Excerpt from An Analysis of Language Factors in Intelligence Tests
The historical account gives a general survey of tests seeming to measure language ability directly or indirectly, followed by a more detailed study of the Opposites, completion, vocabulary, information and analogies tests, as to their origin, development, uses and relationships.
In the experimental section, three representative intelligence examinations have been analyzed: (a) two forms Of the Thur stone psychological examination for college freshmen and high school seniors; (b) the Anderson psychological examination; and (c) the Johns Hopkins combination test. The method Of correlation and partial correlation has been employed in an effort to determine the interrelation of the sub-tests of the three examinations and to isolate factors common to certain tests. Grades in specific subjects and average grades for students grouped into engineering students and arts and sciences students have been used as criteria by which to measure the specificity of given types of tests. An analysis of the distribution Of grades used in this study has been included.
It will become apparent that it has not been possible in every case to find definite objective evidence that certain tests are related to each other because of a common language factor, but careful examination of the nature of the test material, together with such objective data as are available seems to justify the conclusion that they are.
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