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Alfred Binet and his colleagues (Binet & Henri, 1895; Binet & Simon, 1905, 1908) developed the tasks that survive to the present day in most tests of intelligence for children and adults. Binet (1890a, 1890b) mainly studied children; beginning with systematic developmental observations of his two young daughters, Madeleine and Alice, he concluded that simple tasks like those used by Galton did not discriminate between children and adults. In 1904, the Minister of Public Instruction in Paris appointed Binet to a committee to find a way to distinguish normal from retarded children. But 15 years of qualitative and quantitative investigation of individual differences in children along with considerable theorizing about mental organization and the development of a specific set of complex, high-level tests to investigate these differences preceded the sudden emergence of the landmark 1905 Binet-Simon intelligence scale (Murphy, 1968). The 1908 scale was the first to include age levels, spanning the range from III to XIII. This important modification stemmed from Binet and Simon s unexpected discovery that their 1905 scale was useful for much more than classifying a child at one of the three levels of retardation: moron, imbecile, idiot (Matarazzo, 1972). Assessment of older adolescents and adults, however, was not built into the Binet-Simon system until the 1911 revision. That scale was extended to age level XV and included five ungraded adult

(17 .5) The trace in the last integral denotes a sum-over-states with the functional form of m (x) held fixed: (Tre- /kT)m = W[m] e-<[ml/kT (17.6) where [m] is the energy of the system when m(x) has a particular functional form, and W[m] is the number of microscopic states having that energy. Denoting the "entropy" by S[m] = log W[m], we have

In the ScreenTip text box, you can specify the text that should be shown when the user of your form hovers the mouse cursor over the control This allows you to include helpful text to tell the user what to do Incidentally, this property is used by accessibility tools such as screen readers to give more information to users who have visual impairments

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tests (Kite, 1916). This extension was not conducted with the rigor that characterized the construction of tests for children, and the primary applications of the scale were for use with schoolage children (Binet, 1911). Measuring the intelligence of adults, except those known to be mentally retarded, was almost an afterthought. But the increased applicability of the Binet-Simon tests for various child-assessment purposes dawned on Binet just prior to his untimely death in 1911: By 1911 Binet began to foresee numerous uses for his method in child development, in education, in medicine, and in longitudinal studies predicting different occupational histories for children of different intellectual potential (Matarazzo, 1972, p. 42).

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Lewis Terman was one of several people in the United States who translated and adapted the Binet-Simon scale for use in the United States, publishing a tentative revision (Terman & Childs, 1912) 4 years before releasing his painstakingly developed and carefully standardized Stanford Revision and Extension of the Binet-Simon Intelligence Scale (Terman, 1916). This landmark test, soon known simply as the StanfordBinet, squashed competing tests developed earlier by Goddard, Kuhlmann, Wallin, and Yerkes. Terman s success was undoubtedly due in part to heeding the advice of practitioners whose demand for more and more accurate diagnoses ...raised the whole question of the accurate placing of tests in the scale and the accurate evaluation of the responses made by the child (Pintner & Patterson, 1925, p. 11). But, like Binet, Terman (1916) saw intelligence tests useful primarily for the detection of mental deficiency or superiority in children and for the identification of feeblemindedness in adults. He cited numerous studies of delinquent adolescents and adult criminals, all of which pointed to the high percentage of mentally deficient juvenile delinquents, prisoners, or prostitutes, and concluded that there is no investigator who denies

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The Tab index property allows you to specify how the focus moves from one control to another when the user presses the Tab key while lling out the form If you set all controls to the same tab index (such as 0, which is the default), the focus moves from control to control in the order in which the controls are laid out in the form This property allows you to change that default behavior so that focus moves in an order other than the way the controls are laid out Typically, getting the tab index correct can be dif cult, so we suggest that you keep the default value of 0 for all your controls Finally, the Access key text box allows you to set a keystroke that, when the user combines it with the Alt key while lling out a form, causes the focus to move directly to that control This is especially useful if you expect users to have to make frequent changes to the same control or if you want to make your controls accessible to users who have disabilities Those controls that accept handwriting or speech input, such as the Text Box and Rich Text Box, also include an Input Scope button in the Advanced tab, as shown in Figure 438 (Table 41 lists all the controls that support

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