In every one of these three directions strong
individual differences were indeed noticeable. Some persons crossed
out many, but also overlooked many, others overlooked hardly any of
the "a's," but proceeded very slowly so that the total number of the
crossed-out letters was small. Moreover, it was found that some at
first do poor work, but soon reach a point at which their attention
remains on a high level; others begin with a relatively high
achievement, but after a short time their attention flags, and the
number of crossed-out letters becomes smaller or the number of
unnoticed, overlooked letters increases. Fluctuations of attention,
deficiencies, and strong points can be discovered in much detail.
The third test which was tried with the whole class referred to the
intelligence of the individuals. Discussion of the question how to
test intelligence in general would quickly lead us into as yet
unsettled controversies. It is a chapter of the psychology of tests
which, especially in the service of pedagogy but to a certain degree
also in the service of medicine, has been more carefully elaborated
than any other. Often it has been contested whether we have any right
to speak of one general central intelligence factor, and whether this
apparently unified activity ought not to be resolved into a series of
mere elementary processes. The newer pedagogical investigations,
however, speak in favor of the view that besides all special
processes, or rather, above all of them, an ability must be recognized
which cannot be divided any further, and by which the individual
adjusts his knowledge, his experiences, and his dispositions to the
changing purposes of life.
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