Irving Lorge

Intellectual Changes during Maturity and Old Age

SINCE THE LAST REVIEW of this topic, most of the references in this area of study have been concerned with the results of intelligence tests in psychosis. Generally, the estimation of intellectual deterioration in abnormal states implies a correction for changes in score and in quality of intellectual performance as a function of age. The accumulation of evidence concerning intellectual changes in maturity and old age definitely indicates that as people grow older their test performances change. It is clear that intellectual changes as a function of age create problems concerning the interpretation of adult scores and adult intelligence quotients; the relationship of previous education, experiences, and skills to measurement of adult intelligence; the factorial composition of adult intelligence tests; the relationship of intelligence test scores in childhood and youth to such measures in adult populations; and the standardization and norming of adult intelligence tests. Perhaps the most significant new development is the demonstration that qualitative aspect of intellectual performance is fully as important as quantitative variations.

Chapter VII: Educational Achievement Measures in Scholarship and Award Contests

THIS is the first time an integrated treatment of the use of tests and other devices for the selection of gifted students in scholarship and award contests has appeared in the REVIEW. Accordingly, the time covered is somewhat greater than the usual three-year span. Consideration was given to such achievement tests as those made for the magazines Time and Newsweek, but this topic was excluded because no published research was found.

Educational Achievement Measures in Scholarship and Award Contests

THIS is the first time an integrated treatment of the use of tests and other devices for the selection of gifted students in scholarship and award contests has appeared in the REVIEW. Accordingly, the time covered is somewhat greater than the usual three-year span. Consideration was given to such achievement tests as those made for the magazines Time and Newsweek, but this topic was excluded because no published research was found.

Trend, Survey, and Evaluation Studies

THIS chapter continues the reviews of evaluative studies and of survey and trend studies for the period July 1942 to June 1945. The concept of evaluation is being extended and adapted not only within the area of appraisal but also in survey, trend, and large-scale testing programs. While questionnaire studies still predominate, there is an increasing trend to the use of other methods of obtaining observational evidence. Further, there is a tendency to use the results of previous surveys, records, and observations in conjunction with follow-up studies to point up trends in education.

Chapter III: Trend, Survey, and Evaluation Studies

THIS chapter continues the reviews of evaluative studies and of survey and trend studies for the period July 1942 to June 1945. The concept of evaluation is being extended and adapted not only within the area of appraisal but also in survey, trend, and large-scale testing programs. While questionnaire studies still predominate, there is an increasing trend to the use of other methods of obtaining observational evidence. Further, there is a tendency to use the results of previous surveys, records, and observations in conjunction with follow-up studies to point up trends in education.