There is general agreement that intellectually gifted children should be encouraged to develop their potentialities. However, a great deal of evidence indicates that currently used intelligence tests are not equally efficient in detecting high levels of ability in the various social classes. It is proposed that the highest in each class should be selected for special training.
Get full access to this article
View all access options for this article.
References
1.
BakerC. T.SontagL. W.NelsonV. L.Specific ability in IQ change. J. consult. Psychol., 1955, 19, 307–310.
2.
BayleyN.The California first year mental scale. Univer. of Calif. Syllabus Series, No. 243. Berkley, Calif.: Univer. of Calif. Press, 1933.
3.
BayleyN.Mental growth during the first three years: A developmental study of 61 children by repeated tests. Genet. Psychol. Monogr., 1933, 14, 1–93.
4.
BayleyN.Consistency and variability in the growth of intelligence from birth to eighteen years. J. genet. Psychol., 1949, 75, 165–196.
5.
BayleyN.Some increasing parent-child similarities during the growth of children. J. educ. Psychol., 1954, 45, 1–21.
6.
BeierE. G.The effect of induced anxiety on the flexibility of intellectual functioning. Psychol. Monogr., 1951, 63, No. 365.
7.
BrookoverW. B.Teachers and the stratification of American society. Harv. educ. Rev., 1953, 23, 257–267.
8.
CampanellaT. C.The rapid-learner: A psychological and philosophical approach. Education, 1955, 76, 129–131.
DuncanO. D.ArtisJ. W.Social stratification in a Pennsylvania rural community. Agricultural Experimental Bulletin 543, State Coll., Pennsylvania State Coll. of Agriculture, 1951.
11.
EellsK.Some implications for school practice of the Chicago studies of cultural bias in intelligence tests. Harv. educ. Rev., 1953, 23, 284–297.
12.
EellsK.DavisA.HavighurstR. J.HerrickV. E.TylerR.Intelligence and cultural differences. Chicago: Univer. of Chicago Press, 1951.
13.
FiteM. D.Aggressive behavior in young children and children's attitude toward aggression. Genet. Psychol. Monogr., 1940, 22, 151–319.
14.
GillilandA. R.Environmental influences on infant intelligence test scores. Harv. educ. Rev., 1949, 19, 142–146.
15.
GillilandA. R.Socio-economic status and race as factors in infant intelligence test scores. Child Developm., 1951, 22, 271–273.
16.
HavighurstR. J.BreeseF. H.Relation between ability and social status in a midwestern community: III. Primary mental abilities. J. educ. Psychol., 1947, 38, 241–247.
17.
KahlJ. A.Educational and occupational aspirations of ‘Common man’ boys. Harv. educ. Rev., 1953, 23, 168–174.
18.
KornhauserR.The Warner approach to social stratification. In BendixR.LipsetS. M. (Eds.), Class, status and power. Glencoe: Free Press, 1953. Pp. 224–254.
19.
LantzB.Some dynamic aspects of success and failure. Psychol. Monogr., 1945, 59, No. 271.
20.
McLarenV. M.Socio-economic status and reading ability — a study in infant reading. Studies in reading II, 1–62. Publications of the Scottish Council for Research in Education, XXXIV. London: Univer. of London Press, 1950.
21.
McNemarQ.The revision of the Stanford-Binet scale. New York: Houghton Mifflin, 1942.
22.
MilesC. C.Gifted children. In CarmichaelL. (Ed.), Manual of child psychology. 2nd Ed.New York: Wiley, 1954. Pp. 984–1063.
23.
PostmanL.BrownD. R.The perceptual consequences of success and failure. J. abnorm. soc. Psychol., 1952, 47, 213–221.
24.
SkeelsH. M.FilmoreE. A.Mental development of children from underprivileged homes. J. genet. Psychol., 1937, 50, 427–39.
25.
SkodakM.SkeelsH. M.A final follow-up of one hundred adopted children. J. genet. Psychol., 1949, 75, 85–125.
26.
StenquistJ. L.LorgeI.Implications of intelligence and the cultural differences as seen by a test user and test maker. Teach. Coll. Rec., 54, 1951, 184–193.
27.
WarnerW. L.MeekerM.EellsK.Social class in America. A manual of procedure for the measurement of social status. Chicago: Science Research Associates, 1949.
