Deficiency and Delinquency: An Interpretation of Mental Testing

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Educational Psychology Monographs

This volume, which is No. 21 in the Series, was
edited by J. Carleton Bell


DEFICIENCY AND DELINQUENCY

An Interpretation of Mental Testing

by

JAMES BURT MINER, LL.B., PH.D.

Associate Professor of Applied Psychology, Carnegie Institute of
Technology, Pittsburgh; sometime lecturer at the school for teachers of
special classes, Minnesota State School for the Feeble-Minded







Baltimore
Warwick & York, Inc.
1918

Copyright, 1918
Warwick & York, Inc.




                       DEFICIENCY AND DELINQUENCY




                           TABLE OF CONTENTS


 Preface                                                               1

 Chapter I. INTRODUCTION                                               3

                    PART I. PRACTICAL CONSIDERATIONS

 Chapter II. THE FUNCTIONS OF A SCALE IN DIAGNOSIS                    10

      A. THE MEANING OF INTELLECTUAL DEFICIENCY                       10

      B. FORMS OF MENTAL DEFICIENCY NOT YET DISCOVERABLE BY TESTS     14

      C. DOUBTFUL INTELLECTS ACCOMPANIED BY DELINQUENCY PRESUMED      18
        DEFICIENT

 Chapter III. THE PERCENTAGE DEFINITION OF INTELLECTUAL DEFICIENCY    20

      A. THE DEFINITION                                               20

      B. THE ASSUMPTIONS OF A QUANTITATIVE DEFINITION                 21

           (a) Deficiency is a Difference in Degree not in Kind       21

           (b) As to the Variation in the Frequency of Deficiency at  23
             Different Ages

           (c) As to the Number of Deficients not Detected by Tests   34

           (d) Allowance May be Made for Variability                  40

 Chapter IV. WHAT PERCENTAGE IS FEEBLE-MINDED                         47

      A. KINDS OF SOCIAL CARE CONTEMPLATED                            47

      B. ESTIMATES OF THE SCHOOL POPULATION VERSUS THE GENERAL        48
        POPULATION

      C. DESIRABLE VERSUS IMMEDIATELY ADVISABLE SOCIAL CARE           51

      D. PERCENTAGES SUGGESTED TO HARMONIZE THE ESTIMATES             52

      E. COMPARISON WITH IMPORTANT ESTIMATES                          56

      F. THE ABILITY OF THE MENTALLY RETARDED ESPECIALLY THOSE        74
        RECEIVING SPECIAL TRAINING

 Chapter V. ADAPTING THE PERCENTAGE DEFINITION TO THE BINET SCALE     82

      A. THE BORDER REGION FOR THE MATURE                             82

           (a) Indication from a Random Group                         82

           (b) The Present Tendency Among Examiners                   95

      B. THE BORDER REGION FOR THE IMMATURE                          104

           (a) For the Binet 1908 Scale                              104

           (b) Data for Other Developmental Scales                   110

           (c) The Change in Interpreting the Borderline for the     116
             Immature

 Chapter VI. DELINQUENTS TESTING DEFICIENT                           122

      A. AT THE GLEN FARM SCHOOL FOR BOYS, HENNEPIN COUNTY,          122
        MINNESOTA

      B. COMPARISON OF TESTED DEFICIENCY AMONG TYPICAL GROUPS OF     127
        DELINQUENTS

           (a) Women and Girl Delinquents in State Institutions      128

           (b) Women and Girl Delinquents in Country and City        134
             Institutions

           (c) Men and Boy Delinquents in State Institutions         141

           (d) Men and Boy Delinquents in County and City            148
             Institutions

      C. SUMMARY OF TESTED DEFICIENCY AMONG DELINQUENTS              158

 Chapter VII. CHECKING THE BINET DIAGNOSIS BY OTHER METHODS          170

 Chapter VIII. SCHOOL RETARDATION AMONG DELINQUENTS                  177

      A. IN MINNEAPOLIS                                              177

      B. SCHOOL RETARDATION AMONG OTHER GROUPS OF DELINQUENTS        185

 Chapter IX. COMPARISON OF THE SCHOOL TEST AND THE BINET TEST        189

      A. PRACTICAL USES OF THE SCHOOL TEST                           190

           (a) Estimating the Frequency of Deficiency by School      190
             Retardation

           (b) School Retardation as a Warning of the Need for       194
             Examination

           (c) School Success as a Check on the Binet Diagnosis      197

      B.