| Show Morumg 5uiitlJv ! I9d‘ iTIjc f October a 193‘ Suit £akc tribune 0 Here’s a Chance to Trv Him or Her On I Q Tests Devised by a Psychologist ? ys“ $) s fl t‘ 0 Mary St George By hundreds of thousands of and girls experiencing the of their first term in pri- WITH mary schools thousands of parents are whether their little worrying about Johnny or Mary is a bright as he or she ihould be Imaginations of many of not parents probably are running these the worst every in some act that is contrary to the parent’s idea of what is normal and proper or they are building up nightmarish fears upon the circumstance that the child isn’t progressing in school as rapidly as an blder brother or They arc suspecting time a child is caught sister did that in an overcases these visions and fears are without foundation in fact Furthermore if the parents persist in them they can affect the children If the parent acts as if he or she suspects the child of being subnormal thp child may get the feeling it is unhappily different and inferior It may become abnormally sensitise and by its consequent actions provide seeming confirmation of the parent's erroneous idea of its mentchances are The whelming majority of A ality Contrary to most popular ideas even i child is subnormal in intelligence in its earlier years its I Q can be raised to normal and even above normal Furthermore and this is no mere theory but an established fact now environment has more to do with the intelligence and future of children than heredity Geniuses can be made as well as born if remarkable Some experiments George Stoddard director of the Child Welfare Research Station TTI WWW of State at the University of Iowa and his fellow workers t the station are the latest scientific endeavors to throw a confirmatory light this important upon matter few years ago most sociologists the theory that inherited mental weakness could not be changed that intelligence was mainly a matter of heredity that consequently if a child as dull at 4 it would naturally be a dullard at 40 A leaned to The Iowa station's I number of years of dren from all types observations over hundreds of chilof parents and homes proves that IQs can be changed for the better in almost every case This s particularly emphasized by case histones of several hundred illegitimate children placed for adoption through State agencies Mothers of all of them Vre given intelligence tests and then the growth and development of the children kept under observation The educational social and economic status of the pothers was low Fathers of these who could be traced had averaged about 10 years of schooling Yet after lapses of time averaging two years the wage IQ of the children was 116 or t4r above the average of their parents Even children whose mothers were definitely showed gains comparable to those of the other feeble-minde- developing on the basis of taste smell and the feeling of comfart that followed eating All ate heartily thereafter and all thrived Laxatives were never needed Six months later theie w as a uniformity of build none noticeably fat or thin greater than that among other children of the same families Contrast this with what may happen if a parent is too much the dictator about a child's food One typical case is reported bv Dr Margaret D Fries of New York's Prenatal and Well Babv Clinic The child held a rebellious attitude toward food offered it and feeding it became a problem The mother rebelled against the feeding difficulty thereby increasing the child s difficulty As a result the child suffered dietary de- - At J 7 av If - j s J? d Prof - JSh !hal etcblkin Thi then pai nts should be krpt in mind by is no real reason for r great maiority of you to be woiricd jnur child en intelligence And nf "f °ur offspring dm s hap- n n subnormal the chances are ran eh finitely be brought a111' un n'"di rn school systems give lnll'!g'nee tests ‘and if you any chi ihts about Johnny or Maiv lhcre bour)!'1 s11!1 principal and 11 education Aiuihir n iinpui taut thing for parents ltial meikolintude ehil(lrcnTr!'U injury upon 17 I(r sample the matter of fr 1 lni‘ u't' ” f°r many par-- h er' ’ rf'mJrr bend that children can Rr'at deal of male sense about drt M H ran 1 l u A r Trmici w (" Vr Z''1 nnet k a habit n Ui rive T he rn hV 1 sVlly I'r lf th'hlrrn rocrntly (lr demonstrated choose l7'r"nt M Davis of anew that thel r own diet and Wth Ulc children UUM“ Tra’ lh a variety r'r I'Titd before thorn at the At Vih "c "7 they tried everything dav s they established a de- ii foods and s’br l eglected P(ern of selective appetite !( be-'f- ll e Dull-Norm- al But he should be able to score in at least one of the tests if thev are presented in familiar surroundings bv a person in whom the child has complete thus ecfpy ) L sea Three Can She Indicate Ears Nose Hair T ertli Shoulders I At Stomach Etc Correctly 't fluencies which caused rickets Some bone deformities dcvtlopcd unsuccessful rebellion The child’s against forced feeding set the pattern for his reaction to other situations and he developed a passive state which the " The psvchiatrishs call “withdrawal a in having mother's disappointment problem child instead of a perfect one was evidenced by an attitude of ovc confidence Age Three: Test 1 : Show the child a sheet of plum paper measuring about 4 inches by 5 inchck Tell him to watch you making a book out of it Then fold the paper double and pres it down Open and do--tile paper several times pointing out that it looks like a little book Then hand the child a similar piece of paper and ask him to make you a book Scoring — If the child folds the paper one pr more times so that it leaves a clear crease the response is a success It docs not matter if the fold is inegular or even diagonal Teat 2: Ask the child to indicate with a finger parts of his face— such us no-- e eyes ears mouth hair T'se your normal method of speech in doing this Scoring — Three responses out of four must be correct for the child to pass the test successfully If the child winks screws up his nose opens his mouth instead of actually pomting at the features mentioned you can consider it quite satisfactory 3: Find a large colored puture (from a book or magazine if you like) with plenty of objects and life in it Praise the picture aqd give it to the child so that he can see it comfortably and clearly Then ask him to tell you what he sees in the picture If there is no mimed ate icsponse you may help the ” inchild by saying “Show me the dicating some specific object That should be sufficient to start the child s replies Scoring --The test is passed if the child names three objects in one picture spontaneously Age e against which the child also reacted Testa showed that the child had developed pteschoroirl tendencies with the possibility of developing into an a adult who would suffer from achizn-phretu- lortunately tins was di'rovered tune for coriective measures to be in un- dertaken In case you wish to try giving your younger rhildien one of the so called hero below are some intelligence hologist pippaied by an bngli-- h The results cannot be taken as conclusive indlcatot s however for an accurate guide to the I Q ran only be obtained through a number of tests and questions in which achievement is measured apart from knowledge tc-d- s not expect vmir DOto do nil the teas hild to e able in the b dlnw mg i i age groups mar" - Age screw-drive- Scoring— This is reckoned by the time it takes the child to get the screw right out One minute is exceptionally good Three minutes time for a is an average time Scoring— The te-- t is pas'ed if all the colors are named correctly the first time This test is not based on a color sense who have ordinary as all sight should be able to discriminate between these colors and will already have associated them in the nund with the right name by observation of adults Test 3: See whether the child ran carry out lhr e very simple orders Repeat the order twice — the first time explaining that you want him to do certain things for you Do not alter the position of the orders in the repetition and leave the child alone with his task if necessary Su h orders as “Bring me that vase (pointing at it) then put this pencil on the table and then open the door" Scoring — All three commissions should be earned out in the right order 'Ibis test it a useful one to try out on a child w ho l just starting s hool If lie pa-it well he will take qimkly aqd ca ily to orthodox srhnol learning Age Six: Scoring— All three comparisons must correctly or you cannot consider the child amccssful Teat 2: Put four pennies (or other coma) in a row in front of the child and ask him to count them aloud as he touches each one You may point to the first on the child s left and say “I ike this ‘One’ " child has pa- - rd the tc t if his ounl ing tallies with Ins point-mlie has failed if he just mentions the right number of the coins -- The 77- - g poOrard Htaw u ' a elsr- - Test 1 : By eight a child should be abla to ebunt backwards from 20 to one Make clear what you want him to do It is permissible to begin to show him thus: “20 1018” Scoring — Should not take more than a minute and there should not be more than one error (or omission) cut from different magazine advertise-ment- s will serve as well) Put the colors in a row in front of the child and say “What is the name of this color?” to each in turn If you are using objects explain first that you are only interested in the colors not in the shape of the objects be made On a ing Age Fight: Test 2: Paint nr crayon four patches of color — red yellow blue green (four similar objects in these colors or squares aprt Test 3: cording to his age should be able to get on well at school Test 1 (age 6): The child should now be able to distinguish between left ami right Ask him to “Show me your Jeft ear’’ and “Show me your right rye” You may test by giving three commands If the first set are nest successful try another three Scoring— The child mu it pass cither three out of three or five out of six to have passed the test Test 2: The child should by the age of six be able to count up to 13 while indicating objects Try this with coins Put a row of 13 coins on the table and to count them while ask the many on the other hand ?” “How many on both hands together?’’ Scoring — All three questions must b answered promptly and without counting out loud It docs not matter if th child excludes the thumb and says — four four and eight Test 2: Choose three pictures with movement in them: A battle a hunt children playing are suitable for the purpose Show them one at a time to the child and ask “What is this picture about?” Don't ask what they see in the picture as we are asking the seven year old to interpret the picture not to isolate things in it Scoring —Two out of the three pictures should be interpreted crrectly The child may describe things in the picture as much ss he likes hut he must grasp in his description what is happen- -- Four: c Five: Test 1: Drive two ordinary crews into a solid piece of wood Show the child how to take out one with a r Then hand him the driver and ask him to remove the other screw Trst 1 : On an oidmnry postcard rule two parallel lines about one inch Make one line half an inch longer than tlie other (live the card to the i hild and a'K bun to point to the longest line Then withdraw the card and present it from another angle Do this om e again so that the child has seen the lines in three dillerent positions Scoring room for the child to it He can use pencil pen or crayon Scoring — Any attempt in which the main characteristics of a star ate present is a success The number of the arms does not matter but thpy must iro's in the centre and give the effect ® of radiating out let children tnddard declares: children need most in mental Rind start I1'' Differentials of heredity tend to be wiped out h y thf strongr r differentials in the cynantitu of education and stimulation rtllli may be made bright or ?r w ‘Cjfdiindid by his environment’’ Children of Average IntelliFart That It Is Possible to Take a Croup of Preschool-AgThem into Very Superior Intellect of or Them into Children and Change Sluggish Change gence Children It is Declared by Scientists of Iowa State Child Welfare Research Station It la Now an Established age BYattheschool of ix your chi! will be anil you will be able to gauge to a certain extent how he compares with cither children in intelligence It is reassunng to parents however pa Ocularly when they receive debe able to pressing school ri pent--tsec that their child is absolutely normul in development They can tlun blame the school methods or teacher and not Test 2: Ask him a simple question “If I gave you a quarter and asked you to ball how much get youtsplf a hve-cechange would you have to give me back ?" Ask him anothtr two question of similar type chooing a dime and a piece — but don t let the piece problem involve a difficult subtrac- 60-ce- nt 60-ce- tion At Eight Can lest 3: A six year old linuld Know the namrs of font of our coins— such ns pentiv dime quaitci half dollar nn should be able to tell you at once which they ate when held out to him Show the coins separately and begin with the lowest vnluc Srnrmg — Three out of four quo toms If the should tie properly answeiid child changes his answer to the question count the second reply ami ignoie the fil st in sc ormg Seven: o c hild Bac k ward pointing in turn to eaih penny Show him how to begin by saving “Look like " Don’t count more than one this the firU penny yourself if the Scoring — The test is pc-scchild is succcvful in one out rf two trials — the lie Count from 20 to 1 and Give Ton the Corrert Change for 30 Cents? Your child should now la able do simple addition Mini- - in in In id I in iiiMauir tlic mimlic i of hngcis cm f Imi - cm c ac h band and the number both bands Jii't nk “How main fin grra have you on one band?’ “Ilnw Test 1 lei c Anv normal rhihl in good health who ran pa" ‘ome of the following test ac- - - -- v i Scoring— Two out of the three problems should he answered correctly in 13 seconds each 'lest 3: By right a normal child’s vocabulary includes 3000 words Choose 20 ordinaiy words that a child is likely to ue every (lay — sue has chess scream jump tap fire— and ask him to explain their meaning Scoring — One word explaining the minmng is sufficient if it is correct —or a child may if lie likes launch out into a lengthy explanation Ja'c iSine: Try the date question on the obi What day of the week la it? bat month is it ? hat day of the month ? hat y ur is it ? c Sc oring— 'J he child should get all answers correct except tlio day of the month in which he is nllowed a margin either way of three day 'I est 2: 1 xplam to the child what you me an by a ilivmc ami give an examples either in two lines of poetry or else in a number of simple words Then say “I am going to give you a word and you will have one minute to find pi many wends that thyme with it as you ran” Sc oring -- ( li Id has record if in two out of time word- - given bun he Is surerful m (Hiding thirr ihvmes for it in the time1 limit of one minute ( lioo-- a words tlist have plenty of rhymes such i as day mill i at |
