Part 1

Produced by Ron Swanson

[Transcriber's note: Text set within braces is printed upside down in the original text in order to facilitate its use with a test subject sitting at a table across from the examiner.]

CONDENSED GUIDE FOR THE STANFORD REVISION OF THE BINET-SIMON INTELLIGENCE TESTS

BY

LEWIS M. TERMAN

PROFESSOR OF EDUCATION STANFORD UNIVERSITY

HOUGHTON MIFFLIN COMPANY

BOSTON NEW YORK CHICAGO SAN FRANCISCO

_The Riverside Press Cambridge_

COPYRIGHT, 1920, BY LEWIS M. TERMAN

ALL RIGHTS RESERVED

_The Riverside Press_

CAMBRIDGE, MASSACHUSETTS

PRINTED IN THE U. S. A.

PREFACE

Since the appearance of the Stanford Revision of the Binet-Simon Intelligence Scale I have been frequently urged to prepare a condensed guide which would make the application of the tests easier and more convenient. I have hesitated somewhat to act upon this suggestion because I have not wished to encourage the use of the scale without the supplementary directions and explanations which are set forth in the original text of the Stanford Revision.[1] The demand has become so insistent, however, that I have decided to heed it. I have been led to this decision largely by the fact that my revision is now so generally used by examiners who are sufficiently experienced to be trusted to follow the correct procedure without the necessity of constantly consulting the complete text. Those who are thoroughly familiar with the contents of the latter will find the _Condensed Guide_ a convenient help. It is impossible, however, to warn the inexperienced examiner too emphatically against the dangers inherent in the routine application of mental tests without some knowledge of their derivation, meaning, and purpose. The necessary psychological background for the use of the Binet scale I have tried to supply in _The Measurement of Intelligence_, and in _The Intelligence of School Children_ I have explained the practical uses of mental tests in the grading and classification of school children. It is only as a supplement to these books that the procedure of the Stanford Revision is here presented in abbreviated form.

[Footnote 1: Lewis M. Terman: _The Measurement of Intelligence_. (Riverside Textbooks in Education.) Houghton Mifflin Company.]

For the further aid of the experienced examiner a condensed record blank has also been prepared. Although this is considerably cheaper than the original Record Booklet and in certain respects perhaps somewhat more convenient, it is not recommended as a satisfactory substitute except when used by thoroughly trained examiners. Beginners, at least, should continue to use the complete Record Booklet both because of the accuracy of procedure which it fosters and because of the advantages of having a complete verbatim record of the responses. Besides being indispensable for the analytical study of the child's mental processes, the complete record makes possible the correction of errors in scoring and permits interesting qualitative comparisons between earlier and later performances by the same subject. It is believed that only for the veteran examiner, and perhaps even then only in special cases, are these advantages outweighed by the lower cost of the abbreviated blank.

The labor of preparing this _Guide_ was made considerably lighter than it would otherwise have been by the fact that a similar guide had been prepared in the Office of the Surgeon-General for use in the army. I am greatly indebted to Dr. J. W. Bridges and to Major H. C. Bingham for assistance in the preparation of the latter. Their careful work has saved me many hours and has doubtless made the _Condensed Guide_ more accurate and serviceable than it could otherwise have been.

LEWIS M. TERMAN

_Stanford University, March 31, 1920_

GENERAL DIRECTIONS

General directions for the use of the Stanford Revision have been fully set forth in chapter VIII of _The Measurement of Intelligence_. As this guide is only a handbook of procedure for the tests themselves, I shall not here undertake either to summarize that chapter or to add to it. I trust it may safely be assumed that no responsible person will attempt to apply the tests who is not familiar with the book which explains them and presents the general considerations which should govern their use.

However, extended observation of the difficulties which students and teachers encounter in learning to use the Stanford Revision has taught me that there are certain injunctions which cannot easily be too often repeated. Among these the following "ten commandments" have been selected for reemphasis here:

1. The subject's attention and cooeperation must be secured. Thanks to the novelty and inherent interest of the tests, this is usually not difficult to do. But there are degrees of _rapport_, and the examiner should not be satisfied with his efforts until the subject becomes wholly absorbed in the tasks set him by the tests. The importance of tactful encouragement and a kindly, genial manner cannot be too strongly emphasized, nor, on the other hand, the risk incurred in allowing a parent to witness the test. Hardly anything is more likely to spoil an examination than the presence of a critical or over-sympathetic parent. Sometimes the teacher's presence is hardly less objectionable.

2. The correct formulas should be thoroughly learned and strictly adhered to. Unless this is done the scale used is not the Stanford Revision, whatever else it may be. For the first fifty or hundred examinations the tests should be given directly from this guide. Little by little, as the procedure becomes memorized, the examiner should attempt to free himself of the necessity of reading the formulas, but for a long time it is necessary to check up one's procedure by frequent reference to the Guide if practice in error is to be avoided.

3. The examiner should early learn to withstand the temptation of wholesale coaxing and cross-questioning. To do so often robs the response of significance and is likely to interfere with the establishment of _rapport_. A simple "What do you mean?" or, "Explain what you mean," is sufficient to clarify most answers which are not clear. At the same time the examiner should be on guard against mistaking exceptional timidity for inability to respond. Persuasive encouragement is frequently necessary, but this should not be allowed to degenerate into a chronic habit of coaxing.

4. The record should always be made as the test proceeds. Memory should never be trusted. As a rule enough of each response should be recorded to enable one to score it at any time later. The great advantage of the Record Booklet is that it permits this. Only the most expert examiner should limit his record to pluses and minuses.

5. The examination should be thorough. It should include at least one year in which there is no failure and at least one year in which there is no success. When lack of time necessitates an abbreviation of the examination, this should be done by using only the starred tests rather than by shortening the range of the examination.

6. Success in alternative tests may not be substituted for failure in one of the regular tests. Ordinarily the alternatives should be omitted. They have been included in the scale chiefly as a convenience in case materials are lacking for any of the regular tests, or in case any of the latter should be deemed for some special reason unsuitable. The ball and field test, for example, is often rendered unsuitable by coaching, and one of the alternates should always be substituted for the vocabulary test in the case of subjects whose mother tongue is other than English. Other substitutions or omissions are necessary in the case of subjects who are illiterate.

7. Care should be taken to ascertain the correct age. This is often misstated both by young normal children and by defectives. The age should be recorded in years _and months_.

8. In ordinary calculation of the intelligence quotient without any mechanical aid (as slide rule, calculating chart, or table), both age and mental age should be reduced to months before dividing.

9. To avoid the danger of large error it is absolutely essential that the adding of credits to secure mental age and the dividing of mental age by chronological age to secure the intelligence quotient be performed twice.

10. Finally, in calculating the intelligence quotient of subjects who are more than sixteen years old, the chronological age should be counted as sixteen. It is possible, as certain army data suggest, that a lower age than sixteen should have been taken, but until the matter has been more thoroughly investigated by the use of unselected adult subjects the age sixteen will continue to be used in the Stanford Revision.

DIRECTIONS: THE TESTS[2]

[Footnote 2: Detailed directions for administering Stanford-Binet Scale and for scoring are available in Terman's _The Measurement of Intelligence_. (Riverside Textbooks in Education.) Houghton Mifflin Company.]

Year III

1. _Pointing to Parts of Body_

Say, "Show me your nose." "Put your finger on your nose." If two or three repetitions of instructions bring no response, say, "Is this (pointing to chin) your nose?" "No?" "Then where is your nose?" Same for eyes, mouth, and hair.

Credit if correct part is indicated (in any way) three times out of four.

2. _Naming Familiar Objects_

Show S., one at a time, key (not Yale), penny (not new), closed knife, watch, pencil. Say each time, "What is this?" or, "Tell me what this is."

Credit if three responses out of five are correct.

3. _Pictures--Enumeration_

Say, "Now I am going to show you a pretty picture." Show picture (_a_) and say, "Tell me what you see in this picture," or, "Look at the picture and tell me everything you can see in it." If no response, "Show me the ----." "That is fine: now tell me everything you see in the picture." If necessary ask, "And what else?" Same for pictures (_b_) and (_c_).

Credit if at least three objects in one picture are enumerated spontaneously, or if one picture is described or interpreted.

4. _Giving Sex_

If S. is a boy, "Are you a little boy or a little girl?" If S. is a girl, "Are you a little girl or a little boy?" If no response, "Are you a little girl?" (if a boy); or "Are you a little boy?" (if a girl). If answer is "No," say, "Well, what are you? Are you a little boy or a little girl?" (or vice versa).

5. _Giving Last Name_

Ask, "What is your name?" If answer is only first or last name, e.g., Walter, say, "Yes, but what is your other name? Walter what?" and if necessary, "Is your name Walter Smith?"

6. _Repeating Sentences_

"Can you say, 'nice kitty'?" "Now say, 'I have a little dog.'" If no response, repeat first sentence two or three times. Same procedure for (_b_) "The dog runs after the cat" and (_c_) "In summer the sun is hot," except that these may be given only once.

Credit if at least one sentence is given without error after a single reading.

_Alt. Repeating Three Digits_

Say, "Listen. Say, 4, 2. Now say, 6, 4, 1." Same for 3, 5, 2, and 8, 3, 7. May repeat (_a_), not others. Rate, a little faster than one digit per second.

Credit if one set out of the three is given correctly after a single reading.

Year IV

1. _Comparison of Lines_

Show card (IV 1) and say, "See these lines. Look closely and tell me which one is longer. Put your finger on the longest one." If no response, "Show me which line is the biggest." Show twice more (reversing card at second showing) and ask, "Which one is the longest here?" If only two out of three are correct, repeat the entire test.

Credit if three responses out of three, or five out of six, are correct.

2. _Discrimination of Forms_

Use the forms supplied with the package of Test Material. One of the two cards containing the forms is to be cut up, so that the forms may be placed one at a time on the other card at "X."

Place circle at "X" on card and say, "Show me one like this," at same time passing the finger around the circumference of the circle. If no response, "Do you see all of these things?" (running finger over the various forms). "And do you see this one?" (pointing to circle again). "Now, find me another one just like this." A first error should be corrected thus, "No, find one just like this" (again passing finger around the outline of form at "X"). Make no comment on any other errors, but pass on to the square, then the triangle, and the rest in any order. Commend successes.

Credit for 7 correct choices out of 10. The first error, if corrected, counts as correct.

3. _Counting Four Pennies_

Place four pennies in a horizontal row. Say, "See these pennies. Count them and tell me how many there are. Count them with your finger, this way" (pointing to the first one on the subject's left)--"One. Now, go ahead." If S. gives number without pointing, say, "No, count them with your finger, this way," starting him as before. Have S. count aloud.

Credit for correct count tallying with pointing.

4. _Copying Square_

Show S. the square and say, "You see that?" (pointing to square). "I want you to make one just like it. Make it right here" (showing space on record blank). "Go ahead. I know you can do it nicely." Unless drawing is clearly satisfactory, repeat twice more, saying each time "Make it exactly like this," pointing to model. Pencil.

Credit if one drawing is satisfactory. Score liberally. (See scoring card.)

5. _Comprehension_

Be sure to get S.'s attention before asking question. Repeat if necessary. Allow 20 seconds for answer.

(_a_) "What must you do when you are sleepy?"

(_b_) "What ought you to do when you are cold?"

(_c_) "What ought you to do when you are hungry?"

Credit if two responses of the three are correct. (See _The Measurement of Intelligence_, p. 158.)

6. _Repeating Four Digits_

Say, "Listen. I am going to say over some numbers and after I am through, I want you to say them exactly as I do. Listen closely and get them just right." Give (_a_) 4, 7, 3, 9, then (_b_) 2, 8, 5, 4, and (_c_) 7, 2, 6, 1, if necessary. May repeat (_a_) until attempt is made, but not others. Rate, a little faster than one digit per second.

Credit if one set of the three is correctly repeated in order, after a single reading.

7. _Alt. Repeating Sentences_

Say, "Listen; say this, 'Where is kitty?'" "Now, say this, ----," reading the first sentence in a natural voice, distinctly and with expression. May re-read the first sentence.

(_a_) "The boy's name is John. He is a very good boy."

(_b_) "When the train passes you will hear the whistle blow."

(_c_) "We are going to have a good time in the country."

Credit if at least one sentence is repeated correctly after a single reading.

Year V

1. _Comparison of Weights_

Place the 3 and 15 gram weights before S., 2 or 3 inches apart. Say, "You see these blocks. They look just alike, but one of them is heavy and one is light. Try them and tell me which one is heavier." Repeat instructions if necessary, saying, "Tell me which one is the heaviest." If S. merely points without lifting blocks, or picks up one at random, say, "No, that is not the way. You must take the blocks in your hands and try them, like this." (Illustrate.) Give second trial with position of weights reversed; third trial with weights in same position as first.

Credit if two of three comparisons are correct.

2. _Naming Colors_

Show card (V 2) and say, pointing to colors in the order, red, yellow, blue, green, "What is the name of that color?"

Credit if all colors are correctly named, without marked uncertainty.

3. _AEsthetic Comparison_

Show pairs of faces in order from top to bottom of card (V 3). Say, "Which of these two pictures is the prettiest?"

Credit if all _three_ comparisons are made correctly.

4. _Definitions: Use or Better_

Say, "You have seen a chair. You know what a chair is. Tell me, what is a chair?" If necessary urge as follows: "I am sure you know what a chair is. You have seen a chair." "Now, tell me, what is a chair?" If S. rambles say, "Yes, but tell me; what is a chair?" Same for horse, fork, doll, pencil, table.

Credit if four words out of the six are defined in terms of use or better. (See _The Measurement of Intelligence_, p. 168.)

5. _Patience_

Use two cards, each 2 x 3 inches. Divide one of them diagonally into two triangles. Place the uncut card on the table with one of the longer sides toward S. Then lay the divided card thus [Illustration], and say, "I want you to take these two pieces (touching the two triangles) and put them together so they will look exactly like this" (pointing to rectangle). If S. hesitates, repeat instructions with a little urging. If first attempt is a failure, replace pieces, saying, "No; put them together so they will look like this" (pointing to rectangle). Do not suggest further by face or word whether response is correct. If a piece is turned over, turn it back and don't count that trial. Give, if necessary, three trials of one minute each.

Credit if two of the three trials are successful.

6. _Three Commissions_

Take S. to center of room. Say, "Now, I want you to do something for me. Here's a key. I want you to put it on that chair over there; then I want you to shut (or open) that door, and then bring me the box which you see over there" (pointing in turn to the objects designated). "Do you understand? Be sure to get it right. First, put the key on the chair, then shut (or open) the door, then bring me the box (again pointing). Go ahead." Stress words first and then. Give no further aid.

Credit if the three commissions are executed in proper order.

_Alt. Giving Age_

Say, "How old are you?"

Year VI

1. _Right and Left_

Say, "Show me your right hand" (stress right and hand, etc., rather strongly and equally). Same for left ear, right eye. If there is one error, repeat whole test, using left hand, right ear, left eye. Avoid giving aid in any way.

Credit if three of three, or five of six responses are correct.

2. _Missing Parts_

Show card (VI 2) and say, "There is something wrong with this face. It is not all there. Part of it is left out. Look carefully and tell me what part of the face is not there." Same for (_b_) and (_c_). If S. gives irrelevant answer, say, "No; I am talking about the face. Look again and tell me what is left out of the face." If correct response does not follow, point to the place where eye should be and say, "See, the eye is gone." Then proceed to others, asking, "What is left out of this face?" For (_d_) say, "What is left out of this picture?" No help except on (_a_). Order is eyes, mouth, nose, arms.

Credit if correct response is made for three of four pictures.

3. _Counting Thirteen Pennies_

Place thirteen pennies in horizontal row. Say, "See these pennies. Count them and tell me how many there are. Count them with your finger, this way" (pointing to the first one on the subject's left)--"One. Now, go ahead." If S. gives number without pointing, say, "No, count them with your finger, this way," starting him as before. Have S. count aloud. Second trial given if only minor mistake is made.

Credit if one correct count, tallying with the pointing, is made in first or second trials.

4. _Comprehension_

Say (_a_) "What's the thing to do if it is raining when you start to school?"

(_b_) "What's the thing to do if you find that your house is on fire?"

(_c_) "What's the thing to do if you are going some place and miss your train (car)?" May repeat a question, but do not change form.

Credit if two of three responses are correct. (See _The Measurement of Intelligence_, pp. 182-83.)

5. _Naming Four Coins_

Show in order nickel, penny, quarter, dime, asking, "What is that?" If answer is "money," say, "Yes, but what do you call that piece of money?"

Credit if three of four responses are correct.

6. _Repeating Sentences_

Say, "Now, listen. I am going to say something and after I am through I want you to say it over just as I do. Understand? Listen carefully and be sure to say exactly what I say." Repeat, "say exactly what I say," before reading each sentence. Do not re-read any sentence.

(_a_) "We are having a fine time. We found a little mouse in the trap."

(_b_) "Walter had a fine time on his vacation. He went fishing every day."

(_c_) "We will go out for a long walk. Please give me my pretty straw hat."

Credit if one sentence out of three is repeated without error, or two with not more than one error each.

_Alt. Forenoon and Afternoon_

If A.M., ask, "Is it morning or afternoon?" If P.M., "Is it afternoon or morning?"

Year VII

1. _Giving Numbers of Fingers_

Say, "How many fingers have you on one hand?" "How many on the other hand?" "How many on both hands together?" If S. begins to count, say, "No, don't count. Tell me without counting," and repeat question.

Credit if all three questions are answered correctly and promptly without counting (5, 5, 10 or 4, 4, 8).

2. _Pictures; Description_

Show card (_a_) and say, "What is this picture about?" "What is this a picture of?" May repeat question, but do not change it. Same for (_b_) and (_c_). Order, Dutch Home, Canoe, Post Office.

Credit if two of the three pictures are described or interpreted. (See _The Measurement of Intelligence_, pp. 191-92.)

3. _Repeating Five Digits_

Say, "Now, listen. I am going to say over some numbers and after I am through, I want you to say them exactly as I do. Listen closely and get them just right." Give (_a_) 3, 1, 7, 5, 9, and if necessary (_b_) 4, 2, 8, 3, 5, and (_c_), 9, 8, 1, 7, 6. Do not re-read any set. Avoid grouping.

Credit if one set of the three is given correctly.

4. _Tying Bow Knot_

Show S. a completed bow knot (shoestring tied around a pencil) and say: "You know what kind of a knot this is, don't you? It is a bow knot. I want you to take this other piece of string and tie the same kind of knot around my finger." Give S. string of same length and hold finger conveniently for S.

Credit if double bow (both ends folded in) is tied within one minute. The usual half knot as basis must not be omitted. Single bow, half credit.

5. _Giving Differences_

Say, "What is the difference between a fly and a butterfly?" If S. does not understand, say, "You know flies, do you not? You have seen flies? And you know the butterflies? Now, tell me the difference between a fly and a butterfly." Same for stone and egg, and wood and glass.

Credit if any real difference is given in two of three questions. (See _The Measurement of Intelligence_, pp. 200-01.)

6. _Copying Diamond_

Place diamond before S., and give pen, saying, "I want you to draw one exactly like this. Make it right here" (showing space on record blank). Give three trials if necessary, saying each time, "Make it exactly like this one." (Note that pen and ink must be used.)

Credit if two drawings are satisfactory. (See scoring card.)

_Alt. 1. Naming Days of Week_

Say, "You know the days of the week, do you not? Name the days of the week for me." If response is correct, check by asking, "What day comes before Tuesday?" "Before Thursday?" "Before Friday?"

Credit if correct response is given within 15 seconds, and if two of three checks are correct.

_Alt. 2. Three Digits Backwards_

Say, "Listen carefully. I am going to read some numbers again but this time I want you to say them backwards. For example, if I should say 5--1--4, you would say 4--1--5. Do you understand?" Then, "Ready, now; listen carefully, and be sure to say the numbers backwards." If S. gives digits forwards, repeat instructions. If necessary, give (_b_) and (_c_), repeating, "Ready, now; listen carefully, and be sure to say the numbers backwards." 2, 8, 3; 4, 2, 7; 9, 5, 8.

Credit if one set is repeated backwards without error.

Year VIII

1. _Ball and Field_