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"The Arthur adaptation of the Leiter International Performance Scale is, in principle, a non-verbal Binet scale for young children. Its main advantages are: (1) it reaches down to lower chronological age levels than the other performance scales, (2) the tests lowest in the scale are tests of ability to learn rather than tests of acquired skills or material already learned: the first five tests are given credit as passed if the subject is able to perform the task without demonstration or help during any one trial, no matter how many previous trials have been given and without regard to the amount of demonstration and help it has been necessary to give during previous trials; (3) every test of the scale is given without a time limit; and (4) the entire scale is given, as it was standardized, without any verbal directions. The need for restandardization of the original Leiter scale was felt when it became evident that the Leiter norms for "Caucasian" children were too high to enable the average middle-class American child to earn a score that adequately represented his level of ability. The need for the reorganization of the scale was felt in order to get rid of certain tasks demanding acquired skills such as telling time, and to eliminate the timing of any of the tests to facilitate the use of the scale with spastics. During the standardization of the Arthur Adaptation of the Leiter scale, more help has been given to the subject to insure comprehension of the task than was indicated in the original Leiter scale. With only four tests at each age level, an accidental success or failure has too much effect on the final score. It is because of the small number of tests at each chronological age level that the Arthur Adaptation of the Leiter scale is supplemented with the Revised Form II of the Point Scale of Performance Tests (3) to increase the reliability of the rating obtained. The increase in time needed for examination on both scales is important in itself, as the subject is under observation for a longer period under controlled conditions, and has more opportunity to demonstrate the average intellectual level of his reaction pattern"--Introduction. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

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This volume represents the fruits of three years of investigation (from July 1, 1922, to July 1, 1925) by the Division of Psychology of the Institute of Educational Research. It attempts to answer the essential questions concerning the nature and meaning of the measurement of a mental fact in the sample case of intelligence, or rather of a defined segment thereof. Its conclusions, in so far as they are warranted, should become the basis of sound practice in the construction and calibration of scales for use in mental measurement. According to them, the present theory and practice of measurement of mental abilities are justified to a remarkable degree in certain respects, but in others should be almost recreated. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

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"Investigation of the mental capacities of human beings may rationally be considered a matter of prime importance for the individual and for civilization. To any objections that the procedure suggested in this manual is impracticable, requiring too much time or costing too much, there are sound enough answers. Mental powers are so numerous and diverse that short examinations are not likely to reveal them; inaccuracy of psychological diagnosis and prognosis results in positive harm to the individual and hinders the development of scientific psychology. The cost of as thorough testing and interpretation as can be made in the interest of better educational and social adjustments is very slight as compared to the expenditure that is undertaken by way of society's treatment of the individual in schools and, in the exceptional cases, by courts, institutions, and agencies that care for children. The human individual is certainly worth the cost of every scientific attempt at bettering his development and conditions of life. As it is, study of mental aptitudes and capacities takes a place in importance far below that of investigation of the working possibilities of a machine - the diagnosis of why the family automobile is not doing its best is willingly paid for when a similar study of the child's potentialities is not even recognized as a possibility"--Preface. (PsycINFO Database Record (c) 2006 APA, all rights reserved).

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The object of this volume is to present methods of procedure and data obtained in enough detail to make it unnecessary for others to repeat, except for purposes of verification, the work reported in Volume I. For this reason it has seemed worth while to describe less useful methods and the results obtained with them as well as the methods decided upon and used in the scale in its final form. Because it is believed that our statistical methods of dealing with data are changing more rapidly than our methods of collecting data, raw scores for each of the four groups used in establishing norms have been placed on file in the Library of the University of Minnesota where they can be obtained on request. Sex norms for the group used in establishing chronological age norms for Form I, for the retest group for Form II, and for the group used in determining the mental age norms for Form II have also been placed on file there, as well as the raw scores for the Italian children tested and for the Jewish children. Neither of the two last-named groups is large enough to justify drawing conclusions from the data presented. But if these are combined with data obtained by other workers, the sum total may provide a group of sufficient size for the findings to have significance. Since the number of cases of any one kind to be observed in a given clinic is small, it would seem to be highly desirable for clinical psychologists to make use of every possible method for pooling raw data. Only by so doing can we obtain a large enough group of cases of any one type to yield results that will be statistically reliable. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

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