HOW IQ BECOMES IQ
In 1904 the French miniter of education, facing limited reource for chooling, ought a way to eparate the unable from the merely lazy. Alfred Binet got the job of deviing election principle and hi brilliant olution put a tamp on the tudy of intelligence and wa the forerunner of intelligence tet till ued today. He developed a thirty-problem tet in 1905, which tapped everal abilitie related to intellect, uch a judgment and reaoning. The tet determined a given child mental age. The tet previouly etablihed a norm for children of a given phyical age. For example, five-year-old on average get ten item correct, therefore, a child with a mental age of five hould core 10, which would mean that he or he wa functioning pretty much a other of that age. The child mental age wa then compared to hi phyical age.
A large diparity in the wrong direction might ugget inability rather than lazine and mean that he or he wa earmarked for pecial chooling. Binet, however, denied that the tet wa meauring intelligence and aid that it purpoe wa imply diagnotic, for election only. Thi meage wa however lot and caued many problem and miundertanding later.
Although Binet tet wa popular, it wa a bit inconvenient to deal with a variety of phyical and mental age. So, in 1912, Wilhelm Stern uggeted implifying thi by reducing the two to a ingle number. He divided the mental age by the phyical age and multiplied the reult by 100. An average child, irrepective of age, would core 100. a number much lower than 100 would ugget the need for help and one much higher would ugget a child well ahead of hi peer.WWw.hAOZuowEn.com