Ebbinghaus said this because psychology’s questions go back to the ancients

In 1882, a law established mandatory primary education for children from 6 to 14 years old.

A national system of exams had been established to select students for secondary and university education and vocational schooling.

• Competition was intense, with 969 applicants to 1 opening at university (compared to 290 to 1 in the US).

Concern about “retarded” children in the schools (children unable to learn in school) motivated interest in a systematic way of identifying them.

Binet & Simon developed 20 subtests and investigated a variety of other measures and relationships between them.

• Binet & Simon developed 20 subtests and investigated a variety of other measures and relationships between them.

• They concluded craniometry had little value.

• Tests included: association tests, sentence completion, themes on a given topic, picture descriptions and memory tests, object drawing and description, digit repetition and other memory and attention tests, tests of moral judgment.

• They carefully specified controlled testing conditions.

They administered their tests to larger numbers of schoolchildren and a small number of retarded children, to develop norms.

• They administered their tests to larger numbers of schoolchildren and a small number of retarded children, to develop norms.

• In 1908, they developed a revised scale consisting of 14 of the original tests, 7 modified, 33 new tests.

• Tests were arranged according to age levels from 3-13
• The average 5 year old should score at a mental level of 5. If a majority (75-90%) passed a test it was assigned to that age level.
• Binet and Simon rejected the concept of mental age.

They believed that even retarded children could raise their mental levels and devised a system of training for the retarded (like Montessori’s).

• They believed that even retarded children could raise their mental levels and devised a system of training for the retarded (like Montessori’s).

• Louis Stern introduced the concept of mental quotient as a ratio of chronological age to mental age.
• A score below 1 indicated retardation, a score above 1 indicated superior intelligence, x 100 = IQ score.
• Binet and Simon strongly opposed this concept of IQ.

• Despite their objections, IQ became the standard way of depicting performance on intelligence tests.

The Binet-Simon scale was easy to administer and reasonably brief, so was quickly in wide use.

• The Binet-Simon scale was easy to administer and reasonably brief, so was quickly in wide use.

• By WWI in 1914 the tests were being using in a dozen countries, often simply translated without any attempt to standardize them for the new setting.

• Before the end of WWI, 1.7 million inductees to the US Army had been tested.

• Terman revised the scale for use in the US and 4 million children were tested.

In 1984, the editors of Science named development of the IQ test as one of the 20 most significant discoveries in science, technology & medicine of the 20th century.

• In 1984, the editors of Science named development of the IQ test as one of the 20 most significant discoveries in science, technology & medicine of the 20th century.

• Henry Goddard and Lewis Terman were the two men primarily responsible for introducing the IQ test to America.

• Goddard earned a doctorate at Clark University, then was appointed research director of a New Jersey home for 230 “feeble-minded” children.

Goddard became convinced of the need for a way to distinguish between normal and feeble-minded children, and a reliable way to identify levels.

• Goddard became convinced of the need for a way to distinguish between normal and feeble-minded children, and a reliable way to identify levels.

• He was given a copy of the Binet-Simon test in Europe.
• He translated the scale into English, with some minor changes, such as names of coins.

• He administered the test to 400 children at Vineland and 2000 in NJ public schools. The scores at Vineland agreed with their records.

• The scores of public school kids varied widely.

Hothersall reviews Mendel’s work to put the study of the Kallikak’s into perspective.

• Hothersall reviews Mendel’s work to put the study of the Kallikak’s into perspective.

• Mendel did the first systematic experiments studying genetics and heritability of characteristics.

• First Mendel bred wild mice with albinos to see what color coats they would have, then bred bees.

• Next he bred peas to study blossom color, smooth or wrinkled seeds, green or yellow seeds, tall or dwarf plants – 10,000 plants, 300,000 peas.

• His work established valid principles of inheritance.

First he bred tall & short plants – the resulting hybrids were all tall.

• First he bred tall & short plants – the resulting hybrids were all tall.

• Next he bred hybrids with each other – most were tall, a minority were short.

• He guessed that height was controlled by two genes (one from each parent).

• Tall height was dominant, short recessive.
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