SOME PERFORMANCE TEST NORMS FOR CHILDREN By Clairette P. Armstrong New YorTc
City
Problem This study is an investigation of the reactions of normal public school children from eight to fifteen years of age on two Army Performance scales standardized for the most part on adult males
during
the
war.
Scales of real diagnostic value for school children, that gauge the specialized intelligence involved in non-language tests, are sought. How accurately do these two scales evaluate the ability of the child to
manipulate
concrete
objects,
to
respond
to actual
objective situations?
Reasons
for
Research
As Wells points out, "Most groups coming to clinical attention make a readier and more interested response to non-language tests. This is not conclusive evidence that non-language tests are more serviceable from the standpoint of diagnosis but it is a factor tending in this direction."1 number of children of Many clinics have a
preponderating foreign-born parents with a foreign-home environment. Often English is not spoken in the home and there results a language difficulty for the child, tantamount to a verbal deficiency. Scales and are necessary in clinical practice, convenient to administer There score, that test different abilities of a psycho-motor nature. is room for many tests of capacity to react to concrete situations. Method
and
Procedure
Test2 The short scale of the Army Individual Performance consisted of designs, manikin and feature profile, mazes, cube imitation and ship tests. The Army Beta 3 is composed of seven items: iF. L.
Wells, Mental Tests in Clinical Practice, Yerkes, Army Mental Tests, p. 126.
2
Yoakum &
3
Ibid., p.
79.
39
p. 117.
THE PSYCHOLOGICAL CLINIC
40
analysis, X-0 series, digit-symbol, number checking, pictorial completion, geometrical construction, all of -which afford opportunity for a wide variety of skills. The Army Beta Test as an individual test was administered to 436 children, whole grades, 4th to 8th inclusive, in public schools in New York City and in towns in northern Westchester County. The test was administered exactly according to Army directions, mazes, cube
The demonstration tests were mimeographed inThe experimenter peron a blackboard. shown being formed the first item of each practice series on paper just as in the army the experimenter did on the blackboard; then instead of
in pantomine. stead of
assistant demonstrate the next item of the series, the told to do it. Generally the stimulus was successfully reacted to immediately, but if the subject failed to comprehend what was expected the examiner performed the next item for him without comment. Occasionally the examiner was required to
having child
an
was
demonstrate all items of
but
never was
subject might not comprehend, series; indeed it rarely
tests of the
for
item. Performance Test, short scale, was also Individual Army administered to the same children and a few more, numbering 461. In scoring this test, the digit symbol test is included although administered only with the Beta Test first. The procedure of more
than
sheet and
even then the this the case for all occurred with any one child
practice
one
one
The
administering may be the in the scoring because it
same
is
a
in the two scales.
valuable
adjunct
It
was
included
to the short Indi-
vidual Performance scale and exercises a different function from the other items of the scale. For comparison, results are recorded of tests administered to 417 of these children on the Otis Group Test for grades 4 to 8. of the Army Individual Performance Test4 were transmuted into weighted scores and mental ages5 found from the tables, as with the Beta.6 For statistical purposes the scales offer much, since I.Q.s readily computed facilitate statistical compariRaw
scores
sons.
An I.Q. has many advantages and probably some disadvantages inherited from the Stanford-Binet situation. If it is generally remembered that the I.Q. is merely a ratio between a mental age 4
p. 125.
5
p. 127. p. 133.
Ibid., Ibid., 6 Ibid.,
FOR CHILDREN PERFORMANCE TEST NORMS
41
in various situations, the chronological age, a useful symbol be from the I.Q. The I.Q. may "dogma" may tend to disappear label of a cryptic faculty regarded in its true light, not as a mystic defies its esoteric character called intelligence which because of irreand irremediably be definition, but which none the less may abilities concrete of If I.Q.s vocably attached to an individual. useof verbal abilities, the are a commonplace as well as I.Q.s enand a more accurate fulness of the I.Q. may be restored and lightened interpretation of it may prevail.
and
a
Results from 9 to 14 years of Table I shows the number of children the median scores and age (omitting the few of 8 and 15 years), the two Army Perthe test norms, all at six month intervals, on a consistent superiis formance scales and the verbal test. There to 13 years, 6 months ority of these children on all three tests up then on. On the and a general inferiority to the norms from children exceeded Individual Performance Test most of the 452 the
Army
norms.
they were inferior merely by a varying degree at 13^2 and 14^/2
At 12 years
tinued
so to
a
fraction and
con-
again negligibly
the Beta at A few children fell below the army norms at Otis the of 131/2 and 14i/o years. The children were ahead and rebehind all ages up to 13^ where they dropped slightly mained so. of norms Table I also shows by interpolations from the tables the the number of months' difference per six month interval, superiority of the New York boys and girls indicated by plus, the norms is inferiority by minus. The greatest superiority over from 12 on the Beta Test. The test is evidently far too easy by The Individual to 28 months, except at 13y2 and 14y2 years. months 22 except at 12 to 4 Performance scale is too easy by from and at 13^> and years where the scores are practically identical, like superiority 141/2 where the children fall well below. There is a on the Otis. the "Were yearly intervals considered instead of semi-yearly shows scores the of differences would be somewhat less. A scrutiny that the tests distinguish between children of different ages for there is a regular augmentation of the score year by year.
at 14.
norms on
42 Army Performance Test
Age 9
9.5 10
10.5 11
11.5 12
12.5 13
13.5 14
14.5
I
Army
Norm
67 86 108 127 144 158 169 179 188 197 205 214
No. Children 16 44
37 39 54 41 41
36 41
47 37 19
452
op
Children
with
Norms
Otis Test
Beta Test
Median
Diff.
Score
(mos.)
139.5 127.5 143.5 159 157.5 171.66 168.75 186 194.16 178.75 203 185.83
+22
+ 12 +12 +12 + 6 + 7 -.25 + 5 + 4 -12 1
-19
Army
Norm
17 24
30 37 42 47 53 58 63 67 71 75
No. Children 11 41
36 39 49 38 36 35 41
48 37 19
430
Median Score
Diff. (mos.)
11
29.5
39 35 37
23
+21 +6 + 8 + 7 + 3 +12 +11
No. Children
Median Score
Diff. (mos.)
Otis Norm
44.33 50.25 56.5 54.8
+26 +27 +28
15 19
32.5
44
33.5
38
41.5
34 33 41 44 36 19
43.75 47.25
+14
49.5
+13
45.5 47.5 49.5
1 2 3
62
64 63.5 70.5 72.75 64.5 74 72.5
+ 18 +23 + 18 + 12 + 18 +15 5 + 5 3
-
23 27 31 35 38 41 44 46 49 51
411
28.5
CLINIC PSYCHOLOGICAL THE
Table I
Comparison Median Scores
PERFORMANCE
predictable
As is
NORMS FOR CHILDREN
TEST
43
table, Table II demonstrates for the 452 I.Q.s as age advances a
from the first
consistent lowering of median Performance, the 430 on children between 9 and 14 years on the the Beta and the 411 on the Otis tests. is 17 points less for 14 The I.Q. gradually diminishing yearly Performance Test and 21 year olds than for 9 on the Individual tendency with the Otis points less on the Beta. There is a similar is not consistent. but the decrease of I.Q. with augmenting age below the 9 year However the I.Q. of the 14 year olds is 11 points mental age equivalents olds. The I.Q.s were computed from Binet tests. for the sake of uniformity with the Army Table II Level Median I.Q.s per Age Teat
Age Performance 9 10 11 12
111.0 107.36 104.33 101.0 95.5 93.85
13 14
Otis
Beta
105.5 103.2 105.5 104.2 99.5 94.57
118.0 115.28
111.4 105.46
100.7 97.25
461
three tests for frequency distributions of I.Q.s on the 417 on the children on the Performance Test, 436 on the Beta and Otis, ages 8 to 15 inclusive, are given in Table III. Histograms on the same illustrate, each accompanied by the frequency polygon coordinate axis. The frequency curves are generally symmetrical in all three cases and show a fairly normal distribution of I.Q.s. There is only a slight skewness for each test. 103 for The average I.Q.s are also given in Table III, about The
103 for the the Individual Performance Test, 109 for the Beta and Test fall beOtis. The middle fifty per cent on the Performance on the Otis tween 92 and 113, on the Beta between 99 and 117 and fell between between 90 and 115. Terman's 7 middle fifty per cent above this somewhat 93 and 108. The Performance Test spreads on the the at lower; at the upper end and is negligibly different on the Otis higher; Beta the middle fifty per cent are consistently they cover a wider area, somewhat lower and distinctly higher. "
Terman,
The Measurement
of Intelligence, p.
67.
44
THE PSYCHOLOGICAL CLINIC Individual Army Army Individual Performance
Test
? -+?
\ \ \
/I
-X-
/ / / ?r?
/
6574
% 1.74
(Terman)
2.3
7584 8.68 8.6
95104
8594
20.83
24.29
20.1
33.9
105115125114 124 134 25.81 12.36 4.98 23.1 9.0 2.3
135144 1.3
.55
Beta
Army ?
M / I
/ ,
?
t ?
u
*
/
V
-t-
-V-
"T"! \ \
65^. 75?-84 74 .23
3.67
85~ 94
95~ 105_ 115~ 125104 114 124 134 16.74 11.01
12.84 20.87 33.03
135144 1
37
145ivir.4 1fU 01
Otis Test Otia Test
%
5564 .72
65-
74 3.11
7584 10.31
1151059512585135145155165124 104 114 94 134 144 164 154 174 17.03 21.58 21.58 12.95 7.44 4.08 .24 .24 .72
45
CHILDREN PERFORMANCE TEST NORMS FOR Table III (Ages 8-15) Distributions I.Q.
165-174. 155?164. 145-154 135-144 125-134 115-124 105-114 95-104 85?94. 75-84. 65-74. 55-64.
Av.
.23
1
40
8
91
56 16 1
99.99 436 108.55 13.45
99.99 461 102.9 14.45
I.Q.... per cent.
1.37 11.01 16.74 33.03 20.87 12.84 3.67 .23
6 48 73 144
1.3 4.98 12.36 25.81 24.29 20.83 8.68 1.74
6 23 57 119 112 96
Sigma dist. Middle 50
Per cent
No.
Per cent
No.
Otis
Beta
Performance
99-117.14
92-112.6
No.
Per cent
1 1
.24
3 17 31 54 71 90 90 43 13 3
.72 4.08 7.44 12.95 17.03 21.58 21.58 10.31 3.11 .72
417 103.28 18.02
100.00
.24
90.22-115.38
are also of children per I.Q. interval column diagram, Test given under the Individual Performance 66-75 instead of though his step intervals are slightly different, Test 65-74 as with the New York children. The Performance level throughshows a fairly similar spread but at a slightly higher are somewhat more cent 33.9 with per out except that Terman's cent of the massed between 96-105; between 95-104 are 24.29 per at the cent New York group with the largest percentage 25.8 per 105-114 interval in contrast with Terman's 23 per cent.
Terman's
percentages
Table IV Middle 50 Per Cent
QhQ3
(I.Q.s)
& Q Otis Test
Performance Test
Beta Test Yr.
Q1-Q3 9 10 11
12 13 14
110.10-127.00 108.50-124.50 105.84-110.08 99.13-112.77 90.90-110.90 90.56-110.33
Q
8.4 8.0 6.62
6.82 10.00 9.88
Qi-Qj
104.13-118.04 99.40-116.35 94.63-115.50 91.87-111.27 86.83-106.59 87.54-105.70
Q
6.95 8.47
10.43 9.70 9.88 9.08
Q1-Q1
99.7-120.4 91.8-108.7 91.1-126.2 89.2-116.3 87.7-111.6 84.9-105.5
Q
10.4 8.4 17.5 13.5 11.9 10.3
46
THE PSYCHOLOGICAL CLINIC Table IV
gives
the
I.Q. Q, on
ranges of the middle 50 per cent per
the two non-language scales and the interquartile ranges are not absolutely equivalent for the different age levels but they are less variable than on the Otis test, as Q easily shows. The middle 50 per cent age level as well as
On the former the
verbal.
of the
the non-language tests tend to fall between from nearly seven to slightly over ten points above and below the norm for a given age. On the Stanford-Binet the range at five years was
scores on
97-111 and at eleven
and below the
92-108,
seven
and
eight points
above
norms.
The wider range of the New York group may be partly due to the fact that the children were unselected and not within two months of a birthday as with Terman's group which also was larger than the New York group. The spread on the Otis and marked variability may be attributable to the presence of children of foreign-born parents, and a possible language or verbal in-
equality. Table V Correlations
(Scores)
(417 boys and girls) r
Otis & Performance Otis & Beta Beta & Performance
629 633 801
P.E.j.
?.0199 ?.0197 ?.0188
Table V shows the correlations by product moment scores of 417 children having all three
between the test
formula,
to be The Pearson r .629 between the Army Individual Performance Test and the Otis, and .633 between the latter and the Beta, support the concept of g. The correlation .801 between the two non-language tests may be emphasized by one identical item in the scale of six and in the scale of seven items.
positive
and
tests,
fairly high.
Discussion The appearance of greater ease on all these tests for younger than for older children may be partly explained a
irremediable characteristic of
tests.
by perhaps opportunity
There is greater than for older who
for younger children to score high are checked the finite quality of tests?the more and more limited spread with advancing age. Again, the selective effect of the public school, since only grades 4 to 8 were tested, and dull pupils pile up in
by
PERFORMANCE TEST NORMS FOR CHILDREN
47
fact that 16 years grammar grades, plays its role. The used as the age of mental maturity instead of 14 would be another factor in a somewhat lower I.Q. for those 14 and 15 of age. D. W. Oates suggests "That efficiency of reaction as measured by 'ability to speed' reaches maturity early, while efficiency of to speed may be a factor in matures later."8
the
higher
was
meaning Ability the extremely high I.Q. of younger children on these tests for it is an important item in the scales. The following criticism may be summarized concerning the Beta:9 That the test shows a massing of scores at the upper part of the scale with a large number making a perfect score on the
group of 653 recruits in the army the mode falls near the upper limits of the scale with no trailing off; that it does not differentiate well, is not satisfactory for the high grade and is distinctly easier than Alpha or Binet. This may be due to the excessive amount of time allowed for each item of the Beta. Children in the New York group fre-
separate tests and that for the total
English-speaking
quently finished far ahead of the allotted time. Occupational level may be an important factor in the high I.Q.s in the New York Group where there were no children of unskilled laborers. It is generally conceded on the basis of con-
siderable research that children in inferior occupational classes have lower test scores than children in higher occupational classes. This is true of ability to react to objective as well as to verbal situations.10 Since the schools were all in better residential districts there fewer children of foreign-parentage than are found in public ools in other localities. This is another factor leading to the ig ler I.Q. First generation American children have been found in erior on investias well as verbal tests by many
were sc
non-language Young11
gators among others
and
Kirkpatrick.12
biological Significance of Intelligence Tests. J. Educ. Psychol., 1S30, 21, 422-450. Memoirs National Academy of Sciences, V. 15, 1921, p. 394. 10 p A P Eural and Urban Armstrong, A Study of the Intelligence of Children. J. Ed. Sociology, 311. 1931, 5, p. 1 Young, Mental Differences in Certain Immigrant Groups. Univ. ^ie
*
*
__
?
Ore.PuU.,l922, V. 15, pp. 417_434. Kirkpatrick, Intelligence and Immigration. .
I, 1926, N.
Ment. Measure. Monog.,
48
THE PSYCHOLOGICAL CLINIC Summary
and
Conclusions
1. The Army Individual Performance Test, short scale, is somewhat easy for New York public school children from 9 to 11 years who at 12 approach the norm but at 13 and 14 it becomes somewhat difficult. 2. The Army Beta is far too easy save at 13 and 14 years. 3. These two non-language tests discriminate well and consistently between age levels. 4. They follow a fairly normal frequency curve. 5. The middle 50 per cent per age level tests do not vary
greatly
as
on
the
non-language
to range.
6. The higher than average I.Q.s of the New York group may be attributed to some selection as to occupational level and na-
tionality. 7. The two non-language tests are testing the same thing as the verbal test to a marked degree. 8. The two non-language tests for the most part are testing
manipulative ability fairly coincidently. Therefore it may be concluded: 1. As conspicuous success for older as for younger children on these tests is militated against by earlier maturation in capacity to speed, by the intrinsic characteristic of tests, their finite quality and by the selective factor of public school 2. The Army Individual Performance expedient for clinical practice if test results of facts brought out. 3. The Beta should be
grading. Test, short scale, is are interpreted in the
light
stricter time basis.
restandardized, probably
on
a
much
City
Problem This study is an investigation of the reactions of normal public school children from eight to fifteen years of age on two Army Performance scales standardized for the most part on adult males
during
the
war.
Scales of real diagnostic value for school children, that gauge the specialized intelligence involved in non-language tests, are sought. How accurately do these two scales evaluate the ability of the child to
manipulate
concrete
objects,
to
respond
to actual
objective situations?
Reasons
for
Research
As Wells points out, "Most groups coming to clinical attention make a readier and more interested response to non-language tests. This is not conclusive evidence that non-language tests are more serviceable from the standpoint of diagnosis but it is a factor tending in this direction."1 number of children of Many clinics have a
preponderating foreign-born parents with a foreign-home environment. Often English is not spoken in the home and there results a language difficulty for the child, tantamount to a verbal deficiency. Scales and are necessary in clinical practice, convenient to administer There score, that test different abilities of a psycho-motor nature. is room for many tests of capacity to react to concrete situations. Method
and
Procedure
Test2 The short scale of the Army Individual Performance consisted of designs, manikin and feature profile, mazes, cube imitation and ship tests. The Army Beta 3 is composed of seven items: iF. L.
Wells, Mental Tests in Clinical Practice, Yerkes, Army Mental Tests, p. 126.
2
Yoakum &
3
Ibid., p.
79.
39
p. 117.
THE PSYCHOLOGICAL CLINIC
40
analysis, X-0 series, digit-symbol, number checking, pictorial completion, geometrical construction, all of -which afford opportunity for a wide variety of skills. The Army Beta Test as an individual test was administered to 436 children, whole grades, 4th to 8th inclusive, in public schools in New York City and in towns in northern Westchester County. The test was administered exactly according to Army directions, mazes, cube
The demonstration tests were mimeographed inThe experimenter peron a blackboard. shown being formed the first item of each practice series on paper just as in the army the experimenter did on the blackboard; then instead of
in pantomine. stead of
assistant demonstrate the next item of the series, the told to do it. Generally the stimulus was successfully reacted to immediately, but if the subject failed to comprehend what was expected the examiner performed the next item for him without comment. Occasionally the examiner was required to
having child
an
was
demonstrate all items of
but
never was
subject might not comprehend, series; indeed it rarely
tests of the
for
item. Performance Test, short scale, was also Individual Army administered to the same children and a few more, numbering 461. In scoring this test, the digit symbol test is included although administered only with the Beta Test first. The procedure of more
than
sheet and
even then the this the case for all occurred with any one child
practice
one
one
The
administering may be the in the scoring because it
same
is
a
in the two scales.
valuable
adjunct
It
was
included
to the short Indi-
vidual Performance scale and exercises a different function from the other items of the scale. For comparison, results are recorded of tests administered to 417 of these children on the Otis Group Test for grades 4 to 8. of the Army Individual Performance Test4 were transmuted into weighted scores and mental ages5 found from the tables, as with the Beta.6 For statistical purposes the scales offer much, since I.Q.s readily computed facilitate statistical compariRaw
scores
sons.
An I.Q. has many advantages and probably some disadvantages inherited from the Stanford-Binet situation. If it is generally remembered that the I.Q. is merely a ratio between a mental age 4
p. 125.
5
p. 127. p. 133.
Ibid., Ibid., 6 Ibid.,
FOR CHILDREN PERFORMANCE TEST NORMS
41
in various situations, the chronological age, a useful symbol be from the I.Q. The I.Q. may "dogma" may tend to disappear label of a cryptic faculty regarded in its true light, not as a mystic defies its esoteric character called intelligence which because of irreand irremediably be definition, but which none the less may abilities concrete of If I.Q.s vocably attached to an individual. useof verbal abilities, the are a commonplace as well as I.Q.s enand a more accurate fulness of the I.Q. may be restored and lightened interpretation of it may prevail.
and
a
Results from 9 to 14 years of Table I shows the number of children the median scores and age (omitting the few of 8 and 15 years), the two Army Perthe test norms, all at six month intervals, on a consistent superiis formance scales and the verbal test. There to 13 years, 6 months ority of these children on all three tests up then on. On the and a general inferiority to the norms from children exceeded Individual Performance Test most of the 452 the
Army
norms.
they were inferior merely by a varying degree at 13^2 and 14^/2
At 12 years
tinued
so to
a
fraction and
con-
again negligibly
the Beta at A few children fell below the army norms at Otis the of 131/2 and 14i/o years. The children were ahead and rebehind all ages up to 13^ where they dropped slightly mained so. of norms Table I also shows by interpolations from the tables the the number of months' difference per six month interval, superiority of the New York boys and girls indicated by plus, the norms is inferiority by minus. The greatest superiority over from 12 on the Beta Test. The test is evidently far too easy by The Individual to 28 months, except at 13y2 and 14y2 years. months 22 except at 12 to 4 Performance scale is too easy by from and at 13^> and years where the scores are practically identical, like superiority 141/2 where the children fall well below. There is a on the Otis. the "Were yearly intervals considered instead of semi-yearly shows scores the of differences would be somewhat less. A scrutiny that the tests distinguish between children of different ages for there is a regular augmentation of the score year by year.
at 14.
norms on
42 Army Performance Test
Age 9
9.5 10
10.5 11
11.5 12
12.5 13
13.5 14
14.5
I
Army
Norm
67 86 108 127 144 158 169 179 188 197 205 214
No. Children 16 44
37 39 54 41 41
36 41
47 37 19
452
op
Children
with
Norms
Otis Test
Beta Test
Median
Diff.
Score
(mos.)
139.5 127.5 143.5 159 157.5 171.66 168.75 186 194.16 178.75 203 185.83
+22
+ 12 +12 +12 + 6 + 7 -.25 + 5 + 4 -12 1
-19
Army
Norm
17 24
30 37 42 47 53 58 63 67 71 75
No. Children 11 41
36 39 49 38 36 35 41
48 37 19
430
Median Score
Diff. (mos.)
11
29.5
39 35 37
23
+21 +6 + 8 + 7 + 3 +12 +11
No. Children
Median Score
Diff. (mos.)
Otis Norm
44.33 50.25 56.5 54.8
+26 +27 +28
15 19
32.5
44
33.5
38
41.5
34 33 41 44 36 19
43.75 47.25
+14
49.5
+13
45.5 47.5 49.5
1 2 3
62
64 63.5 70.5 72.75 64.5 74 72.5
+ 18 +23 + 18 + 12 + 18 +15 5 + 5 3
-
23 27 31 35 38 41 44 46 49 51
411
28.5
CLINIC PSYCHOLOGICAL THE
Table I
Comparison Median Scores
PERFORMANCE
predictable
As is
NORMS FOR CHILDREN
TEST
43
table, Table II demonstrates for the 452 I.Q.s as age advances a
from the first
consistent lowering of median Performance, the 430 on children between 9 and 14 years on the the Beta and the 411 on the Otis tests. is 17 points less for 14 The I.Q. gradually diminishing yearly Performance Test and 21 year olds than for 9 on the Individual tendency with the Otis points less on the Beta. There is a similar is not consistent. but the decrease of I.Q. with augmenting age below the 9 year However the I.Q. of the 14 year olds is 11 points mental age equivalents olds. The I.Q.s were computed from Binet tests. for the sake of uniformity with the Army Table II Level Median I.Q.s per Age Teat
Age Performance 9 10 11 12
111.0 107.36 104.33 101.0 95.5 93.85
13 14
Otis
Beta
105.5 103.2 105.5 104.2 99.5 94.57
118.0 115.28
111.4 105.46
100.7 97.25
461
three tests for frequency distributions of I.Q.s on the 417 on the children on the Performance Test, 436 on the Beta and Otis, ages 8 to 15 inclusive, are given in Table III. Histograms on the same illustrate, each accompanied by the frequency polygon coordinate axis. The frequency curves are generally symmetrical in all three cases and show a fairly normal distribution of I.Q.s. There is only a slight skewness for each test. 103 for The average I.Q.s are also given in Table III, about The
103 for the the Individual Performance Test, 109 for the Beta and Test fall beOtis. The middle fifty per cent on the Performance on the Otis tween 92 and 113, on the Beta between 99 and 117 and fell between between 90 and 115. Terman's 7 middle fifty per cent above this somewhat 93 and 108. The Performance Test spreads on the the at lower; at the upper end and is negligibly different on the Otis higher; Beta the middle fifty per cent are consistently they cover a wider area, somewhat lower and distinctly higher. "
Terman,
The Measurement
of Intelligence, p.
67.
44
THE PSYCHOLOGICAL CLINIC Individual Army Army Individual Performance
Test
? -+?
\ \ \
/I
-X-
/ / / ?r?
/
6574
% 1.74
(Terman)
2.3
7584 8.68 8.6
95104
8594
20.83
24.29
20.1
33.9
105115125114 124 134 25.81 12.36 4.98 23.1 9.0 2.3
135144 1.3
.55
Beta
Army ?
M / I
/ ,
?
t ?
u
*
/
V
-t-
-V-
"T"! \ \
65^. 75?-84 74 .23
3.67
85~ 94
95~ 105_ 115~ 125104 114 124 134 16.74 11.01
12.84 20.87 33.03
135144 1
37
145ivir.4 1fU 01
Otis Test Otia Test
%
5564 .72
65-
74 3.11
7584 10.31
1151059512585135145155165124 104 114 94 134 144 164 154 174 17.03 21.58 21.58 12.95 7.44 4.08 .24 .24 .72
45
CHILDREN PERFORMANCE TEST NORMS FOR Table III (Ages 8-15) Distributions I.Q.
165-174. 155?164. 145-154 135-144 125-134 115-124 105-114 95-104 85?94. 75-84. 65-74. 55-64.
Av.
.23
1
40
8
91
56 16 1
99.99 436 108.55 13.45
99.99 461 102.9 14.45
I.Q.... per cent.
1.37 11.01 16.74 33.03 20.87 12.84 3.67 .23
6 48 73 144
1.3 4.98 12.36 25.81 24.29 20.83 8.68 1.74
6 23 57 119 112 96
Sigma dist. Middle 50
Per cent
No.
Per cent
No.
Otis
Beta
Performance
99-117.14
92-112.6
No.
Per cent
1 1
.24
3 17 31 54 71 90 90 43 13 3
.72 4.08 7.44 12.95 17.03 21.58 21.58 10.31 3.11 .72
417 103.28 18.02
100.00
.24
90.22-115.38
are also of children per I.Q. interval column diagram, Test given under the Individual Performance 66-75 instead of though his step intervals are slightly different, Test 65-74 as with the New York children. The Performance level throughshows a fairly similar spread but at a slightly higher are somewhat more cent 33.9 with per out except that Terman's cent of the massed between 96-105; between 95-104 are 24.29 per at the cent New York group with the largest percentage 25.8 per 105-114 interval in contrast with Terman's 23 per cent.
Terman's
percentages
Table IV Middle 50 Per Cent
QhQ3
(I.Q.s)
& Q Otis Test
Performance Test
Beta Test Yr.
Q1-Q3 9 10 11
12 13 14
110.10-127.00 108.50-124.50 105.84-110.08 99.13-112.77 90.90-110.90 90.56-110.33
Q
8.4 8.0 6.62
6.82 10.00 9.88
Qi-Qj
104.13-118.04 99.40-116.35 94.63-115.50 91.87-111.27 86.83-106.59 87.54-105.70
Q
6.95 8.47
10.43 9.70 9.88 9.08
Q1-Q1
99.7-120.4 91.8-108.7 91.1-126.2 89.2-116.3 87.7-111.6 84.9-105.5
Q
10.4 8.4 17.5 13.5 11.9 10.3
46
THE PSYCHOLOGICAL CLINIC Table IV
gives
the
I.Q. Q, on
ranges of the middle 50 per cent per
the two non-language scales and the interquartile ranges are not absolutely equivalent for the different age levels but they are less variable than on the Otis test, as Q easily shows. The middle 50 per cent age level as well as
On the former the
verbal.
of the
the non-language tests tend to fall between from nearly seven to slightly over ten points above and below the norm for a given age. On the Stanford-Binet the range at five years was
scores on
97-111 and at eleven
and below the
92-108,
seven
and
eight points
above
norms.
The wider range of the New York group may be partly due to the fact that the children were unselected and not within two months of a birthday as with Terman's group which also was larger than the New York group. The spread on the Otis and marked variability may be attributable to the presence of children of foreign-born parents, and a possible language or verbal in-
equality. Table V Correlations
(Scores)
(417 boys and girls) r
Otis & Performance Otis & Beta Beta & Performance
629 633 801
P.E.j.
?.0199 ?.0197 ?.0188
Table V shows the correlations by product moment scores of 417 children having all three
between the test
formula,
to be The Pearson r .629 between the Army Individual Performance Test and the Otis, and .633 between the latter and the Beta, support the concept of g. The correlation .801 between the two non-language tests may be emphasized by one identical item in the scale of six and in the scale of seven items.
positive
and
tests,
fairly high.
Discussion The appearance of greater ease on all these tests for younger than for older children may be partly explained a
irremediable characteristic of
tests.
by perhaps opportunity
There is greater than for older who
for younger children to score high are checked the finite quality of tests?the more and more limited spread with advancing age. Again, the selective effect of the public school, since only grades 4 to 8 were tested, and dull pupils pile up in
by
PERFORMANCE TEST NORMS FOR CHILDREN
47
fact that 16 years grammar grades, plays its role. The used as the age of mental maturity instead of 14 would be another factor in a somewhat lower I.Q. for those 14 and 15 of age. D. W. Oates suggests "That efficiency of reaction as measured by 'ability to speed' reaches maturity early, while efficiency of to speed may be a factor in matures later."8
the
higher
was
meaning Ability the extremely high I.Q. of younger children on these tests for it is an important item in the scales. The following criticism may be summarized concerning the Beta:9 That the test shows a massing of scores at the upper part of the scale with a large number making a perfect score on the
group of 653 recruits in the army the mode falls near the upper limits of the scale with no trailing off; that it does not differentiate well, is not satisfactory for the high grade and is distinctly easier than Alpha or Binet. This may be due to the excessive amount of time allowed for each item of the Beta. Children in the New York group fre-
separate tests and that for the total
English-speaking
quently finished far ahead of the allotted time. Occupational level may be an important factor in the high I.Q.s in the New York Group where there were no children of unskilled laborers. It is generally conceded on the basis of con-
siderable research that children in inferior occupational classes have lower test scores than children in higher occupational classes. This is true of ability to react to objective as well as to verbal situations.10 Since the schools were all in better residential districts there fewer children of foreign-parentage than are found in public ools in other localities. This is another factor leading to the ig ler I.Q. First generation American children have been found in erior on investias well as verbal tests by many
were sc
non-language Young11
gators among others
and
Kirkpatrick.12
biological Significance of Intelligence Tests. J. Educ. Psychol., 1S30, 21, 422-450. Memoirs National Academy of Sciences, V. 15, 1921, p. 394. 10 p A P Eural and Urban Armstrong, A Study of the Intelligence of Children. J. Ed. Sociology, 311. 1931, 5, p. 1 Young, Mental Differences in Certain Immigrant Groups. Univ. ^ie
*
*
__
?
Ore.PuU.,l922, V. 15, pp. 417_434. Kirkpatrick, Intelligence and Immigration. .
I, 1926, N.
Ment. Measure. Monog.,
48
THE PSYCHOLOGICAL CLINIC Summary
and
Conclusions
1. The Army Individual Performance Test, short scale, is somewhat easy for New York public school children from 9 to 11 years who at 12 approach the norm but at 13 and 14 it becomes somewhat difficult. 2. The Army Beta is far too easy save at 13 and 14 years. 3. These two non-language tests discriminate well and consistently between age levels. 4. They follow a fairly normal frequency curve. 5. The middle 50 per cent per age level tests do not vary
greatly
as
on
the
non-language
to range.
6. The higher than average I.Q.s of the New York group may be attributed to some selection as to occupational level and na-
tionality. 7. The two non-language tests are testing the same thing as the verbal test to a marked degree. 8. The two non-language tests for the most part are testing
manipulative ability fairly coincidently. Therefore it may be concluded: 1. As conspicuous success for older as for younger children on these tests is militated against by earlier maturation in capacity to speed, by the intrinsic characteristic of tests, their finite quality and by the selective factor of public school 2. The Army Individual Performance expedient for clinical practice if test results of facts brought out. 3. The Beta should be
grading. Test, short scale, is are interpreted in the
light
stricter time basis.
restandardized, probably
on
a
much
