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PREFACE

TABLE OF CONTENTS

TABLE OF FIGURES

EDITOR’S INTRODUCTION

I. SPECULATION CONCERNING THE NATURE OF ABILITY

II. RESULTS OF QUANTITATIVE INVESTIGATION

REFERENCES

I. THE COEFFICIENT OF CORRELATION

III. CORRELATION OF ABILITIES IN VARIOUS GROUPS

IV. STUDIES OF DISORGANIZING MINDS

V. IS INTELLECT INHERITED AS A UNIT?

VI. CAN AN INTELLECT BE TRAINED AS A UNIT?

VII. THE HIERARCHY OF ABILITIES

VIII. PRESENT STATUS OF THE PROBLEM

IX. MEASUREMENT OF GENERAL INTELLIGENCE: THE IQ

X. THE MEASUREMENT OF SPECIAL ABILITY

XI. THE PSYCHOGRAPHIC PICTURE OF INDIVIDUALITY

XII. AT WHAT AGE IS MENTAL ENDOWMENT EVIDENT?

XIII. THE FREQUENCY OF MARKED SPECIAL TALENTS AND DEFECTS

XIV. POSSIBLE ORIGIN OF THE DISSOCIATION OF CERTAIN CAPACITIES

REFERENCES

I. THE PHYSIOLOGICAL MECHANISM OF MENTAL LIFE

II. ATTEMPTED LOCALIZATION OF MENTAL FUNCTIONS

III. THEORY OF CONGENITAL LESION OR ATROPHY CRITICIZED

IV. RESTITUTION OF FUNCTION WITHOUT REGENERATION OF STRUCTURE IN INJURED BRAINS

V. ATTEMPTS TO ESTABLISH A NEURAL BASIS FOR THE “TWO FACTOR THEORY” AND “THE TWO LEVEL THEORY”

VI. PRESENT STATUS OF THE PROBLEM

REFERENCES

I. RELATION BETWEEN IQ AND CAPACITY FOR READING

II. THE MECHANICS OF READING

III. COMPREHENSION IN READING

IV. WORD BLINDNESS

V. PSYCHOLOGICAL STUDIES OF SPECIAL DEFECT IN READING

VI. NERVOUS INSTABILITY AND SPECIAL DEFECT IN READING

VII. A FOUR-YEAR STUDY OF A NON-READER

VIII. SUMMARY OF STUDIES OF NON-READERS

IX. CASES OF SPECIAL ABILITY IN READING

X. THE SIGNIFICANCE OF LITERACY

REFERENCES

I. COHERENCE AMONG LINGUISTIC FUNCTIONS

II. ANALYSIS OF LEARNING TO SPELL

IV. CAN SPECIAL DEFECT IN SPELLING BE OVERCOME?

V. DOES READING TEACH SPELLING?

VI. ILLUSTRATIVE CASES

REFERENCES

I. RELATION BETWEEN IQ AND CAPACITY FOR ARITHMETIC

II. DISTINCTION BETWEEN ARITHMETIC AND MATHEMATICS

III. MENTAL FUNCTIONS IN ARITHMETICAL CALCULATION

IV. THE ORGANIZATION OF ARITHMETICAL ABILITIES

V. PSYCHOLOGICAL STUDIES OF SPECIAL DEFICIENCY IN ARITHMETIC

VI. METHODS OF DETECTING WRONG OR INCOMPLETE HABITS

VII. NERVOUS INSTABILITY AND SPECIAL DEFICIENCY IN ARITHMETIC

VIII. ARITHMETICAL PRODIGIES

IX. ARITHMETICAL ABILITY OF TWO CHILDREN OF IQ 184 AND IQ 187 (STANFORD-BINET)

X. THE INHERITANCE OF ARITHMETICAL ABILITIES

XI. IMPLICATIONS FOR EDUCATION

REFERENCES

I. THE VARIOUS KINDS OF DRAWING

II. RAMIFICATIONS OF DRAWING THROUGH THE CURRICULUM

III. PSYCHOLOGICAL ANALYSIS OF TALENT IN DRAWING

IV. RELATIONS BETWEEN APTITUDE IN DRAWING AND GENERAL INTELLIGENCE

V. THE COLOR-BLIND

VI. ILLUSTRATIVE CASES

VII. INHERITANCE OF TALENT IN DRAWING

VIII. GENERAL SUMMARY

REFERENCES

I. WHAT IS MUSIC?

II. THE VARIOUS KINDS OF MUSIC

III. THE ANALYSIS OF MUSICAL TALENT

IV. RELATION AMONG VARIOUS ELEMENTS OF MUSICAL TALENT

V. RELATION BETWEEN MUSICAL TALENT AND GENERAL INTELLIGENCE

VI. ABSOLUTE PITCH

VII. TONE DEAFNESS

VIII. RANGE OF INDIVIDUAL DIFFERENCES

IX. CAN MUSICAL CAPACITY BE INCREASED BY EDUCATION?

X. THE INHERITANCE OF MUSICAL TALENT

XI. PSYCHOGRAPHIC STUDY OF INDIVIDUALS

XII. CAPACITY TO APPRECIATE MUSIC

REFERENCES

I. SPECIAL FUNCTIONS WHICH HAVE NOT BEEN LONG STUDIED

II. LEFT-HANDEDNESS

III. MIRROR WRITING

IV. MECHANICAL ABILITY

V. ABILITY TO LEAD AND HANDLE PEOPLE

REFERENCES

I. THE VALUES OF INDIVIDUALITY

II. COMPULSORY EDUCATION

III. THE IMPORTANCE OF GENERAL INTELLIGENCE FOR SCHOOL PROGRESS

IV. SPECIAL ABILITIES AND DISABILITIES AS DETERMINANTS OF SCHOOL PROGRESS

V. EXPERIMENTAL ATTEMPTS TO INDIVIDUALIZE EDUCATION

VI. THE COST OF FOSTERING INDIVIDUALITY

VII. THE PROBABLE REWARDS OF INDIVIDUALIZING EDUCATION

REFERENCES

INDEX