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diff --git a/34307-h/34307-h.htm b/34307-h/34307-h.htm new file mode 100644 index 0000000..464904c --- /dev/null +++ b/34307-h/34307-h.htm @@ -0,0 +1,2413 @@ + +<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN"> + +<html> +<head> + <meta http-equiv="Content-Type" content="text/html; charset=ISO-8859-1"> + <title>The Project Gutenberg e-Book of Condensed Guide for the Stanford Revision + of the Binet-Simon Intelligence Tests, by Lewis M. Terman</title> + <style type="text/css"> + <!-- + body {margin:10%; text-align:justify} + h1 {text-align:center} + h2 {text-align:center} + h3 {text-align:center} + h4 {text-align:center} --> + </style> +</head> + +<body> + + +<pre> + +The Project Gutenberg EBook of Condensed Guide for the Stanford Revision +of the Binet-Simon Intelligence Tests, by Lewis Madison Terman + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: Condensed Guide for the Stanford Revision of the Binet-Simon Intelligence Tests + +Author: Lewis Madison Terman + +Release Date: November 13, 2010 [EBook #34307] + +Language: English + +Character set encoding: ISO-8859-1 + +*** START OF THIS PROJECT GUTENBERG EBOOK CONDENSED GUIDE FOR THE *** + + + + +Produced by Ron Swanson + + + + + +</pre> + +<h1>CONDENSED GUIDE</h1> +<h4>FOR</h4> +<h2>THE STANFORD REVISION</h2> +<h4>OF THE</h4> +<h3>BINET-SIMON INTELLIGENCE TESTS</h3> +<br> +<br> +<center>BY</center> + +<h4>LEWIS M. TERMAN</h4> + +<center><small>PROFESSOR OF EDUCATION STANFORD UNIVERSITY</small></center> +<br> +<br> +<table align="center" border="0" cellspacing="0" cellpadding="6" summary="logo"> + <tr> + <td width="86"> + <img src="images/logo.jpg" alt="logo"> + </td> + </tr> +</table> +<br> +<br> +<h4>HOUGHTON MIFFLIN COMPANY</h4> + +<center>BOSTON NEW +YORK CHICAGO SAN FRANCISCO<br> + +<i>The Riverside Press Cambridge</i></center> +<br> +<br> +<br> +<br> +<center><small>COPYRIGHT, 1920, BY LEWIS M. TERMAN</small></center> +<br> +<center>ALL RIGHTS RESERVED</center> +<br> +<br> +<br> +<br> +<center><small><i>The Riverside Press</i><br> +<br> +CAMBRIDGE · MASSACHUSETTS<br> +<br> +PRINTED IN THE U. S. A.</small></center> +<br> +<br> +<br> +<br> +<h3>PREFACE</h3> +<br> + +<p>Since the appearance of the Stanford Revision of the Binet-Simon +Intelligence Scale I have been frequently urged to prepare a +condensed guide which would make the application of the tests easier +and more convenient. I have hesitated somewhat to act upon this +suggestion because I have not wished to encourage the use of the +scale without the supplementary directions and explanations which are +set forth in the original text of the Stanford Revision.<small><small><sup>1</sup></small></small> The +demand has become so insistent, however, that I have decided to heed +it. I have been led to this decision largely by the fact that my +revision is now so generally used by examiners who are sufficiently +experienced to be trusted to follow the correct procedure without the +necessity of constantly consulting the complete text. Those who are +thoroughly familiar with the contents of the latter will find the +<i>Condensed Guide</i> a convenient help. It is impossible, however, to +warn the inexperienced examiner too emphatically against the dangers +inherent in the routine application of mental tests without some +knowledge of their derivation, meaning, and purpose. The necessary +psychological background for the use of the Binet scale I have tried +to supply in <i>The Measurement of Intelligence,</i> and in <i>The +Intelligence of School Children</i> I have explained the practical uses +of mental tests in the grading and classification of school children. +It is only as a supplement to these books that the procedure of the +Stanford Revision is here presented in abbreviated form.</p> + +<blockquote><small><small><sup>1</sup></small> Lewis M. Terman: <i>The Measurement of Intelligence</i>. +(Riverside Textbooks in Education.) Houghton Mifflin Company.</small></blockquote> + +<p>For the further aid of the experienced examiner a condensed record +blank has also been prepared. Although this is considerably cheaper +than the original Record Booklet and in certain respects perhaps +somewhat more convenient, it is not recommended as a satisfactory +substitute except when used by thoroughly trained examiners. +Beginners, at least, should continue to use the complete Record +Booklet both because of the accuracy of procedure which it fosters +and because of the advantages of having a complete verbatim record of +the responses. Besides being indispensable for the analytical study +of the child's mental processes, the complete record makes possible +the correction of errors in scoring and permits interesting +qualitative comparisons between earlier and later performances by the +same subject. It is believed that only for the veteran examiner, and +perhaps even then only in special cases, are these advantages +outweighed by the lower cost of the abbreviated blank.</p> + +<p>The labor of preparing this <i>Guide</i> was made considerably lighter +than it would otherwise have been by the fact that a similar guide +had been prepared in the Office of the Surgeon-General for use in the +army. I am greatly indebted to Dr. J. W. Bridges and to Major H. C. +Bingham for assistance in the preparation of the latter. Their +careful work has saved me many hours and has doubtless made the +<i>Condensed Guide</i> more accurate and serviceable than it could +otherwise have been.</p> + +<div align="right">L<small>EWIS</small> M. T<small>ERMAN</small> </div> + +<small> <i>Stanford University, March 31, 1920</i></small> +<br> +<br> +<br> +<br> +<h3>GENERAL DIRECTIONS</h3> +<br> + +<p>General directions for the use of the Stanford Revision have been +fully set forth in chapter <small>VIII</small> of <i>The Measurement of Intelligence</i>. +As this guide is only a handbook of procedure for the tests +themselves, I shall not here undertake either to summarize that +chapter or to add to it. I trust it may safely be assumed that no +responsible person will attempt to apply the tests who is not +familiar with the book which explains them and presents the general +considerations which should govern their use.</p> + +<p>However, extended observation of the difficulties which students and +teachers encounter in learning to use the Stanford Revision has +taught me that there are certain injunctions which cannot easily be +too often repeated. Among these the following "ten commandments" have +been selected for reëmphasis here:</p> + +<p>1. The subject's attention and coöperation must be secured. Thanks to +the novelty and inherent interest of the tests, this is usually not +difficult to do. But there are degrees of <i>rapport,</i> and the examiner +should not be satisfied with his efforts until the subject becomes +wholly absorbed in the tasks set him by the tests. The importance of +tactful encouragement and a kindly, genial manner cannot be too +strongly emphasized, nor, on the other hand, the risk incurred in +allowing a parent to witness the test. Hardly anything is more likely +to spoil an examination than the presence of a critical or +over-sympathetic parent. Sometimes the teacher's presence is hardly +less objectionable.</p> + +<p>2. The correct formulas should be thoroughly learned and strictly +adhered to. Unless this is done the scale used is not the Stanford +Revision, whatever else it may be. For the first fifty or hundred +examinations the tests should be given directly from this guide. +Little by little, as the procedure becomes memorized, the examiner +should attempt to free himself of the necessity of reading the +formulas, but for a long time it is necessary to check up one's +procedure by frequent reference to the Guide if practice in error is +to be avoided.</p> + +<p>3. The examiner should early learn to withstand the temptation of +wholesale coaxing and cross-questioning. To do so often robs the +response of significance and is likely to interfere with the +establishment of <i>rapport</i>. A simple "What do you mean?" or, "Explain +what you mean," is sufficient to clarify most answers which are not +clear. At the same time the examiner should be on guard against +mistaking exceptional timidity for inability to respond. Persuasive +encouragement is frequently necessary, but this should not be allowed +to degenerate into a chronic habit of coaxing.</p> + +<p>4. The record should always be made as the test proceeds. Memory +should never be trusted. As a rule enough of each response should be +recorded to enable one to score it at any time later. The great +advantage of the Record Booklet is that it permits this. Only the +most expert examiner should limit his record to pluses and minuses.</p> + +<p>5. The examination should be thorough. It should include at least one +year in which there is no failure and at least one year in which +there is no success. When lack of time necessitates an abbreviation +of the examination, this should be done by using only the starred +tests rather than by shortening the range of the examination.</p> + +<p>6. Success in alternative tests may not be substituted for failure in +one of the regular tests. Ordinarily the alternatives should be +omitted. They have been included in the scale chiefly as a +convenience in case materials are lacking for any of the regular +tests, or in case any of the latter should be deemed for some special +reason unsuitable. The ball and field test, for example, is often +rendered unsuitable by coaching, and one of the alternates should +always be substituted for the vocabulary test in the case of subjects +whose mother tongue is other than English. Other substitutions or +omissions are necessary in the case of subjects who are illiterate.</p> + +<p>7. Care should be taken to ascertain the correct age. This is often +misstated both by young normal children and by defectives. The age +should be recorded in years <i>and months</i>.</p> + +<p>8. In ordinary calculation of the intelligence quotient without any +mechanical aid (as slide rule, calculating chart, or table), both age +and mental age should be reduced to months before dividing.</p> + +<p>9. <b>To avoid the danger of large error it is absolutely essential that +the adding of credits to secure mental age and the dividing of mental +age by chronological age to secure the intelligence quotient be +performed twice.</b></p> + +<p>10. Finally, in calculating the intelligence quotient of subjects who +are more than sixteen years old, the chronological age should be +counted as sixteen. It is possible, as certain army data suggest, +that a lower age than sixteen should have been taken, but until the +matter has been more thoroughly investigated by the use of unselected +adult subjects the age sixteen will continue to be used in the +Stanford Revision.</p> +<br> +<br> +<br> +<br> +<h3>DIRECTIONS: THE TESTS<small><small><sup>2</sup></small></small></h3> + +<blockquote><small><small><sup>2</sup></small> Detailed directions for administering Stanford-Binet +Scale and for scoring are available in Terman's <i>The Measurement of +Intelligence</i>. (Riverside Textbooks in Education.) Houghton Mifflin +Company.</small></blockquote> +<br> +<br> +<br> +<br> +<h4>Year III</h4> +<br> + +<p><b>1. <i>Pointing to Parts of Body</i></b></p> + +<p>Say, <b>"Show me your nose." "Put your finger on your nose."</b> If two or +three repetitions of instructions bring no response, say, <b>"Is this</b> +(pointing to chin) <b>your nose?" "No?" "Then where is your nose?"</b> Same +for eyes, mouth, and hair.</p> + +<p>Credit if correct part is indicated (in any way) three times out of +four.</p> +<br> + +<p><b>2. <i>Naming Familiar Objects</i></b></p> + +<p>Show S., one at a time, key (not Yale), penny (not new), closed +knife, watch, pencil. Say each time, <b>"What is this?"</b> or, <b>"Tell me +what this is."</b></p> + +<p>Credit if three responses out of five are correct.</p> +<br> + +<p><b>3. <i>Pictures—Enumeration</i></b></p> + +<p>Say, <b>"Now I am going to show you a pretty picture."</b> Show picture +(<i>a</i>) and say, <b>"Tell me what you see in this picture,"</b> or, <b>"Look at +the picture and tell me everything you can see in it."</b> If no +response, <b>"Show me the ——." "That is fine: now tell me everything +you see in the picture."</b> If necessary ask, <b>"And what else?"</b> Same for +pictures (<i>b</i>) and (<i>c</i>).</p> + +<p>Credit if at least three objects in one picture are enumerated +spontaneously, or if one picture is described or interpreted.</p> +<br> + +<p><b>4. <i>Giving Sex</i></b></p> + +<p>If S. is a boy, <b>"Are you a little boy or a little girl?"</b> If S. is a +girl, <b>"Are you a little girl or a little boy?"</b> If no response, <b>"Are +you a little girl?"</b> (if a boy); or <b>"Are you a little boy?"</b> (if a +girl). If answer is "No," say, <b>"Well, what are you? Are you a little +boy or a little girl?"</b> (or vice versa).</p> +<br> + +<p><b>5. <i>Giving Last Name</i></b></p> + +<p>Ask, <b>"What is your name?"</b> If answer is only first or last name, e.g., +Walter, say, <b>"Yes, but what is your other name? Walter what?"</b> and if +necessary, <b>"Is your name Walter Smith?"</b></p> +<br> + +<p><b>6. <i>Repeating Sentences</i></b></p> + +<p><b>"Can you say, 'nice kitty'?" "Now say, 'I have a little dog.'"</b> If no +response, repeat first sentence two or three times. Same procedure +for (<i>b</i>) <b>"The dog runs after the cat"</b> and (<i>c</i>) <b>"In summer the sun +is hot,"</b> except that these may be given only once.</p> + +<p>Credit if at least one sentence is given without error after a single +reading.</p> +<br> + +<p><b><i>Alt. Repeating Three Digits</i></b></p> + +<p>Say, <b>"Listen. Say, 4, 2. Now say, 6, 4, 1."</b> Same for <b>3, 5, 2,</b> and <b>8, +3, 7.</b> May repeat (<i>a</i>), not others. Rate, a little faster than one +digit per second.</p> + +<p>Credit if one set out of the three is given correctly after a single +reading.</p> +<br> +<br> +<br> +<br> +<h4>Year IV</h4> +<br> + +<p><b>1. <i>Comparison of Lines</i></b></p> + +<p>Show card (IV 1) and say, <b>"See these lines. Look closely and tell me +which one is longer. Put your finger on the longest one."</b> If no +response, <b>"Show me which line is the biggest."</b> Show twice more +(reversing card at second showing) and ask, <b>"Which one is the longest +here?"</b> If only two out of three are correct, repeat the entire test.</p> + +<p>Credit if three responses out of three, or five out of six, are +correct.</p> +<br> + +<p><b>2. <i>Discrimination of Forms</i></b></p> + +<p>Use the forms supplied with the package of Test Material. One of the +two cards containing the forms is to be cut up, so that the forms may +be placed one at a time on the other card at "X."</p> + +<p>Place circle at "X" on card and say, <b>"Show me one like this,"</b> at same +time passing the finger around the circumference of the circle. If no +response, <b>"Do you see all of these things?"</b> (running finger over the +various forms). <b>"And do you see this one?"</b> (pointing to circle +again). <b>"Now, find me another one just like this."</b> A first error +should be corrected thus, <b>"No, find one just like this"</b> (again +passing finger around the outline of form at "X"). Make no comment on +any other errors, but pass on to the square, then the triangle, and +the rest in any order. Commend successes.</p> + +<p>Credit for 7 correct choices out of 10. The first error, if +corrected, counts as correct.</p> +<br> + +<p><b>3. <i>Counting Four Pennies</i></b></p> + +<p>Place four pennies in a horizontal row. Say, <b>"See these pennies. +Count them and tell me how many there are. Count them with your +finger, this way"</b> (pointing to the first one on the subject's +left)—<b>"One. Now, go ahead."</b> If S. gives number without pointing, +say, <b>"No, count them with your finger, this way,"</b> starting him as +before. Have S. count aloud.</p> + +<p>Credit for correct count tallying with pointing.</p> +<br> + +<p><b>4. <i>Copying Square</i></b></p> + +<p>Show S. the square and say, <b>"You see that?"</b> (pointing to square). <b>"I +want you to make one just like it. Make it right here"</b> (showing space +on record blank). <b>"Go ahead. I know you can do it nicely."</b> Unless +drawing is clearly satisfactory, repeat twice more, saying each time +<b>"Make it exactly like this,"</b> pointing to model. <b>Pencil.</b></p> + +<p>Credit if one drawing is satisfactory. Score liberally. (See scoring +card.)</p> +<br> + +<p><b>5. <i>Comprehension</i></b></p> + +<p>Be sure to get S.'s attention before asking question. Repeat if +necessary. Allow 20 seconds for answer.</p> + +<p>(<i>a</i>) <b>"What must you do when you are sleepy?"</b></p> + +<p>(<i>b</i>) <b>"What ought you to do when you are cold?"</b></p> + +<p>(<i>c</i>) <b>"What ought you to do when you are hungry?"</b></p> + + +<p>Credit if two responses of the three are correct. (See <i>The +Measurement of Intelligence,</i> p. 158.)</p> +<br> + +<p><b>6. <i>Repeating Four Digits</i></b></p> + +<p>Say, <b>"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."</b> Give (<i>a</i>) <b>4, 7, 3, 9,</b> then (<i>b</i>) <b>2, 8, 5, 4,</b> +and (<i>c</i>) <b>7, 2, 6, 1,</b> if necessary. May repeat (<i>a</i>) until attempt is +made, but not others. Rate, a little faster than one digit per +second.</p> + +<p>Credit if one set of the three is correctly repeated in order, after +a single reading.</p> +<br> + +<p><b>7. <i>Alt. Repeating Sentences</i></b></p> + +<p>Say, <b>"Listen; say this, 'Where is kitty?'" "Now, say this, ——,"</b> +reading the first sentence in a natural voice, distinctly and with +expression. May re-read the first sentence.</p> + +<p>(<i>a</i>) <b>"The boy's name is John. He is a very good boy."</b></p> + +<p>(<i>b</i>) <b>"When the train passes you will hear the whistle blow."</b></p> + +<p>(<i>c</i>) <b>"We are going to have a good time in the country."</b></p> + +<p>Credit if at least one sentence is repeated correctly after a single +reading.</p> +<br> +<br> +<br> +<br> +<h4>Year V</h4> +<br> + +<p><b>1. <i>Comparison of Weights</i></b></p> + +<p>Place the 3 and 15 gram weights before S., 2 or 3 inches apart. Say, +<b>"You see these blocks. They look just alike, but one of them is heavy +and one is light. Try them and tell me which one is heavier."</b> Repeat +instructions if necessary, saying, <b>"Tell me which one is the +heaviest."</b> If S. merely points without lifting blocks, or picks up +one at random, say, <b>"No, that is not the way. You must take the +blocks in your hands and try them, like this."</b> (Illustrate.) Give +second trial with position of weights reversed; third trial with +weights in same position as first.</p> + +<p>Credit if two of three comparisons are correct.</p> +<br> + +<p><b>2. <i>Naming Colors</i></b></p> + +<p>Show card (V 2) and say, pointing to colors in the order, red, +yellow, blue, green, <b>"What is the name of that color?"</b></p> + +<p>Credit if all colors are correctly named, without marked uncertainty.</p> +<br> + +<p><b>3. <i>Æsthetic Comparison</i></b></p> + +<p>Show pairs of faces in order from top to bottom of card (V 3). Say, +<b>"Which of these two pictures is the prettiest?"</b></p> + +<p>Credit if all <i>three</i> comparisons are made correctly.</p> +<br> + +<p><b>4. <i>Definitions: Use or Better</i></b></p> + +<p>Say, <b>"You have seen a chair. You know what a chair is. Tell me, what +is a chair?"</b> If necessary urge as follows: <b>"I am sure you know what a +chair is. You have seen a chair." "Now, tell me, what is a chair?"</b> If +S. rambles say, <b>"Yes, but tell me; what is a chair?"</b> Same for <b>horse, +fork, doll, pencil, table.</b></p> + +<p>Credit if four words out of the six are defined in terms of use or +better. (See <i>The Measurement of Intelligence,</i> p. 168.)</p> +<br> + +<p><b>5. <i>Patience</i></b></p> + +<p>Use two cards, each 2 x 3 inches. Divide one of them diagonally into +two triangles. Place the uncut card on the table with one of the +longer sides toward S. Then lay the divided card thus,</p> + +<table align="center" border="0" cellspacing="0" cellpadding="6" summary="triangles"> + <tr> + <td width="388"> + <img src="images/triangles.jpg" alt="triangles"> + </td> + </tr> +</table> +<p>and say, <b>"I want you to take these two pieces</b> (touching the two +triangles) <b>and put them together so they will look exactly like this"</b> +(pointing to rectangle). If S. hesitates, repeat instructions with a +little urging. If first attempt is a failure, replace pieces, saying, +<b>"No; put them together so they will look like this"</b> (pointing to +rectangle). Do not suggest further by face or word whether response +is correct. If a piece is turned over, turn it back and don't count +that trial. Give, if necessary, three trials of one minute each.</p> + +<p>Credit if two of the three trials are successful.</p> +<br> + +<p><b>6. <i>Three Commissions</i></b></p> + +<p>Take S. to center of room. Say, <b>"Now, I want you to do something for +me. Here's a key. I want you to put it on that chair over there; then +I want you to shut</b> (or <b>open</b>) <b>that door, and then bring me the box +which you see over there"</b> (pointing in turn to the objects +designated). <b>"Do you understand? Be sure to get it right. First, put +the key on the chair, then shut</b> (or <b>open</b>) <b>the door, then bring me the +box</b> (again pointing). <b>Go ahead."</b> Stress words <b>first</b> and <b>then.</b> Give no +further aid.</p> + +<p>Credit if the three commissions are executed in proper order.</p> +<br> + +<p><b><i>Alt. Giving Age</i></b></p> + +<p>Say, <b>"How old are you?"</b></p> +<br> +<br> +<br> +<br> +<h4>Year VI</h4> +<br> + +<p><b>1. <i>Right and Left</i></b></p> + +<p>Say, <b>"Show me your right hand"</b> (stress <b>right</b> and <b>hand,</b> etc., rather +strongly and equally). Same for <b>left ear, right eye.</b> If there is one +error, repeat whole test, using <b>left hand, right ear, left eye.</b> Avoid +giving aid in any way.</p> + +<p>Credit if three of three, or five of six responses are correct.</p> +<br> + +<p><b>2. <i>Missing Parts</i></b></p> + +<p>Show card (VI 2) and say, <b>"There is something wrong with this face. +It is not all there. Part of it is left out. Look carefully and tell +me what part of the face is not there."</b> Same for (<i>b</i>) and (<i>c</i>). If +S. gives irrelevant answer, say, <b>"No; I am talking about the face. +Look again and tell me what is left out of the face."</b> If correct +response does not follow, point to the place where eye should be and +say, <b>"See, the eye is gone."</b> Then proceed to others, asking, <b>"What is +left out of this face?"</b> For (<i>d</i>) say, <b>"What is left out of this +picture?"</b> No help except on (<i>a</i>). Order is eyes, mouth, nose, arms.</p> + +<p>Credit if correct response is made for three of four pictures.</p> +<br> + +<p><b>3. <i>Counting Thirteen Pennies</i></b></p> + +<p>Place thirteen pennies in horizontal row. Say, <b>"See these pennies. +Count them and tell me how many there are. Count them with your +finger, this way"</b> (pointing to the first one on the subject's +left)—<b>"One. Now, go ahead."</b> If S. gives number without pointing, +say, <b>"No, count them with your finger, this way,"</b> starting him as +before. Have S. count aloud. Second trial given if only minor mistake +is made.</p> + +<p>Credit if one correct count, tallying with the pointing, is made in +first or second trials.</p> +<br> + +<p><b>4. <i>Comprehension</i></b></p> + +<p>Say (<i>a</i>) <b>"What's the thing to do if it is raining when you start to +school?"</b></p> + +<p>(<i>b</i>) <b>"What's the thing to do if you find that your house is on +fire?"</b></p> + +<p>(<i>c</i>) <b>"What's the thing to do if you are going some place and miss +your train</b> (<b>car</b>)<b>?"</b> May repeat a question, but do not change form.</p> + +<p>Credit if two of three responses are correct. (See <i>The Measurement +of Intelligence,</i> pp. 182-83.)</p> +<br> + +<p><b>5. <i>Naming Four Coins</i></b></p> + +<p>Show in order nickel, penny, quarter, dime, asking, <b>"What is that?"</b> +If answer is "money," say, <b>"Yes, but what do you call that piece of +money?"</b></p> + +<p>Credit if three of four responses are correct.</p> +<br> + +<p><b>6. <i>Repeating Sentences</i></b></p> + +<p>Say, <b>"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."</b> Repeat, <b>"say exactly what I +say,"</b> before reading each sentence. Do not re-read any sentence.</p> + +<p>(<i>a</i>) <b>"We are having a fine time. We found a little mouse in the +trap."</b></p> + +<p>(<i>b</i>) <b>"Walter had a fine time on his vacation. He went fishing every +day."</b></p> + +<p>(<i>c</i>) <b>"We will go out for a long walk. Please give me my pretty straw +hat."</b></p> + +<p>Credit if one sentence out of three is repeated without error, or two +with not more than one error each.</p> +<br> + +<p><b><i>Alt. Forenoon and Afternoon</i></b></p> + +<p>If <small>A.M.</small>, ask, <b>"Is it morning or afternoon?"</b> If <small>P.M.</small>, <b>"Is it afternoon +or morning?"</b></p> +<br> +<br> +<br> +<br> +<h4>Year VII</h4> +<br> + +<p><b>1. <i>Giving Numbers of Fingers</i></b></p> + +<p>Say, <b>"How many fingers have you on one hand?" "How many on the other +hand?" "How many on both hands together?"</b> If S. begins to count, say, +<b>"No, don't count. Tell me without counting,"</b> and repeat question.</p> + +<p>Credit if all three questions are answered correctly and promptly +without counting (5, 5, 10 or 4, 4, 8).</p> +<br> + +<p><b>2. <i>Pictures; Description</i></b></p> + +<p>Show card (<i>a</i>) and say, <b>"What is this picture about?" "What is this +a picture of?"</b> May repeat question, but do not change it. Same for +(<i>b</i>) and (<i>c</i>). Order, Dutch Home, Canoe, Post Office.</p> + +<p>Credit if two of the three pictures are described or interpreted. +(See <i>The Measurement of Intelligence,</i> pp. 191-92.)</p> +<br> + +<p><b>3. <i>Repeating Five Digits</i></b></p> + +<p>Say, <b>"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."</b> Give (<i>a</i>) <b>3, 1, 7, 5, 9,</b> and if necessary +(<i>b</i>) <b>4, 2, 8, 3, 5,</b> and (<i>c</i>), <b>9, 8, 1, 7, 6.</b> Do not re-read any +set. Avoid grouping.</p> + +<p>Credit if one set of the three is given correctly.</p> +<br> + +<p><b>4. <i>Tying Bow Knot</i></b></p> + +<p>Show S. a completed bow knot (shoestring tied around a pencil) and +say: <b>"You know what kind of a knot this is, don't you? It is a bow +knot. I want you to take this other piece of string and tie the same +kind of knot around my finger."</b> Give S. string of same length and +hold finger conveniently for S.</p> + +<p>Credit if double bow (both ends folded in) is tied within one minute. +The usual half knot as basis must not be omitted. Single bow, half +credit.</p> +<br> + +<p><b>5. <i>Giving Differences</i></b></p> + +<p>Say, <b>"What is the difference between a fly and a butterfly?"</b> If S. +does not understand, say, <b>"You know flies, do you not? You have seen +flies? And you know the butterflies? Now, tell me the difference +between a fly and a butterfly."</b> Same for <b>stone and egg,</b> and <b>wood and +glass.</b></p> + +<p>Credit if any real difference is given in two of three questions. +(See <i>The Measurement of Intelligence,</i> pp. 200-01.)</p> +<br> + +<p><b>6. <i>Copying Diamond</i></b></p> + +<p>Place diamond before S., and give <b>pen,</b> saying, <b>"I want you to draw +one exactly like this. Make it right here"</b> (showing space on record +blank). Give three trials if necessary, saying each time, <b>"Make it +exactly like this one."</b> (Note that pen and ink must be used.)</p> + +<p>Credit if two drawings are satisfactory. (See scoring card.)</p> +<br> + +<p><b><i>Alt. 1. Naming Days of Week</i></b></p> + +<p>Say, <b>"You know the days of the week, do you not? Name the days of the +week for me."</b> If response is correct, check by asking, <b>"What day +comes before Tuesday?" "Before Thursday?" "Before Friday?"</b></p> + +<p>Credit if correct response is given within 15 seconds, and if two of +three checks are correct.</p> +<br> + +<p><b><i>Alt. 2. Three Digits Backwards</i></b></p> + +<p>Say, <b>"Listen carefully. I am going to read some numbers again but +this time I want you to say them backwards. For example, if I should +say 5—1—4, you would say 4—1—5. Do you understand?"</b> Then, <b>"Ready, +now; listen carefully, and be sure to say the numbers backwards."</b> If +S. gives digits forwards, repeat instructions. If necessary, give +(<i>b</i>) and (<i>c</i>), repeating, <b>"Ready, now; listen carefully, and be +sure to say the numbers backwards." 2, 8, 3; 4, 2, 7; 9, 5, 8.</b></p> + +<p>Credit if one set is repeated backwards without error.</p> +<br> +<br> +<br> +<br> +<h4>Year VIII</h4> +<br> + +<p><b>1. <i>Ball and Field</i></b></p> + +<p>Present "round field" on record blank with gate facing S. and say, +<b>"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."</b> If S. stops, say, <b>"But suppose +you have not found it yet, which direction would you go next?"</b></p> + +<p>Credit in Year VIII for "inferior" plan (or better); in Years VIII +and XII for "superior" plan. (See scoring card.)</p> +<br> + +<p><b>2. <i>Counting 20 to 1</i></b></p> + +<p>Say, <b>"You can count backwards, can you not? I want you to count +backwards for me from 20 to 1. Go ahead."</b> If S. counts 1-20 say, <b>"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."</b> Have S. try, even if he says he +cannot, but do not prompt.</p> + +<p>Credit for counting from 20 to 1 within 40 seconds with not more than +one error. Spontaneous corrections allowed.</p> +<br> + +<p><b>3. <i>Comprehension</i></b></p> + +<p>Say, <b>"What's the thing for you to do:</b></p> + +<p>(<i>a</i>) <b>"When you have broken something which belongs to some one else?</b></p> + +<p>(<i>b</i>) <b>"When you are on your way to school and notice that you are in +danger of being late?</b></p> + +<p>(<i>c</i>) <b>"If a playmate hits you without meaning to do it?"</b></p> + +<p>Questions may be repeated once or twice, but form must not be +changed.</p> + +<p>Credit if two of three responses are correct. (See <i>The Measurement +of Intelligence,</i> p. 216.)</p> +<br> + +<p><b>4. <i>Finding Likenesses: Two Things</i></b></p> + +<p>Say, <b>"I am going to name two things which are alike in some way, and +I want you to tell me <i>how</i> they are alike."</b></p> + +<p>(<i>a</i>) <b>"Wood and coal: in what way are they alike?"</b> If difference is +given, say, <b>"No, I want you to tell me how they are <i>alike</i>. In what +way are wood and coal <i>alike?</i>"</b></p> + +<p>(<i>b</i>) <b>"In what way are an apple and a peach alike?"</b></p> + +<p>(<i>c</i>) <b>"In what way are iron and silver alike?"</b></p> + +<p>(<i>d</i>) <b>"In what way are a ship and an automobile alike?"</b></p> + +<p>Credit if any real likeness is given for two of the four pairs. (See +<i>The Measurement of Intelligence,</i> pp. 219-20.)</p> +<br> + +<p><b>5. <i>Definitions: Superior to Use</i></b></p> + +<p>Ask, <b>"What is a balloon?"</b> Same for <b>tiger, football, soldier.</b> Do not +comment on responses. May repeat questions.</p> + +<p>Credit if two of four definitions better than use are given. (See +<i>The Measurement of Intelligence,</i> pp. 222-23.)</p> +<br> + +<p><b>6. <i>Vocabulary</i></b></p> + +<p>See <a href="#vocabulary">last section.</a></p> + +<p>If both lists of words are given, credit if 20 definitions are +satisfactory; if only one list is given, the requirement is 10.</p> +<br> + +<p><b><i>Alt. 1. Naming Six Coins</i></b></p> + +<p>Show nickel, penny, quarter, dime, silver dollar, and half-dollar in +order, asking, <b>"What is that?"</b> If answer is "money," say, <b>"Yes, but +what do you call that piece of money?"</b></p> + +<p>Credit if all six coins are correctly named. Spontaneous corrections +allowed.</p> +<br> + +<p><b><i>Alt. 2. Writing from Dictation</i></b></p> + +<p>Give pen, ink, and paper, and say, <b>"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.'"</b> Do not dictate the words +separately, nor give further repetition.</p> + +<p>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.)</p> +<br> +<br> +<br> +<br> +<h4>Year IX</h4> +<br> + +<p><b>1. <i>Giving the Date</i></b></p> + +<p>Ask in order, (<i>a</i>) <b>"What day of the week is to-day?"</b> (<i>b</i>) <b>"What +month is it?"</b> (<i>c</i>) <b>"What day of the month is it?"</b> (<i>d</i>) <b>"What year +is it?"</b> If S. gives day of month for day of week, or <i>vice versa,</i> +repeat question with suitable emphasis. No other help.</p> + +<p>Credit if there is no error greater than three days in (<i>c</i>) and no +error in (<i>a</i>), (<i>b</i>), and (<i>d</i>). Spontaneous correction allowed.</p> +<br> + +<p><b>2. <i>Arranging Five Weights</i></b></p> + +<p>Place 3, 6, 9, 12, and 15 gram weights before S. and say, <b>"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</b> +(pointing). <b>Ready; go ahead."</b> Give second and, if necessary, third +trial, repeating instructions only if S. has used an absurd +procedure. Do not show S. the correct method.</p> + +<p>Credit for correct arrangement in two of three trials.</p> +<br> + +<p><b>3. <i>Making Change</i></b></p> + +<p>Ask, <b>"If I were to buy 4 cents' worth of candy and should give the +storekeeper 10 cents, how much money would I get back?"</b> Similarly for +<b>12-15</b> cents; and <b>4-25</b> cents. S. is not allowed coins or pencil and +paper. If S. forgets problem, repeat once, but not more. Spontaneous +corrections allowed.</p> + +<p>Credit if two answers of three are correct.</p> +<br> + +<p><b>4. <i>Four Digits Backwards</i></b></p> + +<p>Say, <b>"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?"</b> Then, <b>"Ready now; listen +carefully, and be sure to say the numbers backwards."</b> If S. gives +digits forwards, repeat instructions. If necessary, give (<i>b</i>) and +(<i>c</i>), repeating each time, <b>"Ready now; listen carefully, and be sure +to say the numbers backwards." 6, 5, 2, 8; 4, 9, 3, 7; 8, 6, 2, 9.</b></p> + +<p>Credit if one set is repeated backwards without error.</p> +<br> + +<p><b>5. <i>Three Words in One Sentence</i></b></p> + +<p>Say, <b>"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."</b> Repeat instructions if +necessary, but <b>do not illustrate.</b> May say, <b>"The three words must be +put with some other words so that all of them together will make a +sentence."</b> 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, <b>"Now make a sentence that has in it the three words 'work,' +'money,' 'men.'"</b> If necessary give (<i>c</i>) <b>desert, rivers, lakes,</b> in +the same way.</p> + +<p>Credit if satisfactory sentence is given in two of three trials. (See +<i>The Measurement of Intelligence,</i> pp. 243-45.)</p> +<br> + +<p><b>6. <i>Finding Rhymes</i></b></p> + +<p>Say, <b>"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."</b> If S. fails, +repeat explanation, and give sample rhymes for day, as <b>say, may, pay, +hay.</b> Otherwise, proceed, <b>"Now, you have another minute to name all +the words you can think of that rhyme with 'mill.'"</b> Same, if +necessary, for <b>spring.</b> Do not repeat explanation after "mill" or +"spring."</p> + +<p>Credit if three rhymes in one minute are given for each of two out of +three words.</p> +<br> + +<p><b><i>Alt. 1. Naming the Months</i></b></p> + +<p>Say, <b>"Name all the months of the year."</b> If correct, check by asking, +<b>"What month comes before April?" "Before July?" "Before November?"</b></p> + +<p>Credit if months are correctly named within 15 seconds with not more +than one error, and if two of three checks are correct.</p> +<br> + +<p><b><i>Alt. 2. Counting Value of Stamps</i></b></p> + +<p>Say, <b>"You know, of course, how much a stamp like this costs</b> (pointing +to a 1-cent stamp). <b>And you know how much one like this costs</b> +(pointing to a 2-cent stamp). <b>Now, how much money would it take to +buy all these stamps?"</b> (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, <b>"Tell me how you got +it."</b></p> + +<p>Credit if correct value is given in not over 15 seconds.</p> +<br> +<br> +<br> +<br> +<h4>Year X</h4> +<br> + +<p><b>1. <i>Vocabulary</i></b></p> + +<p>See <a href="#vocabulary">last section.</a></p> + +<p>If both lists are given, 30 satisfactory definitions are required; if +only one list is given, the requirement is 15.</p> +<br> + +<p><b>2. <i>Absurdities</i></b></p> + +<p><b>"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."</b> After reading say, <b>"What is foolish about that?"</b> Give sentences +twice if necessary, repeating exactly. If response is ambiguous, ask +S. what he means.</p> + +<p>(<i>a</i>) <b>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></p> + +<p>(<i>b</i>) <b>An engineer said that the more cars he had on his train the +faster he could go.</b></p> + +<p>(<i>c</i>) <b>Yesterday the police found the body of a girl cut into 18 +pieces. They believe that she killed herself.</b></p> + +<p>(<i>d</i>) <b>There was a railroad accident yesterday, but it was not very +serious. Only 48 people were killed.</b></p> + +<p>(<i>e</i>) <b>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.</b></p> + +<p>Credit if four responses out of five are satisfactory. (See <i>The +Measurement of Intelligence,</i> pp. 256-58.)</p> +<br> + +<p><b>3. <i>Drawing Designs from Memory</i></b></p> + +<p>Give S. <b>pencil</b> and paper, then say, <b>"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."</b> 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.</p> + +<p>Credit if one design is reproduced correctly and one at least half +correctly. (See scoring cards.)</p> +<br> + +<p><b>4. <i>Reading and Report</i></b></p> + +<table align="center" border="0" cellspacing="0" cellpadding="6" summary="reading1"> + <tr> + <td width="542"> + <img src="images/read1up.jpg" alt="news report"> + </td> + </tr> +</table> + +<p>Show selection and say, <b>"I want you to read this for me as well as +you can."</b> 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, <b>"Very well done. Now, tell me what you read. Begin +at the first and tell everything you can remember."</b> When S. stops, +ask, <b>"And what else?"</b></p> + +<p>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.</p> +<br> + +<p><b>5. <i>Comprehension</i></b></p> + +<p>Ask in order,</p> + +<p>(<i>a</i>) <b>"What ought you to say when someone asks your opinion about a +person you don't know very well?"</b></p> + +<p>(<i>b</i>) <b>"What ought you to do before undertaking</b> (<b>beginning</b>) <b>something +very important?"</b></p> + +<p>(<i>c</i>) <b>"Why should we judge a person more by his actions than by his +words?"</b></p> + +<p>May repeat but not change question except to substitute <b>beginning</b> in +(<i>b</i>) in case <b>undertaking</b> seems not to be understood.</p> + +<p>Credit if two of three replies are satisfactory. (See <i>The +Measurement of Intelligence,</i> pp. 269-71.)</p> +<br> + +<p><b>6. <i>Naming Sixty Words</i></b></p> + +<p>Say, <b>"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."</b> Whenever there +is a pause of 15 seconds, say, <b>"Go ahead as fast as you can. Any +words will do."</b> Don't allow sentences or counting; if attempted, +interrupt with <b>"Counting</b> (or <b>sentences</b>) <b>not allowed. You must name +separate words. Go ahead."</b></p> + +<p>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.</p> +<br> + +<p><b><i>Alt. 1. Repeating Six Digits</i></b></p> + +<p><b>"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."</b> Give (<i>a</i>) and if necessary (<i>b</i>). <b>3, 7, 4, 8, +5, 9; 5, 2, 1, 7, 4, 6.</b></p> + +<p>Credit if one set is given without error.</p> +<br> + +<p><b><i>Alt. 2. Repeating Sentences</i></b></p> + +<p>Say, <b>"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."</b> Repeat, <b>"Say exactly what I +say,"</b> before reading each sentence. Do not re-read any sentence.</p> + +<p>(<i>a</i>) <b>The apple tree makes a cool pleasant shade on the ground where +the children are playing.</b></p> + +<p>(<i>b</i>) <b>It is nearly half-past one o'clock; the house is very quiet and +the cat has gone to sleep.</b></p> + +<p>(<i>c</i>) <b>In summer the days are very warm and fine; in winter it snows +and I am cold.</b></p> + +<p>Credit if one sentence out of three is repeated without error, or two +with not more than one error each.</p> +<br> + +<p><b><i>Alt. 3. Healy-Fernald Puzzle</i></b></p> + +<p>Place frame (short side toward S.) and blocks on table and say, <b>"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."</b> Do not suggest hurrying. Note +procedure, especially tendencies to repeat absurd moves, and moves +which leave spaces obviously impossible to fill.</p> + +<p>Credit if S. fits blocks into place three times within a total time +of five minutes for the three trials.</p> +<br> +<br> +<br> +<br> +<h4>Year XII</h4> +<br> + +<p><b>1. <i>Vocabulary</i></b></p> + +<p>See <a href="#vocabulary">last section.</a></p> + +<p>40 satisfactory definitions if both lists are given; 20 if only one +list is given.</p> +<br> + +<p><b>2. <i>Definitions: Abstract Words</i></b></p> + +<p>Say <b>"What is pity?" "What do we mean by pity?"</b> etc. If response +contains word to be defined, ask, <b>"Yes, but what does it mean to pity +some one?"</b> Same for <b>revenge, charity, envy, justice.</b> Question S. if +response is not clear.</p> + +<p>Credit if three of the five words are satisfactorily defined. (See +<i>The Measurement of Intelligence,</i> pp. 282-84.)</p> +<br> + +<p><b>3. <i>Ball and Field</i></b></p> + +<p>Present "round field" on record blank with gate facing S. and say, +<b>"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."</b> If S. stops, say, <b>"But suppose +you have not found it yet, which direction would you go next?"</b></p> + +<p>Credit in Year VIII for "inferior" plan (or better); in Years VIII +and XII for "superior" plan. (See scoring card.)</p> +<br> + +<p><b>4. <i>Dissected Sentences</i></b></p> + +<table align="center" border="0" cellspacing="0" cellpadding="6" summary="reading2"> + <tr> + <td width="494"> + <img src="images/read2up.jpg" alt="dissected sentences"> + </td> + </tr> +</table> + +<p>Point to the first group of words (<b>For the,</b> etc.), and say, <b>"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."</b> 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.</p> + +<p>Credit if two sentences of three are correct, or one correct and two +nearly correct. Time, one minute each. (See <i>The Measurement of +Intelligence,</i> p. 288.)</p> +<a name="fables"></a> +<br> + +<p><b>5. <i>Interpretation of Fables</i></b></p> + +<p>Present fables in order given below. Say, <b>"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."</b> After +reading, say, <b>"What lesson does that teach us?"</b> Question S. if +response is not clear. Proceed with (<i>b</i>), (<i>c</i>), (<i>d</i>), and (<i>e</i>) +thus: <b>"Here is another. Listen again and tell me what lesson this +fable teaches us."</b> After each ask, <b>"What lesson does that teach us?"</b></p> +<br> + +<center>(<i>a</i>) <b>Hercules and the wagoner</b></center> + +<p>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.</p> +<br> + +<center>(<i>b</i>) <b>The milkmaid and her plans</b></center> + +<p>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.</p> +<br> + +<center>(<i>c</i>) <b>The fox and the crow</b></center> + +<p>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.</p> +<br> + +<center>(<i>d</i>) <b>The farmer and the stork</b></center> + +<p>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."</p> +<br> + +<center>(<i>e</i>) <b>The miller, his son, and the donkey</b></center> + +<p>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.</p> +<br> + +<p>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 +<i>The Measurement of Intelligence,</i> pp. 290-97.)</p> +<br> + +<p><b>6. <i>Five Digits Backwards</i></b></p> + +<p><b>"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?"</b> Then, <b>"Ready now; listen carefully, +and be sure to say the numbers backwards."</b> If S. gives digits +forwards, repeat instructions. If necessary, give (<i>b</i>) and (<i>c</i>), +repeating each time, <b>"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.</b></p> + +<p>Credit if one set is repeated backwards without error.</p> +<br> + +<p><b>7. <i>Pictures; Interpretation</i></b></p> + +<p>Show in succession Dutch Home, River Scene, Post Office, and Colonial +House, saying each time, <b>"Tell me what this picture is about. Explain +this picture."</b> May prompt with, <b>"Go ahead,"</b> or <b>"Explain what you +mean."</b></p> + +<p>Credit if three of the four pictures are satisfactorily interpreted. +(See <i>The Measurement of Intelligence,</i> pp. 303-04.)</p> +<br> + +<p><b>8. <i>Finding Likenesses; Three Things</i></b></p> + +<p>Say, <b>"I am going to name three things which are alike in some way, +and I want you to tell me <i>how</i> they are alike. Snake, cow, and +sparrow; in what way are they alike?"</b> May repeat or urge with, <b>"I'm +sure you can tell me how a snake, a cow, and a sparrow are alike,"</b> +but do not change form of question. If difference is given, say, <b>"No, +I want you to tell me how they are <i>alike</i>. In what way are a snake, +a cow, and a sparrow alike?"</b> Same for (<i>b</i>) <b>book, teacher, newspaper;</b> +(<i>c</i>) <b>wool, cotton, leather;</b> (<i>d</i>) <b>knife-blade, penny, piece of wire;</b> +(<i>e</i>) <b>rose, potato, tree.</b></p> + +<p>Credit if any real similarity is given in three out of five trials. +(See <i>The Measurement of Intelligence,</i> pp. 307-08.)</p> +<br> +<br> +<br> +<br> +<h4>Year XIV</h4> +<br> + +<p><b>1. <i>Vocabulary</i></b></p> + +<p>See <a href="#vocabulary">last section.</a></p> + +<p>50 satisfactory definitions if both lists are given; 25 if only one +list is given.</p> +<br> + +<p><b>2. <i>Induction Test</i></b></p> + +<p>(If XVIII 2 is to be given, it should precede this test.) Provide six +sheets of tissue paper, 8½ 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 <b>how +many holes there will be in the paper when it is unfolded. Whatever +the answer,</b> unfold the paper and hold it up broadside for S.'s +inspection. Next, take another sheet, fold it once as before and say, +<b>"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."</b> Then proceed to fold the +paper again, this time in the other direction, cut out a piece from +the folded side, and ask <b>how many holes there will be when the paper +is unfolded.</b> 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, <b>"When we folded it this way there was +one hole."</b> Fold it again and say, <b>"And when we folded it this way +there were two holes."</b> Fold the paper a third time and say, <b>"Now, I +am folding it again. How many holes will it have this time when I +unfold it?"</b> 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): <b>"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."</b> Avoid saying, "When we folded it once, +twice, three times." After sixth response, ask, <b>"Can you tell me a +rule by which I could know each time how many holes there are going +to be?"</b></p> + +<p>Credit if answer to sixth question is correct, and governing rule is +correctly stated.</p> +<br> + +<p><b>3. <i>President and King</i></b></p> + +<p>Say, <b>"There are three main differences between a president and a +king; what are they?"</b> If S. stops after one difference is given, urge +him on, if possible, until three are given.</p> + +<p>Credit if two of the three correct answers are given.</p> +<br> + +<p><b>4. <i>Problem Questions</i></b></p> + +<p>Say, <b>"Listen, and see if you can understand what I read."</b> Then read +the problem slowly and with expression. If necessary, re-read +problem.</p> + +<p>(<i>a</i>) <b>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?</b></p> + +<p>If response is not clear, say, <b>"Explain what you mean."</b></p> + +<p>(<i>b</i>) <b>My neighbor has been having queer visitors. First, a doctor +came to his house, then a lawyer, then a minister</b> (<b>preacher</b> or +<b>priest</b>). <b>What do you think happened there?</b></p> + +<p>If response is simply "a death," etc., check up by asking what the +lawyer came for.</p> + +<p>(<i>c</i>) <b>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?"</b></p> + +<p>Credit if two of the three problems are satisfactorily answered. +Spontaneous corrections allowed. (See <i>The Measurement of +Intelligence,</i> pp. 316-18, for important scoring directions.)</p> +<br> + +<p><b>5. <i>Arithmetical Reasoning</i></b></p> + +<table align="center" border="0" cellspacing="0" cellpadding="6" summary="reading3"> + <tr> + <td width="538"> + <img src="images/read3up.jpg" alt="dissected sentences"> + </td> + </tr> +</table> + +<p>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.</p> + +<p>Credit if two of the three problems are correctly solved, within one +minute each, not including time spent in reading.</p> +<br> + +<p><b>6. <i>Reversing Hands of Clock</i></b></p> + +<p>Say, <b>"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?"</b> Repeat +the test with the hands at 8.08 (8 minutes after 8),<small><small><sup>3</sup></small></small> and again with +the hands at 2.46 (14 minutes before 3).</p> + +<blockquote><small><small><sup>3</sup></small> 8.08 is substituted instead of 8.10, formerly used, +because it is capable of more accurate solution and is less +confusing.</small></blockquote> + +<p>Credit if two of the three problems are solved with error of no more +than 3 or 4 minutes.</p> +<br> + +<p><b><i>Alt. Repeating Seven Digits</i></b></p> + +<p><b>"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."</b> Give (<i>a</i>) and if necessary (<i>b</i>). <b>2, 1, 8, 3, +4, 3, 9; 9, 7, 2, 8, 4, 7, 5.</b></p> + +<p>Credit if one set is reproduced without error.</p> +<br> +<br> +<br> +<br> +<h4>Year XVI</h4> +<br> + +<p><b>1. <i>Vocabulary</i></b></p> + +<p>See <a href="#vocabulary">last section.</a></p> + +<p>65 satisfactory definitions if both lists are given; 33 if only one +list is given.</p> +<br> + +<p><b>2. <i>Interpretation of Fables</i></b></p> + +<p>See <a href="#fables">above in XII 5</a> for procedure.</p> + +<p>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 <i>The Measurement of Intelligence,</i> pp. 290-97.)</p> +<br> + +<p><b>3. <i>Differences Between Abstract Terms</i></b></p> + +<p>Ask, <b>"What is the difference between—</b></p> + +<p>(<i>a</i>) <b>"Laziness and idleness?</b></p> + +<p>(<i>b</i>) <b>"Evolution and revolution?</b></p> + +<p>(<i>c</i>) <b>"Poverty and misery?</b></p> + +<p>(<i>d</i>) <b>"Character and reputation?"</b></p> + +<p>If answer is ambiguous, get S. to explain. If he merely defines the +words, say, <b>"Yes, but I want you to tell me the difference between +—— and ——."</b></p> + +<p>Credit if three of the four answers are given correctly. (See <i>The +Measurement of Intelligence,</i> pp. 325-26.)</p> +<br> + +<p><b>4. <i>Enclosed Boxes</i></b></p> + +<p>Show S. a small cardboard box, and say, <b>"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?"</b> Allow one-half minute, record +answer, then show second box, saying, <b>"This box has two smaller boxes +inside, and each of the smaller boxes contains <i>two</i> tiny boxes. How +many altogether?"</b> Similarly for (<i>c</i>) and (<i>d</i>), using three and +three, and four and four. Emphasize slightly the words "three" and +"four."</p> + +<p>Credit if three of the four problems are solved correctly within +one-half minute each. Spontaneous corrections are counted as correct.</p> +<br> + +<p><b>5. <i>Six Digits Backwards</i></b></p> + +<p>Say <b>"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."</b> If S. gives +digits forwards repeat instructions. If necessary, give (<i>b</i>) and +(<i>c</i>), repeating each time, <b>"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.</b></p> + +<p>Credit if one set is repeated backwards without error.</p> +<br> + +<p><b>6. <i>Code</i></b></p> + +<p>Show S. the code given on card (XVI 6). Say, <b>"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</b> +(pointing) <b>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</b> (pointing again), <b>and the letters in the other two +diagrams run in just the opposite way from the hands of a clock</b> +(pointing). <b>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.'"</b> Then write the words <b>"spy"</b> +and <b>"trench,"</b> 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: <b>"I am going to have you write something for me; remember, now, +how the letters go, first</b> (pointing, as before) <b>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"</b> +(pointing). At this point, take away the diagrams, give S. pencil and +paper, and tell him to write the words <b>"come quickly."</b> Say nothing +about hurrying. Do not permit S. to reproduce the code and then to +copy the code letters from his reproduction.</p> + +<p>Credit if the words are written within six minutes with not more than +two errors, omission of dot counting as half error.</p> +<br> + +<p><b><i>Alt. 1. Repeating Sentences</i></b></p> + +<p>Say, <b>"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."</b> Repeat <b>"Say exactly what I +say"</b> before reading each sentence. Do not re-read any sentence.</p> + +<p>(<i>a</i>) <b>Walter likes very much to go on visits to his grandmother, +because she always tells him many funny stories.</b></p> + +<p>(<i>b</i>) <b>Yesterday I saw a pretty little dog in the street. It had curly +brown hair, short legs, and a long tail.</b></p> + +<p>Credit if one sentence is repeated without a single error.</p> +<br> + +<p><b><i>Alt. 2. Comprehension of Physical Relations</i></b></p> + +<p>(<i>a</i>) 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, <b>"The long line represents the perfectly level ground of a field, +and the short line represents a cannon. The cannon is pointed +horizontally</b> (<b>on a level</b>) <b>and is fired across this perfectly level +field."</b> After it is clear that these conditions of the problem are +comprehended, add, <b>"Now, suppose that this cannon is fired off and +that the ball comes to the ground at this point here</b> (pointing to the +farther end of the line which represents the field). <b>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></p> + +<p>(<i>b</i>) Say, <b>"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?"</b> If S. responds correctly, say, <b>"How can this be correct, +since the water itself holds up the fish?"</b></p> + +<p>(<i>c</i>) <b>"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."</b> When this is clear, proceed, <b>"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?"</b></p> + +<p>Credit if two of the three problems are satisfactorily solved.</p> + +<p>For (<i>a</i>), line must begin almost on a level and drop more rapidly +toward the end.</p> + +<p>For (<i>b</i>), S. must adhere positively to right answer.</p> + +<p>For (<i>c</i>), S. must know that a small deviation at 50 yards becomes a +larger deviation at 100 yards.</p> + +<p>(See <i>The Measurement of Intelligence,</i> pp. 333-36 for important +scoring rules.)</p> +<br> +<br> +<br> +<br> +<h4>Year XVIII</h4> +<br> + +<p><b>1. <i>Vocabulary</i></b></p> + +<p>See <a href="#vocabulary">last section.</a></p> + +<p>75 satisfactory definitions if both lists are given; 38 if only one +list is given.</p> +<br> + +<p><b>2. <i>Paper-Cutting Test</i></b></p> + +<p>When this test is given it should precede XIV 2.</p> + +<p>Take a piece of paper about 6 inches square and say, <b>"Watch carefully +what I do. See, I fold the paper this way</b> (folding it once over in +the middle). <b>Then I fold it this way</b> (folding it again in the middle, +but at right angles to the first fold). <b>Now, I will cut out a notch +right here"</b> (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, <b>"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."</b> Do not permit S. to fold second sheet, and do not say, +"draw the holes."</p> + +<p>Credit if creases are correctly represented, with correct number of +holes correctly located.</p> +<br> + +<p><b>3. <i>Repeating Eight Digits</i></b></p> + +<p>Say, <b>"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."</b> Give (<i>a</i>), and if necessary (<i>b</i>) and (<i>c</i>). +<b>7, 2, 5, 3, 4, 8, 9, 6; 4, 9, 8, 5, 3, 7, 6, 2; 8, 3, 7, 9, 5, 4, 8, +2.</b></p> + +<p>Credit if one set is reproduced without error.</p> +<br> + +<p><b>4. <i>Repeating Thought of Passage</i></b></p> + +<p>Say, <b>"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."</b> Read (<i>a</i>), and if necessary (<i>b</i>), +recording response verbatim. Urge S. to give thought of selection in +his own words, if he hesitates.</p> + +<p>(<i>a</i>) <b>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></p> + +<p>(<i>b</i>) <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.</b></p> + +<p>Credit if main thoughts of one of the selections are given in +reasonably consecutive order. (See <i>The Measurement of Intelligence,</i> +pp. 340-43.)</p> +<br> + +<p><b>5. <i>Seven Digits Backwards</i></b></p> + +<p>Say, <b>"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?"</b> Then, <b>"Ready now, listen +carefully, and be sure to say the numbers backwards."</b> If S. gives the +digits forwards, repeat instructions. If necessary, give (<i>b</i>) and +(<i>c</i>), repeating each time: <b>"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.</b></p> + +<p>Credit if one set is repeated backwards without error.</p> +<br> + +<p><b>6. <i>Ingenuity Test</i></b></p> + +<p>State problem (<i>a</i>) 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 +<b>"yes."</b> If S. has not solved (<i>a</i>) correctly within five minutes, +explain the solution in full and proceed to (<i>b</i>). State (<i>b</i>) orally +and allow S. five minutes for its solution. Do not explain in case of +failure. If S. succeeds on either (<i>a</i>) or (<i>b</i>), but not with both, +give problem (<i>c</i>) orally, allowing five minutes for this also.</p> + +<p>(<i>a</i>) <b>"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."</b></p> + +<p>Same formula for (<i>b</i>) <b>5 and 7, get 8. Begin with 5;</b> and (<i>c</i>) <b>4 and +9, get 7. Begin with 4.</b></p> + +<p>Credit if two of the three problems are solved correctly, each within +five minutes.</p> +<br> +<br><a name="vocabulary"></a> +<br> +<br> +<h4><i>Vocabulary</i></h4> +<br> + +<p><b>"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?"</b> 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: <b>"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."</b> May ask S. to explain what he means if it is not +clear.</p> + +<table align="center" border="0" cellspacing="0" cellpadding="4" summary="vocabulary"> + <tr> + <td> </td><td><b>List 1</b></td><td> </td><td><b>List 2</b></td> + </tr> + <tr> + <td align="right">1.</td><td>gown</td> + <td align="right">1.</td><td>orange</td> + </tr> + <tr> + <td align="right">2.</td><td>tap</td> + <td align="right">2.</td><td>bonfire</td> + </tr> + <tr> + <td align="right">3.</td><td>scorch</td> + <td align="right">3.</td><td>straw</td> + </tr> + <tr> + <td align="right">4.</td><td>puddle</td> + <td align="right">4.</td><td>roar</td> + </tr> + <tr> + <td align="right">5.</td><td>envelope</td> + <td align="right">5.</td><td>haste</td> + </tr> + <tr> + <td align="right">6.</td><td>rule</td> + <td align="right">6.</td><td>afloat</td> + </tr> + <tr> + <td align="right">7.</td><td>health</td> + <td align="right">7.</td><td>guitar</td> + </tr> + <tr> + <td align="right">8.</td><td>eye-lash</td> + <td align="right">8.</td><td>mellow</td> + </tr> + <tr> + <td align="right">9.</td><td>copper</td> + <td align="right">9.</td><td>impolite</td> + </tr> + <tr> + <td align="right">10.</td><td>curse</td> + <td align="right">10.</td><td>plumbing</td> + </tr> + <tr> + <td align="right">11.</td><td>pork</td> + <td align="right">11.</td><td>noticeable</td> + </tr> + <tr> + <td align="right">12.</td><td>outward</td> + <td align="right">12.</td><td>muzzle</td> + </tr> + <tr> + <td align="right">13.</td><td>southern</td> + <td align="right">13.</td><td>quake</td> + </tr> + <tr> + <td align="right">14.</td><td>lecture</td> + <td align="right">14.</td><td>reception</td> + </tr> + <tr> + <td align="right">15.</td><td>dungeon</td> + <td align="right">15.</td><td>majesty</td> + </tr> + <tr> + <td align="right">16.</td><td>skill</td> + <td align="right">16.</td><td>treasury</td> + </tr> + <tr> + <td align="right">17.</td><td>ramble</td> + <td align="right">17.</td><td>misuse</td> + </tr> + <tr> + <td align="right">18.</td><td>civil</td> + <td align="right">18.</td><td>crunch</td> + </tr> + <tr> + <td align="right">19.</td><td>insure</td> + <td align="right">19.</td><td>forfeit</td> + </tr> + <tr> + <td align="right">20.</td><td>nerve</td> + <td align="right">20.</td><td>sportive</td> + </tr> + <tr> + <td align="right">21.</td><td>juggler</td> + <td align="right">21.</td><td>apish</td> + </tr> + <tr> + <td align="right">22.</td><td>regard</td> + <td align="right">22.</td><td>snip</td> + </tr> + <tr> + <td align="right">23.</td><td>stave</td> + <td align="right">23.</td><td>shrewd</td> + </tr> + <tr> + <td align="right">24.</td><td>brunette</td> + <td align="right">24.</td><td>repose</td> + </tr> + <tr> + <td align="right">25.</td><td>hysterics</td> + <td align="right">25.</td><td>peculiarity</td> + </tr> + <tr> + <td align="right">26.</td><td>Mars</td> + <td align="right">26.</td><td>conscientious</td> + </tr> + <tr> + <td align="right">27.</td><td>mosaic</td> + <td align="right">27.</td><td>charter</td> + </tr> + <tr> + <td align="right">28.</td><td>bewail</td> + <td align="right">28.</td><td>coinage</td> + </tr> + <tr> + <td align="right">29.</td><td>priceless</td> + <td align="right">29.</td><td>dilapidated</td> + </tr> + <tr> + <td align="right">30.</td><td>disproportionate </td> + <td align="right">30.</td><td>promontory</td> + </tr> + <tr> + <td align="right">31.</td><td>tolerate</td> + <td align="right">31.</td><td>avarice</td> + </tr> + <tr> + <td align="right">32.</td><td>artless</td> + <td align="right">32.</td><td>gelatinous</td> + </tr> + <tr> + <td align="right">33.</td><td>depredation</td> + <td align="right">33.</td><td>drabble</td> + </tr> + <tr> + <td align="right">34.</td><td>lotus</td> + <td align="right">34.</td><td>philanthropy</td> + </tr> + <tr> + <td align="right">35.</td><td>frustrate</td> + <td align="right">35.</td><td>irony</td> + </tr> + <tr> + <td align="right">36.</td><td>harpy</td> + <td align="right">36.</td><td>embody</td> + </tr> + <tr> + <td align="right">37.</td><td>flaunt</td> + <td align="right">37.</td><td>swaddle</td> + </tr> + <tr> + <td align="right">38.</td><td>ochre</td> + <td align="right">38.</td><td>exaltation</td> + </tr> + <tr> + <td align="right">39.</td><td>milksop</td> + <td align="right">39.</td><td>infuse</td> + </tr> + <tr> + <td align="right">40.</td><td>incrustation</td> + <td align="right">40.</td><td>selectman</td> + </tr> + <tr> + <td align="right">41.</td><td>retroactive</td> + <td align="right">41.</td><td>declivity</td> + </tr> + <tr> + <td align="right">42.</td><td>ambergris</td> + <td align="right">42.</td><td>laity</td> + </tr> + <tr> + <td align="right">43.</td><td>achromatic</td> + <td align="right">43.</td><td>fen</td> + </tr> + <tr> + <td align="right">44.</td><td>perfunctory</td> + <td align="right">44.</td><td>sapient</td> + </tr> + <tr> + <td align="right">45.</td><td>casuistry</td> + <td align="right">45.</td><td>cameo</td> + </tr> + <tr> + <td align="right">46.</td><td>piscatorial</td> + <td align="right">46.</td><td>theosophy</td> + </tr> + <tr> + <td align="right">47.</td><td>sudorific</td> + <td align="right">47.</td><td>precipitancy</td> + </tr> + <tr> + <td align="right">48.</td><td>parterre</td> + <td align="right">48.</td><td>paleology</td> + </tr> + <tr> + <td align="right">49.</td><td>shagreen</td> + <td align="right">49.</td><td>homunculus</td> + </tr> + <tr> + <td align="right">50.</td><td>complot</td> + <td align="right">50.</td><td>limpet</td> + </tr> +</table> + +<p>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 <i>The Measurement of +Intelligence,</i> pp. 227-28, for illustrations of satisfactory and +unsatisfactory responses.)</p> + +<p>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:</p> + +<table align="center" border="0" cellspacing="0" cellpadding="4" summary="vocabulary"> + <tr> + <td> </td><td align="center"><i>If both</i><br><i>lists given</i></td><td align="center"><i>If one</i><br><i>list given</i></td> + </tr> + <tr> + <td>VIII</td><td align="center">20</td><td align="center">10</td> + </tr> + <tr> + <td>X</td><td align="center">30</td><td align="center">15</td> + </tr> + <tr> + <td>XII</td><td align="center">40</td><td align="center">20</td> + </tr> + <tr> + <td>XIV</td><td align="center">50</td><td align="center">25</td> + </tr> + <tr> + <td>XVI</td><td align="center">65</td><td align="center">33</td> + </tr> + <tr> + <td>XVIII</td><td align="center">75</td><td align="center">38</td> + </tr> +</table><br> +<br> +<br> +<hr> +<br> +<br> +<h4>By the same author</h4> +<br> + +<p>THE INTELLIGENCE OF SCHOOL CHILDREN</p> + +<p>How Children differ in Ability, the Use of Mental Tests in School +Grading, and the Proper Education of Exceptional Children.</p> +<br> + +<p>THE MEASUREMENT OF INTELLIGENCE</p> + +<p>An Explanation of and a Complete Guide for the Use of the Stanford +Revision and Extension of the Binet-Simon Intelligence Scale.</p> +<br> + +<p>TEST MATERIAL</p> + +<p>Eighteen Plates and one copy of the Record Booklet, being the Test +Material needed in giving the Tests to Children.</p> +<br> + +<p>RECORD BOOKLET</p> + +<p>Put up for general use in packages of 25, each forming a complete +test record for one child.</p> +<br> + +<p>CONDENSED GUIDE</p> + +<p>For the Stanford Revision of the Binet-Simon Intelligence Tests.</p> +<br> + +<p>ABBREVIATED FILING RECORD CARD</p> + +<p>For the Stanford Revision of the Binet-Simon Tests.</p> + +<p>Put up for general use in packages of 25, each forming a complete +filing record for one child.</p> +<br> +<br> +<center>HOUGHTON MIFFLIN COMPANY<br> + B<small>OSTON</small> N<small>EW</small> Y<small>ORK</small> C<small>HICAGO</small></center> +<br> + + + + + + + +<pre> + + + + + +End of the Project Gutenberg EBook of Condensed Guide for the Stanford +Revision of the Binet-Simon Intelligence Tests, by Lewis Madison Terman + +*** END OF THIS PROJECT GUTENBERG EBOOK CONDENSED GUIDE FOR THE *** + +***** This file should be named 34307-h.htm or 34307-h.zip ***** +This and all associated files of various formats will be found in: + http://www.gutenberg.org/3/4/3/0/34307/ + +Produced by Ron Swanson + +Updated editions will replace the previous one--the old editions +will be renamed. + +Creating the works from public domain print editions means that no +one owns a United States copyright in these works, so the Foundation +(and you!) can copy and distribute it in the United States without +permission and without paying copyright royalties. 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