"Intelligence" at best is an assumptive construct--the meaning of the word has never been clear. There is (21) agreement on the kinds of behavior (22) by the term than there is on how to interpret or classify them. (23) it is generally agreed that a person of high intelligence is one who can grasp ideas (24) , make distinctions, reason logically, and make use of verbal and mathematical (25) in solving problems. An intelligence test is a (26) measure of a child’s capacity for learning, (27) for learning the kinds of things required in school. It does not measure character, social adjustment, physical (28) , manual skills, or artistic abilities. It was not designed (29) such purposes. To criticize it for such failure is roughly (30) to criticizing a thermometer for not measuring wind velocity.
The other thing we have to (31) is that the assessment of the intelligence of any (32) is essentially a comparative affair. We must be sure that the (33) with which we are comparing our subjects provides a" valid" or "fair" comparison. (34) this, any test performed involves at least three factors: the (35) to do one’s best, the knowledge required for under standing (36) you have to do, and the (37) ability to do it. The first two must be equal for all that are being compared, if any comparison (38) intelligence is to be made.
No one is (39) interested in the marks a little child gets on his test; instead we are interested in (40) we can conclude from his mark on the test that the child will do better or worse than other children of his age at tasks which we think require "general intelligence".