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Title:CondensedGuidefortheStanfordRevisionoftheBinet-SimonIntelligenceTests
Author:LewisMadisonTerman
ReleaseDate:November13,2010[EBook#34307]
Language:English
***STARTOFTHISPROJECTGUTENBERGEBOOKCONDENSEDGUIDEFORTHE***
ProducedbyRonSwanson
CONDENSEDGUIDEFOR
THESTANFORDREVISION
OFTHE
BINET-SIMONINTELLIGENCETESTS
BY
LEWISM.TERMAN
PROFESSOROFEDUCATIONSTANFORDUNIVERSITY
logo
HOUGHTONMIFFLINCOMPANY
BOSTONNEWYORKCHICAGOSANFRANCISCOTheRiversidePressCambridge
COPYRIGHT,1920,BYLEWISM.TERMAN
ALLRIGHTSRESERVED
TheRiversidePress
CAMBRIDGE·MASSACHUSETTS
PRINTEDINTHEU.S.A.
PREFACE
Since theappearanceof theStanfordRevisionof theBinet-Simon IntelligenceScale Ihavebeenfrequentlyurged toprepareacondensedguidewhichwouldmake the application of the tests easier andmore convenient. I have hesitatedsomewhat to actupon this suggestionbecause Ihavenotwished to encouragetheuseofthescalewithoutthesupplementarydirectionsandexplanationswhichare set forth in the original text of the Stanford Revision.1 The demand hasbecomesoinsistent,however,thatIhavedecidedtoheedit.Ihavebeenledtothis decision largely by the fact thatmy revision is now so generally used byexaminerswho are sufficiently experienced to be trusted to follow the correctprocedure without the necessity of constantly consulting the complete text.Thosewhoare thoroughly familiarwith thecontentsof the latterwill find theCondensed Guide a convenient help. It is impossible, however, to warn theinexperienced examiner too emphatically against the dangers inherent in theroutineapplicationofmentaltestswithoutsomeknowledgeoftheirderivation,meaning, andpurpose.Thenecessarypsychologicalbackground for theuseoftheBinetscaleIhavetriedtosupplyinTheMeasurementofIntelligence,andinTheIntelligenceofSchoolChildrenIhaveexplainedthepracticalusesofmentaltests in the grading and classification of school children. It is only as a
supplement to thesebooks that theprocedureof theStanfordRevision is herepresentedinabbreviatedform.
1LewisM.Terman:TheMeasurementofIntelligence.(RiversideTextbooksinEducation.)HoughtonMifflinCompany.
For the further aid of the experienced examiner a condensed record blank hasalso been prepared. Although this is considerably cheaper than the originalRecordBookletandincertainrespectsperhapssomewhatmoreconvenient,itisnot recommended as a satisfactory substitute exceptwhen used by thoroughlytrained examiners. Beginners, at least, should continue to use the completeRecordBookletbothbecauseoftheaccuracyofprocedurewhichitfostersandbecause of the advantages of having a complete verbatim record of theresponses. Besides being indispensable for the analytical study of the child'smentalprocesses,thecompleterecordmakespossiblethecorrectionoferrorsinscoringandpermitsinterestingqualitativecomparisonsbetweenearlierandlaterperformances by the same subject. It is believed that only for the veteranexaminer, and perhaps even then only in special cases, are these advantagesoutweighedbythelowercostoftheabbreviatedblank.
ThelaborofpreparingthisGuidewasmadeconsiderablylighter thanitwouldotherwise have been by the fact that a similar guide had been prepared in theOfficeoftheSurgeon-Generalforuseinthearmy.IamgreatlyindebtedtoDr.J.W.BridgesandtoMajorH.C.Binghamforassistanceinthepreparationofthelatter.TheircarefulworkhassavedmemanyhoursandhasdoubtlessmadetheCondensedGuidemore accurate and serviceable than it could otherwise havebeen.
LEWISM.TERMAN
StanfordUniversity,March31,1920
GENERALDIRECTIONS
GeneraldirectionsfortheuseoftheStanfordRevisionhavebeenfullysetforth
in chapter VIII of The Measurement of Intelligence. As this guide is only ahandbookofprocedurefortheteststhemselves,Ishallnothereundertakeeithertosummarizethatchapterortoaddtoit.Itrustitmaysafelybeassumedthatnoresponsible personwill attempt to apply the testswho is not familiarwith thebookwhichexplainsthemandpresentsthegeneralconsiderationswhichshouldgoverntheiruse.
However, extended observation of the difficultieswhich students and teachersencounterinlearningtousetheStanfordRevisionhastaughtmethat therearecertaininjunctionswhichcannoteasilybetoooftenrepeated.Amongthesethefollowing"tencommandments"havebeenselectedforreëmphasishere:
1.Thesubject'sattentionandcoöperationmustbesecured.Thankstothenoveltyandinherentinterestofthetests,thisisusuallynotdifficulttodo.Buttherearedegreesofrapport,andtheexaminershouldnotbesatisfiedwithhiseffortsuntilthe subject becomes wholly absorbed in the tasks set him by the tests. Theimportanceoftactfulencouragementandakindly,genialmannercannotbetoostrongly emphasized, nor, on the other hand, the risk incurred in allowing aparenttowitnessthetest.Hardlyanythingismorelikelytospoilanexaminationthan the presence of a critical or over-sympathetic parent. Sometimes theteacher'spresenceishardlylessobjectionable.
2. The correct formulas should be thoroughly learned and strictly adhered to.UnlessthisisdonethescaleusedisnottheStanfordRevision,whateverelseitmay be. For the first fifty or hundred examinations the tests should be givendirectly from thisguide.Littleby little, as theprocedurebecomesmemorized,the examiner should attempt to free himself of the necessity of reading theformulas, but for a long time it is necessary to check up one's procedure byfrequentreferencetotheGuideifpracticeinerroristobeavoided.
3. The examiner should early learn to withstand the temptation of wholesalecoaxingandcross-questioning.Todosooftenrobstheresponseofsignificanceandis likelytointerferewiththeestablishmentofrapport.Asimple"Whatdoyoumean?"or,"Explainwhatyoumean," issufficient toclarifymostanswerswhicharenotclear.Atthesametimetheexaminershouldbeonguardagainstmistaking exceptional timidity for inability to respond. Persuasiveencouragement is frequently necessary, but this should not be allowed todegenerateintoachronichabitofcoaxing.
4.Therecordshouldalwaysbemadeasthetestproceeds.Memoryshouldneverbetrusted.Asaruleenoughofeachresponseshouldberecordedtoenableonetoscoreitatanytimelater.ThegreatadvantageoftheRecordBookletisthatitpermitsthis.Onlythemostexpertexaminershouldlimithisrecordtoplusesandminuses.
5. The examination should be thorough. It should include at least one year inwhichthereisnofailureandatleastoneyearinwhichthereisnosuccess.Whenlackoftimenecessitatesanabbreviationoftheexamination,thisshouldbedoneby using only the starred tests rather than by shortening the range of theexamination.
6. Success in alternative testsmay not be substituted for failure in one of theregular tests. Ordinarily the alternatives should be omitted. They have beenincludedin thescalechieflyasaconvenience incasematerialsare lackingforanyoftheregulartests,orincaseanyofthelattershouldbedeemedforsomespecialreasonunsuitable.Theballandfieldtest,forexample,isoftenrenderedunsuitablebycoaching, andoneof thealternates shouldalwaysbe substitutedforthevocabularytestinthecaseofsubjectswhosemothertongueisotherthanEnglish.Other substitutions or omissions are necessary in the case of subjectswhoareilliterate.
7.Careshouldbetakentoascertainthecorrectage.Thisisoftenmisstatedbothby young normal children and by defectives. The age should be recorded inyearsandmonths.
8.Inordinarycalculationoftheintelligencequotientwithoutanymechanicalaid(as slide rule, calculating chart, or table), both age andmental age should bereducedtomonthsbeforedividing.
9.Toavoidthedangeroflargeerroritisabsolutelyessentialthattheaddingof credits to secure mental age and the dividing of mental age bychronologicalagetosecuretheintelligencequotientbeperformedtwice.
10.Finally,incalculatingtheintelligencequotientofsubjectswhoaremorethansixteen years old, the chronological age should be counted as sixteen. It ispossible,ascertainarmydatasuggest,thataloweragethansixteenshouldhavebeentaken,butuntilthematterhasbeenmorethoroughlyinvestigatedbytheuseof unselected adult subjects the age sixteen will continue to be used in the
StanfordRevision.
DIRECTIONS:THETESTS2
2DetaileddirectionsforadministeringStanford-BinetScaleandforscoringareavailableinTerman'sTheMeasurementofIntelligence.(RiversideTextbooksinEducation.)HoughtonMifflinCompany.
YearIII
1.PointingtoPartsofBody
Say,"Showmeyournose.""Putyourfingeronyournose." If twoorthreerepetitionsofinstructionsbringnoresponse,say,"Isthis(pointingtochin)yournose?""No?""Thenwhereisyournose?"Sameforeyes,mouth,andhair.
Creditifcorrectpartisindicated(inanyway)threetimesoutoffour.
2.NamingFamiliarObjects
ShowS., one at a time, key (notYale), penny (not new), closed knife,watch,pencil.Sayeachtime,"Whatisthis?"or,"Tellmewhatthisis."
Creditifthreeresponsesoutoffivearecorrect.
3.Pictures—Enumeration
Say,"NowIamgoing to showyouaprettypicture."Showpicture (a) andsay,"Tellmewhatyouseeinthispicture,"or,"Lookatthepictureandtellmeeverythingyoucanseeinit."Ifnoresponse,"Showmethe——.""Thatisfine:nowtellmeeverythingyouseeinthepicture."Ifnecessaryask,"Andwhatelse?"Sameforpictures(b)and(c).
Creditifatleastthreeobjectsinonepictureareenumeratedspontaneously,orifonepictureisdescribedorinterpreted.
4.GivingSex
IfS.isaboy,"Areyoualittleboyoralittlegirl?"IfS.isagirl,"Areyoualittlegirloralittleboy?"Ifnoresponse,"Areyoualittlegirl?"(ifaboy);or"Areyoualittleboy?"(ifagirl).Ifansweris"No,"say,"Well,whatareyou?Areyoualittleboyoralittlegirl?"(orviceversa).
5.GivingLastName
Ask,"What isyourname?" Ifanswer isonlyfirstor lastname,e.g.,Walter,say,"Yes,butwhatisyourothername?Walterwhat?"andifnecessary,"IsyournameWalterSmith?"
6.RepeatingSentences
"Canyousay,'nicekitty'?""Nowsay,'Ihavealittledog.'"Ifnoresponse,repeatfirstsentencetwoorthreetimes.Sameprocedurefor(b)"Thedogrunsafterthecat"and(c)"Insummerthesun ishot,"except that thesemaybegivenonlyonce.
Creditifatleastonesentenceisgivenwithouterrorafterasinglereading.
Alt.RepeatingThreeDigits
Say,"Listen.Say,4,2.Nowsay,6,4,1."Samefor3,5,2,and8,3,7.Mayrepeat(a),notothers.Rate,alittlefasterthanonedigitpersecond.
Creditifonesetoutofthethreeisgivencorrectlyafterasinglereading.
YearIV
1.ComparisonofLines
Showcard (IV1) and say,"See these lines.Lookcloselyand tellmewhichoneislonger.Putyourfingeronthelongestone."Ifnoresponse,"Showmewhichlineisthebiggest."Showtwicemore(reversingcardatsecondshowing)andask,"Whichoneisthelongesthere?"Ifonlytwooutofthreearecorrect,repeattheentiretest.
Creditifthreeresponsesoutofthree,orfiveoutofsix,arecorrect.
2.DiscriminationofForms
UsetheformssuppliedwiththepackageofTestMaterial.Oneofthetwocardscontaining the forms is tobecutup,so that the formsmaybeplacedoneatatimeontheothercardat"X."
Place circle at "X" on card and say,"Showme one like this," at same timepassing the finger around the circumferenceof the circle. If no response,"Doyouseeallofthesethings?"(runningfingeroverthevariousforms)."Anddoyouseethisone?"(pointingtocircleagain)."Now,findmeanotheronejustlikethis."Afirsterrorshouldbecorrectedthus,"No,findonejust likethis"(againpassingfingeraroundtheoutlineofformat"X").Makenocommenton
anyothererrors,butpassontothesquare,thenthetriangle,andtherestinanyorder.Commendsuccesses.
Credit for 7 correct choices out of 10. The first error, if corrected, counts ascorrect.
3.CountingFourPennies
Place fourpennies in ahorizontal row.Say,"See thesepennies.Count themand tellmehowmany there are.Count themwith your finger, thisway"(pointing to the first oneon the subject's left)—"One.Now, go ahead." IfS.gives numberwithout pointing, say,"No, count themwith your finger, thisway,"startinghimasbefore.HaveS.countaloud.
Creditforcorrectcounttallyingwithpointing.
4.CopyingSquare
ShowS.thesquareandsay,"Youseethat?"(pointingtosquare)."Iwantyoutomakeonejustlikeit.Makeitrighthere"(showingspaceonrecordblank)."Go ahead. I know you can do it nicely." Unless drawing is clearlysatisfactory, repeat twicemore, sayingeach time"Make it exactly like this,"pointingtomodel.Pencil.
Creditifonedrawingissatisfactory.Scoreliberally.(Seescoringcard.)
5.Comprehension
BesuretogetS.'sattentionbeforeaskingquestion.Repeatifnecessary.Allow20secondsforanswer.
(a)"Whatmustyoudowhenyouaresleepy?"
(b)"Whatoughtyoutodowhenyouarecold?"
(c)"Whatoughtyoutodowhenyouarehungry?"
Credit if two responses of the three are correct. (See The Measurement ofIntelligence,p.158.)
6.RepeatingFourDigits
Say,"Listen.IamgoingtosayoversomenumbersandafterIamthrough,IwantyoutosaythemexactlyasIdo.Listencloselyandgetthemjustright."Give(a)4,7,3,9,then(b)2,8,5,4,and(c)7,2,6,1,ifnecessary.Mayrepeat(a)untilattempt ismade,butnotothers.Rate,a little faster thanonedigitpersecond.
Creditifonesetofthethreeiscorrectlyrepeatedinorder,afterasinglereading.
7.Alt.RepeatingSentences
Say,"Listen;saythis,'Whereiskitty?'""Now,saythis,——," reading thefirstsentenceinanaturalvoice,distinctlyandwithexpression.Mayre-readthefirstsentence.
(a)"Theboy'snameisJohn.Heisaverygoodboy."
(b)"Whenthetrainpassesyouwillhearthewhistleblow."
(c)"Wearegoingtohaveagoodtimeinthecountry."
Creditifatleastonesentenceisrepeatedcorrectlyafterasinglereading.
YearV
1.ComparisonofWeights
Place the3and15gramweightsbeforeS.,2or3 inchesapart.Say,"Youseetheseblocks.Theylookjustalike,butoneofthemisheavyandoneislight.Trythemandtellmewhichoneisheavier."Repeatinstructionsifnecessary,saying,"Tellmewhichoneistheheaviest."IfS.merelypointswithoutliftingblocks,orpicksuponeatrandom,say,"No,thatisnottheway.Youmusttakethe blocks in your hands and try them, like this." (Illustrate.)Give secondtrialwithpositionofweightsreversed;thirdtrialwithweightsinsamepositionasfirst.
Creditiftwoofthreecomparisonsarecorrect.
2.NamingColors
Showcard(V2)andsay,pointingtocolorsintheorder,red,yellow,blue,green,"Whatisthenameofthatcolor?"
Creditifallcolorsarecorrectlynamed,withoutmarkeduncertainty.
3.ÆstheticComparison
Showpairsoffacesinorderfromtoptobottomofcard(V3).Say,"Whichofthesetwopicturesistheprettiest?"
Creditifallthreecomparisonsaremadecorrectly.
4.Definitions:UseorBetter
Say,"Youhaveseenachair.Youknowwhatachair is.Tellme,what isachair?" Ifnecessaryurgeas follows:"Iamsureyouknowwhatachair is.Youhaveseenachair.""Now,tellme,what isachair?" IfS. rambles say,
"Yes,buttellme;whatisachair?"Sameforhorse,fork,doll,pencil,table.
Creditiffourwordsoutofthesixaredefinedintermsofuseorbetter.(SeeTheMeasurementofIntelligence,p.168.)
5.Patience
Use two cards, each 2 x 3 inches. Divide one of them diagonally into twotriangles.PlacetheuncutcardonthetablewithoneofthelongersidestowardS.Thenlaythedividedcardthus,
triangles
andsay,"Iwantyoutotakethesetwopieces(touchingthetwotriangles)andputthemtogethersotheywilllookexactlylikethis"(pointingtorectangle).IfS.hesitates,repeatinstructionswithalittleurging.Iffirstattemptisafailure,replace pieces, saying,"No; put them together so they will look like this"(pointingtorectangle).Donotsuggestfurtherbyfaceorwordwhetherresponseiscorrect.Ifapieceisturnedover,turnitbackanddon'tcountthattrial.Give,ifnecessary,threetrialsofoneminuteeach.
Creditiftwoofthethreetrialsaresuccessful.
6.ThreeCommissions
TakeS. to center of room. Say,"Now, Iwant you to do something forme.Here'sakey.Iwantyoutoputitonthatchairoverthere;thenIwantyoutoshut(oropen)thatdoor,andthenbringmetheboxwhichyouseeoverthere" (pointing in turn to theobjects designated)."Doyouunderstand?Besuretoget itright.First,put thekeyonthechair, thenshut (oropen) thedoor, thenbringmethebox (againpointing).Goahead." Stresswords firstandthen.Givenofurtheraid.
Creditifthethreecommissionsareexecutedinproperorder.
Alt.GivingAge
Say,"Howoldareyou?"
YearVI
1.RightandLeft
Say,"Showmeyourrighthand"(stressrightandhand,etc., ratherstronglyandequally).Sameforleftear,righteye.Ifthereisoneerror,repeatwholetest,usinglefthand,rightear,lefteye.Avoidgivingaidinanyway.
Creditifthreeofthree,orfiveofsixresponsesarecorrect.
2.MissingParts
Showcard(VI2)andsay,"Thereissomethingwrongwiththisface.Itisnotall there.Partof it is leftout.Lookcarefullyandtellmewhatpartof thefaceisnotthere."Samefor(b)and(c).IfS.givesirrelevantanswer,say,"No;Iamtalkingabouttheface.Lookagainandtellmewhat is leftoutoftheface."Ifcorrectresponsedoesnotfollow,pointtotheplacewhereeyeshouldbeandsay,"See,theeyeisgone."Thenproceedtoothers,asking,"Whatisleftout of this face?" For (d) say,"What is left out of this picture?" No helpexcepton(a).Orderiseyes,mouth,nose,arms.
Creditifcorrectresponseismadeforthreeoffourpictures.
3.CountingThirteenPennies
Placethirteenpenniesinhorizontalrow.Say,"Seethesepennies.Countthemand tellmehowmany there are.Count themwith your finger, thisway"(pointing to the first oneon the subject's left)—"One.Now, go ahead." IfS.gives numberwithout pointing, say,"No, count themwith your finger, thisway," starting him as before.Have S. count aloud. Second trial given if onlyminormistakeismade.
Creditifonecorrectcount,tallyingwiththepointing,ismadeinfirstorsecondtrials.
4.Comprehension
Say(a)"What'sthethingtodoifitisrainingwhenyoustarttoschool?"
(b)"What'sthethingtodoifyoufindthatyourhouseisonfire?"
(c)"What'sthethingtodoifyouaregoingsomeplaceandmissyourtrain(car)?"Mayrepeataquestion,butdonotchangeform.
Credit if two of three responses are correct. (See The Measurement ofIntelligence,pp.182-83.)
5.NamingFourCoins
Showinordernickel,penny,quarter,dime,asking,"Whatisthat?"Ifansweris"money,"say,"Yes,butwhatdoyoucallthatpieceofmoney?"
Creditifthreeoffourresponsesarecorrect.
6.RepeatingSentences
Say,"Now, listen. I am going to say something and after I am through Iwant you to say it over just as I do.Understand?Listen carefully andbesure to say exactly what I say." Repeat, "say exactly what I say," before
readingeachsentence.Donotre-readanysentence.
(a)"Wearehavingafinetime.Wefoundalittlemouseinthetrap."
(b)"Walterhadafinetimeonhisvacation.Hewentfishingeveryday."
(c)"Wewillgooutforalongwalk.Pleasegivememyprettystrawhat."
Credit if one sentence out of three is repeated without error, or twowith notmorethanoneerroreach.
Alt.ForenoonandAfternoon
If A.M., ask, "Is it morning or afternoon?" If P.M., "Is it afternoon ormorning?"
YearVII
1.GivingNumbersofFingers
Say,"Howmanyfingershaveyouononehand?""Howmanyontheotherhand?""Howmanyonbothhandstogether?"IfS.beginstocount,say,"No,don'tcount.Tellmewithoutcounting,"andrepeatquestion.
Credit if all three questions are answered correctly and promptly withoutcounting(5,5,10or4,4,8).
2.Pictures;Description
Showcard(a)andsay,"Whatisthispictureabout?""Whatisthisapictureof?"May repeat question, but do not change it. Same for (b) and (c). Order,DutchHome,Canoe,PostOffice.
Credit if two of the three pictures are described or interpreted. (See TheMeasurementofIntelligence,pp.191-92.)
3.RepeatingFiveDigits
Say,"Now, listen. I am going to say over some numbers and after I amthrough,IwantyoutosaythemexactlyasIdo.Listencloselyandgetthemjustright."Give(a)3,1,7,5,9,andifnecessary(b)4,2,8,3,5,and(c),9,8,1,7,6.Donotre-readanyset.Avoidgrouping.
Creditifonesetofthethreeisgivencorrectly.
4.TyingBowKnot
ShowS.acompletedbowknot(shoestringtiedaroundapencil)andsay:"Youknowwhatkindofaknotthisis,don'tyou?Itisabowknot.Iwantyoutotake this other piece of string and tie the same kind of knot aroundmyfinger."GiveS.stringofsamelengthandholdfingerconvenientlyforS.
Creditifdoublebow(bothendsfoldedin)istiedwithinoneminute.Theusualhalfknotasbasismustnotbeomitted.Singlebow,halfcredit.
5.GivingDifferences
Say,"What is thedifferencebetweena flyandabutterfly?" IfS.doesnotunderstand,say,"Youknowflies,doyounot?Youhaveseenflies?Andyouknow the butterflies? Now, tell me the difference between a fly and abutterfly."Sameforstoneandegg,andwoodandglass.
Credit if any real difference is given in two of three questions. (See The
MeasurementofIntelligence,pp.200-01.)
6.CopyingDiamond
Place diamond before S., and give pen, saying, "I want you to draw oneexactly like this.Make itrighthere" (showingspaceon recordblank).Givethree trials if necessary, saying each time, "Make it exactly like this one."(Notethatpenandinkmustbeused.)
Creditiftwodrawingsaresatisfactory.(Seescoringcard.)
Alt.1.NamingDaysofWeek
Say,"You know the days of theweek, do you not?Name the days of theweek for me." If response is correct, check by asking, "What day comesbeforeTuesday?""BeforeThursday?""BeforeFriday?"
Creditifcorrectresponseisgivenwithin15seconds,andiftwoofthreechecksarecorrect.
Alt.2.ThreeDigitsBackwards
Say,"Listencarefully.IamgoingtoreadsomenumbersagainbutthistimeIwantyou to say thembackwards.Forexample, if I should say5—1—4,you would say 4—1—5. Do you understand?" Then, "Ready, now; listencarefully, and be sure to say the numbers backwards." If S. gives digitsforwards,repeat instructions.Ifnecessary,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.
Creditifonesetisrepeatedbackwardswithouterror.
YearVIII
1.BallandField
Present "round field" on record blank with gate facing S. and say, "Let ussuppose that your baseball has been lost in this round field.You have noideawhatpartof the field it is in.Youdon'tknowwhatdirection itcamefrom,howitgotthere,norwithwhatforceitcame.Allyouknowisthattheballislostsomewhereinthefield.Now,takethispencilandmarkoutapathtoshowmehowyouwouldhuntfortheballsoastobesurenottomissit.Beginatthegateandshowmewhatpathyouwouldtake."IfS.stops,say,"But suppose you have not found it yet, which direction would you gonext?"
Credit in Year VIII for "inferior" plan (or better); in Years VIII and XII for"superior"plan.(Seescoringcard.)
2.Counting20to1
Say, "You can count backwards, can you not? I want you to countbackwardsformefrom20to1.Goahead."IfS.counts1-20say,"No,Iwantyou to count backwards from 20 to 1, like this: 20—19—18 and clear ondownto1.Now,goahead."HaveS.try,evenifhesayshecannot,butdonotprompt.
Creditforcountingfrom20to1within40secondswithnotmorethanoneerror.Spontaneouscorrectionsallowed.
3.Comprehension
Say,"What'sthethingforyoutodo:
(a)"Whenyouhavebrokensomethingwhichbelongstosomeoneelse?
(b)"Whenyouareonyourwaytoschoolandnoticethatyouareindangerofbeinglate?
(c)"Ifaplaymatehitsyouwithoutmeaningtodoit?"
Questionsmayberepeatedonceortwice,butformmustnotbechanged.
Credit if two of three responses are correct. (See The Measurement ofIntelligence,p.216.)
4.FindingLikenesses:TwoThings
Say,"I am going to name two thingswhich are alike in someway, and Iwantyoutotellmehowtheyarealike."
(a)"Woodandcoal:inwhatwayaretheyalike?"Ifdifferenceisgiven,say,"No,Iwantyouto tellmehowtheyarealike. Inwhatwayarewoodandcoalalike?"
(b)"Inwhatwayareanappleandapeachalike?"
(c)"Inwhatwayareironandsilveralike?"
(d)"Inwhatwayareashipandanautomobilealike?"
Credit if any real likeness is given for two of the four pairs. (See TheMeasurementofIntelligence,pp.219-20.)
5.Definitions:SuperiortoUse
Ask,"Whatisaballoon?"Samefortiger,football,soldier.Donotcommentonresponses.Mayrepeatquestions.
Creditiftwooffourdefinitionsbetterthanusearegiven.(SeeTheMeasurementofIntelligence,pp.222-23.)
6.Vocabulary
Seelastsection.
Ifboth listsofwordsaregiven,credit if20definitionsaresatisfactory; ifonlyonelistisgiven,therequirementis10.
Alt.1.NamingSixCoins
Shownickel,penny,quarter,dime,silverdollar,andhalf-dollarinorder,asking,"What is that?" Ifanswer is "money," say,"Yes,butwhatdoyoucall thatpieceofmoney?"
Creditifallsixcoinsarecorrectlynamed.Spontaneouscorrectionsallowed.
Alt.2.WritingfromDictation
Givepen,ink,andpaper,andsay,"Iwantyoutowritesomethingformeasnicelyasyoucan.Writethesewords:'Seethelittleboy.'Besuretowriteitall: 'Seethe littleboy.'"Donotdictate thewords separately,norgive furtherrepetition.
Creditifsentenceiswrittenwithoutomissionofawordandlegiblyenoughtobeeasily recognized.Misspellingdisregarded ifword is easily recognizable. (Seescoringcard.)
YearIX
1.GivingtheDate
Askinorder,(a)"Whatdayoftheweekisto-day?"(b)"Whatmonthisit?"(c)"Whatdayofthemonthisit?"(d)"Whatyearisit?" IfS.givesdayofmonthfordayofweek,orviceversa,repeatquestionwithsuitableemphasis.Nootherhelp.
Creditifthereisnoerrorgreaterthanthreedaysin(c)andnoerrorin(a), (b),and(d).Spontaneouscorrectionallowed.
2.ArrangingFiveWeights
Place 3, 6, 9, 12, and 15 gramweights before S. and say,"See theseblocks.They all look alike, don't they?But they are not alike. Some of themareheavy,somearenotquitesoheavy,andsomearestilllighter.Notwoweighthesame.Now,Iwantyoutofindtheheaviestoneandplaceithere.Thenfind the one that is just a little lighter andput it here.Thenput thenextlighteronehere,andthenextlighteronehere,andthelightestofallatthisend (pointing).Ready; go ahead." Give second and, if necessary, third trial,repeatinginstructionsonlyifS.hasusedanabsurdprocedure.DonotshowS.thecorrectmethod.
Creditforcorrectarrangementintwoofthreetrials.
3.MakingChange
Ask, "If I were to buy 4 cents' worth of candy and should give thestorekeeper10cents,howmuchmoneywouldIgetback?"Similarlyfor12-15cents;and4-25cents.S.isnotallowedcoinsorpencilandpaper.IfS.forgetsproblem,repeatonce,butnotmore.Spontaneouscorrectionsallowed.
Creditiftwoanswersofthreearecorrect.
4.FourDigitsBackwards
Say,"Listencarefully.Iamgoingtoreadsomenumbers,andIwantyoutosaythembackwards.Forexample,ifIshouldsay5—1—4,youwouldsay4—1—5.Do you understand?" Then,"Ready now; listen carefully, and besure to say the numbers backwards." If S. gives digits forwards, repeatinstructions. If necessary, give (b) and (c), repeating each time,"Readynow;listencarefully,andbesuretosaythenumbersbackwards."6,5,2,8;4,9,3,7;8,6,2,9.
Creditifonesetisrepeatedbackwardswithouterror.
5.ThreeWordsinOneSentence
Say,"Youknowwhatasentenceis,ofcourse.Asentenceismadeupofsomewordswhichsaysomething.Now,Iamgoingtogiveyouthreewords,andyoumustmakeupasentencethathasallthreewordsinit.Thethreewordsare'boy,''river,''ball.'Goaheadandmakeupasentencethathasallthreewords in it."Repeat instructions ifnecessary,butdonot illustrate.May say,"The threewordsmustbeputwith someotherwords so that all of themtogetherwillmakeasentence."Giveonlyonetrial,anddonotcautionagainstmakingmore than one sentence.Do not hurry S., but allow only oneminute.Then say, "Now make a sentence that has in it the three words 'work,''money,''men.'"Ifnecessarygive(c)desert,rivers,lakes,inthesameway.
Credit if satisfactory sentence is given in two of three trials. (See TheMeasurementofIntelligence,pp.243-45.)
6.FindingRhymes
Say,"Youknowwhatarhymeis,ofcourse.Arhymeisawordthatsoundslike anotherword. Twowords rhyme if they end in the same sound. Forexample, 'hat,' 'cat,' 'rat,' 'bat,' all rhyme with one another. Now, I amgoingtogiveyouoneminutetofindasmanywordsasyoucanthatrhymewith'day.'Ready;goahead." IfS. fails, repeatexplanation,andgivesamplerhymes for day, as say,may, pay, hay. Otherwise, proceed,"Now, you haveanotherminute to name all the words you can think of that rhyme with'mill.'"Same,ifnecessary,forspring.Donotrepeatexplanationafter"mill"or
"spring."
Credit if three rhymes in one minute are given for each of two out of threewords.
Alt.1.NamingtheMonths
Say,"Nameall themonthsof theyear." Ifcorrect, checkbyasking,"WhatmonthcomesbeforeApril?""BeforeJuly?""BeforeNovember?"
Creditifmonthsarecorrectlynamedwithin15secondswithnotmorethanoneerror,andiftwoofthreechecksarecorrect.
Alt.2.CountingValueofStamps
Say,"Youknow,ofcourse,howmuchastamplikethiscosts(pointingtoa1-centstamp).Andyouknowhowmuchonelikethiscosts(pointingtoa2-centstamp).Now, how much money would it take to buy all these stamps?"(showingthree1-centstampsandthree2-centstamps).Donottellvalues,wherenot known; if values are known but sum is wrongly given, give second trial,saying,"Tellmehowyougotit."
Creditifcorrectvalueisgiveninnotover15seconds.
YearX
1.Vocabulary
Seelastsection.
Ifbothlistsaregiven,30satisfactorydefinitionsarerequired;ifonlyonelistisgiven,therequirementis15.
2.Absurdities
"I am going to read a sentence which has something foolish in it, somenonsense.Listencarefullyandtellmewhatisfoolishaboutit."Afterreadingsay,"Whatisfoolishaboutthat?"Givesentencestwiceifnecessary,repeatingexactly.Ifresponseisambiguous,askS.whathemeans.
(a)Amansaid:"Iknowaroadfrommyhousetothecitywhichisdownhillallthewaytothecityanddownhillallthewaybackhome."
(b)An engineer said that themore cars he had on his train the faster hecouldgo.
(c)Yesterday the police found the body of a girl cut into 18 pieces. Theybelievethatshekilledherself.
(d)There was a railroad accident yesterday, but it was not very serious.Only48peoplewerekilled.
(e)Abicyclerider,beingthrownfromhisbicycleinanaccident,struckhishead against a stone and was instantly killed. They picked him up andcarriedhimtothehospital,andtheydonotthinkhewillgetwellagain.
Credit if four responses out of five are satisfactory. (SeeTheMeasurement ofIntelligence,pp.256-58.)
3.DrawingDesignsfromMemory
GiveS.pencilandpaper, thensay,"Thiscardhastwodrawingsonit.Iamgoingtoshowthemtoyoufor tenseconds, thenIwill takethecardawayandletyoudrawfrommemorywhatyouhaveseen.Lookatbothdrawingscarefullyandremember thatyouhaveonly tenseconds."Showcard (X3)for10seconds,rightsideup.HaveS.reproducedesignsimmediately,andnote
onhispaperwhichisthetopofhisdrawing.
Creditifonedesignisreproducedcorrectlyandoneatleasthalfcorrectly.(Seescoringcards.)
4.ReadingandReport
newsreport
Showselectionandsay,"Iwantyoutoreadthisformeaswellasyoucan."Pronounce for S. allwords he cannotmake out, allowing not over 5 seconds'hesitation. (Record reading timeanderrors.)WhenS.has finished, say,"Verywelldone.Now,tellmewhatyouread.Beginatthefirstandtelleverythingyoucanremember."WhenS.stops,ask,"Andwhatelse?"
Creditifselectionisreadwithin35secondswithnotmorethantwoerrors,andifreport given contains at least eight "memories" as separated above. Minorchangesinwordingallowed.Scoringisdonebycheckingwordgroupsonrecordblank.
5.Comprehension
Askinorder,
(a)"Whatoughtyoutosaywhensomeoneasksyouropinionaboutapersonyoudon'tknowverywell?"
(b)"Whatoughtyoutodobeforeundertaking (beginning)somethingveryimportant?"
(c)"Whyshouldwejudgeapersonmorebyhisactionsthanbyhiswords?"
Mayrepeatbutnotchangequestionexcepttosubstitutebeginningin(b)incaseundertakingseemsnottobeunderstood.
Credit if two of three replies are satisfactory. (See The Measurement of
Intelligence,pp.269-71.)
6.NamingSixtyWords
Say, "Now, I want to see how many different words you can name in 3minutes.WhenIsayready,youmustbeginandnamethewordsasfastasyoucan,andIwillcountthem.Doyouunderstand?Besuretodoyourverybest,andrememberthatjustanywordswilldo,like'clouds,''dog,''chair,''happy'—ready;goahead."Wheneverthereisapauseof15seconds,say,"Goahead as fast as you can. Any words will do." Don't allow sentences orcounting; if attempted, interrupt with"Counting (or sentences)not allowed.Youmustnameseparatewords.Goahead."
Creditif60words,exclusiveofrepetitions,aregiveninthreeminutes.Iftimeislimitedoneminutemaybegivenand28wordsrequired.
Alt.1.RepeatingSixDigits
"Now,listen.IamgoingtosayoversomenumbersandafterIamthroughIwantyoutosaythemexactlyasIdo.Listencloselyandgetthemjustright."Give(a)andifnecessary(b).3,7,4,8,5,9;5,2,1,7,4,6.
Creditifonesetisgivenwithouterror.
Alt.2.RepeatingSentences
Say,"Nowlisten.IamgoingtosaysomethingandafterIamthroughIwantyoutosayitoverjustasIdo.Understand?ListencarefullyandbesuretosayexactlywhatIsay."Repeat,"SayexactlywhatIsay,"beforereadingeachsentence.Donotre-readanysentence.
(a)The apple treemakes a cool pleasant shade on the groundwhere thechildrenareplaying.
(b)Itisnearlyhalf-pastoneo'clock;thehouseisveryquietandthecathasgonetosleep.
(c)Insummerthedaysareverywarmandfine;inwinteritsnowsandIamcold.
Credit if one sentence out of three is repeated without error, or twowith notmorethanoneerroreach.
Alt.3.Healy-FernaldPuzzle
Placeframe(shortsidetowardS.)andblocksontableandsay,"Iwantyoutoputtheseblocksinthisframesothatallthespacewillbefilledup.Ifyoudoitrightly,theywillallfitinandtherewillbenospaceleftover.Goahead."Donotsuggesthurrying.Noteprocedure,especiallytendenciestorepeatabsurdmoves,andmoveswhichleavespacesobviouslyimpossibletofill.
CreditifS.fitsblocksintoplacethreetimeswithinatotaltimeoffiveminutesforthethreetrials.
YearXII
1.Vocabulary
Seelastsection.
40satisfactorydefinitionsifbothlistsaregiven;20ifonlyonelistisgiven.
2.Definitions:AbstractWords
Say"Whatispity?""Whatdowemeanbypity?"etc. If responsecontainswordtobedefined,ask,"Yes,butwhatdoesitmeantopitysomeone?"Sameforrevenge,charity,envy,justice.QuestionS.ifresponseisnotclear.
Creditifthreeofthefivewordsaresatisfactorilydefined.(SeeTheMeasurementofIntelligence,pp.282-84.)
3.BallandField
Present "round field" on record blank with gate facing S. and say, "Let ussuppose that your baseball has been lost in this round field.You have noideawhatpartof the field it is in.Youdon'tknowwhatdirection itcamefrom,howitgotthere,norwithwhatforceitcame.Allyouknowisthattheballislostsomewhereinthefield.Now,takethispencilandmarkoutapathtoshowmehowyouwouldhuntfortheballsoastobesurenottomissit.Beginatthegateandshowmewhatpathyouwouldtake."IfS.stops,say,"But suppose you have not found it yet, which direction would you gonext?"
Credit in Year VIII for "inferior" plan (or better); in Years VIII and XII for"superior"plan.(Seescoringcard.)
4.DissectedSentences
dissectedsentences
Point to thefirstgroupofwords(Forthe, etc.), and say,"Here isasentencethathasthewordsallmixedup,sothat theydon'tmakeanysense.If thewords were changed around in the right order they would make a goodsentence.Lookcarefullyandseeifyoucantellmehowthesentenceoughttoread." Do not hurry S., but allow only one minute. If S. fails on the firstsentence, read it for him slowly and correctly, pointing at each word as youspeakit.Sameprocedureforsecondandthird,exceptthatnohelpisgiven.
Credit if two sentences of three are correct, or one correct and two nearlycorrect.Time,oneminuteeach.(SeeTheMeasurementofIntelligence,p.288.)
5.InterpretationofFables
Presentfablesinordergivenbelow.Say,"Youknowwhatafableis?Fables,you know, are little storieswhich teach us a lesson. I am going to read afabletoyou.Listencarefully,andwhenIamthroughIwillaskyoutotellmewhatlessonthefableteachesus."Afterreading,say,"Whatlessondoesthatteachus?"QuestionS.ifresponseisnotclear.Proceedwith(b), (c), (d),and(e)thus:"Hereisanother.Listenagainandtellmewhatlessonthisfableteachesus."Aftereachask,"Whatlessondoesthatteachus?"
(a)Herculesandthewagoner
Amanwasdrivingalongacountry road,when thewheels suddenly sank inadeeprut.ThemandidnothingbutlookatthewagonandcallloudlytoHerculestocomeandhelphim.Herculescameup,lookedattheman,andsaid:"Putyourshouldertothewheel,myman,andwhipupyouroxen."Thenhewentawayandleftthedriver.
(b)Themilkmaidandherplans
Amilkmaid was carrying her pail of milk on her head, and was thinking toherselfthus:"Themoneyforthismilkwillbuy4hens;thehenswilllayatleast100eggs;theeggswillproduceatleast75chicks;andwiththemoneywhichthechickswillbringIcanbuyanewdresstowearinsteadoftheraggedoneIhaveon."Atthismomentshelookeddownatherself,tryingtothinkhowshewouldlookinhernewdress;butasshedidsothepailofmilkslippedfromherheadand dashed upon the ground. Thus all her imaginary schemes perished in amoment.
(c)Thefoxandthecrow
Acrow,havingstolenabitofmeat,perchedinatreeandhelditinherbeak.Afox, seeingher,wished to secure themeat, and spoke to the crow thus: "Howhandsomeyouare!And Ihaveheard that thebeautyofyourvoice isequal tothat of your formand feathers.Will younot sing forme, so that Imay judgewhetherthisistrue?"Thecrowwassopleasedthatsheopenedhermouthtosinganddroppedthemeat,whichthefoximmediatelyate.
(d)Thefarmerandthestork
Afarmer set some traps to catch craneswhichhadbeen eatinghis seed.Withthemhecaughtastork.Thestork,whichhadnotreallybeenstealing,beggedthefarmertosparehislife,sayingthathewasabirdofexcellentcharacter,thathewasnotatalllikethecranes,andthatthefarmershouldhavepityonhim.But
thefarmersaid:"Ihavecaughtyouwiththeserobbers,thecranes,andyouhavegottodiewiththem."
(e)Themiller,hisson,andthedonkey
Amillerandhissonweredrivingtheirdonkeytoaneighboringtowntosellhim.Theyhadnotgonefarwhenachildsawthemandcriedout:"Whatfoolsthosefellowsaretobetrudgingalongonfootwhenoneofthemmightberiding."Theoldman,hearingthis,madehissongetonthedonkey,whilehehimselfwalked.Soontheycameuponsomemen."Look,"saidoneof them,"see that lazyboyridingwhilehisoldfatherhastowalk."Onhearingthisthemillermadehissongetoff,andheclimbeduponthedonkeyhimself.Fartherontheymetacompanyof women, who shouted out: "Why, you lazy old fellow, to ride along socomfortablywhileyourpoorboytherecanhardlykeeppacebythesideofyou!"And so thegood-naturedmiller tookhisboyupbehindhimandbothof themrode.Astheycametothetownacitizensaidtothem,"Why,youcruelfellows!Youtwoarebetterabletocarrythepoorlittledonkeythanheistocarryyou.""Verywell,"saidthemiller,"wewilltry."Sobothofthemjumpedtotheground,got someropes, tied thedonkey's legs toapoleand tried tocarryhim.Butastheycrossedthebridgethedonkeybecamefrightened,kickedloose,andfellintothestream.
CreditinYearXIIifscoreis4pointsormore;inYearXVIifscoreis8pointsormore. Allow 2 points for each fable for correct, and 1 for partially correctresponse.(NotecarefullyscoringdirectionsinTheMeasurementofIntelligence,pp.290-97.)
6.FiveDigitsBackwards
"Listencarefully;Iamgoingtoreadsomenumbers,andIwantyoutosaythembackwards.Forexample,ifIshouldsay5—1—4,youwouldsay4—1—5.Doyouunderstand?"Then,"Readynow;listencarefully,andbesureto say the numbers backwards." If S. gives digits forwards, repeatinstructions. If necessary, give (b) and (c), repeating each time,"Readynow;
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.
Creditifonesetisrepeatedbackwardswithouterror.
7.Pictures;Interpretation
ShowinsuccessionDutchHome,RiverScene,PostOffice,andColonialHouse,sayingeachtime,"Tellmewhatthispictureisabout.Explainthispicture."Maypromptwith,"Goahead,"or"Explainwhatyoumean."
Credit if three of the four pictures are satisfactorily interpreted. (See TheMeasurementofIntelligence,pp.303-04.)
8.FindingLikenesses;ThreeThings
Say,"Iamgoingtonamethree thingswhicharealike insomeway,andIwantyoutotellmehow theyarealike.Snake,cow,andsparrow; inwhatwayaretheyalike?"Mayrepeatorurgewith,"I'msureyoucantellmehowasnake,acow,andasparrowarealike,"butdonotchangeformofquestion.Ifdifferenceisgiven,say,"No,Iwantyoutotellmehowtheyarealike. Inwhat way are a snake, a cow, and a sparrow alike?" Same for (b) book,teacher,newspaper;(c)wool,cotton,leather;(d)knife-blade,penny,pieceofwire;(e)rose,potato,tree.
Credit if any real similarity is given in three out of five trials. (See TheMeasurementofIntelligence,pp.307-08.)
YearXIV
1.Vocabulary
Seelastsection.
50satisfactorydefinitionsifbothlistsaregiven;25ifonlyonelistisgiven.
2.InductionTest
(IfXVIII2istobegiven,itshouldprecedethistest.)Providesixsheetsoftissuepaper,8½by11inches.Takethefirstsheet,andtellingS.towatchwhatyoudo,folditonce,andinthemiddleofthefoldededgecutoutasmallnotch;thenaskS.totellyouhowmanyholestherewillbeinthepaperwhenitisunfolded.Whatever the answer, unfold the paper and hold it up broadside for S.'sinspection.Next,takeanothersheet,folditonceasbeforeandsay,"Now,whenwefoldeditthiswayandcutoutapiece,yourememberitmadeoneholeinthepaper.Thistimewewillgivethepaperanotherfoldandseehowmanyholeswe shall have." Then proceed to fold the paper again, this time in theotherdirection,cutoutapiecefromthefoldedside,andaskhowmanyholestherewill bewhen thepaper is unfolded.Thenunfold the paper, hold it upbeforeS.soastolethimseetheresult.Whatevertheanswer,proceedwiththethirdsheet.Folditonceandsay,"Whenwefoldeditthiswaytherewasonehole."Folditagainandsay,"Andwhenwefoldeditthiswaythereweretwoholes."Foldthepaperathirdtimeandsay,"Now,Iamfoldingitagain.HowmanyholeswillithavethistimewhenIunfoldit?"AgainunfoldpaperwhileS.lookson.Continueinthesamemannerwithsheetsfour,five,andsix,addingone fold each time. In folding each sheet recapitulate results, saying (with thesixth, forexample):"Whenwefolded it thiswaytherewasonehole;whenwefoldeditagainthereweretwo;whenwefoldeditagaintherewerefour;when we folded it again there were eight; when we folded it again therewere sixteen;now tellmehowmanyholes therewill be ifwe fold it oncemore."Avoidsaying,"Whenwefoldeditonce,twice,threetimes."Aftersixthresponse,ask,"CanyoutellmearulebywhichIcouldknoweachtimehowmanyholestherearegoingtobe?"
Credit if answer to sixth question is correct, and governing rule is correctlystated.
3.PresidentandKing
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, ifpossible,untilthreearegiven.
Creditiftwoofthethreecorrectanswersaregiven.
4.ProblemQuestions
Say,"Listen, and see if you can understand what I read." Then read theproblemslowlyandwithexpression.Ifnecessary,re-readproblem.
(a)Amanwhowaswalkinginthewoodsnearacitystoppedsuddenlyverymuchfrightened,andthenrantothenearestpoliceman,sayingthathehadjustseenhangingfromthelimbofatreea——awhat?
Ifresponseisnotclear,say,"Explainwhatyoumean."
(b)Myneighborhasbeenhavingqueervisitors.First,adoctorcametohishouse, then a lawyer, then a minister (preacher or priest).What do youthinkhappenedthere?
Ifresponseissimply"adeath,"etc.,checkupbyaskingwhatthelawyercamefor.
(c)AnIndianwhohadcometotownforthefirsttimeinhislifesawawhiteman riding along the street. As the white man rode by, the Indian said:"Thewhitemanis lazy;hewalkssittingdown."WhatwasthewhitemanridingonthatcausedtheIndiantosay,"Hewalkssittingdown?"
Credit if two of the three problems are satisfactorily answered. Spontaneouscorrections allowed. (See The Measurement of Intelligence, pp. 316-18, forimportantscoringdirections.)
5.ArithmeticalReasoning
dissectedsentences
ShowS.theproblemsoneatatime.HaveS.readeachproblemaloudand,withtheprintedproblemstillbeforehim,findtheanswerwithouttheuseofpencilorpaper.Inthecaseofilliterates,examinerreadseachproblemforS.twoorthreetimes.
Creditiftwoofthethreeproblemsarecorrectlysolved,withinoneminuteeach,notincludingtimespentinreading.
6.ReversingHandsofClock
Say,"Supposeitissix-twenty-twoo'clock,thatis,twenty-twominutesaftersix;canyouseeinyourmindwherethelargehandwouldbe,andwherethesmallhandwouldbe?""Now,suppose the twohandsof theclockwere totradeplaces, so that the largehand takes theplacewhere the small handwas, and the small hand takes the placewhere the large handwas, whattimewoulditthenbe?"Repeatthetestwiththehandsat8.08(8minutesafter8),3andagainwiththehandsat2.46(14minutesbefore3).
38.08 issubstituted insteadof8.10, formerlyused,because it iscapableofmoreaccuratesolutionandislessconfusing.
Creditiftwoofthethreeproblemsaresolvedwitherrorofnomorethan3or4minutes.
Alt.RepeatingSevenDigits
"Nowlisten.IamgoingtosayoversomenumbersandafterIamthrough,IwantyoutosaythemexactlyasIdo.Listencloselyandgetthemjustright."Give(a)andifnecessary(b).2,1,8,3,4,3,9;9,7,2,8,4,7,5.
Creditifonesetisreproducedwithouterror.
YearXVI
1.Vocabulary
Seelastsection.
65satisfactorydefinitionsifbothlistsaregiven;33ifonlyonelistisgiven.
2.InterpretationofFables
SeeaboveinXII5forprocedure.
Allow 2 points for each fable correctly interpreted, and 1 if response issomewhatinferiortothestandard.CreditinXIIifscoreis4pointsormore;inXVIifscoreis8pointsormore.(NotecarefullyscoringinTheMeasurementofIntelligence,pp.290-97.)
3.DifferencesBetweenAbstractTerms
Ask,"Whatisthedifferencebetween—
(a)"Lazinessandidleness?
(b)"Evolutionandrevolution?
(c)"Povertyandmisery?
(d)"Characterandreputation?"
Ifanswer isambiguous,getS. toexplain. Ifhemerelydefines thewords, say,"Yes,butIwantyoutotellmethedifferencebetween——and——."
Creditifthreeofthefouranswersaregivencorrectly.(SeeTheMeasurementofIntelligence,pp.325-26.)
4.EnclosedBoxes
ShowS.asmallcardboardbox,andsay,"Listencarefully.Youseethisbox;ithas two smaller boxes inside of it, and each one of the smaller boxescontainsalittletinybox.Howmanyboxesaretherealtogether,countingthebigone?"Allowone-halfminute,recordanswer,thenshowsecondbox,saying,"This box has two smaller boxes inside, and each of the smaller boxescontains two tiny boxes.Howmany altogether?" Similarly for (c) and (d),using threeand three, and fourand four.Emphasize slightly thewords "three"and"four."
Creditifthreeofthefourproblemsaresolvedcorrectlywithinone-halfminuteeach.Spontaneouscorrectionsarecountedascorrect.
5.SixDigitsBackwards
Say"Listencarefully.Iamgoingtoreadsomenumbers,andIwantyoutosaythembackwards.Forexample,ifIshouldsay5—1—4,youwouldsay4—1—5.Doyouunderstand?"Then,"Readynow; listen carefully, andbesure to say the numbers backwards." If S. gives digits forwards repeatinstructions. If necessary, give (b) and (c), repeating each time,"Readynow;listen carefully, andbe sure to say thenumbersbackwards." 4, 7, 1, 9, 5,2;5,8,3,2,9,4;7,5,2,6,3,8.
Creditifonesetisrepeatedbackwardswithouterror.
6.Code
ShowS.thecodegivenoncard(XVI6).Say,"Seethesediagramshere?Lookand you will see that they contain all the letters of the alphabet. Now,examinethearrangementoftheletters.Theygo(pointing)abc,def,ghi,j
kl,mno,pqr,stuv,wxyz.Youseethelettersinthefirsttwodiagramsarearranged in theup-and-downorder (pointingagain),and the letters inthe other twodiagrams run in just the oppositeway from thehands of aclock(pointing).Lookagainandyouwillseethattheseconddiagramisjustlike the first, except that each letter has a dot with it, and that the lastdiagramis likethethirdexceptthathere,also,eachletterhasadot.Now,allofthisrepresentsacode;thatis,asecretlanguage.Itisarealcode,onethatwasusedintheCivilWarforsendingsecretmessages.Thisisthewayitworks:Wedrawthelineswhichholdaletter,butleaveouttheletter.Here,forexample, is thewaywewouldwrite 'spy.'"Thenwrite thewords"spy"and "trench," pointing out carefully where each letter comes from, andemphasizingthefactthatthedotmustbeusedinadditiontothelinesinwritinganyletterinthesecondorfourthdiagram.Thenadd:"Iamgoingtohaveyouwritesomethingforme;remember,now,howthelettersgo,first (pointing,asbefore)abc,def,ghi,thenjkl,mno,pqr,thenstuv,thenwxyz.And don't forget the dots for the letters in this diagram and this one"(pointing).Atthispoint,takeawaythediagrams,giveS.pencilandpaper,andtellhimtowritethewords"comequickly."Saynothingabouthurrying.Donotpermit S. to reproduce the code and then to copy the code letters from hisreproduction.
Creditifthewordsarewrittenwithinsixminuteswithnotmorethantwoerrors,omissionofdotcountingashalferror.
Alt.1.RepeatingSentences
Say,"Now, listen. I am going to say something and after I am through Iwant you to say it over just as I do.Understand?Listen carefully andbesure to say exactly what I say." Repeat "Say exactly what I say" beforereadingeachsentence.Donotre-readanysentence.
(a)Walter likesverymuchtogoonvisits tohisgrandmother,becauseshealwaystellshimmanyfunnystories.
(b)YesterdayIsawaprettylittledoginthestreet.Ithadcurlybrownhair,shortlegs,andalongtail.
Creditifonesentenceisrepeatedwithoutasingleerror.
Alt.2.ComprehensionofPhysicalRelations
(a)Drawahorizontal line6or8 inches long.An inchor twoabove itdrawahorizontal line about an inch long parallel to the first. Say, "The long linerepresentstheperfectlylevelgroundofafield,andtheshortlinerepresentsacannon.Thecannonispointedhorizontally(onalevel)andisfiredacrossthisperfectlylevelfield."Afteritisclearthattheseconditionsoftheproblemarecomprehended,add,"Now,supposethatthiscannonisfiredoffandthattheballcomestothegroundatthispointhere(pointingtothefartherendofthe linewhich represents the field).Take this pencil anddrawa linewhichwill showwhat path the cannonballwill take from the time it leaves themouthofthecannontillitstrikestheground."
(b)Say,"Youknow,ofcourse,thatwaterholdsupafishthatisplacedinit.Well,here isaproblem:Supposewehaveabucketwhich ispartly fullofwater.Weplacethebucketonthescalesandfindthatwiththewaterinititweighs exactly 45 pounds.Thenweput a 5-pound fish into the bucket ofwater.Now,whatwill thewholethingweigh?" IfS. respondscorrectly,say,"Howcanthisbecorrect,sincethewateritselfholdsupthefish?"
(c)"Youknow,doyounot,whatitmeanswhentheysayagun'carries100yards?'Itmeansthatthebulletgoes100yardsbeforeitdropstoamounttoanything."Whenthisisclear,proceed,"Now,supposeamanisshootingatamarkaboutthesizeofaquartcan.Hisriflecarriesperfectlymorethan100yards.Withsuchagunisitanyhardertohitthemarkat100yardsthanitisat50yards?"
Creditiftwoofthethreeproblemsaresatisfactorilysolved.
For(a),linemustbeginalmostonalevelanddropmorerapidlytowardtheend.
For(b),S.mustadherepositivelytorightanswer.
For (c), S. must know that a small deviation at 50 yards becomes a largerdeviationat100yards.
(SeeTheMeasurementofIntelligence,pp.333-36forimportantscoringrules.)
YearXVIII
1.Vocabulary
Seelastsection.
75satisfactorydefinitionsifbothlistsaregiven;38ifonlyonelistisgiven.
2.Paper-CuttingTest
WhenthistestisgivenitshouldprecedeXIV2.
Takeapieceofpaperabout6inchessquareandsay,"WatchcarefullywhatIdo.See,Ifoldthepaperthisway(foldingitonceoverinthemiddle).ThenIfold it thisway (folding it again in themiddle, but at right angles to the firstfold).Now,Iwillcutoutanotchrighthere"(indicating).Cutnotch,keepingfragments out of view. Leave folded paper exposed, but pressed flat againsttable.ThengiveS.apencilandasecondsheetofpaperliketheonealreadyusedand say,"Take this piece of paper andmake a drawing to show how theothersheetofpaperwouldlookifitwereunfolded.Drawlinestoshowthecreasesinthepaperandshowwhatresultsfromthecutting."DonotpermitS.tofoldsecondsheet,anddonotsay,"drawtheholes."
Creditifcreasesarecorrectlyrepresented,withcorrectnumberofholescorrectlylocated.
3.RepeatingEightDigits
Say,"Now, listen. I am going to say over some numbers and after I am
through,IwantyoutosaythemexactlyasIdo.Listencloselyandgetthemjustright."Give(a),andifnecessary(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.
Creditifonesetisreproducedwithouterror.
4.RepeatingThoughtofPassage
Say,"Iamgoingtoreadalittleselectionofaboutsixoreightlines.WhenIam through I will ask you to repeat asmuch of it as you can. It doesn'tmakeanydifferencewhetheryouremembertheexactwordsornot,butyoumust listen carefully so thatyoucan tellmeeverything it says."Read (a),and if necessary (b), recording response verbatim.Urge S. to give thought ofselectioninhisownwords,ifhehesitates.
(a)Tests,suchaswearenowmaking,areofvaluebothfortheadvancementof science and for the information of the person who is tested. It isimportantforsciencetolearnhowpeopledifferandonwhatfactorsthesedifferences depend. If we can separate the influence of heredity from theinfluenceofenvironment,wemaybeabletoapplyourknowledgesoastoguidehumandevelopment.Wemaythusinsomecasescorrectdefectsanddevelopabilitieswhichwemightotherwiseneglect.
(b)Manyopinionshavebeengivenon thevalueof life.Somecall itgood,otherscallitbad.Itwouldbenearercorrecttosaythatitismediocre;forontheonehandourhappiness isneverasgreatasweshould like,andonthe other hand ourmisfortunes are never as great as our enemies wouldwish for us. It is this mediocrity of life which prevents it from beingradicallyunjust.
Credit if main thoughts of one of the selections are given in reasonablyconsecutiveorder.(SeeTheMeasurementofIntelligence,pp.340-43.)
5.SevenDigitsBackwards
Say,"Listencarefully,Iamgoingtoreadsomenumbers,andIwantyouto
saythembackwards.Forexample,ifIshouldsay5—1—4youwouldsay4—1—5.Do you understand?" Then,"Ready now, listen carefully, and besure to say thenumbersbackwards." If S. gives the digits forwards, repeatinstructions. If necessary, give (b) and (c), repeating each time:"Ready now,listencarefully,andbesuretosaythenumbersbackwards."4,1,6,2,5,9,3;3,8,2,6,4,7,5;9,4,5,2,8,3,7.
Creditifonesetisrepeatedbackwardswithouterror.
6.IngenuityTest
State problem (a) orally, repeating it if S. does not respond promptly.Do notallowS. to use pencil or paper, and ask him to give his solution orally as heworksitout.Recordhisstatementinfull.IfS.resortstosomesuchmethodas"fillthe3-pintvesseltwo-thirdsfull,"or"Iwouldmarktheinsideofthe5-pintvesselsoastoshowwhere4pintscometo,"etc.,informhimthatsuchamethodisnotallowable;thatthiswouldbeguessing,sincehecouldnotbesurewhenthe3-pintvesselwastwo-thirdsfull,orwhetherhehadmarkedoffhis5-pintvesselaccurately.Tellhimhemustmeasureoutthewaterwithoutanyguessworkandexplainalso that it isa fairproblem,nota"catch."Saynothingaboutpouringfromonevesseltoanother,butifS.askswhetherthisispermissible,say"yes."IfS.hasnotsolved(a)correctlywithinfiveminutes,explainthesolutioninfullandproceedto(b).State(b)orallyandallowS.fiveminutesforitssolution.Donot explain in case of failure. If S. succeeds on either (a) or (b), butnotwithboth,giveproblem(c)orally,allowingfiveminutesforthisalso.
(a)"Amothersentherboytotheriverandtoldhimtobringbackexactly7pints ofwater. She gavehima 3-pint vessel anda 5-pint vessel. Showmehow the boy canmeasure out exactly 7 pints of water, using nothing butthesetwovesselsandnotguessingattheamount.Youshouldbeginbyfillingthe 5-pint vessel first. Remember, you have a 3-pint vessel and a 5-pintvessel,andyoumustbringbackexactly7pints."
Sameformulafor(b)5and7,get8.Beginwith5;and(c)4and9,get7.Beginwith4.
Credit if two of the three problems are solved correctly, each within fiveminutes.
Vocabulary
"Iwant to findouthowmanywordsyouknow.Listen;andwhenI sayaword,youtellmewhatitmeans.Whatisanorange?"etc.IfS.canread,lethim see the words on the vocabulary lists. Continue in each list till 6 or 8successivewords have beenmissed. If S. thinks formal definition is required,say:"Justtellmeinyourownwords;sayitanywayyouplease.AllIwantistofindoutwhetheryouknowwhata——is."MayaskS.toexplainwhathemeansifitisnotclear.
List1 List21. gown 1. orange2. tap 2. bonfire3. scorch 3. straw4. puddle 4. roar5. envelope 5. haste6. rule 6. afloat7. health 7. guitar8. eye-lash 8. mellow9. copper 9. impolite10. curse 10. plumbing11. pork 11. noticeable12. outward 12. muzzle13. southern 13. quake14. lecture 14. reception15. dungeon 15. majesty16. skill 16. treasury17. ramble 17. misuse
18. civil 18. crunch19. insure 19. forfeit20. nerve 20. sportive21. juggler 21. apish22. regard 22. snip23. stave 23. shrewd24. brunette 24. repose25. hysterics 25. peculiarity26. Mars 26. conscientious27. mosaic 27. charter28. bewail 28. coinage29. priceless 29. dilapidated30. disproportionate 30. promontory31. tolerate 31. avarice32. artless 32. gelatinous33. depredation 33. drabble34. lotus 34. philanthropy35. frustrate 35. irony36. harpy 36. embody37. flaunt 37. swaddle38. ochre 38. exaltation39. milksop 39. infuse40. incrustation 40. selectman41. retroactive 41. declivity42. ambergris 42. laity43. achromatic 43. fen44. perfunctory 44. sapient45. casuistry 45. cameo46. piscatorial 46. theosophy47. sudorific 47. precipitancy48. parterre 48. paleology49. shagreen 49. homunculus50. 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 howeverpoorlyitmaybeexpressed.(SeeTheMeasurementofIntelligence,pp.227-28,forillustrationsofsatisfactoryandunsatisfactoryresponses.)
Timemaybesaved,withlittle lossofaccuracy,bygivingonelistonly,andinthiscaselist1shouldbeused.Thestandardsrequiredforpassingareasfollows:
Ifbothlistsgiven
Ifonelistgiven
VIII 20 10X 30 15XII 40 20XIV 50 25XVI 65 33XVIII 75 38
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THEINTELLIGENCEOFSCHOOLCHILDREN
HowChildrendifferinAbility,theUseofMentalTestsinSchoolGrading,andtheProperEducationofExceptionalChildren.
THEMEASUREMENTOFINTELLIGENCE
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ABBREVIATEDFILINGRECORDCARD
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HOUGHTONMIFFLINCOMPANYBOSTONNEWYORKCHICAGO
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