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/lp/american-psychological-association/a-preview-of-teaching-mental-and-physical-differences-h3UMeLdXl6
- Publisher
- Ginn & Company
- Copyright
- Copyright © 1928 American Psychological Association
- Pages
- 54 –71
- DOI
- 10.1037/14850-003
- Publisher site
- See Chapter on Publisher Site
Abstract
The mental and the physical condition of the children attending school are matters of supreme importance. The doing of the school work is certain to be difficult, if not impossible, for those who fall far below the norms either of intelligence or of physical fitness. The curriculum is planned for normal children. School failures, so called, are found chiefly among the subnormal. From the nonchalance with which educators talk about determining the mental ages of school children or about children with high I. Q.'s and low I. Q.'s one may easily infer the existence of a common understanding among them as to the nature and significance of mental age and intelligence quotients. Nevertheless few subjects in the field of education are so much discussed and at the same time so little understood as human intelligence. Almost the only point of agreement is that intelligence means general mental ability. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Published: Sep 21, 2015
Keywords: physical differences; mental ability; mental differences; intelligence; physical fitness; mental age; intelligence quotients; education