Citation

Wellman BL. J. Consult. Psychol. 1938; 2(4): 97-107.

Copyright

(Copyright © 1938, American Psychological Association)

DOI

10.1037/h0061493

PMID

unavailable

Abstract

A survey of case studies indicates that children who have had a cumulative stimulating elementary school environment are able to improve their IQ rating considerably; conversely, IQ's have decreased under unfavorable environmental conditions. Factors governing distance concern the organism, the environment, and specific conditions imposed by the experimenter. These include initial IQ, structural and psychological limitations, educational practices and procedures, group mental level, and the selection of children and environment. Factors governing time are the life span of the individual and experimental limitations. Rate of change is affected by the amenability of the individual and the suitability of the environment at the particular stage of development. "It is clear from the illustrations that children can and do change in test IQ from average to genius and from average to feeble-mindedness." Intelligence must be interpreted functionally. As a race we may be intellectually undernourished. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Language: en