ABSTRACT
More importantly intelligence involved coping successfully with the world and would thus best be measured by tests that necessitated young children to show their capacity of coping with everyday problems. In 1904, the British psychologist C. Spearman published a strikingly original interpretation of test data that he had collected among village school children in Hampshire, England. Spearman observed that children who were highly developed in one intellectual ability tended to be, on average, highly developed in other different intellectual abilities as well. Concretely, children who receive high scores on a test of literacy likely received high scores on a test of numeracy. Beyond definition and measurement of intelligence, the very structure of intelligence has been elusive and controversial. In attempts to assess the structure of intelligence, investigators have traditionally resorted to examining relations among different measures of mental ability. Practical intelligence involves adaptation to, selection of, and shaping the environment to maximize fit.
