Part 2

Present "round field" on record blank with gate facing S. and say, "Let us suppose that your baseball has been lost in this round field. You have no idea what part of the field it is in. You don't know what direction it came from, how it got there, nor with what force it came. All you know is that the ball is lost somewhere in the field. Now, take this pencil and mark out a path to show me how you would hunt for the ball so as to be sure not to miss it. Begin at the gate and show me what path you would take." If S. stops, say, "But suppose you have not found it yet, which direction would you go next?"

Credit in Year VIII for "inferior" plan (or better); in Years VIII and XII for "superior" plan. (See scoring card.)

2. _Counting 20 to 1_

Say, "You can count backwards, can you not? I want you to count backwards for me from 20 to 1. Go ahead." If S. counts 1-20 say, "No, I want you to count backwards from 20 to 1, like this: 20--19--18 and clear on down to 1. Now, go ahead." Have S. try, even if he says he cannot, but do not prompt.

Credit for counting from 20 to 1 within 40 seconds with not more than one error. Spontaneous corrections allowed.

3. _Comprehension_

Say, "What's the thing for you to do:

(_a_) "When you have broken something which belongs to some one else?

(_b_) "When you are on your way to school and notice that you are in danger of being late?

(_c_) "If a playmate hits you without meaning to do it?"

Questions may be repeated once or twice, but form must not be changed.

Credit if two of three responses are correct. (See _The Measurement of Intelligence_, p. 216.)

4. _Finding Likenesses: Two Things_

Say, "I am going to name two things which are alike in some way, and I want you to tell me _how_ they are alike."

(_a_) "Wood and coal: in what way are they alike?" If difference is given, say, "No, I want you to tell me how they are _alike_. In what way are wood and coal _alike_?"

(_b_) "In what way are an apple and a peach alike?"

(_c_) "In what way are iron and silver alike?"

(_d_) "In what way are a ship and an automobile alike?"

Credit if any real likeness is given for two of the four pairs. (See _The Measurement of Intelligence_, pp. 219-20.)

5. _Definitions: Superior to Use_

Ask, "What is a balloon?" Same for tiger, football, soldier. Do not comment on responses. May repeat questions.

Credit if two of four definitions better than use are given. (See _The Measurement of Intelligence_, pp. 222-23.)

6. _Vocabulary_

See last section.

If both lists of words are given, credit if 20 definitions are satisfactory; if only one list is given, the requirement is 10.

_Alt. 1. Naming Six Coins_

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

Credit if all six coins are correctly named. Spontaneous corrections allowed.

_Alt. 2. Writing from Dictation_

Give pen, ink, and paper, and say, "I want you to write something for me as nicely as you can. Write these words: 'See the little boy.' Be sure to write it all: 'See the little boy.'" Do not dictate the words separately, nor give further repetition.

Credit if sentence is written without omission of a word and legibly enough to be easily recognized. Misspelling disregarded if word is easily recognizable. (See scoring card.)

Year IX

1. _Giving the Date_

Ask in order, (_a_) "What day of the week is to-day?" (_b_) "What month is it?" (_c_) "What day of the month is it?" (_d_) "What year is it?" If S. gives day of month for day of week, or _vice versa_, repeat question with suitable emphasis. No other help.

Credit if there is no error greater than three days in (_c_) and no error in (_a_), (_b_), and (_d_). Spontaneous correction allowed.

2. _Arranging Five Weights_

Place 3, 6, 9, 12, and 15 gram weights before S. and say, "See these blocks. They all look alike, don't they? But they are not alike. Some of them are heavy, some are not quite so heavy, and some are still lighter. No two weigh the same. Now, I want you to find the heaviest one and place it here. Then find the one that is just a little lighter and put it here. Then put the next lighter one here, and the next lighter one here, and the lightest of all at this end (pointing). Ready; go ahead." Give second and, if necessary, third trial, repeating instructions only if S. has used an absurd procedure. Do not show S. the correct method.

Credit for correct arrangement in two of three trials.

3. _Making Change_

Ask, "If I were to buy 4 cents' worth of candy and should give the storekeeper 10 cents, how much money would I get back?" Similarly for 12-15 cents; and 4-25 cents. S. is not allowed coins or pencil and paper. If S. forgets problem, repeat once, but not more. Spontaneous corrections allowed.

Credit if two answers of three are correct.

4. _Four Digits Backwards_

Say, "Listen carefully. I am going to read some numbers, and 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 each time, "Ready now; listen carefully, and be sure to say the numbers backwards." 6, 5, 2, 8; 4, 9, 3, 7; 8, 6, 2, 9.

Credit if one set is repeated backwards without error.

5. _Three Words in One Sentence_

Say, "You know what a sentence is, of course. A sentence is made up of some words which say something. Now, I am going to give you three words, and you must make up a sentence that has all three words in it. The three words are 'boy,' 'river,' 'ball.' Go ahead and make up a sentence that has all three words in it." Repeat instructions if necessary, but do not illustrate. May say, "The three words must be put with some other words so that all of them together will make a sentence." Give only one trial, and do not caution against making more than one sentence. Do not hurry S., but allow only one minute. Then say, "Now make a sentence that has in it the three words 'work,' 'money,' 'men.'" If necessary give (_c_) desert, rivers, lakes, in the same way.

Credit if satisfactory sentence is given in two of three trials. (See _The Measurement of Intelligence_, pp. 243-45.)

6. _Finding Rhymes_

Say, "You know what a rhyme is, of course. A rhyme is a word that sounds like another word. Two words rhyme if they end in the same sound. For example, 'hat,' 'cat,' 'rat,' 'bat,' all rhyme with one another. Now, I am going to give you one minute to find as many words as you can that rhyme with 'day.' Ready; go ahead." If S. fails, repeat explanation, and give sample rhymes for day, as say, may, pay, hay. Otherwise, proceed, "Now, you have another minute to name all the words you can think of that rhyme with 'mill.'" Same, if necessary, for spring. Do not repeat explanation after "mill" or "spring."

Credit if three rhymes in one minute are given for each of two out of three words.

_Alt. 1. Naming the Months_

Say, "Name all the months of the year." If correct, check by asking, "What month comes before April?" "Before July?" "Before November?"

Credit if months are correctly named within 15 seconds with not more than one error, and if two of three checks are correct.

_Alt. 2. Counting Value of Stamps_

Say, "You know, of course, how much a stamp like this costs (pointing to a 1-cent stamp). And you know how much one like this costs (pointing to a 2-cent stamp). Now, how much money would it take to buy all these stamps?" (showing three 1-cent stamps and three 2-cent stamps). Do not tell values, where not known; if values are known but sum is wrongly given, give second trial, saying, "Tell me how you got it."

Credit if correct value is given in not over 15 seconds.

Year X

1. _Vocabulary_

See last section.

If both lists are given, 30 satisfactory definitions are required; if only one list is given, the requirement is 15.

2. _Absurdities_

"I am going to read a sentence which has something foolish in it, some nonsense. Listen carefully and tell me what is foolish about it." After reading say, "What is foolish about that?" Give sentences twice if necessary, repeating exactly. If response is ambiguous, ask S. what he means.

(_a_) A man said: "I know a road from my house to the city which is down hill all the way to the city and down hill all the way back home."

(_b_) An engineer said that the more cars he had on his train the faster he could go.

(_c_) Yesterday the police found the body of a girl cut into 18 pieces. They believe that she killed herself.

(_d_) There was a railroad accident yesterday, but it was not very serious. Only 48 people were killed.

(_e_) A bicycle rider, being thrown from his bicycle in an accident, struck his head against a stone and was instantly killed. They picked him up and carried him to the hospital, and they do not think he will get well again.

Credit if four responses out of five are satisfactory. (See _The Measurement of Intelligence_, pp. 256-58.)

3. _Drawing Designs from Memory_

Give S. pencil and paper, then say, "This card has two drawings on it. I am going to show them to you for ten seconds, then I will take the card away and let you draw from memory what you have seen. Look at both drawings carefully and remember that you have only ten seconds." Show card (X 3) for 10 seconds, right side up. Have S. reproduce designs immediately, and note on his paper which is the top of his drawing.

Credit if one design is reproduced correctly and one at least half correctly. (See scoring cards.)

4. _Reading and Report_

{New York, September 5th. A fire last night burned three houses near the center of the city. It took some time to put it out. The loss was fifty thousand dollars, and seventeen families lost their homes. In saving a girl who was asleep in bed, a fireman was burned on the hands.}

Show selection and say, "I want you to read this for me as well as you can." Pronounce for S. all words he cannot make out, allowing not over 5 seconds' hesitation. (Record reading time and errors.) When S. has finished, say, "Very well done. Now, tell me what you read. Begin at the first and tell everything you can remember." When S. stops, ask, "And what else?"

Credit if selection is read within 35 seconds with not more than two errors, and if report given contains at least eight "memories" as separated above. Minor changes in wording allowed. Scoring is done by checking word groups on record blank.

5. _Comprehension_

Ask in order,

(_a_) "What ought you to say when someone asks your opinion about a person you don't know very well?"

(_b_) "What ought you to do before undertaking (beginning) something very important?"

(_c_) "Why should we judge a person more by his actions than by his words?"

May repeat but not change question except to substitute beginning in (_b_) in case undertaking seems not to be understood.

Credit if two of three replies are satisfactory. (See _The Measurement of Intelligence_, pp. 269-71.)

6. _Naming Sixty Words_

Say, "Now, I want to see how many different words you can name in 3 minutes. When I say ready, you must begin and name the words as fast as you can, and I will count them. Do you understand? Be sure to do your very best, and remember that just any words will do, like 'clouds,' 'dog,' 'chair,' 'happy'--ready; go ahead." Whenever there is a pause of 15 seconds, say, "Go ahead as fast as you can. Any words will do." Don't allow sentences or counting; if attempted, interrupt with "Counting (or sentences) not allowed. You must name separate words. Go ahead."

Credit if 60 words, exclusive of repetitions, are given in three minutes. If time is limited one minute may be given and 28 words required.

_Alt. 1. Repeating Six Digits_

"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_) and if necessary (_b_). 3, 7, 4, 8, 5, 9; 5, 2, 1, 7, 4, 6.

Credit if one set is given without error.

_Alt. 2. 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_) The apple tree makes a cool pleasant shade on the ground where the children are playing.

(_b_) It is nearly half-past one o'clock; the house is very quiet and the cat has gone to sleep.

(_c_) In summer the days are very warm and fine; in winter it snows and I am cold.

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

_Alt. 3. Healy-Fernald Puzzle_

Place frame (short side toward S.) and blocks on table and say, "I want you to put these blocks in this frame so that all the space will be filled up. If you do it rightly, they will all fit in and there will be no space left over. Go ahead." Do not suggest hurrying. Note procedure, especially tendencies to repeat absurd moves, and moves which leave spaces obviously impossible to fill.

Credit if S. fits blocks into place three times within a total time of five minutes for the three trials.

Year XII

1. _Vocabulary_

See last section.

40 satisfactory definitions if both lists are given; 20 if only one list is given.

2. _Definitions: Abstract Words_

Say "What is pity?" "What do we mean by pity?" etc. If response contains word to be defined, ask, "Yes, but what does it mean to pity some one?" Same for revenge, charity, envy, justice. Question S. if response is not clear.

Credit if three of the five words are satisfactorily defined. (See _The Measurement of Intelligence_, pp. 282-84.)

3. _Ball and Field_

Present "round field" on record blank with gate facing S. and say, "Let us suppose that your baseball has been lost in this round field. You have no idea what part of the field it is in. You don't know what direction it came from, how it got there, nor with what force it came. All you know is that the ball is lost somewhere in the field. Now, take this pencil and mark out a path to show me how you would hunt for the ball so as to be sure not to miss it. Begin at the gate and show me what path you would take." If S. stops, say, "But suppose you have not found it yet, which direction would you go next?"

Credit in Year VIII for "inferior" plan (or better); in Years VIII and XII for "superior" plan. (See scoring card.)

4. _Dissected Sentences_

{FOR THE STARTED AN WE COUNTRY EARLY AT HOUR

TO ASKED PAPER MY TEACHER CORRECT I MY

A DEFENDS DOG GOOD HIS BRAVELY MASTER}

Point to the first group of words (For the, etc.), and say, "Here is a sentence that has the words all mixed up, so that they don't make any sense. If the words were changed around in the right order they would make a good sentence. Look carefully and see if you can tell me how the sentence ought to read." Do not hurry S., but allow only one minute. If S. fails on the first sentence, read it for him slowly and correctly, pointing at each word as you speak it. Same procedure for second and third, except that no help is given.

Credit if two sentences of three are correct, or one correct and two nearly correct. Time, one minute each. (See _The Measurement of Intelligence_, p. 288.)

5. _Interpretation of Fables_

Present fables in order given below. Say, "You know what a fable is? Fables, you know, are little stories which teach us a lesson. I am going to read a fable to you. Listen carefully, and when I am through I will ask you to tell me what lesson the fable teaches us." After reading, say, "What lesson does that teach us?" Question S. if response is not clear. Proceed with (_b_), (_c_), (_d_), and (_e_) thus: "Here is another. Listen again and tell me what lesson this fable teaches us." After each ask, "What lesson does that teach us?"

(_a_) Hercules and the wagoner

A man was driving along a country road, when the wheels suddenly sank in a deep rut. The man did nothing but look at the wagon and call loudly to Hercules to come and help him. Hercules came up, looked at the man, and said: "Put your shoulder to the wheel, my man, and whip up your oxen." Then he went away and left the driver.

(_b_) The milkmaid and her plans

A milkmaid was carrying her pail of milk on her head, and was thinking to herself thus: "The money for this milk will buy 4 hens; the hens will lay at least 100 eggs; the eggs will produce at least 75 chicks; and with the money which the chicks will bring I can buy a new dress to wear instead of the ragged one I have on." At this moment she looked down at herself, trying to think how she would look in her new dress; but as she did so the pail of milk slipped from her head and dashed upon the ground. Thus all her imaginary schemes perished in a moment.

(_c_) The fox and the crow

A crow, having stolen a bit of meat, perched in a tree and held it in her beak. A fox, seeing her, wished to secure the meat, and spoke to the crow thus: "How handsome you are! And I have heard that the beauty of your voice is equal to that of your form and feathers. Will you not sing for me, so that I may judge whether this is true?" The crow was so pleased that she opened her mouth to sing and dropped the meat, which the fox immediately ate.

(_d_) The farmer and the stork

A farmer set some traps to catch cranes which had been eating his seed. With them he caught a stork. The stork, which had not really been stealing, begged the farmer to spare his life, saying that he was a bird of excellent character, that he was not at all like the cranes, and that the farmer should have pity on him. But the farmer said: "I have caught you with these robbers, the cranes, and you have got to die with them."

(_e_) The miller, his son, and the donkey

A miller and his son were driving their donkey to a neighboring town to sell him. They had not gone far when a child saw them and cried out: "What fools those fellows are to be trudging along on foot when one of them might be riding." The old man, hearing this, made his son get on the donkey, while he himself walked. Soon they came upon some men. "Look," said one of them, "see that lazy boy riding while his old father has to walk." On hearing this the miller made his son get off, and he climbed upon the donkey himself. Farther on they met a company of women, who shouted out: "Why, you lazy old fellow, to ride along so comfortably while your poor boy there can hardly keep pace by the side of you!" And so the good-natured miller took his boy up behind him and both of them rode. As they came to the town a citizen said to them, "Why, you cruel fellows! You two are better able to carry the poor little donkey than he is to carry you." "Very well," said the miller, "we will try." So both of them jumped to the ground, got some ropes, tied the donkey's legs to a pole and tried to carry him. But as they crossed the bridge the donkey became frightened, kicked loose, and fell into the stream.

Credit in Year XII if score is 4 points or more; in Year XVI if score is 8 points or more. Allow 2 points for each fable for correct, and 1 for partially correct response. (Note carefully scoring directions in _The Measurement of Intelligence_, pp. 290-97.)

6. _Five Digits Backwards_

"Listen carefully; I am going to read some numbers, and 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 each time, "Ready now; listen carefully, and be sure to say the numbers backwards." 3, 1, 8, 7, 9; 6, 9, 4, 8, 2; 5, 2, 9, 6, 1.

Credit if one set is repeated backwards without error.

7. _Pictures; Interpretation_

Show in succession Dutch Home, River Scene, Post Office, and Colonial House, saying each time, "Tell me what this picture is about. Explain this picture." May prompt with, "Go ahead," or "Explain what you mean."

Credit if three of the four pictures are satisfactorily interpreted. (See _The Measurement of Intelligence_, pp. 303-04.)

8. _Finding Likenesses; Three Things_

Say, "I am going to name three things which are alike in some way, and I want you to tell me _how_ they are alike. Snake, cow, and sparrow; in what way are they alike?" May repeat or urge with, "I'm sure you can tell me how a snake, a cow, and a sparrow are alike," but do not change form of question. If difference is given, say, "No, I want you to tell me how they are _alike_. In what way are a snake, a cow, and a sparrow alike?" Same for (_b_) book, teacher, newspaper; (_c_) wool, cotton, leather; (_d_) knife-blade, penny, piece of wire; (_e_) rose, potato, tree.

Credit if any real similarity is given in three out of five trials. (See _The Measurement of Intelligence_, pp. 307-08.)

Year XIV

1. _Vocabulary_

See last section.

50 satisfactory definitions if both lists are given; 25 if only one list is given.

2. _Induction Test_

(If XVIII 2 is to be given, it should precede this test.) Provide six sheets of tissue paper, 8-1/2 by 11 inches. Take the first sheet, and telling S. to watch what you do, fold it once, and in the middle of the folded edge cut out a small notch; then ask S. to tell you how many holes there will be in the paper when it is unfolded. Whatever the answer, unfold the paper and hold it up broadside for S.'s inspection. Next, take another sheet, fold it once as before and say, "Now, when we folded it this way and cut out a piece, you remember it made one hole in the paper. This time we will give the paper another fold and see how many holes we shall have." Then proceed to fold the paper again, this time in the other direction, cut out a piece from the folded side, and ask how many holes there will be when the paper is unfolded. Then unfold the paper, hold it up before S. so as to let him see the result. Whatever the answer, proceed with the third sheet. Fold it once and say, "When we folded it this way there was one hole." Fold it again and say, "And when we folded it this way there were two holes." Fold the paper a third time and say, "Now, I am folding it again. How many holes will it have this time when I unfold it?" Again unfold paper while S. looks on. Continue in the same manner with sheets four, five, and six, adding one fold each time. In folding each sheet recapitulate results, saying (with the sixth, for example): "When we folded it this way there was one hole; when we folded it again there were two; when we folded it again there were four; when we folded it again there were eight; when we folded it again there were sixteen; now tell me how many holes there will be if we fold it once more." Avoid saying, "When we folded it once, twice, three times." After sixth response, ask, "Can you tell me a rule by which I could know each time how many holes there are going to be?"

Credit if answer to sixth question is correct, and governing rule is correctly stated.

3. _President and King_

Say, "There are three main differences between a president and a king; what are they?" If S. stops after one difference is given, urge him on, if possible, until three are given.

Credit if two of the three correct answers are given.

4. _Problem Questions_

Say, "Listen, and see if you can understand what I read." Then read the problem slowly and with expression. If necessary, re-read problem.

(_a_) A man who was walking in the woods near a city stopped suddenly very much frightened, and then ran to the nearest policeman, saying that he had just seen hanging from the limb of a tree a ---- a what?

If response is not clear, say, "Explain what you mean."