The present study deals with the measurement of intelligence on the college level by means of a new type of test employing the medium of reading comprehension. The test was first described by Dr. D. D. Feder at the 1934 meeting of this group. Basic to the new approach is the hypothesis that intelligence is manifested in the ability to perceive relationships in problem situations. In accordance with this hypothesis, individual differences in reading comprehension are due to variations in ability to perceive interrelationships of ideas in reading materials. The new reading test assumes that there are gradations of comprehension which may range from superficial acquaintance with some factual detail, to a deep integration from which the individual extracts fundamental principles. In contrast with the shallow sampling of material characteristic of the usual objective test, the Reading Comprehension Maturity test (or simply RCM) covers a narrower field, but attempts to measure particularly the depth of understanding and integration of given material
