Florence Goodenough

As one who greatly benefited from meeting the great minds of the 20th century, Florence Goodenough (1886-1959) is an American psychologist, student of Terman, who was influenced L. S. Hollingworth work. She was one of the first to question the use of IQ, as you will see reading further

Student of: Terman
Influenced by: L. S. Hollingworth
Time Period: The Great Schools' Influence

Education
Normal School in Millersville, Pennsylvania (B.Pd. [Bachelor of Pedagogy], 1908)
Columbia University in New York (B.S., 1920; M.A., 1921) - Under Leta Hollingworth
Stanford University (Ph.D., 1924) - Under Lewis Terman

Career
Teacher (1908-1920)
Director of Research in the Rutherford and Perth Amboy, New Jersey, public schools (1920-1921)
Minneapolis Child Guidance Clinic (1924-1925)
Institute of Child Welfare at University of Minnesota, Professor (1925-1947)
Professor Emeritus (1947-1959)

Major Contribution
Developed Goodenough Draw-A-Man and Minnesota Preschool Scale tests, as well as several other alternative tests of intelligence
Published 9 textbooks, 26 research studies, numerous articles, and wrote Handbook of Child Psychology
Key researcher in Terman's longitudinal study on giftedness.

Ideas and Interests
    Florence Goodenough spent a good portion of her intellectual life developing tools for assessing intelligence in young children. She strongly believed that IQ could be reliably measured with significant stability for most preschoolers. In 1926, she introduced her Draw-a-Man test in a book entitled Measurement of Intelligence by Drawings (1926). This nonverbal test of intelligence was intended for children aged two to thirteen and required children to draw a picture of a man. Although the test only took about ten minutes to administer (significantly less time than other nonverbal tests of the time), it was highly reliable and it correlated well with standard IQ tests of the time. The Draw-a-Man test gained immediate popularity and even twenty years after its introduction it was listed as the third most frequently used test by clinical psychologists. The test was revised in the late 1940s with the assistance of Dale Harris and is now known as the Goodenough-Harris drawing test. The revised test featured a new standardization, a drawing quality score, and the Draw-a-Woman test.
    After developing the Draw-a-Man test and focusing on nonverbal tests of intelligence, Goodenough shifted her attention to more traditional verbal tests of intelligence for children. She was particularly interested in developing a new assessment tool , based on the Stanford Binet test, which could be administered to younger children. The new scale, the Minnesota Preschool Scale, contained both language and nonlanguage scores and was compact and inexpensive. Although not as well-known as the Draw-a-Man test, the Minnesota Preschool Scale was being used into the 1940s.
    Aside from developing tools for assessing intelligence, Goodenough was also one of the first individuals to question the use of the Intelligence Quotient (IQ). She contended that mental age may not have the same meaning for all children and that a better way of reporting results was in the form of percentages. She claimed that percentages, in addition to being more easily understood by lay people, were more useful because they would allow comparison between children who were the same chronological age.
    Although her position on the use of the ratio IQ may seem controversial, Goodenough confronted the most controversy of her career by taking a strong position on the classic nature vs. nurture debate surrounding intelligence. Goodenough maintained that intelligence is a stable entity and challenged the assertion that the environment plays a key role in children's intelligence scores.

Publications

The Measurement of Intelligence by Drawings (1926)
The Stanford Achievement Test (1923)
Genetic Studies of Genius (1925, 1947, 1959)
Mental Testing: Its History, Principles, and Applications (1949)
Exceptional Children (1956)

Bibliography:
https://en.wikipedia.org/wiki/Florence_Goodenough
http://www.feministvoices.com/florence-goodenough/
http://www.muskingum.edu/~psych/psycweb/history/goodenough.htm
http://www.intelltheory.com/

Catharine Cox Miles

Catharine Cox Miles (May 20, 1890-October 11, 1984) was one of the most prominent american psychologists.

Student of: Lewis Terman
Influenced by: Francis Galton,  James McKeen Cattell  
Influenced: Dean Keith Simonton
Time Period: The Great Schools' Influence

Education:
Stanford University (B.A., 1911)
Stanford University (M.A. in German language and literature, 1913)
Stanford University (Ph.D., 1925) - Under Lewis Terman

Career:
Spent a year at the University of Jena and the University of Berlin (1914)
Instructor to full professor, the College of the Pacific (1915-1920)
Chief psychologist for the Central Mental Hygiene Clinic in Cincinnati General Hospital, the Children’s Hospital, and the Diagnostic Center of the Veterans Bureau (1925-1927)
Research Associate to Terman on the project leading to the construction of the Terman-Miles M-F Test at Stanford University (1927-1932)
Clinical Professor of Psychology, Yale University (1932-1953)

Major Contributions:
Sole-authored Volume 2 of Terman's Genetic Studies of Genius
Calculated IQ estimates for 301 historic geniuses
Estimated the correlation between IQ and eminence
Assessed 67 character traits for 100 historic geniuses
Determined the early mental and physical health of 282 geniuses

Ideas and Contributions:

Catharine Cox entered the Stanford’s graduate program in psychology about the time that her mentor Terman was beginning his ambitious longitudinal study of intellectually gifted children. Because this project did not afford her with the suitable opportunity for a dissertation subject, she proposed a complementary investigation. Whereas Terman’s inquiry was psychometric and prospective, Cox would conduct a study that was historiometric and retrospective. In particular, she would estimate IQ scores for highly eminent but deceased creators and leaders and then show that these scores correlated with eminence measures that J. M. Cattell (1903) had previously provided. Just one year after publishing the Stanford-Binet Intelligence Scale Terman (1917) had already shown how an IQ score might be computed for a historical figure, in his case assigning an IQ of near 200 to Francis Galton.

Cox’s approach was extremely conscientious and methodical. Using more than 3,000 biographical sources she carefully compiled developmental histories for 301 geniuses, and then she and a team of independent raters – including Terman and Florence Goodenough – used these data to derive the IQ estimates. In addition, she showed that estimated IQ correlated with achieved eminence. Furthermore, for a subset of 100 geniuses she computed ratings on 67 character traits. On the basis of these scores she was able to conclude that motivation, determination, and persistence were also critical to high achievement. The resulting doctoral thesis was sufficiently impressive that Terman had it published as Volume 2 in his Genetic Studies of Genius. Not only was this the only volume that did not involve the longitudinal study of his “Termites,” but it is also the only volume that did not include Terman as an author or co-author. At 842 printed pages, it can easily be considered the most ambitious historiometric investigation ever published. Moreover, many of her key findings have been replicated in subsequent research.  

Unfortunately, Cox was soon diverted from this work by:

(a) her collaboration with Terman on a masculinity-femininity measure 

(b) her marriage to Walter Miles (a recent widower with two teenagers). 

She also started publishing under her married name Miles rather than Cox. However, a decade later she returned to the historic geniuses that were the subject of her thesis. Miles and Wolfe (1936) specifically scored the geniuses on early mental and physical health. Their aim was to show that intellectual giftedness was also positively associated with both mental and physical well-being.

Publications

Cox. C. (1926). The early mental traits of three hundred geniuses. Stanford, CA: Stanford University Press.

Miles, C. C. (1928). A human clock. Journal of General Psychology, 1, 602-603.

Miles, C. C., & Terman, L. M. (1929). Sex difference in the association of ideas. American Journal of Psychology, 41, 165-206.

Miles, C. C. (1931). The Otis S-A as a fifteen-minute intelligence test. Personnel Journal, 10, 246-249.

Miles, C.C. (1931). Individual mental hygiene. In B. S. Dyment (Ed.). Health and Its Maintenance (pp.159-192). Stanford Univ.: Stanford Univ. Press.

Miles, C. C., & Miles, W. R. (1932). The correlation of intelligence scores and chronological age from early to late maturity.  American Journal of Psychology, 44, 44-78.

Miles, C. C (1934). Influence of speed and age on intelligence scores of adults. Journal of General Psychology, 10, 208-210.

Miles, C. C. & Wolfe, L. S. (1936). Childhood physical and mental health records of historical geniuses. Psychological Monograph, 47, 390-400.

Miles, C. C. (1938). Intelligence and social adjustment. Mental Hygiene, 22, 544-566.

Terman, L. M., & Miles, C. C. (1936).  Sex and Personality. New Haven, CT, US: Yale University Press.

References:

Rogers, K. B. (1999). The lifelong productivity of the female researchers in Terman’s Genetic Studies of Genius longitudinal study. Gifted Child Quarterly, 43, 150-169.

Sears, R. R. (1986). Catharine Cox Miles; 1890-1984. American Journal of Psychology, 99, 431-433.

Simonton, D. K. (2009). The "other IQ": Historiometric assessments of intelligence and related constructs. Review of General Psychology, 13, 315- 326.

Simonton, D. K., & Song, A. V. (2009). Eminence, IQ, physical and mental health, and achievement domain: Cox’s 282 geniuses revisited. Psychological Science, 20, 429-434.

Written by Prof. Dean Keith Simonton, University of California-Davis, with contributions by Meihua Qian, Indiana University.

www.Intelltheory.com

Click here for Catharine Cox Miles papers