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Dive into the fascinating world of extraordinary prodigies with "Children Above 180 IQ Stanford-Binet: Unraveling the Minds of Extraordinary Prodigies" by Hollingworth. Explore the minds of exceptionally gifted children as Hollingworth delves into their unique talents, challenges, and experiences. Experience the awe-inspiring intellect of prodigies as Hollingworth unravels the mysteries of their exceptional cognitive abilities. Through insightful analysis and firsthand accounts, Hollingworth sheds light on the inner workings of these remarkable young minds. But amidst the exploration of extraordinary intelligence lies a fundamental question: What sets prodigies apart from their peers, and how do they navigate the complexities of childhood and academia? Are there insights to be gained from studying the development and experiences of exceptionally gifted children? Delve into the depths of prodigy psychology as Hollingworth offers a glimpse into the lives of children with IQs above 180 on the Stanford-Binet scale. With each revelation, readers gain a deeper understanding of the challenges and opportunities that come with exceptional cognitive abilities. Are you ready to unravel the minds of extraordinary prodigies with "Children Above 180 IQ Stanford-Binet"? Prepare to be fascinated by Hollingworth's exploration of giftedness and his insights into the unique experiences of intellectually exceptional children. Engage with Hollingworth's research as you immerse yourself in "Children Above 180 IQ Stanford-Binet." With each chapter, you'll gain valuable perspectives on the nature of intelligence, the challenges of gifted education, and the potential of exceptionally gifted individuals. Join the journey into the minds of extraordinary prodigies. Let the unraveling begin! Don't miss your chance to explore the world of exceptionally gifted children. Purchase your copy of "Children Above 180 IQ Stanford-Binet" by Hollingworth now and discover the fascinating insights into the minds of prodigies. ```
Children Above 180 is a small sampling of a special selection of gifted children. Leta Stetter Hollingworth conducts studies about the subjective experience of highly gifted children. Excerpt: "It was in November 1916, shortly after taking appointment as instructor in educational psychology at Teachers College, Columbia University, that I saw for the first time a child testing above 180 IQ (S-B). I was teaching a course in the psychology of mentally deficient children, and it seemed to me that my class should if possible observe under test conditions one bright child for the sake of contrast."
Children Above 180 IQ Stanford-Binet: Origin and Development by Hollingworth offers an exploration of the Stanford-Binet Intelligence Scales and their application in identifying and understanding the intellectual abilities of exceptionally gifted children. Key Aspects of the Book "Children Above 180 IQ Stanford-Binet: Origin and Development": Intelligence Measurement: The book discusses the development and application of intelligence tests, focusing on the Stanford-Binet scale and its role in assessing high intellectual abilities. Giftedness and Education: It delves into the challenges and opportunities faced by highly gifted children, and the importance of tailored educational approaches for their development. Psychological Insights: The book provides psychological insights into the characteristics and needs of exceptionally intelligent individuals, shedding light on the nature of giftedness. "Children Above 180 IQ Stanford-Binet: Origin and Development" by Hollingworth offers readers a glimpse into the field of intelligence testing and the unique challenges faced by highly gifted individuals.
Children Above 180 is a small sampling of a special selection of gifted children. Leta Stetter Hollingworth conducts studies about the subjective experience of highly gifted children. Excerpt: "It was in November 1916, shortly after taking appointment as instructor in educational psychology at Teachers College, Columbia University, that I saw for the first time a child testing above 180 IQ (S-B). I was teaching a course in the psychology of mentally deficient children, and it seemed to me that my class should if possible observe under test conditions one bright child for the sake of contrast."
Example in this ebook This study is founded upon the work of Francis Galton, on the one hand, and of Albert Binet, on the other. It goes back to Galton's Hereditary Genius, read as a prescribed reference in the courses of Professor Edward L. Thorndike, in 1912; and to the publication in 1916 of Professor Lewis M. Terman's Stanford Revision of the Binet-Simon Scale for Measuring Intelligence. It comprises observations, measurements, and conversations covering a period of twenty-three years, during which acquaintanceships and friendships, every one of them delightful, have been formed and maintained with the twelve individuals who form the basis of the study. It was in November, 1916, shortly after taking appointment as instructor in educational psychology at Teachers College, Columbia University, that I saw for the first time a child testing above 180 IQ (S-B). I was teaching a course in the psychology of mentally deficient children, and it seemed to me that my class should if possible observe under test conditions one bright child for the sake of contrast. Accordingly, I asked whether any teacher present could nominate a very intelligent pupil for demonstration. Miss Charlotte G. Garrison and Miss Agnes Burke, teachers in the Horace Mann School, Teachers College, New York City, thereupon nominated the child who is called E in this monograph. E was presented at the next meeting of the class. It required two full classroom periods to test this child to the limits of the Stanford-Binet Scale, which had just then been published. E exhausted the scale without being fully measured by it, achieving an IQ of at least 187. He was on that date 8 years 4 months old. This IQ of at least 187 placed E in Galton's Class X of able persons; i.e., more than six "grades" removed from mediocrity. Taking 1 PE#dis# as one "grade," it placed him at least plus 11 PE from the norm; for 1 PE (Probable Error) equals 8 IQ, according to Terman's original distribution of 905 school children. This appeared as sufficiently striking to warrant permanent recording, since it would rate E as one in a million for statistical frequency, assuming "zeal and power of working" to be also abundantly present. I did not at that time have any expert knowledge of highly intelligent children. I had been working for some years in the hospitals of New York City with persons presented for commitment to reformatories, prisons, and institutions for mental defectives. I had tested thousands of incompetent persons, a majority of them children, with Goddard's Revision of the Binet-Simon Scale, scarcely ever finding anyone with an IQ rating as high as 100. This thoroughgoing experience of the negative aspects of intelligence rendered the performance of E even more impressive to me than it would otherwise have been. I perceived the clear and flawless working of his mind against a contrasting background of thousands of dull and foolish minds. It was an unforgettable observation. To be continue in this ebook