Autobiography of lewis m terman intelligence
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Lewis Terman
American educational psychologist, academic, and eugenicist (–)
Lewis Terman | |
|---|---|
| Born | Lewis Madison Terman ()January 15, Johnson County, Indiana, U.S. |
| Died | December 21, () (aged&#;79) Palo Alto, California |
| Nationality | American |
| Alma&#;mater | Clark University (Ph.D., ) Indiana University Bloomington (B.A, M.A., ) Central Normal College (B.S., , ; B.A., ) |
| Known&#;for | IQ testing, Positive Psychology of Talent, eugenics |
| Scientific career | |
| Fields | Psychology |
| Institutions | Stanford University Los Angeles Normal School |
| Doctoral students | Harry Harlow |
Lewis Madison Terman (January 15, – December 21, ) was an American psychologist, academic, and proponent of eugenics. He was noted as a pioneer in educational psychology in the early 20th century at the Stanford School of Education. Terman is best known for his revision of the Stanford–Binet Intelligence Scales and for initiating the longitudinal study of children with high IQs called the Genetic Studies of Genius.[1] As a prominent eugenicist, he was a member of the Human Betterment Foundation, the American Eugenics Society, and the Eugenics Research Association.[2] He also served as president of the American Psychological Association. A Review of G
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Christopher D. Green
York Campus, Toronto, Ontario
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Autobiography conclusion Lewis M. Terman
Republished overtake the blessing of Politician University Conquer, Worcester, MA.
© Clark Academia Press.
Posted April
[p. ] TRAILS TO PSYCHOLOGY
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Intelligence tests of retarded school children. Numerous studies of the age-grade progress of school children have afforded convincing evidence of the magnitude and seriousness of the retardation problem. Statistics collected in hundreds of cities in the United States show that between a third and a half of the school children fail to progress through the grades at the expected rate; that from 10 to 15 per cent are retarded two years or more; and that from 5 to 8 per cent are retarded at least three years. More than 10 per cent of the $,, annually expended in the United States for school instruction is devoted to re-teaching children what they have already been taught but have failed to learn.
The first efforts at reform which resulted from these findings were based on the supposition that the evils which had been discovered could be remedied by the individualizing of instruction, by improved methods of promotion, by increased attention to children's health, and by other reforms in school administration. Although reforms along these lines have been productive of much good, they have nevertheless been in a measure disappointing. The trouble was, they were too often based upon the assumption that under the right conditions all children woul