Part 3

(_b_) My neighbor has been having queer visitors. First, a doctor came to his house, then a lawyer, then a minister (preacher or priest). What do you think happened there?

If response is simply "a death," etc., check up by asking what the lawyer came for.

(_c_) An Indian who had come to town for the first time in his life saw a white man riding along the street. As the white man rode by, the Indian said: "The white man is lazy; he walks sitting down." What was the white man riding on that caused the Indian to say, "He walks sitting down?"

Credit if two of the three problems are satisfactorily answered. Spontaneous corrections allowed. (See _The Measurement of Intelligence_, pp. 316-18, for important scoring directions.)

5. _Arithmetical Reasoning_

{If a man's salary is $20 a week and he spends $14 a week, how long will it take him to save $300?

If 2 pencils cost 5 cents, how many pencils can you buy for 50 cents?

At 15 cents a yard, how much will 7 feet of cloth cost?}

Show S. the problems one at a time. Have S. read each problem aloud and, with the printed problem still before him, find the answer without the use of pencil or paper. In the case of illiterates, examiner reads each problem for S. two or three times.

Credit if two of the three problems are correctly solved, within one minute each, not including time spent in reading.

6. _Reversing Hands of Clock_

Say, "Suppose it is six-twenty-two o'clock, that is, twenty-two minutes after six; can you see in your mind where the large hand would be, and where the small hand would be?" "Now, suppose the two hands of the clock were to trade places, so that the large hand takes the place where the small hand was, and the small hand takes the place where the large hand was, what time would it then be?" Repeat the test with the hands at 8.08 (8 minutes after 8),[3] and again with the hands at 2.46 (14 minutes before 3).

[Footnote 3: 8.08 is substituted instead of 8.10, formerly used, because it is capable of more accurate solution and is less confusing.]

Credit if two of the three problems are solved with error of no more than 3 or 4 minutes.

_Alt. Repeating Seven 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_). 2, 1, 8, 3, 4, 3, 9; 9, 7, 2, 8, 4, 7, 5.

Credit if one set is reproduced without error.

Year XVI

1. _Vocabulary_

See last section.

65 satisfactory definitions if both lists are given; 33 if only one list is given.

2. _Interpretation of Fables_

See XII 5 for procedure.

Allow 2 points for each fable correctly interpreted, and 1 if response is somewhat inferior to the standard. Credit in XII if score is 4 points or more; in XVI if score is 8 points or more. (Note carefully scoring in _The Measurement of Intelligence_, pp. 290-97.)

3. _Differences Between Abstract Terms_

Ask, "What is the difference between--

(_a_) "Laziness and idleness?

(_b_) "Evolution and revolution?

(_c_) "Poverty and misery?

(_d_) "Character and reputation?"

If answer is ambiguous, get S. to explain. If he merely defines the words, say, "Yes, but I want you to tell me the difference between ---- and ----."

Credit if three of the four answers are given correctly. (See _The Measurement of Intelligence_, pp. 325-26.)

4. _Enclosed Boxes_

Show S. a small cardboard box, and say, "Listen carefully. You see this box; it has two smaller boxes inside of it, and each one of the smaller boxes contains a little tiny box. How many boxes are there altogether, counting the big one?" Allow one-half minute, record answer, then show second box, saying, "This box has two smaller boxes inside, and each of the smaller boxes contains _two_ tiny boxes. How many altogether?" Similarly for (_c_) and (_d_), using three and three, and four and four. Emphasize slightly the words "three" and "four."

Credit if three of the four problems are solved correctly within one-half minute each. Spontaneous corrections are counted as correct.

5. _Six 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." 4, 7, 1, 9, 5, 2; 5, 8, 3, 2, 9, 4; 7, 5, 2, 6, 3, 8.

Credit if one set is repeated backwards without error.

6. _Code_

Show S. the code given on card (XVI 6). Say, "See these diagrams here? Look and you will see that they contain all the letters of the alphabet. Now, examine the arrangement of the letters. They go (pointing) a b c, d e f, g h i, j k l, m n o, p q r, s t u v, w x y z. You see the letters in the first two diagrams are arranged in the up-and-down order (pointing again), and the letters in the other two diagrams run in just the opposite way from the hands of a clock (pointing). Look again and you will see that the second diagram is just like the first, except that each letter has a dot with it, and that the last diagram is like the third except that here, also, each letter has a dot. Now, all of this represents a code; that is, a secret language. It is a real code, one that was used in the Civil War for sending secret messages. This is the way it works: We draw the lines which hold a letter, but leave out the letter. Here, for example, is the way we would write 'spy.'" Then write the words "spy" and "trench," pointing out carefully where each letter comes from, and emphasizing the fact that the dot must be used in addition to the lines in writing any letter in the second or fourth diagram. Then add: "I am going to have you write something for me; remember, now, how the letters go, first (pointing, as before) a b c, d e f, g h i, then j k l, m n o, p q r, then s t u v, then w x y z. And don't forget the dots for the letters in this diagram and this one" (pointing). At this point, take away the diagrams, give S. pencil and paper, and tell him to write the words "come quickly." Say nothing about hurrying. Do not permit S. to reproduce the code and then to copy the code letters from his reproduction.

Credit if the words are written within six minutes with not more than two errors, omission of dot counting as half error.

_Alt. 1. 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_) Walter likes very much to go on visits to his grandmother, because she always tells him many funny stories.

(_b_) Yesterday I saw a pretty little dog in the street. It had curly brown hair, short legs, and a long tail.

Credit if one sentence is repeated without a single error.

_Alt. 2. Comprehension of Physical Relations_

(_a_) Draw a horizontal line 6 or 8 inches long. An inch or two above it draw a horizontal line about an inch long parallel to the first. Say, "The long line represents the perfectly level ground of a field, and the short line represents a cannon. The cannon is pointed horizontally (on a level) and is fired across this perfectly level field." After it is clear that these conditions of the problem are comprehended, add, "Now, suppose that this cannon is fired off and that the ball comes to the ground at this point here (pointing to the farther end of the line which represents the field). Take this pencil and draw a line which will show what path the cannon ball will take from the time it leaves the mouth of the cannon till it strikes the ground."

(_b_) Say, "You know, of course, that water holds up a fish that is placed in it. Well, here is a problem: Suppose we have a bucket which is partly full of water. We place the bucket on the scales and find that with the water in it it weighs exactly 45 pounds. Then we put a 5-pound fish into the bucket of water. Now, what will the whole thing weigh?" If S. responds correctly, say, "How can this be correct, since the water itself holds up the fish?"

(_c_) "You know, do you not, what it means when they say a gun 'carries 100 yards?' It means that the bullet goes 100 yards before it drops to amount to anything." When this is clear, proceed, "Now, suppose a man is shooting at a mark about the size of a quart can. His rifle carries perfectly more than 100 yards. With such a gun is it any harder to hit the mark at 100 yards than it is at 50 yards?"

Credit if two of the three problems are satisfactorily solved.

For (_a_), line must begin almost on a level and drop more rapidly toward the end.

For (_b_), S. must adhere positively to right answer.

For (_c_), S. must know that a small deviation at 50 yards becomes a larger deviation at 100 yards.

(See _The Measurement of Intelligence_, pp. 333-36 for important scoring rules.)

Year XVIII

1. _Vocabulary_

See last section.

75 satisfactory definitions if both lists are given; 38 if only one list is given.

2. _Paper-Cutting Test_

When this test is given it should precede XIV 2.

Take a piece of paper about 6 inches square and say, "Watch carefully what I do. See, I fold the paper this way (folding it once over in the middle). Then I fold it this way (folding it again in the middle, but at right angles to the first fold). Now, I will cut out a notch right here" (indicating). Cut notch, keeping fragments out of view. Leave folded paper exposed, but pressed flat against table. Then give S. a pencil and a second sheet of paper like the one already used and say, "Take this piece of paper and make a drawing to show how the other sheet of paper would look if it were unfolded. Draw lines to show the creases in the paper and show what results from the cutting." Do not permit S. to fold second sheet, and do not say, "draw the holes."

Credit if creases are correctly represented, with correct number of holes correctly located.

3. _Repeating Eight 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_), and if necessary (_b_) and (_c_). 7, 2, 5, 3, 4, 8, 9, 6; 4, 9, 8, 5, 3, 7, 6, 2; 8, 3, 7, 9, 5, 4, 8, 2.

Credit if one set is reproduced without error.

4. _Repeating Thought of Passage_

Say, "I am going to read a little selection of about six or eight lines. When I am through I will ask you to repeat as much of it as you can. It doesn't make any difference whether you remember the exact words or not, but you must listen carefully so that you can tell me everything it says." Read (_a_), and if necessary (_b_), recording response verbatim. Urge S. to give thought of selection in his own words, if he hesitates.

(_a_) Tests, such as we are now making, are of value both for the advancement of science and for the information of the person who is tested. It is important for science to learn how people differ and on what factors these differences depend. If we can separate the influence of heredity from the influence of environment, we may be able to apply our knowledge so as to guide human development. We may thus in some cases correct defects and develop abilities which we might otherwise neglect.

(_b_) Many opinions have been given on the value of life. Some call it good, others call it bad. It would be nearer correct to say that it is mediocre; for on the one hand our happiness is never as great as we should like, and on the other hand our misfortunes are never as great as our enemies would wish for us. It is this mediocrity of life which prevents it from being radically unjust.

Credit if main thoughts of one of the selections are given in reasonably consecutive order. (See _The Measurement of Intelligence_, pp. 340-43.)

5. _Seven 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 the 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." 4, 1, 6, 2, 5, 9, 3; 3, 8, 2, 6, 4, 7, 5; 9, 4, 5, 2, 8, 3, 7.

Credit if one set is repeated backwards without error.

6. _Ingenuity Test_

State problem (_a_) orally, repeating it if S. does not respond promptly. Do not allow S. to use pencil or paper, and ask him to give his solution orally as he works it out. Record his statement in full. If S. resorts to some such method as "fill the 3-pint vessel two-thirds full," or "I would mark the inside of the 5-pint vessel so as to show where 4 pints come to," etc., inform him that such a method is not allowable; that this would be guessing, since he could not be sure when the 3-pint vessel was two-thirds full, or whether he had marked off his 5-pint vessel accurately. Tell him he must measure out the water without any guesswork and explain also that it is a fair problem, not a "catch." Say nothing about pouring from one vessel to another, but if S. asks whether this is permissible, say "yes." If S. has not solved (_a_) correctly within five minutes, explain the solution in full and proceed to (_b_). State (_b_) orally and allow S. five minutes for its solution. Do not explain in case of failure. If S. succeeds on either (_a_) or (_b_), but not with both, give problem (_c_) orally, allowing five minutes for this also.

(_a_) "A mother sent her boy to the river and told him to bring back exactly 7 pints of water. She gave him a 3-pint vessel and a 5-pint vessel. Show me how the boy can measure out exactly 7 pints of water, using nothing but these two vessels and not guessing at the amount. You should begin by filling the 5-pint vessel first. Remember, you have a 3-pint vessel and a 5-pint vessel, and you must bring back exactly 7 pints."

Same formula for (_b_) 5 and 7, get 8. Begin with 5; and (_c_) 4 and 9, get 7. Begin with 4.

Credit if two of the three problems are solved correctly, each within five minutes.

_Vocabulary_

"I want to find out how many words you know. Listen; and when I say a word, you tell me what it means. What is an orange?" etc. If S. can read, let him see the words on the vocabulary lists. Continue in each list till 6 or 8 successive words have been missed. If S. thinks formal definition is required, say: "Just tell me in your own words; say it any way you please. All I want is to find out whether you know what a ---- is." May ask S. to explain what he means if it is not clear.

List 1 List 2 1. gown 1. orange 2. tap 2. bonfire 3. scorch 3. straw 4. puddle 4. roar 5. envelope 5. haste 6. rule 6. afloat 7. health 7. guitar 8. eye-lash 8. mellow 9. copper 9. impolite 10. curse 10. plumbing 11. pork 11. noticeable 12. outward 12. muzzle 13. southern 13. quake 14. lecture 14. reception 15. dungeon 15. majesty 16. skill 16. treasury 17. ramble 17. misuse 18. civil 18. crunch 19. insure 19. forfeit 20. nerve 20. sportive 21. juggler 21. apish 22. regard 22. snip 23. stave 23. shrewd 24. brunette 24. repose 25. hysterics 25. peculiarity 26. Mars 26. conscientious 27. mosaic 27. charter 28. bewail 28. coinage 29. priceless 29. dilapidated 30. disproportionate 30. promontory 31. tolerate 31. avarice 32. artless 32. gelatinous 33. depredation 33. drabble 34. lotus 34. philanthropy 35. frustrate 35. irony 36. harpy 36. embody 37. flaunt 37. swaddle 38. ochre 38. exaltation 39. milksop 39. infuse 40. incrustation 40. selectman 41. retroactive 41. declivity 42. ambergris 42. laity 43. achromatic 43. fen 44. perfunctory 44. sapient 45. casuistry 45. cameo 46. piscatorial 46. theosophy 47. sudorific 47. precipitancy 48. parterre 48. paleology 49. shagreen 49. homunculus 50. complot 50. limpet

A definition is satisfactory if it gives one correct meaning for the word, regardless of whether that meaning is the most common one, and however poorly it may be expressed. (See _The Measurement of Intelligence_, pp. 227-28, for illustrations of satisfactory and unsatisfactory responses.)

Time may be saved, with little loss of accuracy, by giving one list only, and in this case list 1 should be used. The standards required for passing are as follows:

_If both_ _If one_ _lists given_ _list given_ VIII 20 10 X 30 15 XII 40 20 XIV 50 25 XVI 65 33 XVIII 75 38

* * * * * * *

By the same author

THE INTELLIGENCE OF SCHOOL CHILDREN

How Children differ in Ability, the Use of Mental Tests in School Grading, and the Proper Education of Exceptional Children.

THE MEASUREMENT OF INTELLIGENCE

An Explanation of and a Complete Guide for the Use of the Stanford Revision and Extension of the Binet-Simon Intelligence Scale.

TEST MATERIAL

Eighteen Plates and one copy of the Record Booklet, being the Test Material needed in giving the Tests to Children.

RECORD BOOKLET

Put up for general use in packages of 25, each forming a complete test record for one child.

CONDENSED GUIDE

For the Stanford Revision of the Binet-Simon Intelligence Tests.

ABBREVIATED FILING RECORD CARD

For the Stanford Revision of the Binet-Simon Tests.

Put up for general use in packages of 25, each forming a complete filing record for one child.

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