Scope and Contents

Thomson refers briefly to offprints of Ledermann's Biometrika article. He advises Ledermann not to overwork himself in preparing his lectures at the cost of sleep or original research.

Scope and Contents

Thomson refers to the list of books in Ledermann's possession funded by the Carnegie Grant. The list has not survived in the collection, but Thomson advises Ledermann that he may want works of Thurstone, Alexander, and Holzinger to give to a PhD student the following term.

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Thomson pays tribute to the school and its benefactors, tracing its history and looking forward to its future. Also included is an itinerary of the event.

Scope and Contents

The lecture outlines the concept and possible explanations for a differential birth rate, and the relationship between family size and intelligence. Thomson describes the purpose and findings of the Scottish Mental Surveys and follow-up studies.

Also includes invitation from the BBC to undertake the talk, and copy of the agreement form.

Scope and Contents

Thomson and Lawley discuss potential problems with the calculations, looking at issues such as the validity of calculating the average family intelligence from one year group.

Thomson's letter is written on the reverse of 4 A5 copies of a supplementary sheet regarding the training of music teachers, briefly alluding to necessary qualifications and course of training.

Scope and Contents Discusses the work of Fraser Roberts and R S Fisher with regards to calculating the fall in IQ per generation, specifically the problems Thomson sees in the data being collected from one generation only. Lawley agrees with this, and expounds upon the problem further. Thomson also asks Lawley to check the calculations of Burt on the Sutherland and Thomson data, with Lawley subsequently highlighting their inaccuracies. Thomson's letter is written on the reverse of 7...

Scope and Contents Thomson argues that the British education system needs to make provision for vocational training, citing, in some detail, Germany's extensive system of vocational training as an example. He stresses that the vocational training undertaken through the necessities of war should be carried on through peacetime, ensuring it is integrated into the existing educational system and valued, and outlines the history and decline of apprenticeship and vocational education in Britain between...

Scope and Contents

The notes are brief, largely containing bullet points for Thomson to discuss. These include a definition of the pyramid and its relation to society; notes regarding the four new classes as identified by Wells; the differential birth rate; the Danish Folkhighschools; and social equality.

Scope and Contents The lecture explains factorial analysis in non-mathematical terms as far as possible, and Thomson explores how psychologists and mathematicians can work together and co-operate in order to gain knowledge of intelligence differences. Thomson references the work of Spearman, Hotelling, and Thurstone. Also includes a follow on lecture with 2 slides titled Positive Structure in Factorial Analysis, and three accompanying images. Thomson has attributed this to...

Scope and Contents Thomson discusses how intelligence is distributed between the various social or occupational levels of society. He explains the normal distribution of intelligence within the population, drawing parallels with the distribution of height. Thomson refers to inquiries carried out by him in Northumberland in 1922, and inquiries carried out in the Isle of Wight in 1924, which demonstrated that individual differences outweigh social differences, and supported the notion that heredity...