EPUB Accessibility Report

TOC Outline

1. Cover
2. Title page
3. Copyright
4. Table of Contents
5. Notes on Contributors
6. List of Illustrations
7. Preface and Acknowledgments
8. Historicizing IQ Testing in Norway: Introduction
9. 1. Between Change and Stability: The Thorny Adaptation Process of the Stanford–Binet Intelligence Scale in Norway
10. 2. The Scandinavian Space of IQ Testing: Between Normal and Special Education, 1918–1940
11. 3. A Legal History of Intelligence, Testing, and Criminal Unaccountability
12. 4. IQ Testing and Sterilization in Norway, 1930 to 1960
13. 5. Tools of the Trade: Psychotechnics, IQ Testing and the Making of the Psychological Profession in Norway, 1925–1947
14. 6. From Segregation to Integration and the Role of Testing in a Norwegian Educational Psychology Office, 1953–1980
15. 7. IQ Testing Today in Norway’s Educational Psychological Services
16. 8. ‘Children Got Slightly Smarter with Fish for Lunch’: The WPPSI Test, Randomized Trials, and Optimized Kindergartens
17. 9. A Norwegian Terman–Merrill and the Shelf Life of Intelligence Tests
18. 10. “Culture” and Representability in the Norwegian Standardization of WISC-R
19. 11. ‘A Violation of the Child’s Integrity and of Parental Rights’: The 1959 Controversy on IQ Testing of Norwegian Schoolchildren
20. 12. Tests, Metrics, and the Making of the Norwegian School, 1950–2025
21. 13. Drawing Boundaries, Building Barriers: Twentieth-Century US and Norwegian Intelligence Testing from a Comparative Perspective
22. 14. IQ Testing, Education, Reification, and “Race” in Norway’s Social Democratic Welfare State
23. Afterword
24. Index
25. About the Team
26. This book need not end here…
27. You may also be interested in…
28. Back cover

Headings Outline

• Historicizing IQ Testing
• Historicizing IQ Testing
  • Intelligence Assessments and their Role in Norwegian Society from the 1900s to the Present
    • Edited by Håkon Aamot Caspersen and Jon Røyne Kyllingstad
• Table of Contents
• Notes on Contributors
• List of Illustrations
• Preface and Acknowledgments
• Historicizing IQ Testing in Norway: Introduction
  • Håkon Aamot Caspersen and Jon Røyne Kyllingstad
  • The Significance of a Test Score: An Example from Norway
  • The Binet–Simon and the Wechsler Test Families: A Brief Introductory Sketch
  • The Historiography of IQ Testing as Viewed from the Periphery
  • Existing Works on the History of IQ in Scandinavia
  • The Chapters of the Book
  • A Multidisciplinary Approach
  • A Note on Historical Terms
  • Bibliography
• 1. Between Change and Stability: The Thorny Adaptation Process of the Stanford–Binet Intelligence Scale in Norway
  • Ageliki Lefkaditou
  • A School for All, with Exceptions
  • The Long Process of Standardization
  • Psychologist Martin L. Reymert’s Unfinished Business
  • An Accidental Tester: Psychiatrist Johan Lofthus Takes the Helm
  • Making the First Norwegian Full-Scale Adaptation of the Stanford–Binet Scale in Oslo
  • Concluding Incidents and Thoughts
  • Bibliography
• 2. The Scandinavian Space of IQ Testing: Between Normal and Special Education, 1918–1940
  • Christian Ydesen, Brit Marie Hovland, and Emma Vikström
  • Inclusion and Exclusion in Nordic Unitary Schooling
  • Sources, Methodology, and Theoretical Underpinnings
  • The Inter-Scandinavian Context of IQ Testing and “Intelligence”
  • Reforms Concerning Special Education in the Three Scandinavian Countries
  • The Nordic Special School Association: Some Prosopographic Characteristics
  • Knowledge Brokers and Knowledge Circulation in Scandinavia
  • Concluding Discussion
  • Bibliography
• 3. A Legal History of Intelligence, Testing, and Criminal Unaccountability
  • Linda Gröning and Svein Atle Skålevåg
  • Sources and Perspectives
  • Reason and Freedom in the 1840s
  • Impaired Capabilities in the Early 1900s
  • Intelligence Testing in Forensic Practice in the 1920s
  • Intelligence Testing in the Legal Discourse in the Late 1920s
  • Intelligence Testing in Forensic Practice in the 1930s
  • IQ Scores in Legal Discourse from the 1970s
  • The Legal Discourse in the 2020s: An Ambivalence Towards the IQ
  • Conclusion: Intelligence Tests as Pragmatic Tools
  • Bibliography
• 4. IQ Testing and Sterilization in Norway, 1930 to 1960
  • Per Haave and Jon Røyne Kyllingstad1
  • The Norwegian Sterilization Act of 1934
  • Instructions in 1938 and 1950
  • Eugenic Sterilization of the Feebleminded
  • The Sterilization Board’s Processing of Applications
  • A Lawsuit
  • Disputed IQ Testing
  • An Increasingly Restrictive Practice
  • The Fall of Eugenic Sterilization
  • Concluding Remarks
  • Bibliography
• 5. Tools of the Trade: Psychotechnics, IQ Testing and the Making of the Psychological Profession in Norway, 1925–1947
  • Isak Lønne Emberland
  • A Note on the History of Psychotechnics and its Relationship to Intelligence Testing
  • Testing and the Psychological Profession
  • Psychotechnics in Norway Prior to 1925
  • Establishing the Psychotechnical Institute in Oslo
  • Helga Eng and the Test for Goldsmiths
  • Constructing the Test: Practical Knowledge and Psychological Theory
  • Part of the Municipal Labor Program for Youths and Circulation in Popular Press
  • Henry Havin: Intelligence and Psychotechnics at Odds in the Late 1930s and 1940s
  • Conclusions
  • Bibliography
• 6. From Segregation to Integration and the Role of Testing in a Norwegian Educational Psychology Office, 1953–1980
  • Kari Ludvigsen
  • Understanding the Assessment of Schoolchildren in EPS
  • Norwegian Education Reforms and the Development of Education Psychology Services
  • Testing at the Forefront: Establishing the Bergen EPS Office
  • Towards a More System-Oriented Approach
  • Integrating Social Engagement and Test Development
  • Discussion and Conclusion
  • Bibliography
• 7. IQ Testing Today in Norway’s Educational Psychological Services
  • Håkon Aamot Caspersen
  • WISC, an IQ Test Prototype
  • IQ in a Qualitative Cloak
  • How Is a WISC Understood and Talked About by Those Who Use It?
  • Interpretation: the Challenge of Testing ‘For Real’ and Learning on the Job
  • Testing in the EPS
  • Tests Do Not Think for Themselves
  • Testing in the EPS Today: Critical Distance and Different Practices
  • Test as Professional Marker
  • Tests as Attempts at Objectivity: From Experience to Numbers that Communicate
  • Bibliography
• 8. ‘Children Got Slightly Smarter with Fish for Lunch’: The WPPSI Test, Randomized Trials, and Optimized Kindergartens
  • Susanne Bauer
  • ‘Things You Put Things “In”’: Test Puzzles and Fish Trials
  • Study Designs: Enrolling Kindergartens into a Nutrition Trial
  • Columns and Rows: Making Tables for Risk-Benefit Optimization
  • How WPPSI Tests Reassemble Knowledge and Education
  • Coda: Wechsler Tests as Plug-in Modules
  • Bibliography
• 9. A Norwegian Terman–Merrill and the Shelf Life of Intelligence Tests
  • Gard Paulsen
  • Longevity, Materiality and Commercial Availability
  • Tests that Travel
  • Norwegian Adaptations
  • Traveling Light
  • Tests Wanted
  • Using the Test
  • Conclusions
  • Archives
  • Bibliography
• 10. “Culture” and Representability in the Norwegian Standardization of WISC-R
  • Jon Røyne Kyllingstad
  • Debates About Cultural Adaptation and Fairness of Tests
  • The Background of the Norwegian WISC-R Adaptation
  • The Implementation of the Norwegian WISC-R Project
  • Undheim’s View on Intelligence and Culture
  • Culture, Intelligence, Class and Norwegianness in the Norwegian WISC-R
  • WISC-R and the Testing of Language-Minority Children
  • Concluding Remarks
  • Bibliography
• 11. ‘A Violation of the Child’s Integrity and of Parental Rights’: The 1959 Controversy on IQ Testing of Norwegian Schoolchildren
  • Fredrik W. Thue
  • The Functions of IQ Testing in the Oslo School: Segregation and Progressive Education
  • ‘A Very Dangerous, Slippery Slope’: The Parliamentary Debate of IQ Testing
  • IQ Testing and the Positivism Dispute: Philosophy Meets Democratic Common Sense
  • Expert Criticism of Oslo’s Testing Practice: Conflicting Professional Interests?
  • Integrity vs. the Quest for Knowledge: Political Demands for a Social Research Ethics
  • The IQ Dispute: A Symptom of Tensions in National Policies of Unified Schooling
  • Competing Postwar Political Ethics: Statist Individualism vs. Inviolable Privacy
  • Bibliography
• 12. Tests, Metrics, and the Making of the Norwegian School, 1950–2025
  • Kim Helsvig
  • The Psychometric Tradition in Norwegian Educational Science
  • Psychometrics, Swedish Ideals and a New Norwegian School
  • Psychometrics in Practice
  • Critique, Decline, and Fall
  • The “Knowledge Society” and PISA
  • The Revival of Psychometrics After PISA
  • Management or Empowerment?
  • Bibliography
• 13. Drawing Boundaries, Building Barriers: Twentieth-Century US and Norwegian Intelligence Testing from a Comparative Perspective
  • Jim Wynter Porter
  • Background and Overview
  • Vineland and the Institutional Origins of US “Intelligence” Testing
  • Education for the Masses, Schooling on the Cheap: The “Feebleminded” and “Laggards” in American Public Schools
  • The Nature of Feeblemindedness and Hereditarian Roots of Intelligence
  • Beyond Feeblemindedness: IQ Testing for the General School-Aged Population
  • Smith-Hughes and Vocational Education: Curricular Differentiation within the Public Schools
  • Wartime Group Testing and National “Intelligence”: The Scaling Up of IQ
  • Expanding Contexts: Selling Group Testing to US Public Schools
  • Testing in Interwar Norway by Comparison
  • Criticisms and Accommodations in the US
  • Intelligence post-World War Two: Brown, the NDEA, and “Color-Blind” Hereditarian Individualism
  • Testing in Norway after World War Two
  • Comparisons and Conclusions
  • Bibliography
• 14. IQ Testing, Education, Reification, and “Race” in Norway’s Social Democratic Welfare State
  • Jon Røyne Kyllingstad and Håkon Aamot Caspersen
  • IQ Testing, the Unitary School and the Social Democratic Welfare State
  • The Relative Absence of “Race” and Ethnicity in Norway
  • The Practical Reification of IQ
  • Final Remarks
  • Bibliography
• Afterword
  • Annette Mülberger
  • Bibliography
• Index
• About the Team
• This book need not end here…
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