critical examination of these peopleâs ideas since only i this way can we fully n understand the inverted pyramid of confusion that has been built upon them. Monroe and Buckingham produced the Illinois Examination, a standardised group test battery which included general intelligence, arithmetic and silent reading. The norms for the reading and arithmetic tests were derived from the performances of pupils of the same mental age as indicated by the general intelligence component of the battery. These norms they expressed in Achievement Ages from which each pupilsâ Achievement Quotient (A.Q.) was calculated by dividing by his Mental Age. The collaborators argued in this way : A pupilâs mental age represents his capacity to learn. If his Achievement Age is greater than his Mental Age he has achieved more than the average pupil of his Mental Age under average school conditions . . . If a pupilâs Achievement Age is less than his Mental Age we have evidence that he has not achieved as much as he should â (a, 16). p. Since this was the prototype of a l such statements, it deserves careful l attention. Notice particularly three things : (1) The postulate that a pupilâs
British Journal of Educational Psychology – Wiley
Published: Nov 1, 1959
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