Special talents and defects : $b Their significance for educationHollingworth, Leta Stetter
Science
Special talents and defects : $b Their significance for education
Hollingworth, Leta Stetter
Educational psychology; Educational tests and measurements; Exceptional children
Spearman noted that, though all functions seemed related to this “common
factor,” they were not all equally related in his results; wherefore he
formulated the concept of a hierarchy of relatedness. Discussion as to
the essential nature of the fundamental factor was reserved, but it was
predicted from the correlations made that “general intelligence” could
and would be measured for practical purposes. This interpretation was
based upon the fact that among abilities which yielded to his
measurement, Spearman could find only positive coefficients of
correlation, when the groups were large and the human beings non-select.
In the United States, Thorndike and his collaborators were most struck
by the fact that the coefficients obtained fell short, in many cases far
short, of unity. They laid stress upon the imperfection of the relations
revealed, and were able to show that between some functions, such as
discriminating among the lengths of lines, and others, such as naming
the opposites of words, the correlation dropped in groups investigated
to approximately zero.
As a result of interpretation from their point of view, they wrote as
follows: “One is almost tempted to replace Spearman’s statement by the
equally extravagant one that there is nothing whatever common to all
mental functions, or to any half of them.” They maintained that mental
functions are specialized, and that when excellence in one is correlated
with excellence in another, “this is due chiefly to the fact that the
two involve identical elements in their execution. It is not due to one
and the same ‘faculty,’ which presides over their activities.”
These two divergent interpretations of the same array of data have been
cited, because the controversy involved is of first rate importance for
mental measurement, for the understanding of individuals, and for
education. The controversy now appears to have been one of emphasis. To
recapitulate, Spearman stressed the positive aspect of the coefficients
found, and declared mental traits to be distributed so that status in
one is predictable from status in another. Thorndike emphasized the
reduction from unity of the coefficients, and formulated the hypothesis
that there is no absolutely predictable coherence among mental
functions, that each is special to itself within an individual. No
laboratory scientist has ever found reason for adding a third side to
the controversy, by advocating seriously that mental traits are
compensatory in relation to each other. Negative coefficients of
correlation have never been found, except occasionally by chance or
selection.[4] All know that the correlations among amounts of traits are
positive. It is the reduction from unity which has caused the
disagreements of interpretation.
Public-domain text, read in full here on John Shaqi.
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