stems from a lack of intellectual capacity to understand and follow moral codes.
Intelligence Tests of Superior Children: Terman stresses the importance of identifying and nurturing exceptionally bright children, arguing that society’s future relies on their development. He presents evidence that these children are often misidentified and underutilized in the traditional school system and proposes special classes or accelerated programs for their optimal growth.
Intelligence Tests as a Basis for Grading: Terman advocates for using intelligence tests as a primary basis for grading, arguing that they provide a more accurate and equitable assessment of a student’s ability to succeed in the next grade, rather than relying on tests of memorized information.
Intelligence Tests for Vocational Fitness: Terman predicts the future use of intelligence tests to determine vocational fitness, arguing that they can help identify individuals who are best suited for particular occupations and prevent mismatches that result in inefficiency and wasted potential.
Other Uses of Intelligence Tests: Terman outlines the potential applications of intelligence tests in various fields, such as studying the factors that influence mental development, understanding the role of heredity and environment in intelligence, and assessing the effectiveness of new educational methodologies.
Intelligence Tests as a Tool for Social Progress: Terman concludes by emphasizing the broad societal benefits of using intelligence tests, arguing that they can help create a more just and equitable society by recognizing and supporting individuals with diverse intellectual abilities.

View on Life:

Intelligence as a Key to Success: Terman believes that intelligence is a primary factor in determining individual success and that society should prioritize the development of all intellectual capacities, from the weakest to the strongest. He advocates for a system that provides appropriate opportunities for all based on their individual abilities.
The Value of Understanding Individual Differences: Terman argues that recognizing and understanding individual differences in intelligence is essential for creating an effective and just society. He emphasizes the need for tailored educational approaches and social support structures that cater to diverse intellectual needs.

Scenarios:

Retarded School Children: Children who are unable to progress through the grades at the expected rate.
Feeble-minded Individuals: Individuals with various degrees of intellectual disability.
Delinquents: Individuals who engage in criminal or antisocial behavior.
Superior Children: Children with exceptionally high intelligence.
Unemployed Charity Cases: Individuals who are unable to secure employment and rely on social services for support.

Challenges:

Educational Inequity: Terman highlights the challenge of providing equal educational opportunities for all children in a society where intellectual abilities vary widely. He criticizes the traditional “lockstep” approach to education, arguing that it hinders the development of both the intellectually challenged and the exceptionally gifted.
Misidentification of Superior Children: Terman discusses the challenge of accurately identifying children with superior abilities, noting that teachers often fail to recognize and support their potential.
Social and Economic Inefficiency: Terman argues that society faces challenges due to the misallocation of resources and talent. He points out the significant costs associated with crime, poverty, and unemployment, which he believes are often linked to inadequate identification and support of individuals with diverse intellectual abilities.

Conflict:

The Traditional “Lockstep” System of Education vs. Individualized Instruction: Terman argues that the traditional education system, which treats all students the same, is ineffective and unjust. He advocates for a more individualized approach that takes into account individual differences in intelligence and provides appropriate support and challenges for each student.
The Belief that All Children Can Achieve the Same Level of Success vs. The Recognition of Individual Differences: Terman challenges the long-held belief that all children can achieve the same level of success, arguing that this assumption has hindered the development of both the intellectually challenged and the exceptionally gifted.

Plot:

The essay follows a narrative arc of increasing awareness and advocacy for the use of intelligence tests. Terman begins by highlighting the problem of retardation in schools and the limitations of traditional reform efforts. He then introduces the concept of intelligence tests and demonstrates their value in identifying and classifying individuals with various intellectual abilities, including the feeble-minded, delinquents, and superior children. Terman further discusses the potential applications of these tests in various fields, including education, vocational guidance, and social policy, culminating in a call for widespread adoption of these tools to create a more just and equitable society.

Point of View:

The essay is written from the perspective of Lewis Terman, a psychologist and a strong advocate for the use of intelligence testing. He presents his arguments with conviction and uses numerous research findings and anecdotal evidence to support his claims. His point of view is shaped by his belief in the scientific approach to understanding human intelligence and his desire to create a more just and effective society through the application of this knowledge.

How It’s Written:

The essay is written in a formal, academic style. Terman uses precise language and cites numerous research studies to support his claims. He provides specific examples and anecdotes to illustrate his points, making the text both informative and engaging. For example, he writes, “Teachers should be better trained in detecting the signs of superior ability. Every child who consistently gets high marks in his school work with apparent ease should be given a mental examination,” clearly demonstrating his call for a more nuanced approach to identifying gifted children.

Tone:

The tone of the essay is passionate, persuasive, and optimistic. Terman believes that intelligence tests hold the key to a brighter future for society and presents his arguments with enthusiasm and conviction. He does not shy away from criticizing the shortcomings of traditional methods and highlighting the urgent need for change.

Life Choices:

The Choice to Embrace Science: Terman clearly embraces the scientific approach to understanding human intelligence, arguing that it is crucial for improving education and society.
The Choice to Advocate for Change: Terman is a strong advocate for the adoption of intelligence testing, believing that it can lead to a more equitable and effective society. He actively presents his arguments and encourages others to consider the potential benefits of these tools.

Lessons:

The Importance of Recognizing Individual Differences: Terman emphasizes the importance of acknowledging and embracing individual differences in intelligence. He suggests that a more just and effective society can only be achieved by providing tailored support and opportunities for individuals with diverse intellectual abilities.
The Power of Science: Terman demonstrates the transformative power of scientific knowledge, arguing that intelligence testing can help us better understand and address complex societal issues.

Characters:

Lewis Terman: A psychologist and advocate for the use of intelligence testing. He is passionate about using science to improve education and society and is convinced that intelligence tests hold the key to a better future.
The Feeble-minded: Individuals with various degrees of intellectual disability. They are portrayed as needing support and protection from society.
Delinquents: Individuals who engage in criminal or antisocial behavior. They are presented as often being intellectually deficient and in need of intervention.
Superior Children: Children with exceptionally high intelligence. They are described as needing special attention and opportunities to develop their full potential.

Themes:

Individual Differences: The essay explores the importance of recognizing and embracing individual differences in intelligence, arguing that it is crucial for creating a more equitable and effective society.
The Role of Science: Terman highlights the power of science to improve education, address societal issues, and create a better future.
Social Justice: The essay advocates for a more just society that provides equal opportunities for all individuals, regardless of their intellectual abilities.

Principles:

The Importance of Understanding Intelligence: Terman argues that a better understanding of human intelligence is essential for improving education and society.
The Need for Individualized Approaches: He emphasizes the importance of tailoring educational and social approaches to meet the specific needs of individuals with diverse intellectual abilities.

Intentions of the Characters in the Text or the Reader of the Text:

Lewis Terman: To advocate for the widespread use of intelligence testing as a tool for improving education and creating a more equitable and effective society.
Reader: To gain a better understanding of the potential benefits and applications of intelligence testing and to consider the implications for education, social policy, and individual development.

Unique Vocabulary:

Feeble-minded: A term used to describe individuals with intellectual disability.
Intelligence quotient (IQ): A score derived from intelligence tests that represents an individual’s intellectual ability relative to others.
Moron: A term used to describe an individual with mild intellectual disability.
Border-line: A term used to describe individuals who are close to the edge of intellectual disability.

Anecdotes:

The Kallikak family: Terman describes the story of Martin Kallikak, who fathered two families with significantly different outcomes based on the intelligence of the mothers. This anecdote highlights the potential role of heredity in intelligence and the consequences of breeding with individuals with intellectual disabilities.
The Hill Folk: Terman provides an account of a New England family with a high prevalence of alcoholism, criminality, and intellectual disability, demonstrating the cost of neglecting the feeble-minded to society.

Ideas:

The need for differentiated instruction: Terman argues for a more individualized approach to education that takes into account the wide range of intellectual abilities among students.
The importance of identifying and nurturing gifted children: He emphasizes the societal importance of recognizing and supporting exceptionally bright children to ensure their full potential is realized.
The use of intelligence testing as a tool for social progress: Terman believes that intelligence testing can help create a more just and effective society by identifying and addressing issues related to intellectual disability, delinquency, and educational inequity.

Facts and Findings:

A significant percentage of school children are retarded in their academic progress. Terman cites statistics showing that between a third and a half of school children fail to progress through grades at the expected rate.
A high percentage of delinquents are feeble-minded. Terman presents numerous studies that demonstrate a strong correlation between delinquency and mental deficiency.
Superior children are often misidentified and underutilized in the traditional school system. Terman provides evidence that many exceptionally bright children are not recognized for their abilities and are not given opportunities for accelerated learning.

Statistics:

10 to 15 per cent of school children are retarded two years or more.
5 to 8 per cent of school children are retarded at least three years.
More than 10 per cent of the $400,000,000 annually expended in the United States for school instruction is devoted to re-teaching children what they have already been taught but have failed to learn.
Nearly half of the juvenile court cases in Newark, New Jersey were classified as feeble-minded.
At least 95 per cent of the prisoners at the Massachusetts State Reformatory were feeble-minded.
28 per cent of the girls tested at the State Industrial School for Girls in Lancaster, Pennsylvania had subnormal intelligence.
At least 157 of the 1000 cases entered in the Bedford Home for Women, New York were feeble-minded.
50 per cent of the female prisoners and 26 per cent of the male prisoners at the Joliet Prison, Illinois were feeble-minded.
28 per cent of the delinquents tested at the Whittier State School for Boys were feeble-minded.

Points of View:

The essay is written from the point of view of Lewis Terman, a psychologist and advocate for the use of intelligence testing. This perspective shapes the arguments presented, emphasizing the importance of science and the potential benefits of intelligence testing for society.

Perspective:

The essay presents a perspective on intelligence that emphasizes the importance of recognizing individual differences and tailoring approaches to meet specific needs. Terman argues that this perspective is crucial for creating a more just and effective society.

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