Publication Date

1-1950

Advisor(s) - Committee Chair

Lee Jones

Degree Program

School of Teacher Education

Degree Type

Master of Arts

Abstract

A question nearly as old as the intelligence test itself led the author to make the investigation upon which this thesis is based. For years people in education and related fields have speculated as to whether the most intelligent children were the most stable emotionally or whether these brighter children tended more readily than the dull or average child to exhibit undesirable personality variations.

Practically everyone has, at some time in his life, used one or two isolated circumstances to prove the point that the more intelligent children were emotionally unstable or that the duller children were more unstable , than the brighter children. Each person, of course, In an argument of this nature always has at least one case to back up his belief.

In keeping with modern educational practices of objective measurement rather than subjective opinion, the author has made an effort to died additional light upon this controversy by giving a series of objective examinations of intelligence and personality the students cf the seventh and eighth grades of the Warren County Schools.

Disciplines

Child Psychology | Education | Educational Psychology | Elementary Education | Elementary Education and Teaching | Psychology | Social and Behavioral Sciences | Teacher Education and Professional Development

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