QJarncU Uttiuetaitg ffiibratg Sttjaca. ^em ^atk BOUGHT V/ITH THE INCOME OF THE SAGE ENDOWMENT FUND THE GIFT OF HENRY W, SAGE 1891 The' date shows when this volume was taken. To renew this book copy the call No. and give to the librarian. OCT 29 1920 HOME USE R^LES fiT:" r*-- a^ m:x...^...ia£ All Books subject to Recall r ^ IP -^ ■■ > 0, '■ ^ borrowers must regis- ter in the library to borrow books for home use. All books must be re- turned at end of college year for inspection and repairs. Limited books must be re- turned within the four week limit and not renewed. Students must return all books before leaving town. Officers should arrange for the return of books wanted during their absence from town. Volumes of periodicals and of pamphlets are h^ in the library as much as possible. For special pur- poses they are given out for a limited time. Borrowers should not use their library privileges for the benefit of other peraons. Books of special value and gift books, when the giver wishes it, are not allowed to circulate. Readers are asked tore- port' all cases of bo(da marked or mutilated. Do not deface books by marks and writing. rrn iffifi fafiTi iffT BF721 .M47"'" """''"'""" ""^'^ '^®'^nii?iiSMiiii?iiii.9if.!]lS''^' 'ntelliaence to cer ,. 3 1924 028 926 124 oiin The Relations of General Intelligence to Certain Mental and Physical Traits CYRUS D. MEAD, Ph.D. tt Assistant PHorEssoR op Elementary Education, College for Teachers, University of Cincinnati Sometime Fellow in Education, Teachers College, Columbia University TEACHERS COLLEGE, COLUMBIA UNIVERSITY CONTRIBUTIONS TO EDUCATION, NO. 76 PUBLISHED BY Q[eact;?rfi Guessed Average= 14 Guessed Average= = 16 True Average= 13.88 True Average= = 15.32 A.D.= 1.56 A.D.= = 3 25 percentile= 12.44 26 percentile= = 12.20 76 percentile= 14.57 76 percentiles = 17.85 Q= 1.06 Q= = 2.83 Table IV shows the age that 50 normal boys and girls, combined, begin to walk and talk. Figures 3 and 4 show the distribution curves for the same. It may readily be seen that children in general (judged from 50 cases at random) are more constant in beginning to walk than in beginning to talk. One is a much more evident trait than the other. There is more 'By the formula P.E. t. av.-obt. P.E. dis. the chances are 999 to 1 that the true median will not differ from the median obtained by more than .72 months. See Mental and Social Measurements (1904) Thorndike, p. 139, on the "Reliability of an Average" (or median). * The chances are 999 to 1 that the true median wUl not differ from the median obtainediby more than 1.92 months. 8 Relations of Intelligence to Mental and Physical Traits chance in the latter of the observer being uncertain or biased. Again, there is a more constant performance in physical traits for people in general than for all people in the more intellectual traits. The beginning of speech might be classed as more of an intellectual characteristic than beginning walking. That com- parison might be had between the performance of normal chil- dren in general, and individual children in particular, the ab- breviated diaries of the maturing of the walking and talking instincts in several "bright" children are recorded. That of Preyer (14 and 15) is given first. \ n 1112131415161718 30 Fig. 3. Surface of frequency (months) for Walking 50 Normal Boys and Girls Jl n J ^ 9 10 1112 13 14 15 16 17 18 19 20 21 22 23 24 25 FiQ. 4. Surface of frequency (months) for Talking 50 Normal Boys and Girls Walking, pp. 267-278: 1. "In the 22d week the child (boy) actually raised himself to a sitting posture ... but it was not till the 39th week that he could sit alone for any length of time; then he hked sitting, but not without support. . . . Finally in the 42d week the child sits up in the bath, without support. . . . From the 11th month, sitting becomes a habit for life." The Age of Walking and Talking 9 2. "The first successful attempts to stand, . . . without support, but only for a moment, were made in the 39th week, ... In the 11th month he can stand without any support, and even stamps with his foot, but for all that he is not at aU sure on his feet." 3. 48th week — (11.2 mo.) pushes a chair. 4. 53rd week — creeps, but can not walk alone. 6. 63d week — "The child still walks only when he can hold on with both hands." 6. 65th week — "Cannot yet walk alone." 7. 66th week — "Suddenly, on the 457th day (15.2 mo.), the child can run alone. The day before he was entirely unable to take three steps alone. . . . Now he can run around a large table." ("And from that day forth he could walk upright." p. 275.) Talking, pp. 77-165: (see "Conspectus" by Brown at beginning.) 1. Does not repeat monologue syllables after any one at 10th month. 2. "Some syllables emphatically pronounced to child were for first time correctly repeated in 11th month." 3. Ability to discriminate between words in 12th month. 4. "The most important advance consists in the now awakened under- standing of spoken words." 13th month. 5. "Here at the beginning of the 14th month is the idea of a definite stationary object associated with a sound heard, as so strongly that it is able to produce an independent act of locomotion, the first one." 6. Advance in repeating syllables in 15th month. 7. Touches eye, ear, etc., when these are named, not with certainty. Understands "bring," "give," etc., in 16th month. 8. "Astonishing progress in understanding what is said. Few expres- sions of his own with recognizable meaning." 21st month. 9. "The 23d month brought at length the first spoken judgment." (Said "heiss" when his milk was too warm.) 10. Combination of two words into a sentence at 24th month, 707th day. 11. 810th day (27th month), gave his own name for the first time in answer to a question. Whipple, G. M. (25) Walking: 1. Richard, son of Prof. W., "crept backwards, 6 mo.; creeping forward perfected, 7.5 mo.; first stood by holding with but one hand, 9.5 mo.; walked by holding with hands, 9.7 mo.; stood alone, 11 mo.; first step alone at 13.5 months; ten steps alone, 5 days later." Talking: 1. "Said 'mama' at 7.5 months but this may have been mere accident. Imitation began to be very active at 9 mo.; date of pronouncing first word unknown. Meaning of a phrase understood at 9 mo.; four words pronounced at 11.5 mo.; 15 words had been used at 1 year; 6 word sentences were used at 20 mo." 2. Words known and used by R. at 3d birthday about 1,800.' » For a condensed table of the number of words used by individual children from 16 mo. to 4 yrs. of age, see Whipple, p. 17, Ped. Sem., Yol. 16, 1909. Also see Heilig, p. 1, Ped. Sem., March, 1913; Rowe, p. 187, Ped. Sent., June, 1913. 10 Relations of Intelligence to Mental and Physical Traits Major, D. R. (10) Notes on son's learning to stand and walk — pp. 347-350: 1. "Stood in a leaning, tottering position," holding to chair, in 46th week (316th day). 2. "Stood unsupported two or three seconds during 60th week." 3. "Walked ten feet, holding to crib, on 385th day." (12.8+month.) 4. "Two or three steps without support, 434th day." (14.5 — month.) 5. "Walked about 3 feet, without support, 445th day." (14.8+month.) Talking: p. 318. 1. "A great advance in the 15th month was in the appearance, for the first time, of the independent use of words or sounds to designate things the child saw or heard. The sight of the object or the sound which the child recognized called forth the name or word which had been associated with it." Hall, Mrs. W. S. (2) Notes on son — Walking, pp. 403-404: 1. Crept forward at 405th day — (57th week — 13.5 month). 2. Stood with support of finger at 38th week. 3. Stood at chair for five minutes at 48th week. 4. "While standing by a chair (364th day — 52nd week — 12.13 month) accidentally pushed it forward and followed it to keep his support." 5. "On same day he stood alone for half a minute." 6. "In the 60th week (415th day — 13.8 months) he could walk quite steadily when supported by one hand." 7. "Took first unaided step," 428th day (14.2+ month). 8. "Took ten independent steps," 435th day. Talking, pp. 467-591: 1. "Recognized and imitated sounds from street" — 44th week. 2. The word "bye-bye" used unexpectedly at 260th day. (33d week; 8.6+month.) 3. "Said 'papa' as father entered room." 291st day. (9.7 month.) 4. "Bath, box, shoe (326), gone (331), and paper (333) were first im- itated and in a few days used independently. The next word, doll, was first used spontaneously as a doll was put into his hands." (335th day— 11.2 month.) 5. "First sentence, 'Papa gone,' 338th day." Shinn, M. W. (19) Notes on niece: Miss Shinn says: "She was born two weeks late — a point that may have some bearing on the rapidity of early development." p. 5. The Age of Walking and Talking ii Walking, pp. 344-360: 1. "On the 267th day (8.9 month), the last of the 38th week, some one looked up from dinner to see the baby standing by a lounge, merely steadied by one hand pressing it, while she waved the other with joy and pride." 2. "On the 279th day (9.3 month), for the first time, . . .she re- peatedly stood quite alone for several seconds." 3. "On the 285th day (9.5 months), she deliberately experimented in standing alone as long as she could." 4. "On the 292d day (9.7 months), kept her balance for about a quarter of a minute." 5. "She appears to have continued to edge along a few steps now and then when holding by a chair, and after the 309th day (10.3 months), would step the length of a lounge, holding on with one hand." 6. "On the 353d day (11.8 months), I was told that she had walked three or four steps, and this time spontaneously." 7. "On the first day of the 54th week (372d day; 12.4 months) I saw her walk about three feet alone." 8. "On the 376th day (12.5 months) I was told that she walked alone across a room, some twelve feet, quite spontaneously." "Good Observations (concerning the acquirement of speech) were first supplied in Germany by Berthold Sigismund in his pamphlet 'Kind und Welt,' 1856; but his observations were scanty. . . . The observations of Sigismund are remark- able for their objectivity, their clearness of exposition, and their accuracy." (Preyer, "The Development of the Intellect," Appendix A, p. 221-23.) A few of his observations are given. "The first imitation of sounds, proved to be such, were made after the age of eleven months." "At the age of nine months he distinguished accurately the words 'father, mother,'" etc. "The first word imitated by the child of his own accord (after fourteen months) was the cry of 'neuback' (freshbake), as it resounded from the street; it was given back by the chUd, unsolicited, as ei-a." For comparison, the individual observations on these five children are given in table form. A much wider range, and of course uncertainty, is noted in the beginning of words. In the data collected on the 50 normal children, judging from such ex- pressions as "bye-bye" and pa-pa" was discouraged. The children of the second group, referred to hereafter as "feeble-minded" children, represent the results of an examin- 12 Relations of Intelligence to Mental and Physical Traits Median Age (Months) Beginning to Walk' Median Age (Months) Beginning to Talk* 50 Normal Boys and Girls. 13.50 15.70 P.E. 1.06 P.E. 2.83 Babv ShinQ 11.8 13.5 14.2 14.5 15.2 11.5 (4 words) Baby Hall (11.2) Baby Major 14.+ 22.+ > "Beginning to walk," meaning "to take a step unassisted." ^"Beginning to talk, meaning "to use a word intelligently, associating idea with object." ation in 1910 of something less than 400 personal descriptive entrance blanks of "schoolable" cases (lower grades were elim- inated) in the Indiana School for Feeble-Minded Youth, an institution of something over 1,200 enrollment. Many of the entrance records did not give the age at which the child began to walk and talk, but from those complete, the age was obtained for: Walking Talking Boys 84 56 Girls 60 36 Total 144 92 The tendency of the parent, physician, or guardian filling the blank was to answer the questions: "At what age did the child commence to walk?" "At what age did the child commence to talk?" in half and whole years, as "i>^-2-2>^, " etc., or, "between 2 and 2}4," etc. Only a few records gave the month, hence the age was taken from the records at the nearest quarter year. For example: if the month was given as "17," entry was made "iH" years; if the month was given as "19," entry was made " i}4" years. The quarter years are thrown, half and half each way, in the frequency tables, and in plotting. In case of an odd number of frequencies on the quarter year, the "larger half" was thrown to the lower, or earlier group, hence the figures tend The Age of Walking and Talking n to be more conservative. Such answers as, "at the common age," "at the normal age," "very slow," were not used. Cripples of course were not counted. That the peculiarities of speech in feeble-minded children in general might be seen, the first loo boys and girls, all grades, "schoolable" and "non-schoolable," as taken from the institu- tion entry book, Jan. i, 1908 to Sept. 20, 1908, are here tabulated. In answer to the questions on the application blanks: "Is the speech perfect?" "What peculiarities of speech are there?" "Is he dumb?" the following was noted: Number Defective in Speech but not Dumb Per cent. Dumb Per cent. Boys 61 22 36 7 11.5 Girls. . . . 39 15 38.5 7 18 Table V shows the age, nearest quarter year, at which feeble- minded children commenced to walk and talk. TABLE V Feeble-Minded Children Walked Talked Walked Talked Boys Nearest Nearest Girls Nearest Nearest Ji-Year J^-Year M-Year M-Year 1 2 Dumb 1 4 2 3.5 2 4 4 3 4 5 3 1.5 1.5 4 1.25 3 4 2 5 3.5 3 5 3 6 3 Dumb 6 3.5 .... 7 4 2 7 6 Dumb 8 1.25 5 8 1 9 3 4 9 1.5 3 10 2 1.5 10 2.5 2 11 2 3 11 4 3 12 4 12 5 7 13 4 2 13 1.5 2 14 3 3 14 2 4 15 1 1.5 15 13 16 1.5 1.5 16 1.5 17 4 6 17 2 18 2.5 2.5 18 2 2.5 19 1 2 19 .75 20 2 4 20 2 14 Relations of Intelligence to Mental and Physical Traits TABLE y— Continued Walked Talked Walked Talked Boys Nearest Nearest Girls Nearest Nearest M-Year M-Year M-Year M-Year 21 1.25 4 21 1 22 1.25 2 22 2 '2" 23 3 Dtimb 23 1 1 24 2 3 24 1.5 .... 25 1.5 4 25 1 26 3 1 26 4 27 1 27 2.75 28 2!5' 28 2 29 2 3:5 29 1.5 30 1.5 1.5 30 1.5 31 1 1.25 31 1 1 32 2 32 1 33 1.5 33 2 34 3 34 1 35 1.5 3"" 35 4 .... 36 2.25 36 1.5 37 2.25 3.5 37 "3' 3 38 1.5 5 38 5 39 1.5 39 "i' 40 1.5 2 " 40 1 '2 41 2 41 1 3 42 2.5 42 2 4 43 1 43 2 44 1.25 44 1.25 .... 45 2 45 1.5 1.5 46 1.5 3 46 1.5 47 1 2 47 1.25 '3" 48 1.5 2 48 2 49 3 4 49 2'5' 2 50 1.5 3 50 4 6 51 1.5 1 51 1 3 52 3.5 52 1 7 53 1.25 53 2 .... 54 4 3" 54 2.5 2 55 1.25 2 55 2.5 56 2 56 1 1 57 1.25 57 1.5 2 58 5 '" 58 1.25 59 i!5' 59 4 60 2 4 " 60 1 3 61 1.75 3 61 1.5 2 62 1.5 2 62 2 63 4 4 63 2 Dumb 64 1.5 2 64 1.5 2 65 1.5 1.25 65 1.75 4 66 5 8 66 2 67 2.5 7 68 1.5 .... The Age of Walking and Talking 15 TABLE Y— Concluded Boys Walked Nearest }4-Yea.T Talked Nearest Girls Walked Nearest }i-Yeai Talked Nearest M-Year 69 70 1 2 71 72 73 74 75 2 2 i.25 1.25 '4.5 2 9 3 76 77 78 79 80 1 1.5 2.5 2 2.25 1 '4'. 5 9 81 82 83 84 85 4 3 1.25 6 2.5 3 86 87 1.25 1.25 1.25 1.5 TABLE VI Freqttbnct Table. Feeblb-Minded Boys Walking Talking Years Frequency Years Frequency 1 14 1 5 1.5 25 1.5 6 2 17 2 11 2.5 7 2.5 1 3 8 3 12 3.5 3 3.5 2 4 8 4 7 4.5 4.5 2 5 1 5 4 6.5 5.5 6 1 6 2 6.5 7 1 7.5 8 1 8.5 9 2 1 means .75 to 1.25 years. 1 meane .75 to 1.2£ years. N=84 N= 56 Median= 1.85 Median= 2.98 Guessed Average= 2 Guessed Average= 3 TrueAverage= 2.15 True Average= 3.28 A.D.= .78 A.D.= 1.37 25 percentile= 1.39 25] oercentile= 1.89 75 percentile= 2.75 75 percentile= 4.14 Q= .68 Q= 1.125 1 6 Relations of Intelligence to Mental and Physical Traits TABLE VII Feequenct Table. Feeble-Mindbd Girls Walking Talking Years Frequency Years Frequency 1 17 1 4 1.5 14 1.5 3 2 13 2 11 2.5 6 2.5 1 3 2 3 7 3.5 1 3.5 4 6 4 5 4.5 4.5 6 1 6 1 5.5 6.5 6 1 6 1 6.5 7 2 13 1 1 means .75 to 1.25 years. 1 means .75 to 1.2£ years. N=60 N= 36 Median= 1.73 Median= 2.50 Guessed Average= 2 Guessed Average= 2.5 TrueAverage= 2.02 True Average= 3.11 A.D.= .82 A.D.= 1.42 25 percentile= 1.19 25 percentile= 1.84 75 percentile= 2.35 75 percentile= 3.85 Q= .58 Q= 1.00 From Table VI we see the age that feeble-minded boys begin to walk and talk; and from Table VII the same for feeble-minded girls. Figures 5 and 6 show the distribution curves for the same. Judging from the general tendencies of 144 feeble-minded boys and girls in beginning to walk, and 92 feeble-minded boys and girls in beginning to talk, we might say that: 1. Feeble-minded boys begin to walk at 22.2 months (1.85 yrs. median) with a probable error of 8.16 months; and begin to talk at 35.76 months, with a probable error of 13.5 months. 2. Feeble-minded girls begin to walk at 20.76 months, with a probable error of 6.96 months; and begin to talk at 30 months, with a probable error of 12 months. 3. Feeble-minded girls walk and talk a little earlier than feeble-minded boys. This is true of normal girls and boys. The same is true in both groups if we judge from the average accomplishment. Using the A.D. as a measure of variability, The Age of Walking and Talking 17 girls are a little more variable than boys. The P. E. would show the reverse. Table VIII shows the age that feeble-minded boys and girls, combined, begin to walk and talk. Figs. 7, 8, and 9 show the 1. nn 1 1.5 2 2.5 3 3.5 4 4.5 6 5.5 e Fia. 6. Surface of frequency (half years) for Walking Feeble-Minded Boys 84 Feeble-Minded Girls 60 distribution curves for the same. Comparing Tables IV and VIII, we see from the data at hand that normal children: Begin to walk at 13.54 i"0- (P- E. 1.06); begin to talk at 15.8 mo. (P. E. 2.83). Feeble-Minded Children : Begin to walk at 21.6 mo. (P. E. 7.56); begin to talk at 34.4 mo. (P. E. 12.8). In other words, the median mentally defective child (school- able) walks 8 months, and talks 18.6 months later than the med- ian normal child walks and talks. Many of the investigations into children's walking and talking have been physiological in nature; they have dealt with the 1 8 Relations of IntelKgence to Mental and Physical Traits manner of acquiring locomotion or speech, and children's vo- cabularies at two, three, four years of age, etc. The writer knows of no other study in which the time of the ripening of the walking and talking instincts in groups of children has been made the basis of a statistical research.' Some years ago Dr. Ireland (3) in England calculated the average time that "idiots" began walking and talking. The term "idiot" has, in time past, in Europe, been used to represent a low form of mental deficiency. !.., Ln JL RHnR 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6 6.5 7 7.5 8 8.5 9 13 Fig. 6. Surface of frequency (half years) for Talking Feeble-Minded Boys 56 Feeble-Minded Girls 36 The term is still used broadly to include even high-grade defec- tives, while in this country milder and softer terms are applied, that of "moron," "mentally defective," or "imbecile" children. The "idiots" in the institutions of England were generally of ' The following reference came to the author after this article had been submitted to Ped. Sem. for pubUcation: Table III showing the average ages at which five different classes of feeble- minded children commenced to walk and talk. "Good," "Medium," and "Bad" refer to the mental capacity as estimated by the teacher. "Defec- tive speech" comprises consonantal anomalies (excluding "f" for "th") Ksping and marked stammering. Classification of Case Average age, Walk Average age, Talk 61 cases classed as "Good" 1.5 yrs. 1.8 yrs. 44 cases classed as "Medium" 1.8 " 2.0 " 50 cases classed as "Bad" 2.2 " 3.5 " 88 cases with good speech 1.6 " 1.9 " 64 cases with defective speech 2.2 " 3.2 " C. Paget Lapage: Feeblemindedness in Children of School Age, p. 80, Manchester University Press, 1911. The Age of Walking and Talking 19 the lower types of feeble-mindedness, none of which type would be included in the group of "schoolable" feeble-minded children who constitute the second group of this study. That the con- servative nature of this research might be seen, and that, in a broad way, three groups of children representing differing degrees of mentality might be contrasted, we note the observations of Ireland (p. 323). "He (the healthy child) generally begins to walk from the 12th to the 18th month. The first appearance of speech is variable: words generally come from the first to the second year, but if the child is mute after two years we may suspect there is something deficient. Such is the ordinary course in healthy infancy; but with idiots this evolution of the senses and motor powers is much slower, and often irregular. ... In general, imbecile children are awkward in their motions and slow at beginning to walk."* "Merely backward children are widely distinct from idiots. They are of slow growth, physical and mental; they are late in walking and in speaking, but show no sign of brain disease." TABLE VIII Frequency Table. Feeble-Minded Bots and Girls Walking TaUdng Years Frequency Years Frequency 1 31 1 9 IS 39 1.5 9 2 30 2 22 2.5 12 2.5 2 3 10 3 19 3.5 4 3.5 2 4 14 4 12 4.5 4.5 2 5 2 5 5 5.5 5.5 6 2 6 6.5 7 7.5 8 8.5 9 13 3 3 1 2 1 1 means .75 to 1.25 years. 1 means .75 to 1.25 years. N=144 N = 92 Median- 1.8 (21.6 mos.2) Median = 2.87 (34.44 mos.») Guessed Average = 2 Guessed Average = 3 True Average = 2.09 True Average = 3.21 A. D.= .8 A D.= 1.4 25 percentile = 1.31 25 percentile = 1.86 75 percentile = 2.58 75 percentile = 4.00 Q= .63 (7.56 mos.) Q = 1.07 (12.84 mos.) 1 Ireland, Mental AfTections of Children, p. 395. 2 By the formula P.B. dis. P.E. = —^^3 t. av.-obt. av. ^ ^ the chances are 999 to 1 that the true median will not differ from the median ob- tained by more than 3 months. > The chances are 999 to 1 that the true median will not differ from the median obtained by more than 6.43 months. 20 Relations of Intelligence* to Mental and Physical Traits T nu 11.5 2 2.5 3 3.5 4 4.5 5 5.5 6 Fig. 7. Surface of frequency (half years) for Walking 144 Feeble-Minded Boys and Girls The average age at walking of iii cases of "imbecile" children investigated by Dr. Ireland was 2.5 years. Only five began to walk at one year. He attributes lateness in walking to the de- The Age of Walking and Talking 21 ficiency in the power of mental guidance, although in some cases physical weakness may be a cause. He says: "If imbecile children are slow at learning to walk, they are still slower at learning to speak. The lower classes of idiots never learn to speak at all. Of 103 cases of which I have notes, 36 were found mute on entry, and 67 could speak more or less. The average time at which they began to speak was four years and three months. (4 Ji years.) Only four were noted as having begun to speak at one year. Sometimes they began to speak as late as ten or twelve . . . they had no ideas to express." Tredgold (22) has made similar observations. He says (p. 90): "A similar retardation of physiological activity is seen with regard to den- tition, speech, and walking. Inquiries show that a large proportion of aments do not cut their first or second teeth until some considerable time after the ordinary period. Many of them do not attempt to stand until their third year, and walking is correspondingly late. In many cases the child is four or five years old before it says a word." XlJl 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6 6.5 7 7.5 8 8.5 9 13 Fig. 8. Surface of frequency (half-years) Talking 92 Feeble-Minded Boys and Girls In table form, the above findings and observations would be, letting I represent normal children; H, "schoolable" feeble- minded children; HI, "idiots": 22 Relations of Intelligence to Mental and Physical Traits Number of Children Age at Walking (Months) Age at Talking (Months) I 60 13.54 15.8 II 144 — walking 92— talking 21.6 34.4 III 111 — walking 67— talking 30.0 51.0 Of the many articles in print on the development of speech in the child, the following from Preyer (13), p. 106, is perhaps as good a summary as may anywhere be found: la^ 123466789 13 Fia. 9. Figure 8 "Smoothed"— half years thrown, half and half, to the year 92 Feeble-Minded Boys and Girls— Talking "The first thing with which the learning of speech begins is not, as was formerly assumed, the first cry of the newly born, The Age of Walking and Talking 23 for this can have no other significance than that of a reflex, like sneezing for instance. In fact, it often occurs that children announce their entrance into the world by a sneeze instead of a cry. But when strong impressions of various kinds have alternated with one another — ^when feelings such as hunger, pain, cold, on the one hand, and satiety, pleasure, warmth, on the other, have been discriminated, then crying acquires a speech significance, and the mood of the child may be perceived through the variations in his voice. . . . But all loud utterances of this sort that express bodily, and very soon also, mental states, are the farthest possible from being portions of an articulate language; rather are they completely analogous to the language of animals. Nor have those syllables the least claim to signifi- cance as language which are heard sometimes as early as the seventh or eighth week, ... as ba, ma, am, ab, go (etc.). These are produced, just as are the later sounds, ... in the babbling monologues of the infant, by the movements of the vocal muscles, often through pure accident; and they have at the beginning no more psychogenetic significance than snor- ing "These utterances even in the third quarter of the first year are still almost wholly devoid of significance as language; but in the fourth quarter the character of them very often changes, and we may perceive that sounds uttered are influenced by the sounds heard from other persons, by words. With this is reached the critical point in the learning of language. That point is passed on the day when the child for the first time uses a word of verbal language independently and correctly." That sensory impressions are prerequisite to audible expression there seems to be no question. That "ideas," translated into intelligent forms of expression, form the basis of speech in man there can be no dispute. That such ideas come slowly to the mentally deficient child we must admit. That speech is slow in such children, as a group, must be evident from the above findings. The individual exception may appear, but the fact seems apparent that, while in the individual physical weakness or adenoid growth, or other malformation,* may be contributory ' On the importance and effects of structural irregularities in the peripheral organs of speech, with clinical cases given, see references 6, 7, 8, 9. The substance is, that mental retardation may be the result, as well as the cause, 24 Relations of Intelligence to Mental and Physical Traits causes to lateness in walking or talking, the general tendency of the deferred ripening of the walking and talking instincts, as shown in large groups of children, may well be a matter of grave concern. By the slow, and more seriously, the impaired, matur- ing of these instincts, stimuli of greatest educational value in the earlier months are withheld from the child. If general psychic activity be sluggish, proper functioning does not occur, and conscious associations are not so readily formed as in the healthy normal child. If the child has a motor or sensory de- fect, his inability to "break up" sensations leaves him the longer in mental darkness. That the ability of the child to form ideas is the vital thing in learning to talk, we would see from Preyer (13) p. 89 — "ideas are the necessary previous condition for the understanding of the first words learned, and therefore for learning to talk. If these ideas are wanting, the development of languages is not attained." This qualification however follows, p. 94 — "no special activity of intellect is proved by the quick learning of speech. . . . On the contrary, excessive speaking argues less intelligence, because, of course, less time remains for think- ing." Tracy (21), p. 131, would offer a similar observation. He says: "The wide differences among children make it unsafe to venture any generalizations, except one: viz., this second half year seems to be par excellence the period of the rise of imitation. Some children, however, are as far advanced at the beginning of this period as others are at its end. Perhaps it ought also to be remarked that the child who shows a great precocity in imitation, or in learning to speak, will not necessar- ily on that account turn out a more intelligent child. Imitation, does not require a very high degree of mental acuteness, and the child who has been slow in this may in the end surpass his more precociou s companion . ' ' While too much importance should not be attached to indi- vidual cases, and while normal children in themselves vary greatly in the time of learning to speak, the accomplishment of groups of children of differing degrees of intelligence is not a of defective or late speech. "Backwardness in children is not always due to a central lesion, but may be the result of arrested cerebral development due to some abnormality of structure in peripheral organs." (7) "Retarded de- velopment of speech always results in defective mentality." (8) The Age of Walking and Talking 25 matter that can be lightly set aside. Man at present is more intelligent than primal man. He learns to utter the first in- intelligent word sooner than did his ancestors. Phylogeny was slow in speaking. Romanes in his "Mental Evolution in Man" (16), ch. 16, says: "Lastly, if we take the growing child as an index of psychogenesis in the race, there can be no doubt that it points to a comparatively late origin of the faculty of articulation. . . . For even a precocious child does not begin to make any considerable use of words as signs until it is well on into its second year, while usually this stage is not reached until the third." Four years in fact, we might infer from Romanes, is an age corresponding better to the phylogen- etic acquisition of language. Does the feeble-minded child then more truly represent phylogeny, in the faculty of speech, than the healthy, normal child? As a final summary of the "Age of Walking and Talking in Relation to General Intelligence," the following is submitted as the findings of this study: I Data Fifty "normal" children (25 boys and 25 girls), averaging less than six years of age, of graduate students of Teachers College and Columbia College. Ages were thrown to the nearest month. Walking means: "To take a step unassisted." Taking means: "To use a word intelligently, i.e., to associate the idea with the object." Results The median "normal" child begins to walk at 13.54 months, with a probable error of 1.06 months. The chances are 999 to I that the true median will not differ from the median ob- tained by more than .72 months — stated in another way, the chances are 999 out of 1,000 that the true median lies between 12.82 and 14.26 months; and 10 to i that it lies between 13.16 and 13.92 months. The extreme range is from 11 to 30 months. Ninety per cent of the cases fall between 11 and 17 months. The median "normal" child begins to talk at 15.8 months, with a probable error of 2.83 months. The chances are 999 to i 26 Relations of Intelligence'^ to Mental and Physical Traits that the true median will not diflfer from the median obtained by more than 1.92 months — stated in another way, the chances are 999 out of 1,000 that the true median lies between 13.88 and 17.72 months; and 10 to i that it lies between 14.8 and 16.8 months. The extreme range is from 9 to 25 months. Ninety per cent of the cases fall between 10 and 21 months, with 18 months as the mode. II Data One hundred and forty-four "schoolable" children (boys and girls) of the Indiana School for Feeble-Minded Youth, in reply to the question on the personal descriptive entrance blanks: "At what age did the child commence to walk?" and 92 children in reply to the question: "At what age did the child commence to talk?" Results The median feeble-minded child begins to walk at 21.6 months, with a probable error of 7.56 months. The chances are 999 to I that the true median will not differ from the median ob- tained by more than 3 months — stated in another way, the chances are 999 out of 1,000 that the true median lies between 18.6 and 24.6 months; and 10 to i that it lies between 20.03 and 23.18 months. The extreme range is from 12 to 72 months. Ninety per cent of the cases fall between 13 and 50 months. The median feeble-minded child begins to talk at 34.44 months, with a probable error of 12.84 months. The chances are 999 to I that the true median will not differ from the median ob- tained by more than 6.43 months — stated in another way, the chances are 999 out of 1,000 that the true median lies between 28.01 and 40.87 months; and 10 to i that it lies between 31.09 and 37.79 months. The extreme range is from 12 to i56months (only one case going above 108 months). Ninety per cent of the cases fall between 14 and 84 months. Children in general learn to walk before they learn to talk. Boys, whether normal or feeble-minded, learn to walk and talk later than girls. In decided cases of imbecility, children walk and talk later than in the less pronounced grade of mental defect. The Age of Walking and Talking 27 Bibliography 1. Barh, M. W. Mental Defectives. Philadelphia, 1904. 2. Hall, Mrs. W. S. First 500 Days of a Child's Life. Child Study Monthly, 1896-97, vol. 2, pp. 401-407, 467, 690-591. 3. Ireland, Wm. W. Mental Affections of Children. Pp. 323-340. Phil- adelphia, 1900. 4. Kibkpatrick, B. A. How Children Learn to Talk. Science, Sept. 25, 1891. 5. MacDouqall, Robt. The Child's Speech. Jour, of Ed. Psy., vols. 3 and 4, 1912-13. 6. MaKuen, H. The Training of Speech as a Factor in Mental Develop- ment. Bull. Amer. Acad. Med., Vol. 3, Oct., 1898. 7. MaKtjbn, H. Speech as a Factor in the Diagnosis and Prognosis of Backwardness in Children. Jour. Amer. Med. Assoc, Oct. 12, 1901. 8. MaKuen, H. Retarded Development of Speech in Young Children. Penn. Med. Jour,, Vol. 8, June, 1905. 9. MaKuen, H. The Essentials of Voice Production. N. Y. Med. Jour., Vol. 88, Sept., 1908. 10. Major, D. R. First Steps in Mental Growth. Macmillan, 1906. 11. Mead, C. D. The Age of Walking and Talking in Relation to General Intelligence. (Abstract of paper before the New York Branch of the Amer. Psy. Assoc.) Jour, of Phil. Psy. and Sc. Methods, Vol. 9, No. 14, pp. 379-380, July 4, 1912. 12. Pblbma, J. R. A Child's Vocabulary and Its Development. Ped. Sem., Vol. 17, 1910 (q. v. for bibliography on children's vocabularies). 13. Pbeyer, W. Mental Development in the Child. Trans. H. W. Brown. International Series. New York, 1893. 14. Preteb, W. The Senses and the Will. Part I of "The Mind of the Child." Trans. H. W. Brown. New York, 1888. (Observations concerning the first sitting, creeping, standing, walking, and running of his son.) 15. Pheyek, W. The Development of the Intellect. Part II of "The Mind of the Child." Trans. H. W. Brown. New York, 1889. (Observa- tions on the acquirement of speech by his son in 1877-78.) 16. Romanes, Geo. J. Mental Evolution in Man. New York, 1889. 17. RowE, E. C. The Vocabulary of a Child at Four and Six Years of Age. Ped. Sem., June, 1913. (A list of words used by a child at 4 and 6 years of age. About 4,000 at 6 years.) 18. Seguin, Edward. Idiocy and Its Treatment by the Physiological Method. Pp. 41, 46, 74, 106. Teachers College Reprint, 1907. 19. Shinn, M. W. Notes on the Development of a Child. Univ. of CaU- fomia Studies. No. 1-2, 1893: No. 3-4, 1899. 20. Shuttleworth, G. E. Mentally Deficient Children. London and Philadelphia, 1900. 21. Tract, Frederick. Psychology of Childhood, Ch. V. (q. v. for bibli- ography). 22. Tredqold, a. F. Mental Deficiency. London, 1908. 28 Relations of Intelligence to Mental and Physical Traits 23. Trettien, a. W. Creeping and Walking. Amer. Jour. Pay., 1900, 12, 1-67. 24. Trettien, A. W. Psychology of the Language Interest of Children. Ped. Sem., Vol. 11, 1904. 25. Whipple, G. M. The Vocabulary of a Three Year Old Boy. Ped. Sem., Vol. 16, 1909 (q. v. for bibliography). CHAPTER III HEIGHT AND WEIGHT OF CHILDREN IN RELA- TION TO GENERAL INTELLIGENCE Mental dullness or brightness and general body growth have in the past been associated in various studies by investigators. That on the whole, in groups of children, there seems to be some correlation is evident. In a study on St. Louis children Porter (9) concluded that bright children are taller than dull children, and that "precocious children are heavier and dull children lighter than the mean child of the same age." Smedley (11) and MacDonald (6) have in substance made similar conclusions." Problem and Data If such relation were evident among normal children, would the differing degrees of mentality as exist in children mentally defective be reflected, on the average, in the height and weight of these children? Would we find also a greater variability among such children? With such questions in mind two hundred eighty-eight boys and one hundred forty-one girls of the Indiana School for Feeble-Minded Youth were examined in February and March, 1910. Among other tests physical and mental, the strength of grip and dextrality were also taken. This will furnish the data for a study now in preparation. In order to have norms with which to compare normal children and the mentally defective, two hundred thirty-six boys and two hundred forty-five girls of the Caldwell, New Jersey, public schools were measured in May, 1912,= as to the same traits by the same examiner and as nearly as possible under the same conditions. The height was recorded with shoes in both groups ; •For a condensed summary of several investigations, see Whipple (14) pp. 47-60. West (13) reaches an opposite conclusion. His classification of children was on the teacher's judgment, while Porter's was the school grade in comparison with age. ' For the use of the schools, the author is indebted to Superintendent D. C. Bamett and the Board of Education. 29 30 Relations of Intelligence to Mental and Physical Traits the weight, with ordinary clothing. All measurements and all calculations have been made by the author himself. The factor of variability has been reduced to the minimum. The ages are given in years and months. In reckoning the age from birth, from one to fifteen days inclusive were dropped, and from sixteen to thirty were added to the month. Age (And Over) Inches 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Years 70 Pounds 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Years (And Over) Fig. 10 . Height— Inches— Caldwell School Boys (236) . " _ " _F. M. Boys (280) . " — " — Goddard's 4500 F. M. Boys— without shoes .Weight— Pounds— Caldwell School Boys (236) F. M. Boys (284) . " " Goddard's 4500 F. M. Boys The defective children were classed from the experience and association of the teacher, attendant, and principal, into A, B, C, D, E grades. These would group approximately into the Height and Weight of Children 31 common institution classes of morons (A-B); imbeciles (C); idiots (D-E) .' On account of the few cases, the tables and charts which follow show two grades of intelligence, the morons in one group, and the imbeciles and idiots in the other, in comparison to the normal group. The group of total defectives also is given. The individual measurements of each child are grouped according to sex, age,* grade, and number of cases, with averages and devia- tions,' in Tables IX-XII. The curves representing these data show in Figs. 10-14. TABLE IX Botb' Height — Inches (With Shoes) Grades C. D, Giades A and and E Total Defectives Normal B Morou Imbecile and Idiot Age Cases Aver- age Cases Aver- age Cases Aver- age A. D. Cases Aver- age A.D. 6 1 40.80 1 40.80 8 47.57 1.9 7 5 45.76 3 46.83 8 46.16 2.4 14 49.01 1.5 8 10 48.49 4 47.12 14 48.10 1.4 32 50.94 1.9 9 10 61.61 4 48.65 14 50.76 2.1 29 52.67 2.3 10 11 52.46 V 50.47 18 51.68 1.6 18 54.16 2.2 11 13 53.89 9 51.20 22 52.79 2.4 19 55.99 2.4 12 10 56.51 8 54.36 18 55.55 3.1 24 57.92 2.2 13 11 58.18 6 56.28 17 57.51 3.4 14 59.37 2.8 14 14 60.04 11 55.43 25 58.01 4.2 25 62.06 3.0 15 15 63.01 8 57.50 23 61.09 4.5 26 64,99 3.0 16 8 65.75 9 59.52 17 62.45 3.8 17 68.17 1.7 17 4 65.77 6 62.68 10 63.92 4.2 6 68.53 2.0 18 5 67.00 2 66.20 7 66.77 1.7 3 70.20 1.1 19 3 67.07 6 62.05 9 63.72 3.6 1 69.30 20 3 67.97 6 65.83 9 66.54 1.5 21 1 7 8 66.21 1.4 22 5 5 66.80 2.6 23 4 10 14 66.04 1.8 24 2 2 65.85 3.5 25 1 4 5 66.12 2.0 26-48 9 25 143 34 66.69 2.2 137 280 236 ' The moron has a mentality comparable to that of the normal child of from eight to twelve years; the imbecile, three to seven years; the idiot, two years or under. See Goddard (5) p. 221. * Six years of age means from six to seven. ^ In calculating the average deviation, decimals from one to six tenths were dropped, and those above added. 32 Relations of Intelligence to Mental and Physical Traits Interpretation of Graphs In all the graphs the age appears at the bottom and also at the top. On the average, the age will fall near the half year. Age Inches 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Years 40 /i . I I I . I I I ■ I ■ I ■ I ■ ■ ■ ■ ' I t I I I 40 Age 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Years Fia. 11 •x—^ Height — Inches — Caldwell School Boys (236) " " F. M. Moron Boys (122) " " All Grades F. M. Boys (211) " " F. M. Imbecile and Idiot Boys (89) — - Weight— Pounds— Caldwell School Boys (236) " " F. M. Moron Boys (120) " " All Grades F. M. Boys (216) " " F. M. Imbecile and Idiot Boys (96) The scale of inches is marked on the left margin; the scale of pounds, on the right. The upper group of curves represent Height and Weight of Children 33 height, the lower group weight. The accomplishment in either trait is read from the same age point. It should be noted that in the group of Caldwell school child- ren a relatively high grade of children has probably been chosen. It is a little city of some five or six thousand, about an hour from New York City, and is a most healthful place with the advantages of country life. TABLE X Boys' Weight — Pounds (Ordinary Clothing) Grades C, D, Grades A and and E Total Defectlvea Normal B Moron Imbecile and Idiot Age Cases Aver- age Cases Aver- age Cases Aver- age A. D. Cases Aver- age A.D. 6 1 39.00 1 39.00 8 49.12 6.5 7 6 51.80 3 52.33 8 52.00 6.0 14 52.82 4.6 8 10 59.60 3 52.33 13 57.92 4.0 32 58.04 5.2 9 10 64.90 4 53.75 14 61.71 7.3 29 61.39 8.0 10 11 68.27 10 60.70 21 64.66 5.8 18 68.51 8.7 11 13 73.30 9 63.88 22 69.45 7.4 19 76.31 12.2 12 10 80.30 9 75.11 19 77.84 12.0 24 84.03 12.7 13 11 86.00 5 74.80 16 82.50 12.1 14 95.53 18.2 14 14 95.21 12 77.16 26 86.88 19.6 25 99.57 14.8 15 14 113.85 8 86.25 22 103.82 19.9 26 113.63 16.7 16 8 125.25 10 88.20 18 104.66 22.1 17 134.52 12.4 17 4 139.75 7 104.14 11 117.09 26.3 6 133.83 11.5 18 4 140.25 2 132.00 6 137.50 8.8 3 143.16 10.5 19 3 143.66 6 118.66 9 127.00 29.8 1 140.00 20 3 146.00 7 127.86 10 1.33.30 17.3 21 1 7 8 129.50 7.2 22 5 5 139.40 18.4 23 4 10 14 129.07 13.6 24 2 2 129.50 13.5 25 1 4 5 123.80 19.8 26-48 9 25 34 143.80 18.4 135 149 284 236 From Fig. lo we see the Caldwell boys higher at each age by from two to five inches than feeble-minded boys, the difference increasing somewhat gradually with age. All cases of feeble- minded over twenty-six years were grouped and the average height and weight both appear at the right margin, the average height of adult feeble-minded over twenty-six years being about 34 Relations of Intelligence to Mental and Physical Traits 66.7 inches. The light continuous line of the upper group shows the average height of about 4,500 feeble-minded boys, six to twenty-six years of age, without shoes, as compiled by Goddard (5)' in 1912. Allowing an inch for shoes, the general similarity of the two curves is evident. The curves for weight are not as smooth as might be wished; a greater number of cases would of course tend to make them more regular. For ages seven to nine the two curves approxi- mate, feeble-minded boys at nine years showing a little heavier than normal boys. After age ten normal boys are consistently heavier than defectives by from five to fifteen pounds, the dif- ference increasing in a general way with age.' The adult weight for thirty-four boys over twenty-six shows 143. 8 pounds. The sedentary institution life and more regular dieting and sleep tend toward weight, especially in the more imbecile cases. The same might be said of all grades in the earlier years. Goddard's curve for weight for about 4,500 feeble-minded boys, six to twenty- six years of age, is shown in the lower light continuous line. Fig. 1 1 shows again the curves of height and weight for normal and defective boys as separate groups and in addition, the defec- tives divided into two groups, the higher grade moron, and the lower grade imbecile and idiot. The heavy line in either group is the normal; the light line, the higher grade defectives; the broken dash line, all defective boys of this study ; the broken dot and dash line represents the lower grade imbecile and idiot as a group. This graph shows the imbecile and idiot boy lower in stature and less in weight than the group of feeble-minded boys in general, excepting age seven. It shows the higher grade moron taller and heavier at each age, excepting seven, than the defective group whole. In weight the moron group more nearly approximates and at places exceeds the normal. At no age ' This work is by far the greatest ever done and sets norms for years to come for the feeble-minded in height and weight. 'Tarbell (12) says: "Feeble-minded children (boys and girls) are about two inches shorter and nine pounds lighter than normal children of the same age." Goddard (5) p. 229 says: "If, however, we take the line representing de- fectives of all grades, we find that while 'he is not two inches shorter and nine pounds lighter' he nevertheless is one inch shorter and two pounds lighter up to the age of fifteen. After that he is three inches shorter and twelve pounds lighter." Height and Weight of Children 35 in height, and at no age in weight excepting 8, 9, 17 and 19 years, does the high grade mentally defective boy reach or exceed the average normal boy of six to nineteen years in these traits.' These exceptions may very probably be due to the few or excep- tional cases, and the author wishes it clearly understood that Age Inches 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Years Pounds 150 140 130 120 110 100 90 80 70 60 50 40 Years Age 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Fig. 12 ^eighth-Inches— Caldwell School Girls (245) - " " F. M. Girls (139) - " " Goddard's 3300 F. M. Girls— without shoes .Weight— Pounds— Caldwell School Girls (245) - " " F. M. Girls (138) - " " Goddard's 3000 F. M. Girls conclusions other than the most general based upon these data are not wise. The record of girls is pictured in Fig. 12. The curves for height are more irregular than those of the boys. From this 'A greater number of cases would probably "smooth out" the exceptions at the two latter ages. 36 Relations of Intelligence to Mental and Physical Traits study mentally defective girls as a group are on the average from two to five inches shorter than normal school girls. This is about the same as with boys. It will be noted that there is a larger difference between the defective girls of this study and Goddard's 3,300 institution girls in regard to height than difference between boys (Fig. 10). In this study the two groups of higher and lower grades are about the same in number with boys, but with girls there are nearly twice the number of the higher grade. TABLE XI GiHLs' Height — Inches (With Shoes) Grades C, D, Grades A and and E Total Defectives Normal B Moron Imbecile and Idiot Age Cases Aver- age Cases Aver- age Cases Aver- age A. D. Cases Aver- age A. D. 6 9 47.60 1.4 7 17 49.63 2.3 8 1 49.00 4 47.55 6 47.84 3.4 17 50.49 2.8 9 3 50.80 5 49.70 8 60.11 2.4 27 52.00 2.1 10 2 60.60 6 64,00 8 53.15 2.0 22 54.84 2.1 11 6 54.45 1 56.50 7 54.74 1.3 23 56.05 3.0 12 7 54.78 5 55.24 12 54.97 2.8 19 59.03 2.1 13 2 53.00 7 66.84 9 55.99 3.0 27 60.84 1.9 14 13 60.28 4 68.52 17 59.87 2.3 20 63.02 3.0 15 7 61.15 2 60.75 9 61.06 3.7 28 63.43 2.1 16 11 61.06 3 57.36 14 60.33 2.5 20 64.34 2.0 17 12 61.58 2 69.00 14 61.21 2.0 10 64.05 1.8 18 6 62.91 5 62.18 11 62.58 2.2 4 65.70 .5 19 fi 61.94 1 62.10 6 61.96 1.8 2 65.40 3.1 20 10 62.52 3 56.17 13 61.05 3.0 21 3 60.30 1 61.60 4 60.62 3.0 22 2 60.95 2 60.95 2.3 90 49 139 245 In weight it is very noticeable that the girls of the two large groups, normal and defective, up to nineteen years deviate less than do the boys. Weight would no doubt be subject to modifi- cation by regular habits of eating and sleeping much more than the individual's natural tendency to stature. These girls of institution care show the good effects of such regularity when it comes to bodily weight. Height and Weight of Children 37 Fig. 13 shows the defective girls divided into the higher and lower grades of mental defect. These curves are very unsatis- factory, showing much irregularity. This condition may be due to one or several causes. First, the classing of the defective Age Inchea 6 7 8 9 10 H 12 13 14 15 16 17 18 19 20 21 22 23 Years Pounds 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Yeara Fig. 13 -Height— Inches— Caldwell School Girls (245) - " " F. M. Moron Girls (90) - " " All Grades F. M. Girls (139) - " " F. M. Imbecile and Idiot Girls (49) -Weight— Pounds— Caldwell School Girls (245) _ " " F. M. Moron Girls (90) - " "All Grades F. M. Girls (138) - " " F. M. Imbecile and Idiot Girls (48) children into grades is chiefly empirical, an interchanging of one or two cases might modify the lines; second, it is to be regretted that the number of girls tested is much smaller than that of boys ; third, there may be exceptional cases as number 123 at age 20 (Table X). The most peculiar feature of the lines as they are 38 Relations of Intelligence to Mental and Physical Traits is the crossing at age fourteen. From Fig. 1 1 , high and low grade defective boys are distinctly apart at each age in height and weight. But with girls the curves cross at 14. Before this time (excepting 8 and 9 years in height) the lower grade girls are taller and heavier than the brighter girls; after age 14, the reverse is true. Can it be that high and low grade defective girls at about the fourteenth year reverse themselves in body growth? Again let it be understood that the condition is probably due to too few or exceptional cases. TABLE XII Girls' Weight — Pounds (Ordinary Clothing) Grades C, D, Grades A and and E Total Defectives Normal B Moroni Imbecile and Idiot Age Cases Aver- age Casei Aver- age Cases Aver- age A. D. Cases Aver- age A. D. 6 9 47.94 5.5 7 17 51.29 6.1 8 1 52.00 4 56.75 5 55.80 9.0 17 54.38 6.5 9 3 59.66 5 61.00 8 60.50 7.2 27 61.48 6.9 10 2 60.00 5 73.20 7 69.43 6.7 22 67.14 7.4 11 6 74.00 1 79.00 7 74.71 10.8 23 73.88 13.2 12 7 74.71 6 76.83 13 75.69 8.9 19 88.41 12.7 13 2 65.00 6 87.66 8 82.00 13.7 27 88.44 9.4 14 13 99.00 4 99.00 17 99.00 13.0 20 103.13 12 3 15 7 110.71 2 99.00 9 108.11 17.0 28 107.87 11.2 16 11 120.09 3 98.00 14 115.35 17.6 20 117.00 11.5 17 12 119.60 2 116.50 14 119.07 12.6 10 119.67 10.8 18 6 121.18 5 121.80 11 121.45 12.8 4 115.27 8.8 19 5 143.20 1 106.00 6 137.00 24.0 2 128.65 8.2 20 10 120.00 3 90.66 13 113.23 18.5 21 3 113.66 1 98.00 4 109.75 11.2 22 2 111.00 2 111.00 3.0 90 48 138 245 Sex Differences Various studies with large groups of normal children have shown that from about eleven to fifteen years of age the girls were larger than boys in both height and weight. For example, Smedley (11, p. iioo); or MacDonald (6, p. 1023.) In order to see whether or not this condition reflected itself in measurements of mentally defective children, Fig. 14 was made Height and Weight of Children 39 to show the records of both groups in both traits superimposed. The heavy and Hght continuous Hnes in the upper group repre- sent the height of the Caldwell school boys and girls respectively. Age Inches 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Years iKJ -TT 1 1 1 1 1 1 l-l !■ 1 TT 1 1 1 1 1 1' 1 1 l/^"<,.' -r 68 - r — ^ 66 - / /\_ 64 - y/^'^~^ ' 62 - // *''' y'''"-- - 60 - // r'f'^^ /T^. - 58 _ //^ J-'''' / 1 V - . /r ^ ' I f ' / . 56 y /' /' / 1 .—'' / y^ ^•''' / /^^^'/^'^ . 54 - P^y'"/ A/ / - 52 _ yf / y Jr,"' - 50 - yY' ^'' • /y^ / y 48 ly y^"'^' ^ ^ ^ 46 -'■ / * ^^"^ - 44 ^ ^^ . _ ^-fi5^ , 42 :=f 1^^ - 40 1 i-i-j-^ ' ' • ' 1 . 1 . 1 . 1 . 1 . il Pounds 150 140 130 120 110 100 90 80 70 60 50 40 Age 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Years Fia. 14. CoMFABisoN or Sexes — Nobmal and Feeble-minded — ^Height AND Weight -Height— Inches— Caldwell School Boys (236) - " " CaldweU School Girls (245) - " " F. M. Boys (211) . " " F. M. Girls (139) .Weight— Pounds— Caldwell School Boys (236) - " " CaldweU School Girls (245) - " " F. M. Boys (216) . " " F. M. Girls (138) 40 Relations of Intelligence to Mental and Physical Traits The broken dash and broken dot lines represent the height of feeble-niinded boys and girls. The same comparisons are true in the lower group of lines as to weight. Excepting ages twelve and thirteen with defectives, in which there is an abnormal rise with boys and drop with girls, normal and feeble-minded girls are taller than normal and feeble-minded boys from ages ten to fifteen. In weight there is the same general condition. Except- ing age thirteen with normals at which both curves are irregular, the Caldwell girls weigh more than the Caldwell boys from about TABLE XIII Per Cent or Defectives Reaching or Exceeding Average Caldwell Normal Children Boj s' Height Boys' Weight Girls' Height Girls' Weight Age Cases No. Per cent. Cases No. Per cent. Cases No. Per cent. Cases No. Per cent. 6 1 0.0 1 0.0 7 8 1 12.5 8 5 62.5 8 14 1 7.1 13 5 38.5 6 2 40 5 2 40 9 14 5 35.7 14 7 50.0 8 3 37.5 8 4 50 10 18 2 11.1 21 6 28.6 8 3 37.5 7 3 42.9 11 22 3 13.6 22 4 18.2 7 2 28.6 7 4 57.1 12 18 5 27.8 19 7 36.8 12 1 8.3 13 3 23.1 13 17 7 41.2 16 3 18.7 9 1 11.1 8 3 37.5 14 25 6 24 26 7 26.9 17 3 17.6 17 6 35.3 15 23 7 30.4 22 6 27.3 9 3 33.3 9 4 44.4 16 17 3 17.6 18 2 11.1 14 2 14.3 14 4 28.6 17 10 1 10.0 11 5 45.4 14 3 21.4 14 5 35.7 18 7 0.0 6 1 16.6 11 2 18.2 11 7 63.6 19 9 1 11.1 9 3 33.3 6 0.0 6 4 66.6 Total 203 42 20.7 206 61 29.6 120 25 20.8 119 49 41.2 beginning twelve to beginning fifteen years. Noting exceptions at the twelfth and thirteenth years in the lines for defectives, feeble-minded girls are heavier than feeble-minded boys from ten to seventeen years. Sex differences as to height and weight in normal children through adolescence is approximately the same with mental defectives. Variability As far as is known to the author only one other study has calculated the age variability in height and weight of mentally Height and Weight of Children 41 defective children. Wylie (16) in a study of about four hundred children of each sex, from one to thirty years of age, found the mean variation to be greater with defectives than with normals.' Referring to Tables IX to XII, one can compare the variability at age of the two classes of children in this study. Excepting ages 8, 9 and 10, defective boys are more variable than normal boys in height. In weight, up to about age thirteen, defective boys are more constant; after thirteen they are more variable than normal boys. From eight to nineteen inclusive, defective girls vary more than normal girls in height if we except ages 10, 11, 14, and 19. In weight, after the thirteenth year, defective girls vary more than normal girls at age. Very probably a greater number of cases, if distributed over the grades of defect, would show defec- tive children more variable in height and weight than normal children, excepting possibly weight in the earlier years, if defective children had the regular care of institution life. Per Cent of Defectives Reaching or Exceeding Average Caldwell Normal This is shown in Table XIII for each age. To interpret, take age seven for example : Of eight mentally defective boys, one or 12.5 per cent reached or exceeded the average height of Caldwell boys at the same age. Or taking the total: of 203 mentally defective boys from six to nineteen years of age inclusive, forty- two or 20.7 per cent reached or exceeded in height the average Caldwell boy at age. This is significant and means approxi- mately that only one defective boy or girl in five reaches the average height for his age of a normal boy or girl. In weight boys make nearly a thirty per cent showing, while girls almost reach the average. Norsworthy (7) found these per cents to be considerably higher. She very probably had, on the whole, a higher grade of defective children. 'He says, p. 6: "For height the curve of mean variation exceeds that of normal children except in two or three instances. In general the mean variation is greatest at times of fastest growth, but there are many marked exceptions to the rule. . . . The ciurve of mean variation for weight shows the same general features as that of height except that it is nearer normal up to ten years." 42 Relations of Intelligence to Mental and Physical Traits Conclusion It seems a safe conclusion from the above data that not only is mental defect reflected on the average in the height and weight of children, but the more decided the defect the more checked the physical growth. (From Fig. 13 there may be an exception with girls before fourteen years.) This is more evident in height than in weight, the first being probably less subject to modification by regular habits of sleep, diet, etc. Feeble-minded girls more nearly approximate normal girls in weight than feeble-minded boys approximate normal boys. The commonly known fact that girls are taller and heavier than boys during early adolescence shows itself also with mental defectives. Defective boys and girls are more variable in height than normal boys and girls. Before thirteen years, defective boys and girls of institution life are more constant in weight than normal boys and girls. Bibliography 1. Boas, F. The Growth of Toronto Children. Rept. Com. Ed., 1896-7, Vol. 2, pp. 1541-1599. 2. Btjrk, Frederick. Growth of Children in Height and Weight. Amer. Jour. Psy., 1898, Vol. 9, pp. 253-326, q. v. for extended bibliography. 3. Gilbert, J. Allen. Researches on the Mental and Physical Develop- ment of School Children. Yale Psy. Laboratory Studies, 1894, Vol. 2, pp. 40-100. 4. Gilbert, J. Allen. Researches upon School Children and College Students. Univ. of Iowa Studies in Psy., Vol. 1, pp. 1-39. 5. GoDDARD, Henbt H. The Height and Weight of Feeble-Minded Children in American Institutions. Jour, of Ner. and Men. Dis., Apr., 1912, Vol. 39, No. 4, pp. 217-235. 6. MacDonald, Arthur. Experimental Studies of Children. Rept. Com. Ed., 1897-98, Vol. 1, pp. 985-1204. 7. Norswobtht, Naomi. The Psychology of Mentally Deficient Children. Columbia Univ. Contrib., 1906, Vol. 15, No. 2. 8. Porter, W. Townsend. The Growth of St. Louis Children. Trans. Acad. Sc, St. Louis, 1894, Vol. 6, 263, q. v. for extended bibliography. 9. Porter, W. Townsend. Physical Basis of Precocity and Dullness. Ibid., 1892-4. Vol. 6, 161. 10. Shuttleworth, G. E. The Health and Physical Development of Idiots as Compared with Mentally Sound Children of the Same Age. Proc. Height and Weight of Children 43 Assoc. Med. Off. Amer. Instit. Idiotic and F. M. Persons, 1876-86, pp. 315-322. 11. Smedlet, Fred W. Child Study in Chicago. Rept. Com. Ed., 1902, Vol. 1, pp. 1095-1138. 12. Tarbell, G. G. On the Height, Weight, and Relative Rate of Growth of Normal and Feeble-Minded Children. Proc. Assoc. Med. Off. Amer. Instit. Idiotic and F. M. Persons, 1876-86, pp. 188-189. 13. West, Gerald M. Observation of the Relation of Physical Develop- ment to Intellectual Ability made on the School Children of Toronto, Canada. A Preliminary Report. Science, N. S., 1896, Vol. 4, pp. 156-159. 14. Whipple, Gut M. Manual of Mental and Physical Tests, 1910. War- wick & York, Baltimore. 15. Wylie, a. R. T. Investigation Concerning the Weight and Height of Feeble-Minded Children. Jour. Psycho-Aslhenics, 1899, Vol. 4, No. 2, pp. 47-57. 16. Wylie, A. R. T. Contribution to the Study of the Growth of the Feeble- Minded in Height and Weight. Ibid., 1903, Vol. 8, No. 1, pp. 2-7. CHAPTER IV STRENGTH OF GRIP AND DEXTRALITY IN RELA- TION TO GENERAL INTELLIGENCE One of the peculiarities of the feeble-minded is his weak and listless hand grasp. In the gymnasium he fumbles at his piece of apparatus. He is not sure of his hands. As man has prog- ressed in the scale of evolution, the hand as an instrument of the mind has gradually become more deft and skilled. In this organ he is infinitely beyond the animal. "It is perhaps not too much to say that the hand, through which alone (the) embodi- ment of thought and purpose is mediated is of all bodily members the most human and most noble; and that in its features and capabilities is symbolized all that man has achieved in his long upward march from the primeval ooze." (MacDougall (17), p, 242.) As a means of mental acquisition, few of the bodily organs are more important than the ability of the hand to lay hold of and grasp things. If a child has not this power developed as it should be, the power to pick up and examine, hold fast to, take apart, and cast away, he is deprived of an avenue of acquisition second only to that of a sense avenue. If the characteristic above of the mentally deficient child is one noticeable in the daily work with him, will he in the registry of his strength of grip or his power of prehension give us an index of his mental caliber? How does he compare with his more fortunate brother and sister? Would the degree of his imbecility be reflected on the average in the reading of the dynamometer? With these questions in view, 202 mentally defective boys from seven to twenty- five years of age and 129 mentally defec- tive girls from eight to twenty-two years of age of the Indiana School for Feeble-Minded Youth were tested in March, 1910, with the dynamometer for strength of grip. About thirty "adult boys" (defectives) from twenty-five to thirty-five years of age were also tested, but (beyond a mere statement of the 44 Strength of Grip and Dextrality 45 results) these latter are not used as a basis of comparison. Tests were also made with thirty-three graduate students of Columbia University. In May, 1912, 232 boys and 227 girls of the Cald- well, New Jersey, public schools were tested in the same way as the defectives, using the same instrument. Notes were also made concerning "dextrality" or (as used in this study) the preference or superiority of one hand over the other. Before giving the data collected, results of previous work will be summarized. Previous Work on Strength of Grip and Intelligence Probably the greatest number of children tested in one group for dynamometer strength was by Smedley (20), Director of the Chicago Child-Study Department in 1 899-1 901, whose report is included in the Report of the United States Commis- sioner of Education for 1902. His tests were mostly physical, such as height, weight, strength of grip, etc., but included memory and a few other mental traits. The children were largely of American parentage in comfortable circumstances; so they may be said to represent normal city children. The number of boys was 2788; of girls, 3471. The ages varied from four to twenty- one inclusive; there being about two hundred fifty boys and two hundred fifty girls at each age six to sixteen, the number at seventeen and eighteen running less. He devised an "adjustable stirrup" grip, as he found that the ordinary two spring dynamo- meter was difficult for smaller children and that different pha- langes would be used by different-sized hands. Each pupil was given "several " trials and the best result was recorded. Averages rather than medians were used as norms. (For the Smedley norms, see Whipple, "Manual of Mental and Physical Tests," p. 76). Some of his results follow: 1. Boys surpass girls in strength at all ages; and during the early years of adolescence this differentiation of the sexes is most striking. 2. "In the absence of any term corresponding to ambidex- terity, and meaning unequal ability in the use of the hands without indication of which hand is the superior, the term 'uni- dexterity' is suggested." Children on the average are unidex- trous,' with the right hand superior at the time they enter school, • Some investigators suggest a connection between development of speech and right-handedness. (Wooley, Psy. Bull, 7: 1910.) 46 Relations of Intelligence to Mental and Physical Traits and unidexterity increases during the eariy years of adolescence. Plotting his norms we find a more marked difference in the hands as maturity approaches. A heightened difference at puberty is noticed. 3. The relation between strength of grip and standing in school is shown by a distribution of twelve-year-old pupils by grades, also by comparing the grip of those at and above grade with the grip of those below grade at each age. An example of the first is here given: TWBLVE-TEAE-OLD PuPILS BY GbADBS Grade Number of Average Grip Average Grip Pupils Kg. R.H. Kg. L.H. 2 4 16.75 16.50 3 19 20.03 18.55 4 84 20.22 18.85 6 134 21.06 19.64 6 143 21.40 20.12 7 95 22.31 20.41 8 18 23.31 21.07 This shows that the more advanced of the twelve-year-old pu- pils are more decidedly unidextrous than are the retarded pupils. His tables show that this association between decided unidex- terity and intellectual power holds good throughout school life. From Smedley's computations, twelve-year-old pupils of the higher grades are superior also in stature, weight, endurance, and vital capacity to those in the lower grades. He says: "This demonstration of the physical superiority of the more intelligent pupils does not necessarily imply that small or weak men are always less efficient mentally than are large men, but it does seem to show that one is likely to attain to his highest mental development only as he reaches the physical growth and develop- ment which nature has marked out for him." 4. On the whole, the brightest are more decidedly unidextrous- than are the average pupils; the average pupils more unidextrous- than are the dull pupils. The John Worthy boys are still more nearly ambidextrous than the dull pupils of the regular schools.. 5. At every age from nine to seventeen, the John Worthy incorrigibles and truants are with either hand less strong than normal boys, and this discrepancy increases very decidedly with. Strength of Grip and DextraUty 47 age. Also John Worthy boys (incorrigibles) far exceed dull pupils of other schools in the average number of growth abnormal- ities and the number of motor defects. 6. "Training in ambidexterity is training contrary to a law of child life." MacDonald (i6) made an experimental study of 1074 children of the Washington city schools. His measurements are typical of Americans because few foreigners reside there, all the states of the union are represented, and the well-to-do and poorer classes, are pretty equally divided. He used the "oval " dynamo- meter and employed the average as a measure of central tendency. A few of his results follow: 1. Bright boys are in general taller and heavier than dull boys. (Bright, average, or dull on teacher's classification). 2. As to children with abnormalities, defects of speech are much more frequent in boys than in girls. 3. "The dynamometer is to some extent a sociological instru- ment, in distinguishing those who do manual labor from those who do not, by the greater strength of hand in the former. . . There seems to be no relation between strength of hand and mental ability." 4. "Children of non-laboring classes show greater ability in their studies than children of the laboring classes." (As a higher percentage of dullness then would be found in the children of the laboring group, in the light of (3) this would tend to account for the indications in his results that dull children have as strong or stronger grip than the average or brighter group. See Whipple (26), p. 76, and MacDonald (17), p. 1004.) White Boys Class Number of Cases Average Age Yrs. Mos. Strength of Grasp — ^Kilos. R. Total R. Aver. L. Total L. Aver. Bright Average. . . DuU 237 142 137 12 4 12 1 13 1 4687 2644 3369.5 19.9 18.6 24.6 4331 2501.5 3161 18.3 17.7 23.1 Total 516 48 Relations of Intelligence to Mental and Physical Traits MacDonald's group of "dull" boys average thirteen years, one month, a year older than the "average" group, and nine months older than the "bright" group. A decided rise at about the thirteenth year is noticeable in the grip of children in general. The "dull" group in short had a year's advantage in age. Carman (3) tested 1507 children of Saginaw, Michigan, their ages being from ten to nineteen. She used the "Collin" dyna- mometer. Most of the children were of foreign parentage of the laboring classes. There were 756 boys and 751 girls. The nearest age was used. The average was taken as a measure of central tendency. Results : 1. In comparison to Smedley's table of norms. Miss Carman found with her group, which was principally foreign, that the average age grip was a little less with boys, more markedly less with girls. Average Strength of Grip in Kilograms Boys Right Hand Left Hand Bright 21 17 DuU 20 18 Girls Bright 16 13 DuU 13 12 Averages as to "brightness" and "dullness," based on ages 10 to 14 inclusive, number of pupils, 576 boys, 511 girls. Child- ren reported "bright" or "dull" by teacher. Age Number of Boys Number of Girls 10 96 86 11 104 102 12 123 132 13 152 107 14 101 84 Total 576 511 2. Boys reported by their teachers as "bright" were more sensitive than dull, were stronger in their right hand but weaker in their left hand than the dull, but in general were stronger. 3. Boys and girls with light hair and eyes are less sensitive to pain and less strong than boys and girls with dark hair and eyes. 4. Girls are weaker at all ages than boys. 5. Girls reported as "bright" were more sensitive and stronger in each hand than those reported as dull. Strength of Grip and Dextrality 49 6. Of 756 boys, five per cent were left handed. Of 751 girls, 3.6 per cent were left handed. These data are based on the statements of the pupils. Dawson (7) examined juvenile delinquents of the Lyman School for Boys at Westboro, Massachusetts, and the State Industrial School for Girls at Lancaster. Some of the results with twenty-six boys, average age fifteen, and twenty-six girls, average age sixteen, follow: 1. The average height of the boys studied was inferior by 9.9 cms. to the average Boston boy at the same age ; that of the girls was 6.1 cms. less. 2. The average weight of the boys examined was inferior to the normal average by 5.93 kilograms; the average of the girls examined was superior to the normal average by .55 kilograms. 3. In strength of grip, the delinquent boys were inferior to the normal standard by .27 kilograms; the girls, by .87 kilograms. 56 per cent of both sexes was inferior to the normal by from 1.32 to 11.82 kilograms while 44 per cent of both sexes was equal to the normal average, or superior by from 1.18 kilograms to 15.18 kilograms. Schuyten (18) had at his disposition a large number of dyna- mometric tests in Holland. Estimating intelligence by school grade in relation to age his tables show: 1. "lis demontrent que les intelligents, gargons et fiUes, sont les plus forts, k toutes les epoques de I'annee." 2. He also found that children of well-to-do parents were stronger than children of poor parents. Cattell and Farrand (4) give the record of 99 students, average age eighteen, with none over twenty-three. AVEBAGE IN KUiOGHAMS OF TwO TRIALS Right hand 38.8 (85.54 pounds) Left hand 34.6 (76.28 pounds) This record is low because the average of the two trials was used instead of the best record. They advocate the maximum pressure of the thumb and forefinger. Binet and Vaschide (2) measured the muscular strength of forty boys from twelve to thirteen years of age. They gave two trials alternately with each hand. The tests were given with 50 Relations of Intelligence to Mental and Physical Traits and without the stimulation of praise and encouragement. They found: I. Dividing the forty children into four groups, the strongest to weakest, "les faibles sont plus souvent ambidextres que les forts, ou plutQt qu'ils ont deux mains gauches." Group R. H. Aver. Kg. L. H. Aver. Kg. Difference between Hands 1 2 3 4 27.25 22.25 18.5 15.75 22.15 19 16 14.25 5.1 3.25 2.5 1.5 2. The average grip was increased by about 3 Kg. where encouragement was given. Wissler (27) states that "It has been claimed that strength of hand is a correlate of mental ability, that civilized men are stronger than uncivilized, and professional men than laborers. In these tests we find no correlation between class standing and strength of hand, r= -0.08." The number of cases was 204. Claviere (5) sought to determine what influence, if any, intel- lectual effort has on muscular force as tested by the dynamome- ter. He concludes that: 1. In intellectual work intense and prolonged during two hours, there corresponds a notable and proportional diminution in the muscular force as measured by the dynamometer. 2. In intellectual work, in a moderate degree, there corresponds no appreciable weakening of the muscular force. 3. With no intellectual work there corresponds an augmenta- tion of the muscular force. In the Faribault, Minnesota, Training School, Dr. Wylie (30) in 1900 made hand-grasp tests on forty-four boys and forty-two girls. He used a Carroll dynamometer and Carman's find- ings on normal children for comparison. Only twenty-two of each group were used as having ages that could be compared to a measurement of normal children. Comparing each age with that of the normal children, and averaging the differences, he found: Right Hand Left Hand Boys ^ 26.7 pounds •- 20.8 pounds Girls - 17.0 pounds -^ 13.5 pounds Strength of Grip and Dextrality 51 He says: "To such an extent do we find the grasp of our child- ren subnormal." He found them to be about half as strong as normal children of the same age. Grouping the children according to mental ability he found: Boys Girls Right Left Agei Right Left Age' A B C 61.4 60.7 48.3 56.4 53.5 47.3 17 22 20 39.9 36.7 33.6 36.5 34.4 32.7 20 22 20 '■ The age is the average for each group. "This shows that the strength of grasp depends upon mental ability." We note also the association between unidexterity and mental ability as found by Smedley in his distribution of twelve-year-old pupils by grades. Method of Administering the Tests at the Indiana School A two-spring Narragansett Machine Company dynamometer was used in testing the grip of the children at the Indiana School for Feeble-Minded. They were tested during their gymnasium period. They were seated and called up one at a time. If their hands were moist with perspiration they dried them. They were encouraged to "squeeze their very best" and the result was always mentioned in a laudatory way. In fact they vied with one another to make the best score, some of the boys rolling up their sleeves. The dynamometer was placed uniformly in their hands, that is, in the same manner each time, but the pupil was told to "make it fit" or "feel right" before gripping. He was not allowed to lean upon anything or touch his other hand or arm to his body, but could use his arm freely. Characteristic grimaces and poses were of course evident. The instrument was lifted carefully from each hand and read silently by the author. The physical director made her reading and the results compared and entered immediately. Most of the tests were on two sepa- rate days, but if on the same day several minutes elapsed before the second effort so there would be no fatigue effect. The best score for each hand from two tests is used for the comparison. 52 Relations of Intelligence to Mental and Physical Traits These scores for each child may be seen in Chapter VI. The normal children of the Caldwell public schools were tested by the author with the same instrument under as nearly similar conditions as possible. The individual records of these latter children may be seen in Chapter VI. The accomplishments of these two groups of boys and girls are condensed in Table XIV. This table is pictured in Figs. 15, 16, and 17. TABLE XIV Averages and Deviations, Right and Left Hand Grip, Boys and Girls NoBMAi, AND Feeble Minded at Age Normal Children (Caldwell) Boys Girls Eight Left Eight Left > Age No. Average A.D. Average A.D. No. Average A.D. Average A.D. 6 8 19 5 18.4 5.6 9 16.8 6 13.6 3.7 7 14 22.8 6.1 21.9 4.7 17 17.6 5.4 17 5 8 32 28.8 6.3 27.3 6.4 17 21.4 5.7 22.6 5.6 g 29 34.4 7 30.7 7 27 26.5 6 24.8 5.5 10 17 39.7 9 36.3 7.8 22 31 6.3 30.8 7 11 19 46.4 10.5 42.8 10.3 23 38 11.2 35.8 7.8 12 24 53.9 12.5 49.9 10.9 19 50.3 12.7 47.9 10.4 13 14 58.1 13 56 14 27 53.4 8 48.3 8.3 14 25 69.5 11 64.1 12.5 20 65 10.7 60.3 11.4 15 24 88.3 21 79.8 18.3 25 70.2 9.7 65.8 10.6 16 16 110.8 14 99.9 9.3 17 73.4 7.8 67.2 7.1 17 6 116.8 9.8 101.3 7.7 2 70.6 7.5 63.5 9.5 18 3 116 8.7 104 6 2 73 1 75 7 19 1 133 125 To- tal 232 227 For purposes of charting and comparison the defective children were grouped into various grades of general intelligence previous to any measurements being made. This classification into A, B, C, D, and E grades was on the experience of the principal, teachers, and attendants who had been associated with these children for years. The A and B grades would approximate the "bright" schoolable mentally defective child, sometimes called "moron," while the C grade would class under the general institution case of "imbecile," the better ones of whom were in the institution schools. The D and E grades constituted the Strength of Grip and Dextrality 53 common "idiot."* In the graphs, two groups of the mental defectives show, one group constituting the moron class, the other group inchiding all grades of mental defect. TABLE 'KW— Continued. Feeble-Minded Children Boys Girls Right Left Eight Left Age No. Average A. D. Average A. D. No. Average A. D. Average A. D. 7 7 13.7 7.4 10.9 4.1 8 12 17.8 8.6 15.8 6.8 2 16 1 15.5 1.5 9 11 27.6 9.4 25.9 7.4 6 16 2.6 15.2 3.4 10 12 32.3 8.5 33.1 5.3 7 25 8. 23.8 8.8 11 18 29.3 9.6 29.5 12 7 27.1 6.7 27.3 6.8 12 16 39.6 12.8 36.9 11.4 11 29.1 11.1 26 10.5 13 15 44.5 12.7 40.6 11.5 8 34 12.1 31.7 11 14 20 51.9 16.7 52.2 16.6 15 52.1 9 48.7 11.8 15 19 61.5 24.6 59.5 21 9 60.4 8.8 53.5 9.9 16 12 66.3 18.2 64.5 17.8 14 58.8 15.5 55.3 13.4 17 9 77 20.8 74.2 20.7 14 57.7 16.3 50.7 12.4 18 6 106.5 15.8 95.3 20 11 63.7 11.7 55.6 9.1 19 6 91.7 34.7 91.8 31.5 6 68.8 26.5 66.5 21.3 20 8 99 25 86.6 24.5 13 53.4 16.8 60.2 12.5 21 7 81.9 23.9 75.6 18.3 4 63 17.2 57 15 22 5 85.4 16.8 85.4 13.2 2 56 2 59.5 2.5 23 11 75.5 26.4 77.3 29 24 2 87.5 7.5 79 7 25 5 80.2 41 74 27.6 26* 32 80.2 29.5 82.6 26.6 over To- tal 233 129 The lines for the Caldwell boys appear higher at each age, excepting seven, than the lines for Chicago school boys.^ The former boys were without doubt a more select group as a whole. No mention is made by Smedley that praise or emulation entered as a factor in raising the individual record of the Chicago school boys. Binet (2) found this added three kilograms. The question of the instrument registering low, thus possibly putting the defective children at a disadvantage in comparison with the Chicago children, does not affect purposes of comparison; for the divergence is more marked between the Caldwell and defective groups, taken with the same instiument, than between the Chicago and defective children. > For the mental classification of such grades of defect, see footnote on p. 31. * The instrument used by me re^tered too low. The results for it when placed in a vise, a 32.5 pound weight being used were: Weight placed as "lightly" as possible on top: 28-28-28-28 pounds. Weight hung below in 13.5 ounce carriage: 24-23-25-25 pounds. 54 Relations of Intelligence to Mental and Physical Traits J-SSs 'Z^-:- /■. v.--^ ''' R\^hand6Plp normjaBoys. CttcagD FeeHe-Minded Beya AfrC-Di 6rades. Feetilc-nincled Bcy» AB Grades A. ■"• " _H U it. // /7 /■/■ J- IS 2* ti i Fig. 15 U3Si p norma Bq>6 Caldwell Left-hand 6rip — norrnal Boys. Oiicago — -FeebteHlinded Boys A-B-C-D-E (Srades. — Feetde-fliiMled Beys A-B Srades. T t * III u. — a It r- n U. — U_ u u. n M ■>» " " U Vk II- _a_ r, If n If t» m 2i H IK k, i Fig. 16 Strength of Grip and Dextrality 55 Interpretation of Charts Figs. 15 and 1 6 show the lines for the Caldwell and Chicago normal boys, the lines for all grades of mentally defective boys, and the A and B grades separately. The number at age appears at the bottom. Reading them, we find: 1. The normal boys in strength of grip in either hand are decidedly superior at each age to mentally defective boys as a group. 2. The "moron" or brighter class (A and B) is superior at each age, excepting eighteen (and this is due to an undue rise of LBS - ■■'•(' \. / --.Knrn \<.--x,!'-- ^^ Right and Left-hand 6rtp — rtormal Boys. — Feeble-flinded Boys. x> II n 11 /» 11 It n II If m n II II n n is m Fig. 17 one class and fall of the other class), to all defective boys as a group. 3. The divergence between the hands increases as a rule with age. 4. The irregularity and fall of the lines for all defective boys after eighteen years is due to the greater variability of this group and to the greater percentage of lower grade cases. Charting the right and left hands of Smedley's Chicago normal boys, and the right and left hands of all defective boys. Fig. 17, we find: 56 Relations of Intelligence to Mental and Physical Traits 1 . The hands distinctly apart at each age with normals. 2. Much crossing and the hands more nearly alike with the defectives. (This would show more decidedly were the Caldwell normals used for comparison.) 3. The left hand of the normal boys superior to the right hand of defective boys. In fact, were the left hand of normal girls and the right hand of defective boys from six to sixteen charted, we would find the normal girls superior in strength of grip with this hand at each age, with possible exceptions at the ninth or tenth year. The same general conditions above would be found to exist with girls as with boys were we to chart the girls. TABLE XV AVBHAQB GkIP FOR EaCH HaND OF AOE AND GhADB Age 7 8 9 10 11 Grade R. L. R. L. R. L. R. L. R. L. A 21 5 11.5 + + 15.7 6.5 8 + + 18.6 24 3 + + 18.1 19.7 1 + + 28.2 30.6 10 + + 26.6 28 12x + + 32.5 34.5 27.5 + + 36. 5x 31 27.5 + t 37.3 34 20 10 + + + 41 3x B 33 9 C 19 D E AtoB AtoC,DorE BtoC + + + Age 12 13 14 15 16 Grade R. L. R. L. R. L. R. L. R. L. A 48,2 37.2 32.3 + + + 43.8 36.4 29.5 + + + 55.6 39.4 34 + + + 51.8 36.6 28.7 + + + 66.8 51.2 40.7 42 22 + + + 65.8 52. Ix 41. 7x 60x 5 + + + 63.2 71.6 54.3 4 + 57x 68.2 50.3 + + 75.4 77 47 + + 69 6 B 73 6 C 5i 2x D E AtoB AtoC.DorE B to C + + + Affirms that average grip of group of brighter is higher. — Shows a negative result. X Left hand or sinistraUty. Strength of Grip and Dextrality TABLE 'SN— Continued 57 Age 17 18 19 20 21 Grade R. L. R. L. R. L. R. L. R. L. A 94 83 33.5 + 92.6 76.6 34x + 125 93.7 123 110 + + 127x 77.7 124x 88 + + 122 92 140 76 28 + 130x 82 138 86 33x + 130 119 89 68 + + + 110 102.5 78.7 58 + + + 115 90 63 + 74 B C 83 D E A to B AtoC,DorE B to C 69x Age 22 23 24 25 Grade R. L. R. L. R. L. R. L. A 86 92.5 70 85 99. 5x 58 107 101 72.5 54.5 + + + 98 114. 6x 75. 5x 51.4 + + 80 95 72 86 130 80.5 40 + 130 67.5 51. 5x + B C D E AtoB AtoC.DorE B to C To 21 yrs. of age. AtoB AtoC.DorE BtoC + — Balance 17 9 8+ 24 4 20+ 22 6 16+ The above graphs picture all defective boys as a group and the two highest grades of mentally defective boys. Table XV shows the average strength of grip at age for each of the five grades of boys and for either right or left hand. Table XVI gives the same data "smoothed" by sums of three-year groups. A -J- affirms that the average grip of the brighter group is higher; A — shows the reverse; an x after the amount means the left hand was dominant, or sinistrality. The general fact shown by the tables is evident. The negative results were in some cases due to exceptionally large or heavy lower-grade children. 58 Relations of Intelligence to Mental and Physical Traits TABLE XVI AvBRAQE Grip fob Each Hand and Grade "Smoothed" by Sums fob Thbee Year Groups Age 7-8-9 10-11-12 13-14-15 16-17-18 19-20-21 22-23-24 Grade .R. L. R. L. R. L. R. L. .R. L. R. L. A 67.8 59.6 24.5 + + + 60.4 54.2 21 + + + 118 105.7 79.8 + + + 121.6 101.3 76 + + + 175.6 162.2 129 + + + 174.6 156.9 120.7 + + + 300.6 264.7 253 + + + 294.9 243.8 251.8 + + 367 316 345 159 + + 314 276.8 331.5 160 + 237.8 258.7 219.5 B C 240.8 D 257.3 E 195.4 AtoB AtoC.DorE BtoC + — Balance AtoB 10 10+ AtoC.DorE 9 18+ BtoC 7 3 4+ Percentages of Defective Boys Reaching or Exceeding THE Average Normal Boy in Strength of Grip When groups are compared by means of averages, the vaiiabil- ity of the individuals in either group is neglected, and the over- lapping is not shown. A useful common method of additional comparison is to ascertain the percentage of one group reaching or exceeding the median or average accomplishment of the other group. Table XVII below gives these data for the defective boys in comparison with both the Chicago and Caldwell normals. If defective boys did on the whole as well as normal boys, fifty per cent would reach the median or average of the normal group. A larger per cent is seen to reach the average result of the Smed- ley measures than those of the Caldwell boys. The Chicago group of school boys was very probably a much more miscel- laneous group, including a greater percentage of inferior boys. The dominance of the left hand of the feeble-minded is noticed in 22.3 per cent reaching the average left hand score of the Cald- well boys £is against 17.8 reaching the right hand score. Graduate Men and Defectives Compared The author wished to compare strength of grip in a group of "bright," heavy, working "boys," who constituted the most intelligent class of the Indiana Institution, and the strength of Strength of Grip and Dextrality TABLE XVII 59 Cases Chicago CaldweU Age Right 1 Left Right Left No. Per cent No. Per cent No. Per cent No. Per cent 7 7 1 14.3 1 14.3 1 14.3 1 14.3 8 12 3 25 2 16.6 3 25 2 16.6 9 11 4 36.4 5 45.5 4 36.4 5 45.5 10 12 5 41.7 3 25 3 25 3 25 11 18 4 22.2 6 33.3 2 11.1 5 27.7 12 16 6 37.5 5 31.3 2 12.5 4 25 13 15 6 40 6 40 3 20 2 13.3 14 20 6 30 9 45 4 20 6 25 15 19 5 26.3 6 26.3 4 21.1 4 21.1 16 12 2 16.6 2 16.6 0.0 1 8.3 17 9 3 33.3 3 33.3 0.0 1 11.1 18 6 4 66.6 2 33.3 2 33.3 2 33.3 Total 157 49 31.2 49 31.2 28 17.8 35 22.3 adult graduate men students of Teachers College. He selected twenty-five of the largest defectives' who ranked either in the A or B grades of defect. Only seven of these boys were below twenty years of age; the others ranged from twenty to thirty- seven years. They were all accustomed to the heaviest daily work, "boiler room boys," or "outside workers." The graduate men were students with a pretty severe mental task daily before them. They were unaccustomed to manual labor. Tests with the dynamometer were made with thirty- three of these men. The ages ran from twenty-three to forty-two. The highest grip with either hand of two trials for each hand was taken. The averages obtained were: No. Age Years Height Inches Weight Pounds Grip R.H. L.H. Defectives 25 33 24.2 33 68.2 69.2 156.1 159 111.4 125.9 101.8 Graduates 118.9 1 The following were the individuals: Numbers 250-272-197-273-213-268- 284-276-234r-177-277-214-215-204r-235-222-280-229-274^164-286- 176- 198- 236-199 of the list found in Chapter VI. 6o Relations of Intelligence^ to Mental and Physical Traits We see from these averages that graduate students engaged in mental work were stronger with either hand than larger mentally defective boys whose daily occupation was heavy manual work. Table XVIII gives the data for the graduate students from which part of the above table was derived. TABLE XVIII Steenqth of Grip in Graduate Students No. Age Estimated Height Estimated Weight Grip R. H. L.H. 1 42 70.5 157 119 127 2 34 70.3 175 119 112 3 35 67.5 132 130 126 4 26 70.5 142 124 112 6 29 68 143 107 100 6 34 68 170 144 128 *7 25 71 175 135 144 8 29 69 150 111 114 9 31 67.5 155 130 110 *10 28 65 138 80 87 H 37 65.5 145 123 109 12 38 70.8 270 152 154 13 26 72 160 140 131 14 28 69 165 133 116 15 30 70.5 160 140 120 16 33 72 185 136 112 17 27 70 160 132 118 18 24 67.5 138 133 120 19 23 70 163 142 130 20 27 71 160 121 111 21 24 70 150 102 116 22 28 72 165 104 89 23 24 67 136 118 114 24 35 70 157 138 121 25 29 68 145 131 129 26 34 70.5 143 114 117 27 25 73 185 150 163 28 38 66 155 130 135 29 26 67 145 116 107 30 28 67 148 97 92 31 29 69 152 110 77 32 36 68.5 155 112 108 33 30 71 168 181 176 * Numbers 7 and 10 were left-handed. Percentage of " Left-Handedness " in Feeble-Minded Boys The mentally defective children were tested three times in respect to their use of either right or left hand. In a "ball Strength of Grip and Dextrality 6i rolling test, " a cardboard box with six three-ounce solid rubber balls was placed on the floor at a line behind which the child sat or knelt, but to his front and left. He picked up the balls from the box with the hand he preferred and rolled them as he wished wholly unconscious that the hand he used in rolling the balls was noted as well as his score. Which hand he used was recorded in two different trials. Following this the teacher of the boy was asked to note carefully which hand he gave preference to in writing or other manual work. Her observation was recorded. This would make three checks on each boy or, if ambidextrous, four checks. Of 148 boys from six to nineteen years of age inclusive, twelve, or 8.1 per cent, had three "left-hand checks" out of a possible three. We might say they were clearly left- handed. Ten, or 6.8 per cent, had two "left-hand checks," and one right-hand check. Three, or 2 per cent, were ambidex- trous. Gould in his "Right-handedness and Left-handedness" says that 94 per cent of "children" are right-handed. This would leave six per cent left-handed. Miss Carman found five per cent of 756 boys of Saginaw, Michigan, left-handed. Of course, in these latter figures we have no means of telling how many were mentally deficient. The relation of the opposite cerebral hemisphere to "handed- ness" is a most fascinating one. What is the significance of ambidexterity and sinistrality in the boy of deficient cerebral functioning? Ladd and Woodworth (14, p. 264) say that the left hemisphere has special culture in acts of skill and that "it may well enough be connected, both as cause and effect, with the prevalent right-handedness of the human species." We might say that fifteen per cent of mentally defective boys are left-handed as opposed to six per cent of normal children. There is less differentiation also between the hands of defectives than normals. Will we not have to associate sinistrality with a lower degree of mental and physical development? Juvenile delin- quents show this trait. "Criminals are more often left-handed than honest men," Lombroso (15) claims. He says: "As asym- metry always grows in proportion to the development, and as the brain is among the organs which develop the most, it becomes more asymmetric the more it works. Therefore, as man advances in civilization and culture, he shows an always greater right- sidedness as compared to savages." 62 Relations of IntelUgence, to Mental and Physical Traits Conclusions 1. In strength of grip as shown with the dynamometer, normal boys and girls are, in either hand, stronger than mentally defec- tive boys and girls. 2. Separating the brighter moron class from the defectives as a whole, we find the boys of the better group superior in strength of grip at each age than the group for all defective boys. 3. Divergence between the hands of defective and normal boys grows with age. 4. The hands of normal boys are distinctly apart at each age; the hands of mentally defective boys are not only closer, but they cross at some ages. 5. The heightened difference between the hands at early puberty shows in the defective group as in the normal group. 6. Not only are normal boys stronger in their left hand than mental defectives with their right, but normal girls are stronger in their left hand than are defective boys with their right hand. (There may be an exception to this at about the ninth or tenth year.) 7. Graduate students are stronger in either hand than large defective boys used to hard manual labor. 8. There is a higher percentage of left-handedness among mentally defective children than among normal children; we might say fifteen per cent to six per cent. 9. The power of sustained mental effort is weaker in the deficient than in the normal child and this general deficiency of brain power is reflected on the average in the strength of grip of the feeble-minded. BiBLIOGBAPHT 1. Bakr, M. W. Mental Detectives, pp. 162-64. 2. BiNET AND Vaschide. Expferfences de force musculaire et de fond chez lea jeunes gaigons. L'Annie Psychologiqxte, 4: 1897, (1898) 15-63. Also pp. 173-199, 236-252, 295-302. 3. Cabman, Ada. Pain and Strength Measurements of 1507 School Children in Sagin&w, Michigan. Amer. Jour. Psy., 10: 1899, 392-398. 4. Cattell and Farband. Physical and Mental Measurements of the Students of Columbia University. Ps?/. Bev., Vol. 3, p. 618, 1896. 5. ClaviSre, J. Le travail intellectual dans ses rapports avec la force musculaire mesuree au dynamomfetre. L' Annie Psychologique, 7: 1900 (1901), 206-230. 6. Cunningham. Right-handedness and Left-handedness. Jour, of Anth- Topol. Instil., 1902, 32, 273-295. Strength of Grip and Dextrality 63 7. Dawson, George E. A Study in Youthful Degeneracy. Fed. Sem., 4: 221-258, 1896. 8. Gebbli., Aknold L. The Normal Child and Primary Education, Ch. 7. 9. GoDDAKD, Henry H. The Training School, February, 1910. 10. GotTLD, G. M. Right-handedness and Left-handedness. J.B.Lippincott Company, Phila., 1908. 11. HtTET. Backward and Feeble-Minded Children. 12. Ireland, Wm. W. Mental Affections of Children, p. 329. 13. Katschbr, Leopold. Rechts, links, und Doppelhandigkeit; ein wichtiges sozisles Problem. Prag (Calve) pp. 109-218, 1910. 14. Ladd and Woodworth. Elements of Physiological Psychology, p. 264. 15. LoMBROso. Left-handedness and Left-sidedness. N. Amer. Rev., 1903. 177, 440-444. 16. MacDonald, Arthur. Experimental Study of School Children. United States Report, 1897-98, 1: ch. 21, 985-1204. 17. MacDouqall, Robt. The Significance of the Human Hand in the Evolution of Mind. Amer. Jour. Psy. 1905. 18. ScHUTTEN, M.-C. Les variations de la force musculaire et le develop- pement iatellectual des Aleves. Siunmary by Binet. A. P., 9: 1902, 448-449. 19. Seqttin, Edward. Idiocy and its Treatment by the Physiological Method. p. 42. 20. Smedlet, F. W. Report of the Department of Child Study. Chicago. United States Report, 1902, 1: 1095-1115, 1115-1138. 21. Stevens, H. S., and Dtjcasse, C. J. The Retina and Right-handedness. Psy. Rev., Vol. XIX, No. 1, Jan. 1912. 22. Stier, Ewald. Untersuchungen uber Linkshandigkeit und die funk- tionellen Differenzen der Himhalften. Jena, G. Fischer, 1911. 23. Thorndike, E. L. Notes on Child Study. (1903) 24. Vaschidb, N. Essai sur la psychologic de la maia. Paris, Marcel Rivi^e, 1909. (See review of above by Downey p. 162, Psy. Bidl. 7, 1910.) 26. Whipple, G. M. The Left-handed Child. Jour, of Ed. Psy., 1911, 2, 574-575. 26. Whipple, G. M. Manual of Mental and Physical Tests, pp. 74-79. 27. WissLER, C. The Correlation of Mental and Physical Tests, Psy. Rev. Monograph, Vol. 3, No. 6, 1901. 28. WooLBT, Helen Thompson. The Development of Right-handedness in a Normal Infant. Psy. Rev., 1910, Vol. 17, 37-41. 29. What. Right-handedness and Left-brainedness. Lancet, 1903 (1) 683. 30. Wtlie, A. R. T. Motor Ability and Control of the Feeble-Minded. Jour. of Psycho. Asthenics, Dec. 1900. 31. Wylie, a. R. T. Physiology of Right and Left Handedness. Jour, of Amer. Med. Assoc. 1898, 30, 356-358. CHAPTER V PERCEPTION AND MEMORY IN RELATION TO GENERAL INTELLIGENCE The "marking A" test and the memory of related and unrelated words were three of a series of mental tests given to "schoolable" mentally defective children in the Indiana School for Feeble- Minded Youth. These tests were practically identical with those given by Thorndike to normal children and Norsworthy to classes for defectives in New York City and to children of the Waverly (Massachusetts) School for Feeble-Minded. For pur- poses of this study the above tests were also given by the author to public school children in Caldwell, New Jersey. The following form for the "A" test was placed face down on the desk of each pupil: PERCEPTION GAAQBEMPAZNBIBXGAIBRUSAWZAZWXAMBBDXAJB BCNABAHGBVBVFTCLAYKUBBWAFRWBTQYYAFAAAOH UOLJCCAKSBAUAPERFABAFZAWXBAAAVHAMBABAD KBEBVNAPLILAOXBBJUOVBIVPAAPSBNLKRQAABJLE AKBAAPBBAAAHYOAEBLBVFABJAEHNPBIBAYAQBK UBDSHAAQBBHTABZAQGBBTPNBRQNZIJBBWYBRED TBWAMBEABHAOPXZWCAIRBRZNBOQAQLMDGUSGB FUOFAAKYFGTBBLBZBJAAVAUAACBBTVDACJSIUBMO BNZBWAAABHACAXHXQAXTDBBTYGBKGKVLBKIB JACINBVBGAOBHABBBEJCTQZAPJBEIQWNAHRBBIAS YBQAQEABJUDFBIMWBSAUBBBAOABMABDYAABJDAB OBKFIUDBHTAGDAACDIXAMRPAGQZTAABBAOWLYX WABBTHJJANBBBAAMEAAGBSBSKABLPHANBNBKAZF To ascertain whether each knew a capital A, several capital let- ters were placed on the board and two or three pupils were called upon to come forward and draw a line under the A's. They were then told that the slip on their desk contained a number of let- ters "mixed up" and they were to turn (holding the paper) at 64 Perception and Memory 65 the signal and "draw a line under as many A's as they could find, working as fast as they could, but carefully." After exactly sixty seconds the papers were turned downward and names written. The slips were then immediately collected. The next day a similar test was given in marking B's. The above plan was followed with both groups of children. The scores for each child appear in Chapter VI. An "F" means a failure. The sexes and ages are kept separate. The numbers given are identical with those in the other tables of Chapter VI so that the record of each individual in all tests, physical and mental, can be found. The dropping of a score in the mental tests means that the child did not take such test. The results are summarized in Tables XIX and XX. TABLE XIX "A" Perception Test — Caldwell Children (362 Cases)' Boys GlrlB Age Oases Aver- age A.D. Me- dian P.E.2 Cases Aver- age A.D. Me- dian P.E.» 6 1 21 21 1 23 23 7 4 22.7 8.7 21.5 7.3 4 25.5 5 24 4.2 8 28 26.3 5.6 27.5 4.7 11 31.5 10.2 32 8.6 9 26 27.7 6.3 27.6 5.3 22 31.6 7.8 30.5 6.5 10 14 34.8 9.6 31.3 8.1 20 38.9 6.5 40 6.5 11 18 36.7 10 43.3 8.4 18 43.4 5.3 45.3 4.4 12 24 42.6 5.6 43 4.7 18 46.5 5.9 47 4.9 13 14 45.6 6.6 47 5.5 21 47.6 5.7 48 4.8 14 21 46.3 7.2 46 6.0 19 56.8 8.7 55 7.3 15 21 51.4 7.7 51 6.5 21 57.5 10.6 54 8.9 16 12 48.9 9.4 49 7.9 16 60.0 8.1 60.5 6.8 17 4 65.5 4 65.5 3.4 2 61 8 61 6.7 18 2 66.5 18.5 66.5 15.5 187 175 • For results in the same test with nine hundred normal children (Thomdike). See Psychology of Mentally Deficient Children, Norsworthy, p. 46. ' P.E.'s calculated by transmuting the A.D.'s. Same in Table II. (P.E. - .8453 A. D.) 66 Relations of Intelligence to Mental and Physical Traits TABLE XX "A" Pebception Test — Feeble-Minded Children (190 Cases) Boys Girls Age Oasea Aver- age A.D. Me- dian P.E. Cases Aver- age A.D. Me- dian P.E. 8 2 7,0 1.0 7 .8 9 5 11.6 3.0 11 2.5 3 12.3 3.7 14 3.1 10 10 16.2 4.0 15.5 3.4 3 21.0 2.0 21 1.7 11 12 13.5 6.5 10.5 5.5 6 30.7 8.7 26.5 7.3 12 10 17.8 9.2 17 7.7 7 36.7 7.7 37 6.5 13 14 19.4 7.9 21.5 6.6 1 19 19 14 16 20.1 7.4 20.5 6.2 13 31.5 4.5 33 3.8 15 13 23.3 8.3 21 7 6 25.7 10.7 24.5 9 16 7 30.3 12.8 22 10.8 11 30.8 10.7 30 9 17 5 31.6 10.6 31 8.9 11 34.0 12.4 30 10.4 18 1 25 25 10 25.5 6.7 24.5 5.6 19 2 28.5 10.5 28.5 8.8 5 32.6 10.2 29 8.6 20 11 32.7 12.1 38 10.2 21 4 33.0 7 32.5 5.8 22 2 39.5 5.5 39.5 4.6 97 93 Using the average as a measure of central tendency, Tables XIX and XX become Fig. i8. It is not safe to draw other than the most general conclusions owing to the few cases at age. With this limitation, however, the following is offered: 1. Normal children are better at each age than mentally defec- tive. 2. Normal children show a more rapid increase in ability with age. 3. Mentally defective girls show the same trait as known to exist in normal children: viz., girls are better than boys at each age. (See Table XI, p. 46, of Norsworthy, Psychology of Mentally Deficient Children.) 4. There may be less sex difference in the defectives after fourteen years. 5. One sex seems about as variable as the other. Perception and Memory 67 A noticeable point in scoring the papers of both groups was that the Caldwell children were more accurate and consistent in marking the A's; they "skipped about" less. 8 3 10 11 le 13 14 15 16 17 16 19 ZO Zl It Fig. 18. "A" Perception Test — Normal and Feeble-Minded Boys and Girls To show any "overlapping" in accomplishment between nor- mal and feeble-minded children the following frequency tables and surfaces were made: 68 Relations of Intelligence to Mental and Physical Traits TABLE XXI Febqtjbnct Table — Caldwell Boys "A" Perception Test 10 and 11 Years 12 and 13 Years 14 and 15 Years Score Frequency Score Frequency Score Frequency 15-19.99 4 25-29,99 4 25-29.99 1 20 1 30 2 30 4 25 5 35 35 2 30 6 40 14 40 4 35 1 45 10 45 13 40 6 50 6 50 6 45 6 55 1 55 4 50 2 60 1 60 6 55 1 65 2 Number 32 Average 33.9 A. D. 9.8 Median 32.5 P. E. 7.93 Number 38 Average 41.7 A. D. 5.9 Median 44.8 P. E. 4.9 Number 42 Average 46.9 A. D. 7.6 Median 49.4 P. E. 6.4 TABLE XXII Fkeqtjenct Table — Mentally Defective Boys ''A" Perception Test^ 10 and 11 Years 12 and 13 Years 14 and 15 Years Score Frequency Score Frequency Score Frequency 0-4.99 1 0-4.99 2 0-4.99 5 6 5 3 5 3 10 5 10 7 10 8 15 6 15 7 15 7 20 5 20 7 20 7 25 2 25 6 25 3 30 30 6 30 5 35 1 35 1 35 4 40 40 2 40 2 45 45 45 50 1 50 1 50 1 Number 26 Average 15.4 A. D. 7.3 Median 17.1 P. E. 6.2 Number 42 Average 19.6 A. D. 8.7 Median 21.8 P. E. 7.3 Number 40 Average 20.8 A. D. 8.8 Median 21.8 P. E. 7.4 ' The tables include thirty-three mentally defective boys of Norsworthy's tests — pp. 30-33, Psychology of Mentally Deficient Children. Perception and Memory 69 ..J 4-«- i .-•J ■ .J n. ff 10 (5 ?0 ?5 30 35 M 45 50 55 Fig. 19 Marking A's — 10 and 11 Year Old Boys Feeble-Minded Caldwell Normal I I I 5 10/5 ZO 25 30 35 AC AS 50 55 60 Fig. 20 Marking A's — 12 and 13 Year Old Boys Feeble-Minded Caldwell Normal ri k .. L r •Ti: in I T't _L +■ J. : y 10 15 10 Z5 30 35 40 A5 50 55 60 65 Fig. 21 Marking A's— 14 and 15 Year Old Boys Feeble-Minded Caldwell Normal 70 Relations of Intelligence to Mental and Physical Traits Figs. 19, 20, and 21 show from one to three feeble-minded boys reaching or exceeding the median normal, with many of the latter doing poorer than the best defectives. In general, the defectives simply occupy the lower end of the distribution curve for normal children. In these three diagrams, 5.5 per cent of defective boys from ten to fifteen years inclusive reach or exceed the median normal in perception. Counting the percentage of all defective boys from ages eight to sixteen inclusive, who reach or exceed the median normal boy at the same age, we have 2.2. With defective girls from nine to eighteen years inclusive, 4 per cent reach or exceed the median normal girl in ability to mark A's.i Memory of Related and Unrelated Words The Caldwell children and mentally defective children were tested also in memory. The four lists of related and unrelated words given below were read aloud to a class, about ten seconds time being taken in reading a list. Each of the four lists was given on a different day. The children were told to lay their pencils down and listen carefully to the words read; after the reading, to take their pencils and write all they could remember. They were told to take what time they needed. About three minutes were found sufficient. With those defective children below the "third reader" the lists were read to each child individ- ually and his oral response checked on a blank form. This was done because writing was difficult below this grade. In the oral work the children were usually through in from one to two minutes. Mbmoky Test Related Words Unrelated Words A B A B river Bchool bed long water teacher duy green brook book say arm flow desk never inch ice pen ring dress cold read boy run ' Norsworthy found nine per cent for both boys and girls. Perception and Memory Memory Tis^t— Continued 71 Related Words Unrelated Words A B A B winter write sick true enow add tree knife sled spell dog break skate word can friend For purposes of comparison the scores of words right were combined in each pair of tests. No penalty was made for words added that were wrong. Each child's score can be found in Chapter VI. The possible maximum is twenty for each of the two groups of words. In the case of vowel sounds in words being very similar, the pupil was credited with the word. For example, in the second unrelated list quite a number gave "through" for "true." This was done with both groups of children. The number of cases at each age, together with the Average and A. D., the Median and the P.E. for boys and girls separately, normal and defective, are shown in Tables XXIII to XXVI. TABLE XXIII Memokt of Related Words — Caldwell Children (173 Cases) Boys Girls Age Oases Aver- age A.D. Me- dian P.E. Cases Aver- age A.D. Me- dian P.E. 7 8 9 10 11 12 13 14 15 16 2 8 13 12 16 15 6 14 3 1 10.0 12.0 11.2 11.8 15.5 15.5 14.8 14.5 14.0 12.0 1.0 2.5 2.4 2.4 1.9 1.4 1.2 2.2 2.0 10.0 12.5 11.0 13.3 16.5 15.9 15.3 15.7 15.0 12.0 1.0 2.5 2.0 2.1 1.8 1.0 .4 1.3 1.0 1 6 14 13 10 17 13 3 5 1 11.0 14.2 12.3 13.8 14.1 15.9 15.5 16.3 16.4 12.0 2.5 3.2 2.4 1.3 1.6 1.9 1.0 .9 11.0 15.5 14.5 13.0 14.5 16.5 16.3 16.0 17.3 12.0 2.0 1.5 3.0 .9 1.4 2.0 1.0 .3 90 83 72 Relations of Intelligence to Mental and Physical Traits TABLE XXIV Memory of Unbelated Words — Caldwell Children (169 Cases) Boys Girls Age Cases Aver- age A.D. Me- dian P.E. Cases Aver- age A.D. Me- dian P.E. 7 2 8.0 2.0 8.0 2.0 1 10.0 10.0 8 7 10.1 1.3 10.3 1.0 6 13.3 1.7 12.5 1.6 9 13 10.0 1.2 10.0 1.0 14 11.3 1.8 11.6 1.0 10 12 9.6 2.1 9.5 1.5 12 12.3 1.8 14.0 2.0 11 16 12.8 1.8 13.5 1.6 10 12.0 1.6 13.2 1.2 12 14 12.4 1.9 13.2 1.3 16 13.0 1.8 13.5 .8 13 6 11.2 1.5 11.5 1.0 13 13.2 1.4 13.3 1.5 14 14 11.7 1.3 12.3 1.0 3 14.3 1.7 15.0 1.0 15 3 13.7 1.0 14.0 1.0 5 14.4 .5 14.6 .6 16 1 13.0 13.0 1 12.0 12.0 88 81 TABLE XXV Memory op Related Words — Mentally Depbctive Children (223 Cases) Boys Girls Age Cases Aver- age A.D. Me- dian P.E. Cases Aver- age A.D. Me- dian P.E. 7 4 7.8 2.3 7.5 2.0 8 7 8.0 1.7 7.5 1.5 2 8.0 .0 8.0 .0 9 8 9.3 2.0 9.5 1.3 4 8.3 1.3 8.0 1.0 10 11 10.0 2.2 10.0 2.0 6 9.0 .8 9.0 1.0 11 12 10.2 2.7 11.8 2.6 6 11.3 1.7 12.3 1.3 12 9 10.1 1.6 11.0 1.3 11 9.2 2.4 10.0 1.0 13 14 10.6 2.3 11.7 1.7 6 8.6 2.2 8.6 2.6 14 18 11.2 1.8 11.6 1.7 13 11.2 1.7 11.0 1.0 15 15 11.1 1.7 11.5 1.5 8 12.4 2.4 12.5 2.0 16 8 12.9 2.6 13.6 2.5 11 12.0 2.7 12.0 3.0 17 6 12.2 2.2 11.0 1.5 13 11.8 2.4 12.4 2.0 18 1 11.0 11.0 9 12.0 2.4 12.0 2.0 19 2 12.0 1.0 12.0 1.0 5 11.4 .4 11.5 .5 20 11 14.1 2.1 14.5 1.7 21 4 13.3 2.8 13.0 2.5 22 2 15.0 2.0 16.0 2.0 114 109 Perception and Memory 73 TABLE XXVI Memobt of Unrelated Words — Mentally Depbctivb Children (218 Cases) Boys Girls Age Oases Aver- age A.D. Me- dian P.E. Cases Aver- age A.D. Me- dian P.E. 7 4 6.8 .3 7.1 .0 8 7 7.7 3.1 7.0 3.0 2 3.5 .5 3.5 .6 9 8 6.9 2.1 6.5 1.8 4 5.5 .8 6.3 .0 10 10 8.4 1.7 8.3 1.5 5 7.2 1.4 8.0 1.0 11 12 9.1 1.9 9.2 1.0 6 8.3 1.7 7.8 1.0 12 9 7.6 1.9 8.3 1.5 10 7.4 2.2 7.5 1.5 13 14 9.2 2.1 9.4 2.5 5 7.2 2.6 7.0 3.0 14 18 8.8 1.8 9.3 2.0 14 10.4 1.4 10.5 1.0 15 15 8.7 1.7 9.0 1.0 8 10.6 2.9 10.5 2.0 16 8 9.6 2.9 8.0 2.0 10 9.4 2.2 9.5 1.7 17 4 9.3 3.3 9.0 3.0 13 10.2 2.3 10.0 2.0 18 1 12.0 12.0 9 11.2 1.3 11.8 1.0 19 1 10.0 10.0 5 10.8 1.0 11.5 .5 20 10 12.7 3.1 11.5 2.0 21 4 10.8 2.3 10.5 2.0 22 2 13 2.0 13 2.0 111 107 J- «M»*"' II Sirl» -ftii'fe U- O. JL. ^ d 5 10 n \t 13 \A 15 \6 (7 IS 19 ZO Z\ Zt. Fig. 22. Memory of Related Words Normal and Feeble-Minded Boys and Girls 74 Relations of Intelligence to Mental and Physical Traits I6r 10 II 12 n lA 15 16 17 Fig. 23. Memory of Unrelated Words Normal and Feeble-Minded Boys and Girls Tables XXIII-XXVI are pictured in Figs. 22 and 23. The averages are used. As in the perception test, few frequencies at the age permit of only general interpretation. Bearing this in mind the charts interpreted might be read: 1. Mentally defective children fall short of the average accom- plishment of normal children in memory of related and unrelated words at each age from seven to fifteen. 2. Normal girls are better in memory than normal boys with a possible exception at about the eleventh or twelfth year. (The irregular curves might be criticized here; yet Thomdike, using the median as a measure of central tendency in similar tests with 288 children, found one exception at the twelfth year in memory of related words. " Psychology of Mentally Deficient Children," p. 48.) 3. Sex differences seem to be less marked with the feeble- minded. 4. Growth from year to year appears about the same in both groups. 5. "High grade" feeble-minded adults are not much better in memory than eight-year-old normal children. To show that mentally defective children occupy the lower end, more or less, of a regular distribution of children in general a random sampling of ages was taken. The frequency tables and surfaces follow. Perception and Memory 75 TABLE XXVII Fbequbnct Table — Caldwell Boys Memory of Related Words 10 Years H Years 12 Years 13 Years 14 Years Score Fre- Score Fre- Score Fre- Score Fre- Score Fre- quency quency quency quency 8-8.99 2 8-8.99 1 9 1 9 1 10 2 10 11 1 11-11.99 1 11 12 12 12-12.99 1 12 1 13 2 13 3 13 1 13-13.99 1 13 14 2 14 1 14 2 14 2 14 3 15 1 15 2 15 4 15 2 15 2 16 1 16 3 16 3 16 16 3 17 2 17 2 17 17 1 18 4 18 19 1 1 18 1 18 19 1 1 Number 12 Average 11.8 A. D. 2.4 Median 12.5 P. E. 2.1 Number 16 Average 15.5 A. D. 1.9 Median 16.5 P. E. 1.8 Number 15 Average 15.5 A. D. 1.4 Median 15.9 P. E. 1.0 Number 6 Average 14.8 A. D. 1.2 Median 15.25 P. E. .44 Number 14 Average 14.5 A. D. 2:2 Median 15.7c P. E. 1.3" TABLE XXVIII Frequency Table — Mentally Defective Boys Memory of Related Words 10 Years 11 Years 12 Years 13 Years 14 Years Score Fre- Score Fre- Score Fre- Score Fre- Score Fre- quency quency quency quency quency 6-6.99 6-6.99 1 6-6.99 2 7 7 3 7-7.99 1 7 1 8 8 1 8 1 8 8-8.99 3 9 9 9 2 9 2 9 2 10 10 10 1 10 1 10 2 11 11 2 11 2 11 2 11 4 12 12 2 12 1 12 3 12 2 13 13 2 13 13 1 13 1 14 14 14 1 14 14 2 15 1 15 2 15 2 Number 11 Average 10.0 A. D. 2.2 Median 10.0 P. E. 2.0 Number 12 Average 10.2 A. D. 2.7 Median 11.8 P. E. 2.5 Number 9 Average 10.2 A. D. 1.6 Median 11.0 P. E. 1.3 Number 14 Average 10.6 A. D. 2.3 Median 11.75 P. B. 1.7 Number 18 Average 11.2 A. D. 1.8 Median 11.6 P. E. 1.7 76 Relations of Intelligence to Mental and Physical Traits Fig. 24 shows the surfaces for boys for ages ten to fourteen inclusive. In each case defective boys reach or exceed the median normal, or closely approach it. Much overlapping is noticed. Counting all defective boys from seven to sixteen years inclusive, 8.5 per cent reach or exceed the median normal boy in memory for related words. For defective girls from eight to twenty-two years inclusive the per cent reaching or exceeding the median t 7 6 3 10 II \e li I/us 16 10 VMR5 I • Jl I ■ ■ '1 ■ ' C 7 e 9 10 II I? 13 14 19 16 17 18 1 1 YMf?5 Vi. 1 l.J n « 7 a 3 10 II iz 13 wisit 17 le I3YMR5 ,., t e 9 \0 II It IS l« 13 It 17 le 19 l2YrAR9 fi.J ■., nun £ d 10 II It 13 lA 15 l(> 17 ie 19 l4YtAR3 Fm. 24. Memory of Related Words — 10 to 14 Year Old Boys Feeble Minded Normal normal girl is 7.3.' In memory of unrelated words the per cent of defective boys from seven to sixteen years who reach or exceed the median normal is 12.4. For defective girls from eight to twenty- two years, 13. i per cent reach or exceed the median for normal girls.'' In tabular form this appears: ' and » — From age sixteen to twenty-two the median normal "adult" accom- plishment for girls was used for comparison. Related Unrela 8.5 12.4 7.3 13.1 Perception and Memory 77 Per Cent of Defectives Reaching or Exceeding Median Normal in Memory of Related and Unrelated Words Age Boys 7 to 16 Girla 8 to 22 In memory probably more than in the accuracy and quickness of perception defective children seem to occupy the lower end of an extended distribution curve. Two factors operated also in the "A" test with the feeble-minded to keep the score lower than it might otherwise have been. One was the question of motor control in handling the pencil with some of these children; and the other was the direction to do "carefully" the marking. In all their regular school work these children were admonished to take their time and be careful with their work. This no doubt modified the results in the "A" test. These factors of course would not enter in the memory test. The question arises as to whether or not relations appeal to mentally defective children in memorizing. The above table would tend to the negative interpretation. From another angle we note the per cent of boys and girls of both groups who in re- membering unrelated words, did as well as or better than they did in remembering related words: Defectives Normal Boys 28 per cent 21.6 per cent Girls 30 " 23.4 " The second list of related words pertains to the school room, but the word "pencil" was not included. In addition to this the word "pen" offered the suggestion and the stimulus for the response "pencil." Forty-two out of one hundred and seventy- three Caldwell children, or 24.3 per cent, gave the word pencil in this test. Thirty-six out of two hundred and twenty-three defect- ive children, or 16. i per cent, gave the word pencil. In the second list of unrelated words "green" appears. Eleven out of one hundred sixty-nine Caldwell children, or 6.5 per cent, included the word "grass" in their responses. Fourteen out of two hun- dred and eighteen defective children, or 6.4 per cent, also included the word "grass." There is little difference in this last, but a more decided difference in the case of related words. Again, practically all the wrongly added words by the normal children 78 Relations of Intelligence to Mental and Physical Traits bore relation to words in the list responded to. This was much less noticeable with the defective children. As a practical suggestion from the above data, and with a firmer conviction after six years' experience in the education of hundreds of mentally defective children, the author would offer the point that in the ability to perceive and to memorize defec- tive children do better than in any other of the more purely mental traits. It makes less difference with these children whether the material has relationship than it does with normal children. Memory seems to be a characteristic in itself, native perhaps. It is a common occurrence to have defective children call their teacher's attention to any slight change in the latter's dress. The powers of perception and memory then should be used to the utmost in the education of these children. The most practical contribution made by Miss Norsworthy in her study is quoted: "To speak of (defectives) then as being equally deficient in all the mental powers is false. . . . From the point of view of the psychologist and the educator it is fully as important to know that the (defective's) perceptive powers are almost two and a half times as strong and accurate as his intel- lectual powers and almost half as strong again as his powers of memory, as to know that he is weaker than the ordinary child in all of these particulars." Summary As a summary to this study on the "Ability of Children in Perception and Memory" the following is offered: 1. Normal children are better at each age than mentally defective children in the powers of perception and memory. 2. Girls are better than boys in perception, whether they be normal or defective. The same is true with normal children in memory. (Note possible exception at eleventh or twelfth year.) With defective children this may not hold. 3. Sexes differ less with the feeble-minded. 4. "Schoolable" mentally defective children at sixteen or eighteen years are not much better in these powers than normal children at eight years. 5. Defective children occupy the lower end of a larger dis- tribution curve for children in general. 6. The best mental powers which defective children are likely to "bring to school" are those of perception and memory. CHAPTER VI INDIVIDUAL RECORDS For purposes of record, data in several other tests are included in Tables XXIX to XXXVI. The number of an individual is the same in both of the tables that concern him. The manner of giving and scoring the tests is also here given. 1. Pulse rate for one minute (with the feeble-minded). — Taken at about the same time on two successive days, thirty seconds and doubled. In case of any subnormal result, or any showing more than twenty above the seventy-two mark, the pulse was taken on a third day at the same hour as previously taken. The pulse was taken by the author, or the teacher in physical training, or the resident physician, or the interne. 2. Temperature (with the feeble-minded). — At the beginning and close of a half-day of school work, about two hours apart on the same day. One-minute thermometers were left in the mouth from one and a half to two minutes. Each subject was instructed to "hold tight under tongue," as we placed the thermometer. The temperature was taken by the physician or interne, or the author. 3. "Muscular memory" (with the feeble-minded). — Three trials seated with first or second finger of each hand on a verified yard stick with weight at the twenty-sixth inch mark. Eyes turned away and closed. At the fourth trial the weight was removed and the subject was told to "try to stop at the same place." 4. Maze tracing (with feeble-minded and Caldwell normal children). — At the beginning and the close of a half-day of school. Two minutes for each test. The children were told to draw a line between the two lines of the maze without touching either and to work as fast as they could. A sample was placed on the board to illustrate. The defective children, perhaps because of constant admonitions of their teachers in the course of their regular school work, generally "took more pains" and worked 79 8o Relations of Intelligence to Mental and Physical Traits more carefully in this test than the normal children. In scoring, a "touch" was "where white does not show through." Three grades of touches were weighted: I. "Just a touch," as to point in turn, or some overlapping of pencil line and maze line, counted one. II. Where pencil line was "lost" in maze line, counted two. III. When pencil line "broke out" and again entered maze lines, counted three touches. The score for amount was the amount inclusive of the last unit completed. An X means finished within the two-minute limit. For the style of maze and the scheme of units of amount marked, see Norsworthy's Psychology of Mentally Deficient Children, pp. 25 and 109. 5. Noun Test (with the feeble-minded). — Ability to form abstract ideas. Two tests. About three minutes given. (No set time). "Mark an X after every word that is the name of 'something.'" The words "book" and "on" were written on the board and children asked which should and should not be marked. This was to make sure that they understood. Slips containing the following words were given out: Noun Test Noun Test 1 2 book black read desk one good hat stone doll sweet tree dress if run cup dish ball chair is going In scoring, the scores from the two sets were added. A perfect score would be eleven. One was counted off for each wrongly marked word. In case the child marked all in list 2 his score for this list would be "o, " but if he did the same in list i, he would still have a score of two in the first list. In such a case, where it meant the child did not comprehend, he was scored Individual Records 81 6. Ability to form associations (with the feeble-minded), following words were on individual slips: The Association Tell me something that is: high wooden soft loud cold long good to eat fun smooth bitter red rough round sweet hard white clean heavy dirty pretty These words were read to the pupils, together with the direction. Samples on the board "high" and "black" illustrated the point. Time — ten minutes. No erasures were allowed. TABLE XXIX Mentally Defective Boys Grip Memory Word Age Handed 5 is II ■si Founds Belated Unrelated ■■a a Yrs. Mo. B.H. L.H. E. L. A R-W B B-W A E-W B E-W 1 6 7 c 40.8 39 2 1 3 2 7 4 c 46.5 53 15 11 1 2 3 7 c 48 54 8 5 3 4 7 B 39.9 35 1 6 3 5 7 11 B 45.1 53 9 7 3 3 1 4 3 6 7 11 C 46 50 7 7 11 A 52.8 69 31 22 3 7 5-1 4 ■S-1 8 7 A 44 47 11 11 3 3 5-1 2 4 9 7 7 A 47 65 21 14 3 4 3 4 3 10 8 1 A 47.4 55 12 12 3 5 5 6 6 11 8 2 B 49.5 57 35 18 3 5-1 7 7 6 12 8 3 A 46.8 58 15 16 3 3 3 3 4 13 8 * A 48.4 56 12 10 3 3 4 3 1-1 14 8 A 50.5 70 30 32 3 4 3 2 2 15 8 A 46.6 55 17 15 3 3 3 3 2-1 * Blank means month unknown. 82 Relation of Intelligence to Mental and Physical Traits TABLE XXlX—Cmtinued Mentally Defective Boys Gri" 1 Memory Word "cS Age *" Handed 3 2 S a II 43 to Pounds Related Unrelated 1 1 A B A B S Yrs. Mo. 5 W M ^£B.H.|L.H.| B. L. E-W E-W E-W E-W 16 8 11 c 48.9 54 1 1 3 17 8 7 A 46.8 58 26 24 3 18 8 10 B 51,5 69 30 30 3 4^1 4 5 4-1 19 8 2 C 47 5 1 3 20 8 1 B 47.5 57 20 16 3 21 8 B 49.9 61 11 15 1 2 22 8 8 E 47.1 54 23 8 E 45.5 49 24 9 B 52.8 70 40 30 2 1 25 9 9 C 49.3 58 10 12 3 26 9 7 A 46.8 53 20 18 3 4 4 4-2 3-2 27 9 2 B 53.5 65 30 27 2 1 28 9 4 A 49.8 62 17 20 3 4 3-1 2-3 3 29 9 1 B 49.3 54 20 16 3 2 3 2 1 30 9 7 A 52.6 69 38 35 3 6 7-1 7 5-1 31 9 3 B 50.4 59 19 23 3 6 6 3 2 32 9 10 B 56.3 83 44 44 3 5-2 4-3 2-3 4 33 9 5 A 51 65 30 30 3 5 6 5 3-1 34 9 4 A 53.6 69 36 30 3 6 4-1 4 5 35 9 E 47.8 53 36 9 E 48 50 37 9 E 49.5 54 38 10 1 B 51.6 69 24 33 3 39 10 A 51.9 67 37 44 3 5-1 7-1 3 4 40 10 9 C 49.6 65 1 41 10 B 49.9 63 24 25 3 6-1 6 3 4 42 10 C 52.5 64 30 30 2 2 4 6 4 6 43 10 2 B 53.8 71 40 32 3 2 6-1 3-1 2-1 44 10 10 A 50.5 60 22 26 3 8 6 6 2-1 45 10 7 A 53.6 74 48 50 3 6-2 5 5 6 46 10 6 B 54.9 89 50 33 3 3 4 3 5-1 47 10 11 C 53.5 68 25 25 3 3 3 4 48 10 2 A 52.3 63 30 31 2 5-1 4 5-1 5 ♦49 10 3 A 52 62 20 31 3 5-1 8 4-1 3 •50 10 3 A 52 63 38 37 3 4 4-1 5 6 51 10 11 A 54.6 70 52 10 E 50 63 10 E 51.3 62 54 10 7 E 48.3 54 5£ 10 E 48.6 54 56 10 E 71 57 10 E 59 58 10 E 49.5 60 1 ' 49 and 50 are twins. Teacher judged 50 the "brighter." Individual Records 83 TABLE XKJX— Continued Mentally Defective Boys Ad Grip Handed Memory Word ^ Ago Pounds a Belated Unrelated 2 © II Is V Yrs. 11 Mo. R.H. L.H. H. L. A R-W B B-W A B-W B R-W 59 D 57 82 60 11 E 40 42 61 11 9 E 52.3 67 62 11 8 A 56.4 85 44 58 3 8 7 6 7 63 U 3 B 55.4 66 31 33 3 64 11 6 B 47.9 68 21 16 3 5-1 6 5-2 4-3 65 11 7 B 53.9 76 24 20 3 3 4 4^1 5 66 11 8 C 52.8 63 24 26 3 6 6-2 8-2 4-1 67 11 9 A 53.8 72 46 42 3 6-1 6 4^1 5-2 68 11 5 B 54.3 76 34 28 1 2 3-5 4^1 6-3 3 69 11 8 B 55.8 69 33 30 3 6 7 6 3-2 70 11 3 B 51 67 para* 66 3 4 3 6 5 71 11 8 B 57.3 92 51 43 3 4-4 4r-2 2-3 0-2 72 11 11 B 52 68 36 31 3 6-1 7 4-4 4-3 73 11 6 A 53.8 70 22 24 3 74 11 5 B 55.4 81 42 42 3 6 6 6 6 75 11 4 B 53.6 73 35 43 3 1 2 4 6 3-2 76 11 10 C 50.5 62 14 7 3 77 11 10 C 51.5 63 17 21 3 78 11 6 C 50.8 66 17 13 3 79 11 E 51.4 69 10 80 11 4 C 54.5 62 28 28 2 1 81 12 B 56.3 77 26 28 3 82 12 8 C 54 67 22 22 3 83 12 10 C 50 67 19 18 3 84 12 B 60.4 67 20 25 3 5-1 4 3 2-2 85 12 3 B 55 74 43 39 3 4 4-1 3-1 5 86 12 2 B 57.5 80 61 50 3 6 6-1 3-4 1-3 87 12 11 A 58.6 70 34 33 3 4 6 4^1 6 88 12 5 A 57.3 85 46 42 3 4 5 5 3 89 12 E 46.3 67 90 12 A 55.3 78 52 50 3 6 8-1 4^1 5-1 91 12 6 C 54 68 28 22 2 92 12 E 52 93 12 4 A 58.4 84 62 44 3 5-1 6 4r-2 2-3 94 12 11 A 61.8 94 68 50 3 6-1 6-2 i-2 6 95 12 5 C 51.9 65 25 19 1 2 96 12 7 C 64 121 70 68 3 97 12 3 C 55.6 87 3 98 12 7 C 59.1 92 42 40 3 99 12 10 B 54.5 94 46 40 3 3-1 4r-l 5 3 100 13 2 B 50.9 60 21 18 3 6 4 5 2 101 13 2 A 58.8 91 63 55 3 3 3-1 6 6-3 102 13 4 B 57.5 80 30 35 3 4-1 3 3-2 4 103 13 6 B 53.8 67 33 35 1 2 3 3-1 4r-3 3 104 13 6 A 61.8 103 66 58 3 7-1 6-1 2-1 4 * "Para" meana "paralytic." 84 Relation of Intelligence to Mental and Physical Traits TABLE XKIX— Continued Mentally Defective Boys Grip Handed Memory Word 1 Age Pounds Belated Unrelated •6 1 43 (O 1 M Yrs. Mo. R.H. L.H. K. L. A R-W B B-W A B-W B E-W 105 13 B 57.1 82 53 35 3 6-3 6-2 5-5 4^3 106 13 C 53 66 33 22 3 5 6 4^1 5 107 13 10 C 59.8 81 35 38 2 1 6-3 3-1 5-3 4-2 108 13 5 C 56 79 48 37 3 5-2 6-3 6-4 3-1 109 13 11 C 60.5 94 110 13 C 59.1 20 18 1 111 13 5 B 59.5 87 60 60 2 5 7 2-4 3 112 13 1 A 60.6 93 66 60 3 7 8 6 6 113 13 8 A 64.1 103 45 50 3 6 7 7-1 5 114 13 6 A 53.4 76 66 50 3 6 6-3 8 6-1 115 13 6 A 62.5 104 48 48 3 8-1 7-2 5-4 7-3 116 13 E 49.3 54 117 14 2 E 50.6 58 118 14 1 E 56 91 119 14 E 55 55 120 14 B 55.3 73 48 48 3 3 5 3 1-2 121 14 C 54 69 18 20 3 5-3 3 4 4 122 14 6 B 53.1 65 31 42 3 4-1 7-5 3-3 4 123 14 3 c 58.8 89 40 52 3 6-3 6-3 3-2 2-1 124 14 4 B 61.9 122 75 66 1 2 6 6-1 5 4-1 125 14 10 B 56.1 85 50 40 3 6-2 6 6 4-1 126 14 A 58.5 97 54 57 3 7 6 3 4 127 14 10 B 57.6 77 31 31 3 4 6 6 5-1 128 14 5 A 56.9 70 41 37 3 6 4 5 3-1 129 14 9 C 61 109 67 62 1 2 7-2 7-1 6-3 6 130 14 7 B 64.3 97 63 62 3 7 8-1 6-2 4-5 131 14 4 C 56 86 38 33 3 5-1 7-1 5 4r-3 132 14 B 63.8 111 70 80 1 2 6 4^1 4-2 3-3 133 14 1 A 65.4 106 60 90 3 4-1 6 4 4 134 14 2 A 60.6 93 58 62 3 6 6 5-4 6-3 135 14 9 A 64.3 131 97 81 3 8 7-3 7-2 6-2 136 14 3 B 67.5 83 42 48 3 4 4^1 4 6 137 14 10 A 65.3 123 90 78 3 6 8 6 8 138 14 E 63.8 79 22 6 139 14 D 66.8 129 42 60 140 14 E 63.8 65 141 14 E 48 142 14 E 44 48 143 15 E 69.4 101 144 15 E 66.9 100 145 15 1 B 62.6 103 61 52 3 6 3 4 4 146 15 1 A 63.1 93 43 para 3 6-2 6-3 4-1 4-2 147 15 10 B 64.6 139 98 101 3 4 5 4 1 148 15 9 C 66.8 122 59 58 3 6-4 5-4 5 3-1 149 15 10 B 62.8 lis 62 56 3 6 7 6-1 4 Individual Records 85 TABLE XXIX— Continued Mentally Defective Boys Grip Pounds Memory Word Age Handed 1 Related Unrelated •0 1 1 1 1 Yrs. Mo. B.H. L.H. R. L. A B A B s nS ^s, R-W R-W R-W B-W 150 15 E 49.3 55 151 15 E 48 57 152 15 3 C 60.5 86 48 50 3 4 4 3 3 153 15 6 B 66 123 94 84 3 8-1 3-4 5-5 5-1 154 15 3 B 57.9 99 28 25 1 2 6-3 4-2 4-3 5 155 15 2 B 57.8 96 55 47 3 2-4 7-2 6-2 5-2 156 15 8 B 62.3 113 64 63 1 2 7-4 6-9 5-6 5-1 157 15 2 B 64 98 25 32 3 4 5 3-1 5 158 15 2 B 67.1 50 59 1 159 15 6 A 60.4 93 42 53 3 6 5 5-2 2-2 160 15 5 A 56.5 85 41 50 3 5 6 3-1 4 161 15 9 B 67 150 125 122 3 7 7-1 6-1 6-1 162 15 9 A 65.5 109 87 68 3 7 9-4 6-3 6-2 163 15 E 53.6 65 4 164 15 B 67.6 178 136 110 165 15 11 C 56.5 104 56 43 3 166 16 C 60.9 96 20 25 3 167 16 2 C 61.5 109 62 75 3 168 16 10 B 64.9 128 80 71 3 5-1 5-1 4-1 5-1 169 16 9 C 59 94 42 34 3 5 5-1 2-3 4-2 170 16 8 B 66 123 73 75 3 4-1 4^1 3-2 4 171 16 A 57.6 81 51 46 3 5 8 3-2 4-3 172 16 4 C 62.8 111 64 71 3 8-1 7-1 6-3 8-1 173 16 A 64.5 120 78 73 3 10-1 7-1 6-3 7-2 174 16 1 A 68.3 141 100 81 3 10 6 6-2 8-2 175 16 8 B 68.8 130 78 75 3 7-2 7-1 3-2 4 176 16 A 67 127 50 47 177 16 A 69 152 98 101 178 16 E 52.4 55 179 16 E 62 180 16 E 59.5 82 181 16 E 61.3 103 182 16 E 56.3 68 183 16 E 62 102 184 17 7 B 62.9 155 103 105 3 4-1 6 2-1 4 185 17 B 66.6 139 90 88 3 10 7-2 6 6-1 186 17 C 61.4 106 70 62 3 5-1 5 5 1-1 187 17 E 49.3 52 188 17 E 60.6 88 189 17 B 65.5 124 82 85 3 7-4 6-7 7-5 6-7 190 17 6 B 68.1 141 101 92 3 5 6 191 17 E 84 30 32 192 17 C 72.6 154 80 75 193 17 E 65.3 111 37 36 194 17 C 66.9 134 99 93 2 195 18 B 63.9 123 80 71 3 6 5-5 7-3 5-4 196 18 B 66.4 3 197 18 A 70 162 125 127 198 18 B 67.8 136 86 70 86 Relation of Intelligence to Mental and Physical Traits TABLE XKIX— Continued Mentally Defective Boys Grip Memory Word ■3 Age Pounds Handed 1 Related Unrelated Yra. Mo. B.H. L.H. E. 1 L. A B A B M E-W E-W E-W E-W 199 18 B 66.9 140 115 92 200 18 C 64 127 123 124 201 18 D 68.4 137 110 88 202 19 1 B 66.4 130 67 62 3 3-1 8-1 6 4-3 203 19 A 65.5 150 122 130 3 7-1 6-4 204 19 B 69.3 151 117 102 205 19 E 59.3 100 28 33 206 19 C 68 204 140 138 207 19 D 66 134 76 86 208 19 E 51 58 209 19 E 63.4 106 210 19 E 64.6 110 211 20 E 127 212 20 E 66 108 213 20 A 71.6 172 130 115 214 20 B 64.9 152 120 112 215 20 B 67.4 114 118 93 216 20 D 65.5 124 30 24 217 20 D 68.8 146 115 110 218 20 D 64 125 103 100 219 20 D 65.9 150 108 81 220 20 E 64.8 115 68 58 221 21 D 64.8 112 222 21 A 65.1 131 115 74 223 21 C 63.1 124 84 87 224 21 E 66.3 124 50 52 225 21 C 68 131 88 83 226 21 E 67 148 108 118 227 21 C 69.6 134 98 78 228 21 E 65.8 132 30 37 229 22 C 71.1 169 72 88 230 22 C 66.3 156 100 82 231 22 D 68.6 125 72 83 232 22 E 63.5 114 70 68 233 22 D 64.4 133 113 116 234 23 B 70 165 120 152 235 23 A 69.3 143 107 98 236 23 B 64.1 134 103 100 237 23 E 68 142 22 15 238 23 E 65.5 133 52 45 239 23 C 65.3 123 60 70 240 23 E 65.3 119 28 29 241 23 C 66.6 133 85 81 242 23 B 67.3 143 83 92 243 23 E 66 135 100 100 244 23 E 67.5 109 70 68 245 23 E 64 109 246 23 E 62.4 109 247 23 E 63.3 110 248 24 D 62.4 143 80 72 249 24 E 69.3 116 95 86 Individual Records 87 TABLE yiXiyi— Concluded Mentally Defective Boys j Age Grip TUn-r\AnA — Memory Word » ll II Pounds iaanaea ~ Related | Unrelated 1- rrs. Mo. S £ £ E.H. L.H. E. L. A E-W B E-W A R-W B R-W 250 25 B 70.4 172 160 130 251 25 C 62 100 58 50 252 25 E 66.8 104 42 51 253 25 E 65.4 118 38 52 254 25 C 66 125 103 87 255 26 E 71 173 110 83 256 26 D 67 144 35 104 257 27 E 64.8 122 27 43 258 27 E 70.5 151 259 28 C 69.4 145 112 118 260 28 D 67.5 137 106 112 261 28 C 64.5 124 95 120 262 28 E 67.6 170 22 26 263 28 E 65.9 130 66 60 264 29 D 61.8 100 75 para 265 29 E 65.4 109 71 65 266 29 D 67.3 154 120 110 267 29 D 64.3 137 60 58 268 29 B 70.9 176 61 68 269 30 D 62.8 134 80 96 270 30 D 64.5 127 48 72 271 30 D 63 209 90 76 272 30 B 70.1 193 117 115 273 30 B 71.1 188 120 110 274 30 B 65.5 158 107 112 275 31 E 68.5 120 40 58 276 31 B 66.5 158 110 81 277 31 B 65.5 138 125 120 278 32 D 62.8 14S 55 42 279 32 E 67 122 30 20 280 33 B 64.1 158 ! 116 111 281 34 E 68 145 52 para 282 35 E 67 13S ! 55 283 36 E 65.5 13{ ) 47 5C 284 36 B 68.5 19i ! 146 131 285 37 D 62.3 13J 5 91 9f 286 37 B 70.9 14^ I lie 87 ■287 43 E 67.9 15( ) 68 51 ) 288 48 E 68.3 13; J 88 Relation of Intelligence to Mental and Physical Traits TABLE XXX Mentally Defective Boys Muscular Maze Percep- Associa- •a Pulse Temperature tion 3 Memory 1 2 Letter 1 tion 1 M 1 2 3 1 2 B L. i 1 1 1 2 K. W. < o Eh - Handed 9 ■a Af b« 1 as Founds Belated Unrelated Yra. Mo. B.H. L.H. R. L. A B A B w H-W R-W B-W B-W 325 11 9 B 51.4 54 12 12 3 4 6 6 3 326 11 8 A 55.1 73 31 30 3 5 7 4-1 2-2 327 11 8 B 53 74 27 30 3 7-1 6 7 6 328 11 3 C 56.5 79 23 22 3 329 12 8 C 96 47 50 1 3-3 5 330 12 1 B 53.4 70 16 17 3 7 6 5 7-1 331 12 11 A 53.1 77 34 27 3 4 5 5 4 332 12 5 A 50 65 23 21 3 6 5 5-2 5-1 333 12 7 A 60.9 93 46 38 3 4-1 7 4-1 4-1 334 12 8 B 58.4 80 44 42 2 1 5 7 4-1 5-1 335 12 9 C 55.9 69 33 22 3 4 5-1 5 1-3 336 12 11 C 51.1 63 10 5 2 1 1-2 2-1 2 337 12 10 B 52.1 64 18 12 3 1 6-1 5-2 3-1 3-1 338 12 4 C 52.8 71 18 21 1 2 3-2 2 3 0-2 339 12 10 B 55.6 74 32 31 1 2 5 5 3-1 4 340 12 E 58.8 90 341 12 9 E 57.6 72 342 13 3 C 57 79 18 18 3 4 4 2 2 343 13 3 C 57.3 93 42 32 3 6 6 5 6-1 344 13 9 c 68.9 93 51 51 3 1 3 3-1 1-2 345 13 9 B 54 69 22 26 3 5 3-1 5-1 5 346 13 5 B 52 61 30 22 2 6 5 3-4 4-2 347 13 8 C 59.3 42 38 3 348 13 C 50.9 64 17 17 3 349 13 C 61.4 113 49 50 3 350 13 8 E 53.1 84 351 14 B 61.4 110 52 48 3 7-1 6 6 6 352 14 1 B 58.1 81 42 33 3 5 4 5 4-1 353 14 3 B 59 94 54 57 3 4-2 6 5 2 354 14 3 B 61.8 99 48 44 3 6-1 6 6-1 4-2 355 14 11 B 63 118 43 33 3 5 5 4-2 4-1 356 14 1 B 56.9 84 47 35 3 5-1 6 5-1 4 357 14 1 A 56.6 94 33 34 3 5 7 7-1 4 358 14 6 A 58.9 86 51 43 3 4^1 5-1 6 7-1 359 14 8 A 62.1 91 56 49 3 9 7 6-2 5-3 360 14 8 A 63.9 128 78 70 3 361 14 2 A 62.1 98 60 62 3 8-1 7 362 14 1 C 56.9 106 60 72 3 4-1 6-1 6-1 4-1 363 14 B 56.8 82 38 32 3 6 6 5-1 5-3 364 14 11 C 61.3 121 47 48 3 7 6 6 5-1 365 14 5 B 63.1 123 72 71 3 4 4r-l 5-1 5 366 14 1 E 58.6 94 367 14 5 E 57.3 76 Individual Records 93 TABLE XKXl— Continued Mentally Defective Girls 1 Memory Word Age 5 1| 43 CO Grip Founds Handed 1 Belated Unrelated 1 Yra. Mo. B.H. L.H. R. L. A B A B 1 R-W R-W R-W R-W 368 15 B 58 96 53 34 3 4 5 5 2 369 15 2 B 57.3 99 63 54 3 7 8 7-1 5 370 15 B 58.6 96 57 58 3 7 7 6 6 371 15 3 A 58.4 84 66 49 3 7 4 4-2 3-1 372 15 11 A 67.9 172 60 61 3 8-1 8-1 8 10-1 373 15 6 B 65 112 77 62 3 6-5 8-2 2-3 6-1 374 15 10 C 63.9 109 69 77 3 4 6-1 6-1 6 375 15 10 B 62.9 116 67 54 3 4-1 6 5 4 376 15 7 C 57.6 89 32 33 3 377 16 B 65.5 142 73 78 3 7-3 6-2 4-5 4-1 378 16 10 C 58.9 110 40 38 3 5-1 5-1 5 4 379 16 B 61.5 106 60 51 3 380 16 B 61.4 97 68 62 3 5 9 6-1 5-3 381 16 B 59.4 119 44 49 3 7 8-1 6 8 382 16 B 63.9 114 70 65 3 9-2 8-2 6-1 3-3 383 16 5 B 57.9 110 67 55 3 5 4 6 4 384 16 4 A 62.3 109 70 62 3 6 5 6-1 3-3 385 16 7 A 65.3 137 104 98 3 9 7-1 7-2 7-2 386 16 11 B 58.4 188 67 61 2 1 387 16 7 B 58.6 104 46 41 3 6 6 5-1 388 16 11 C 56.3 87 45 45 3 3 3 2-2 2 389 16 10 C 57.8 97 25 24 1 390 16 7 B 57.5 95 44 45 3 6-2 3-5 3-2 3-5 391* 16 D 37.8 40 3 392 17 5 B 64.3 151 60 50 3 8 &-1 4-3 3-3 393 17 11 B 63.8 117 36 43 3 5 7 6-1 5-1 394 17 6 B 58.9 118 73 70 3 5 7 4 5 395 17 B 60.5 113 78 73 3 396 17 4 C 59.5 142 41 44 3 4 5 5-4 5-1 397 17 8 B 58.4 121 27 25 3 5 6 5 5 398 17 A 60.8 103 76 68 3 4 4 6-1 5 399 17 6 B 59.9 116 50 45 2 1 7 6 8 4r-l 400 17 2 A 61.5 117 69 57 3 8 7-1 7 8-1 401 17 2 A 64.6 107 68 48 3 6-1 9 6 9-1 402 17 11 A 66.1 141 91 72 3 8 9-1 6-1 6-4 403 17 9 C 58.5 91 20 26 1 2 4^1 3 4^1 4-1 404 17 10 B 59.9 101 61 39 3 3 5 3-2 2-2 405 17 6 B 60.3 129 58 50 3 5-1 7-1 4-4 3-7 • Number 391 is a cretin dwarf — not counted. 94 Relation of Intelligence to Menial and Physical Traits TABLE XXXl— Concluded Mentally Defective Girlb .__ Memory Word 1 Ap» Gnp 1 II Mm •a § Pounds Handed Belated Unrelated 1 Yrs. Mo. E.H. L.H. B. L. A E-W B E-W A E-W B E-W 406 18 c 62 114 41 37 3 4 5-1 7 6 407 18 1 c 59 94 51 42 3 2 5 5-1 3 408 18 8 c 62.4 124 73 67 1 2 409 18 9 B 62.8 148 78 61 3 8 6 5-2 6-1 410 18 8 B 58.9 119 62 50 3 5 6 8 3 411 18 4 A 63.1 109 68 60 3 5 7 7 7 412 18 A 60.8 116 81 62 3 8 9-1 5-5 6-4 413 18 2 B 65.1 119 57 64 3 5 8 7-5 5 414 18 6 B 66.8 116 45 44 3 8-3 7-1 6-2 6-2 415 18 C 67.5 164 62 62 3 5-1 5-2 4^4 5-2 416 18 4 C 60 113 83 63 3 417 19 4 B 64 138 80 68 3 4-1 7 3-4 5-2 418 19 B 64.5 183 95 80 3 6 7 8 4 419 19 B 58.8 130 51 67 3 6-1 5-2 7-1 5 420 19 B 63.5 162 111 115 3 6 5 5 6-1 421 19 4 B 58.9 103 25 26 3 5 6 7 4 422 19 4 C 62.1 106 51 43 3 423 20 C 50.5 57 10 14 2 1 424 20 C 63.6 119 45 42 3 5 &-1 5 6-1 425 20 3 B 58.8 98 48 48 3 5 4-1 5-2 5-1 426 20 2 A 62.3 154 72 63 3 7 7 6-1 8 427 20 2 A 67 126 83 70 3 9 7 5-3 5-4 428 20 A 62.1 96 77 61 3 8-1 8-1 10 9-1 429 20 B 61.4 112 40 42 3 7 5-1 5 7 430 20 A 65.8 130 71 61 3 9 8-1 8 8-2 431 20 2 B 61.9 146 52 65 3 6-1 7 4-2 6-1 432 20 B 61.5 115 46 50 3 7 8-1 5 3-4 433 20 9 B 60.9 100 57 52 3 7-1 7 434 20 9 A 63.5 123 70 61 3 9 9 8-1 9 435 20 3 C 54.4 96 23 24 3 436 21 C 61.6 98 57 66 1 3 5 6-1 3 4 437 21 B 58.3 99 43 41 3 5 5 6 4^1 438 21 11 A 65.8 124 97 78 3 8 7-1 7-1 8-2 439 21 11 A 56.8 118 54 43 3 7-1 10 6 5-1 440 22 A 58.6 114 54 57 3 8 9 7-2 8 441 23 2 A 63.3 108 58 62 3 6 7-1 5 6-4 Individual Records 95 TABLE XXXII Mentally Defective Gibls Pulse Muscular Maze Percep- Associa- Temperature tion 2 Memory 1 2 _ 1 Letter 1 tion '3 ti A •e ■3 1 2 a 1 2 3 1 2 B L. a § a s o E. W. (-1 < o Eh < § A's B's Iz; 301 72 72 To 97.2 98 29 26.5 302 96 86 90 98.6 98 23.3 23.8 306 98 88 90 98.6 98.6 23.5 22.5 6 26 24 133 16 14 307 120 128 120 99 99.4 26 26.5 9 19 17 67 7 15 308 99.6 98.4 6 12 5 16 F F 309 98 101.2 6 23 14 74 14 17 314 97.6 96.2 F F F F 315 97.6 98.4 26 135 30x 175 18 21 316 98.8 98.6 12 91 14 92 F F 317 98.6 99.2 1 2 5 F F 319 102 86 84 98.8 99.4 27.3 28.5 9 9 11 14 24 18 320 98 90 96 98.6 98.6 24 23.5 18 48 21 43 21 20 322 90 86 96.8 97.4 24.8 24 19 29 10 8 39 26 10 20 323 97.6 97.8 20 95 27 14 25 24 324 106 92 92 97.4 98.4 25.5 24 6 6 11 40 24 3 8 2 325 106 106 104 97.4 98 24.5 25 3 6 5 12 20 20 2 6 2 326 84 90 98.8 99 26 27 11 14 16 38 28 15 11 13 327 86 84 97.4 98.4 24 27 8 20 11 47 48 52 5 5 1 329 23 27 4 10 6 26 F 15 3 330 72 82 98.8 98.6 25 26 17 88 25 157 37 37 6 9 8 331 86 84 97.6 98.8 24 24.8 11 31 20 72 36 26 9 11 1 332 78 96 110 98.4 98.6 26.3 23 11 7 19 26 41 31 6 20 333 88 86 98.6 98.8 24.5 25 19 65 30x 132 57 39 5 7 3 334 70 68 72 98.2 98 26.5 25.5 39 33 5 4 335 99 99.6 « 8 19 99 21 10 337 98 98.4 26 133 30x 142 26 33 338 118 108 114 98 98.4 29.5 23 339 100 100 104 97 97.2 28 25 342 96.6 98 3 9 5 19 F 14 343 98.4 97.6 4 21 7 41 P 15 344 97.8 99.2 18 62 20 73 19 20 345 94 100 86 99.6 99.4 26 27 5 4 1 346 96 94 104 98 98.6 25.8 31 4 6 5 2 6 9 6 347 86 94 90 97.8 98.4 25 25.8 351 62 64 62 96.4 97.8 28 26.5 15 46 30x 150 25 31 4 4 352 88 98 116 98.6 99.6 26 25 21 85 23 118 31 24 6 14 3 353 74 72 98.2 98.4 25 29.5 11 15 21 69 34 43 3 12 2 354 66 76 78 96.6 98.4 21 24.5 12 39 20 102 37 30 7 9 355 72 88 97.8 98 25 27.3 4 7 5 35 35 11 10 1 356 92 84 96.8 97.2 22 26 4 7 5 33 29 5 14 1 96 Relation of Intelligenee to Mental and Physical Traits TABLE XXXll— Continued Mentally Defective Girls Muscular Maze Percep- Associa- Pulse Temperature tion 1 Memory 1 2 Letter 1 tion .^ .a •B •g 1 2 a 1 2 3 1 2 R L. a § a s 5 R. w. M