Abstract
Written compositions were obtained from 48 children assigned to three IQ groups. Compositions were scored for definiteness of style according to several of the Flesch criteria. Two of the Flesch criteria, definite words and Formula R, were associated with MA and IQ; further, definite words and Formula R distinguished compositions written by a superior group of children from those written by normal and retarded children, that is, the high IQ group used more general referents, in terms of the Flesch criteria, than the middle- and low-IQ groups. Increases in age were not associated with increases in stylistic generality for the age range sampled. A six-category profile of definite words, reduced according to word function from 16, was analyzed separately.
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