5.Three Words in One Sentence
Say,"You know what a sentence is, of course. A sentence is made up of some words which say something. Now, I am going to give you three words, and you must make up a sentence that has all three words in it. The three words are 'boy,' 'river,' 'ball.' Go ahead and make up a sentence that has all three words in it."Repeat instructions if necessary, butdo not illustrate.May say,"The three words must be put with some other words so that all of them together will make a sentence."Give only one trial, and do not caution against making more than one sentence. Do not hurry S., but allow only one minute. Then say,"Now make a sentence that has in it the three words 'work,' 'money,' 'men.'"If necessary give (c)desert, rivers, lakes,in the same way.
Credit if satisfactory sentence is given in two of three trials. (SeeThe Measurement of Intelligence,pp. 243-45.)
6.Finding Rhymes
Say,"You know what a rhyme is, of course. A rhyme is a word that sounds like another word. Two words rhyme if they end in the same sound. For example, 'hat,' 'cat,' 'rat,' 'bat,' all rhyme with one another. Now, I am going to give you one minute to find as many words as you can that rhyme with 'day.' Ready; go ahead."If S. fails, repeat explanation, and give sample rhymes for day, assay, may, pay, hay.Otherwise, proceed,"Now, you have another minute to name all the words you can think of that rhyme with 'mill.'"Same, if necessary, forspring.Do not repeat explanation after "mill" or "spring."
Credit if three rhymes in one minute are given for each of two out of three words.
Alt. 1. Naming the Months
Say,"Name all the months of the year."If correct, check by asking,"What month comes before April?" "Before July?" "Before November?"
Credit if months are correctly named within 15 seconds with not more than one error, and if two of three checks are correct.
Alt. 2. Counting Value of Stamps
Say,"You know, of course, how much a stamp like this costs(pointing to a 1-cent stamp).And you know how much one like this costs(pointing to a 2-cent stamp).Now, how much money would it take to buy all these stamps?"(showing three 1-cent stamps and three 2-cent stamps). Do not tell values, where not known; if values are known but sum is wrongly given, give second trial, saying,"Tell me how you got it."
Credit if correct value is given in not over 15 seconds.
1.Vocabulary
Seelast section.
If both lists are given, 30 satisfactory definitions are required; if only one list is given, the requirement is 15.
2.Absurdities
"I am going to read a sentence which has something foolish in it, some nonsense. Listen carefully and tell me what is foolish about it."After reading say,"What is foolish about that?"Give sentences twice if necessary, repeating exactly. If response is ambiguous, ask S. what he means.
(a)A man said: "I know a road from my house to the city which is down hill all the way to the city and down hill all the way back home."
(b)An engineer said that the more cars he had on his train the faster he could go.
(c)Yesterday the police found the body of a girl cut into 18 pieces. They believe that she killed herself.
(d)There was a railroad accident yesterday, but it was not very serious. Only 48 people were killed.
(e)A bicycle rider, being thrown from his bicycle in an accident, struck his head against a stone and was instantly killed. They picked him up and carried him to the hospital, and they do not think he will get well again.
Credit if four responses out of five are satisfactory. (SeeThe Measurement of Intelligence,pp. 256-58.)
3.Drawing Designs from Memory
Give S.penciland paper, then say,"This card has two drawings on it. I am going to show them to you for ten seconds, then I will take the card away and let you draw from memory what you have seen. Look at both drawings carefully and remember that you have only ten seconds."Show card (X 3) for 10 seconds, right side up. Have S. reproduce designs immediately, and note on his paper which is the top of his drawing.
Credit if one design is reproduced correctly and one at least half correctly. (See scoring cards.)
4.Reading and Report
Show selection and say,"I want you to read this for me as well as you can."Pronounce for S. all words he cannot make out, allowing not over 5 seconds' hesitation. (Record reading time and errors.) When S. has finished, say,"Very well done. Now, tell me what you read. Begin at the first and tell everything you can remember."When S. stops, ask,"And what else?"
Credit if selection is read within 35 seconds with not more than two errors, and if report given contains at least eight "memories" as separated above. Minor changes in wording allowed. Scoring is done by checking word groups on record blank.
5.Comprehension
Ask in order,
(a)"What ought you to say when someone asks your opinion about a person you don't know very well?"
(b)"What ought you to do before undertaking(beginning)something very important?"
(c)"Why should we judge a person more by his actions than by his words?"
May repeat but not change question except to substitutebeginningin (b) in caseundertakingseems not to be understood.
Credit if two of three replies are satisfactory. (SeeThe Measurement of Intelligence,pp. 269-71.)
6.Naming Sixty Words
Say,"Now, I want to see how many different words you can name in 3 minutes. When I say ready, you must begin and name the words as fast as you can, and I will count them. Do you understand? Be sure to do your very best, and remember that just any words will do, like 'clouds,' 'dog,' 'chair,' 'happy'—ready; go ahead."Whenever there is a pause of 15 seconds, say,"Go ahead as fast as you can. Any words will do."Don't allow sentences or counting; if attempted, interrupt with"Counting(orsentences)not allowed. You must name separate words. Go ahead."
Credit if 60 words, exclusive of repetitions, are given in three minutes. If time is limited one minute may be given and 28 words required.
Alt. 1. Repeating Six Digits
"Now, listen. I am going to say over some numbers and after I am through I want you to say them exactly as I do. Listen closely and get them just right."Give (a) and if necessary (b).3, 7, 4, 8, 5, 9; 5, 2, 1, 7, 4, 6.
Credit if one set is given without error.
Alt. 2. Repeating Sentences
Say,"Now listen. I am going to say something and after I am through I want you to say it over just as I do. Understand? Listen carefully and be sure to say exactly what I say."Repeat,"Say exactly what I say,"before reading each sentence. Do not re-read any sentence.
(a)The apple tree makes a cool pleasant shade on the ground where the children are playing.
(b)It is nearly half-past one o'clock; the house is very quiet and the cat has gone to sleep.
(c)In summer the days are very warm and fine; in winter it snows and I am cold.
Credit if one sentence out of three is repeated without error, or two with not more than one error each.
Alt. 3. Healy-Fernald Puzzle
Place frame (short side toward S.) and blocks on table and say,"I want you to put these blocks in this frame so that all the space will be filled up. If you do it rightly, they will all fit in and there will be no space left over. Go ahead."Do not suggest hurrying. Note procedure, especially tendencies to repeat absurd moves, and moves which leave spaces obviously impossible to fill.
Credit if S. fits blocks into place three times within a total time of five minutes for the three trials.
1.Vocabulary
Seelast section.
40 satisfactory definitions if both lists are given; 20 if only one list is given.
2.Definitions: Abstract Words
Say"What is pity?" "What do we mean by pity?"etc. If response contains word to be defined, ask,"Yes, but what does it mean to pity some one?"Same forrevenge, charity, envy, justice.Question S. if response is not clear.
Credit if three of the five words are satisfactorily defined. (SeeThe Measurement of Intelligence,pp. 282-84.)
3.Ball and Field
Present "round field" on record blank with gate facing S. and say,"Let us suppose that your baseball has been lost in this round field. You have no idea what part of the field it is in. You don't know what direction it came from, how it got there, nor with what force it came. All you know is that the ball is lost somewhere in the field. Now, take this pencil and mark out a path to show me how you would hunt for the ball so as to be sure not to miss it. Begin at the gate and show me what path you would take."If S. stops, say,"But suppose you have not found it yet, which direction would you go next?"
Credit in Year VIII for "inferior" plan (or better); in Years VIII and XII for "superior" plan. (See scoring card.)
4.Dissected Sentences
Point to the first group of words (For the,etc.), and say,"Here is a sentence that has the words all mixed up, so that they don't make any sense. If the words were changed around in the right order they would make a good sentence. Look carefully and see if you can tell me how the sentence ought to read."Do not hurry S., but allow only one minute. If S. fails on the first sentence, read it for him slowly and correctly, pointing at each word as you speak it. Same procedure for second and third, except that no help is given.
Credit if two sentences of three are correct, or one correct and two nearly correct. Time, one minute each. (SeeThe Measurement of Intelligence,p. 288.)
5.Interpretation of Fables
Present fables in order given below. Say,"You know what a fable is? Fables, you know, are little stories which teach us a lesson. I am going to read a fable to you. Listen carefully, and when I am through I will ask you to tell me what lesson the fable teaches us."After reading, say,"What lesson does that teach us?"Question S. if response is not clear. Proceed with (b), (c), (d), and (e) thus:"Here is another. Listen again and tell me what lesson this fable teaches us."After each ask,"What lesson does that teach us?"
(a)Hercules and the wagoner
(a)Hercules and the wagoner
A man was driving along a country road, when the wheels suddenly sank in a deep rut. The man did nothing but look at the wagon and call loudly to Hercules to come and help him. Hercules came up, looked at the man, and said: "Put your shoulder to the wheel, my man, and whip up your oxen." Then he went away and left the driver.
(b)The milkmaid and her plans
(b)The milkmaid and her plans
A milkmaid was carrying her pail of milk on her head, and was thinking to herself thus: "The money for this milk will buy 4 hens; the hens will lay at least 100 eggs; the eggs will produce at least 75 chicks; and with the money which the chicks will bring I can buy a new dress to wear instead of the ragged one I have on." At this moment she looked down at herself, trying to think how she would look in her new dress; but as she did so the pail of milk slipped from her head and dashed upon the ground. Thus all her imaginary schemes perished in a moment.
(c)The fox and the crow
(c)The fox and the crow
A crow, having stolen a bit of meat, perched in a tree and held it in her beak. A fox, seeing her, wished to secure the meat, and spoke to the crow thus: "How handsome you are! And I have heard that the beauty of your voice is equal to that of your form and feathers. Will you not sing for me, so that I may judge whether this is true?" The crow was so pleased that she opened her mouth to sing and dropped the meat, which the fox immediately ate.
(d)The farmer and the stork
(d)The farmer and the stork
A farmer set some traps to catch cranes which had been eating his seed. With them he caught a stork. The stork, which had not really been stealing, begged the farmer to spare his life, saying that he was a bird of excellent character, that he was not at all like the cranes, and that the farmer should have pity on him. But the farmer said: "I have caught you with these robbers, the cranes, and you have got to die with them."
(e)The miller, his son, and the donkey
(e)The miller, his son, and the donkey
A miller and his son were driving their donkey to a neighboring town to sell him. They had not gone far when a child saw them and cried out: "What fools those fellows are to be trudging along on foot when one of them might be riding." The old man, hearing this, made his son get on the donkey, while he himself walked. Soon they came upon some men. "Look," said one of them, "see that lazy boy riding while his old father has to walk." On hearing this the miller made his son get off, and he climbed upon the donkey himself. Farther on they met a company of women, who shouted out: "Why, you lazy old fellow, to ride along so comfortably while your poor boy there can hardly keep pace by the side of you!" And so the good-natured miller took his boy up behind him and both of them rode. As they came to the town a citizen said to them, "Why, you cruel fellows! You two are better able to carry the poor little donkey than he is to carry you." "Very well," said the miller, "we will try." So both of them jumped to the ground, got some ropes, tied the donkey's legs to a pole and tried to carry him. But as they crossed the bridge the donkey became frightened, kicked loose, and fell into the stream.
Credit in Year XII if score is 4 points or more; in Year XVI if score is 8 points or more. Allow 2 points for each fable for correct, and 1 for partially correct response. (Note carefully scoring directions inThe Measurement of Intelligence,pp. 290-97.)
6.Five Digits Backwards
"Listen carefully; I am going to read some numbers, and I want you to say them backwards. For example, if I should say 5—1—4, you would say 4—1—5. Do you understand?"Then,"Ready now; listen carefully, and be sure to say the numbers backwards."If S. gives digits forwards, repeat instructions. If necessary, give (b) and (c), repeating each time,"Ready now; listen carefully, and be sure to say the numbers backwards." 3, 1, 8, 7, 9; 6, 9, 4, 8, 2; 5, 2, 9, 6, 1.
Credit if one set is repeated backwards without error.
7.Pictures; Interpretation
Show in succession Dutch Home, River Scene, Post Office, and Colonial House, saying each time,"Tell me what this picture is about. Explain this picture."May prompt with,"Go ahead,"or"Explain what you mean."
Credit if three of the four pictures are satisfactorily interpreted. (SeeThe Measurement of Intelligence,pp. 303-04.)
8.Finding Likenesses; Three Things
Say,"I am going to name three things which are alike in some way, and I want you to tell mehowthey are alike. Snake, cow, and sparrow; in what way are they alike?"May repeat or urge with,"I'm sure you can tell me how a snake, a cow, and a sparrow are alike,"but do not change form of question. If difference is given, say,"No, I want you to tell me how they arealike. In what way are a snake, a cow, and a sparrow alike?"Same for (b)book, teacher, newspaper;(c)wool, cotton, leather;(d)knife-blade, penny, piece of wire;(e)rose, potato, tree.
Credit if any real similarity is given in three out of five trials. (SeeThe Measurement of Intelligence,pp. 307-08.)
1.Vocabulary
Seelast section.
50 satisfactory definitions if both lists are given; 25 if only one list is given.
2.Induction Test
(If XVIII 2 is to be given, it should precede this test.) Provide six sheets of tissue paper, 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 youhow many holes there will be in the paper when it is unfolded. Whatever the answer,unfold the paper and hold it up broadside for S.'s inspection. Next, take another sheet, fold it once as before and say,"Now, when we folded it this way and cut out a piece, you remember it made one hole in the paper. This time we will give the paper another fold and see how many holes we shall have."Then proceed to fold the paper again, this time in the other direction, cut out a piece from the folded side, and askhow many holes there will be when the paper is unfolded.Then unfold the paper, hold it up before S. so as to let him see the result. Whatever the answer, proceed with the third sheet. Fold it once and say,"When we folded it this way there was one hole."Fold it again and say,"And when we folded it this way there were two holes."Fold the paper a third time and say,"Now, I am folding it again. How many holes will it have this time when I unfold it?"Again unfold paper while S. looks on. Continue in the same manner with sheets four, five, and six, adding one fold each time. In folding each sheet recapitulate results, saying (with the sixth, for example):"When we folded it this way there was one hole; when we folded it again there were two; when we folded it again there were four; when we folded it again there were eight; when we folded it again there were sixteen; now tell me how many holes there will be if we fold it once more."Avoid saying, "When we folded it once, twice, three times." After sixth response, ask,"Can you tell me a rule by which I could know each time how many holes there are going to be?"
Credit if answer to sixth question is correct, and governing rule is correctly stated.
3.President and King
Say,"There are three main differences between a president and a king; what are they?"If S. stops after one difference is given, urge him on, if possible, until three are given.
Credit if two of the three correct answers are given.
4.Problem Questions
Say,"Listen, and see if you can understand what I read."Then read the problem slowly and with expression. If necessary, re-read problem.
(a)A man who was walking in the woods near a city stopped suddenly very much frightened, and then ran to the nearest policeman, saying that he had just seen hanging from the limb of a tree a —— a what?
If response is not clear, say,"Explain what you mean."
(b)My neighbor has been having queer visitors. First, a doctor came to his house, then a lawyer, then a minister(preacherorpriest).What do you think happened there?
If response is simply "a death," etc., check up by asking what the lawyer came for.
(c)An Indian who had come to town for the first time in his life saw a white man riding along the street. As the white man rode by, the Indian said: "The white man is lazy; he walks sitting down." What was the white man riding on that caused the Indian to say, "He walks sitting down?"
Credit if two of the three problems are satisfactorily answered. Spontaneous corrections allowed. (SeeThe Measurement of Intelligence,pp. 316-18, for important scoring directions.)
5.Arithmetical Reasoning
Show S. the problems one at a time. Have S. read each problem aloud and, with the printed problem still before him, find the answer without the use of pencil or paper. In the case of illiterates, examiner reads each problem for S. two or three times.
Credit if two of the three problems are correctly solved, within one minute each, not including time spent in reading.
6.Reversing Hands of Clock
Say,"Suppose it is six-twenty-two o'clock, that is, twenty-two minutes after six; can you see in your mind where the large hand would be, and where the small hand would be?" "Now, suppose the two hands of the clock were to trade places, so that the large hand takes the place where the small hand was, and the small hand takes the place where the large hand was, what time would it then be?"Repeat the test with the hands at 8.08 (8 minutes after 8),3and again with the hands at 2.46 (14 minutes before 3).
38.08 is substituted instead of 8.10, formerly used, because it is capable of more accurate solution and is less confusing.
Credit if two of the three problems are solved with error of no more than 3 or 4 minutes.
Alt. Repeating Seven Digits
"Now listen. I am going to say over some numbers and after I am through, I want you to say them exactly as I do. Listen closely and get them just right."Give (a) and if necessary (b).2, 1, 8, 3, 4, 3, 9; 9, 7, 2, 8, 4, 7, 5.
Credit if one set is reproduced without error.
1.Vocabulary
Seelast section.
65 satisfactory definitions if both lists are given; 33 if only one list is given.
2.Interpretation of Fables
Seeabove in XII 5for procedure.
Allow 2 points for each fable correctly interpreted, and 1 if response is somewhat inferior to the standard. Credit in XII if score is 4 points or more; in XVI if score is 8 points or more. (Note carefully scoring inThe Measurement of Intelligence,pp. 290-97.)
3.Differences Between Abstract Terms
Ask,"What is the difference between—
(a)"Laziness and idleness?
(b)"Evolution and revolution?
(c)"Poverty and misery?
(d)"Character and reputation?"
If answer is ambiguous, get S. to explain. If he merely defines the words, say,"Yes, but I want you to tell me the difference between —— and ——."
Credit if three of the four answers are given correctly. (SeeThe Measurement of Intelligence,pp. 325-26.)
4.Enclosed Boxes
Show S. a small cardboard box, and say,"Listen carefully. You see this box; it has two smaller boxes inside of it, and each one of the smaller boxes contains a little tiny box. How many boxes are there altogether, counting the big one?"Allow one-half minute, record answer, then show second box, saying,"This box has two smaller boxes inside, and each of the smaller boxes containstwotiny boxes. How many altogether?"Similarly for (c) and (d), using three and three, and four and four. Emphasize slightly the words "three" and "four."
Credit if three of the four problems are solved correctly within one-half minute each. Spontaneous corrections are counted as correct.
5.Six Digits Backwards
Say"Listen carefully. I am going to read some numbers, and I want you to say them backwards. For example, if I should say 5—1—4, you would say 4—1—5. Do you understand?" Then, "Ready now; listen carefully, and be sure to say the numbers backwards."If S. gives digits forwards repeat instructions. If necessary, give (b) and (c), repeating each time,"Ready now; listen carefully, and be sure to say the numbers backwards." 4, 7, 1, 9, 5, 2; 5, 8, 3, 2, 9, 4; 7, 5, 2, 6, 3, 8.
Credit if one set is repeated backwards without error.
6.Code
Show S. the code given on card (XVI 6). Say,"See these diagrams here? Look and you will see that they contain all the letters of the alphabet. Now, examine the arrangement of the letters. They go(pointing)a b c, d e f, g h i, j k l, m n o, p q r, s t u v, w x y z. You see the letters in the first two diagrams are arranged in the up-and-down order(pointing again),and the letters in the other two diagrams run in just the opposite way from the hands of a clock(pointing).Look again and you will see that the second diagram is just like the first, except that each letter has a dot with it, and that the last diagram is like the third except that here, also, each letter has a dot. Now, all of this represents a code; that is, a secret language. It is a real code, one that was used in the Civil War for sending secret messages. This is the way it works: We draw the lines which hold a letter, but leave out the letter. Here, for example, is the way we would write 'spy.'"Then write the words"spy"and"trench,"pointing out carefully where each letter comes from, and emphasizing the fact that the dot must be used in addition to the lines in writing any letter in the second or fourth diagram. Then add:"I am going to have you write something for me; remember, now, how the letters go, first(pointing, as before)a b c, d e f, g h i, then j k l, m n o, p q r, then s t u v, then w x y z. And don't forget the dots for the letters in this diagram and this one"(pointing). At this point, take away the diagrams, give S. pencil and paper, and tell him to write the words"come quickly."Say nothing about hurrying. Do not permit S. to reproduce the code and then to copy the code letters from his reproduction.
Credit if the words are written within six minutes with not more than two errors, omission of dot counting as half error.
Alt. 1. Repeating Sentences
Say,"Now, listen. I am going to say something and after I am through I want you to say it over just as I do. Understand? Listen carefully and be sure to say exactly what I say."Repeat"Say exactly what I say"before reading each sentence. Do not re-read any sentence.
(a)Walter likes very much to go on visits to his grandmother, because she always tells him many funny stories.
(b)Yesterday I saw a pretty little dog in the street. It had curly brown hair, short legs, and a long tail.
Credit if one sentence is repeated without a single error.
Alt. 2. Comprehension of Physical Relations
(a) Draw a horizontal line 6 or 8 inches long. An inch or two above it draw a horizontal line about an inch long parallel to the first. Say,"The long line represents the perfectly level ground of a field, and the short line represents a cannon. The cannon is pointed horizontally(on a level)and is fired across this perfectly level field."After it is clear that these conditions of the problem are comprehended, add,"Now, suppose that this cannon is fired off and that the ball comes to the ground at this point here(pointing to the farther end of the line which represents the field).Take this pencil and draw a line which will show what path the cannon ball will take from the time it leaves the mouth of the cannon till it strikes the ground."
(b) Say,"You know, of course, that water holds up a fish that is placed in it. Well, here is a problem: Suppose we have a bucket which is partly full of water. We place the bucket on the scales and find that with the water in it it weighs exactly 45 pounds. Then we put a 5-pound fish into the bucket of water. Now, what will the whole thing weigh?"If S. responds correctly, say,"How can this be correct, since the water itself holds up the fish?"
(c)"You know, do you not, what it means when they say a gun 'carries 100 yards?' It means that the bullet goes 100 yards before it drops to amount to anything."When this is clear, proceed,"Now, suppose a man is shooting at a mark about the size of a quart can. His rifle carries perfectly more than 100 yards. With such a gun is it any harder to hit the mark at 100 yards than it is at 50 yards?"
Credit if two of the three problems are satisfactorily solved.
For (a), line must begin almost on a level and drop more rapidly toward the end.
For (b), S. must adhere positively to right answer.
For (c), S. must know that a small deviation at 50 yards becomes a larger deviation at 100 yards.
(SeeThe Measurement of Intelligence,pp. 333-36 for important scoring rules.)
1.Vocabulary
Seelast section.
75 satisfactory definitions if both lists are given; 38 if only one list is given.
2.Paper-Cutting Test
When this test is given it should precede XIV 2.
Take a piece of paper about 6 inches square and say,"Watch carefully what I do. See, I fold the paper this way(folding it once over in the middle).Then I fold it this way(folding it again in the middle, but at right angles to the first fold).Now, I will cut out a notch right here"(indicating). Cut notch, keeping fragments out of view. Leave folded paper exposed, but pressed flat against table. Then give S. a pencil and a second sheet of paper like the one already used and say,"Take this piece of paper and make a drawing to show how the other sheet of paper would look if it were unfolded. Draw lines to show the creases in the paper and show what results from the cutting."Do not permit S. to fold second sheet, and do not say, "draw the holes."
Credit if creases are correctly represented, with correct number of holes correctly located.
3.Repeating Eight Digits
Say,"Now, listen. I am going to say over some numbers and after I am through, I want you to say them exactly as I do. Listen closely and get them just right."Give (a), and if necessary (b) and (c).7, 2, 5, 3, 4, 8, 9, 6; 4, 9, 8, 5, 3, 7, 6, 2; 8, 3, 7, 9, 5, 4, 8, 2.
Credit if one set is reproduced without error.
4.Repeating Thought of Passage
Say,"I am going to read a little selection of about six or eight lines. When I am through I will ask you to repeat as much of it as you can. It doesn't make any difference whether you remember the exact words or not, but you must listen carefully so that you can tell me everything it says."Read (a), and if necessary (b), recording response verbatim. Urge S. to give thought of selection in his own words, if he hesitates.
(a)Tests, such as we are now making, are of value both for the advancement of science and for the information of the person who is tested. It is important for science to learn how people differ and on what factors these differences depend. If we can separate the influence of heredity from the influence of environment, we may be able to apply our knowledge so as to guide human development. We may thus in some cases correct defects and develop abilities which we might otherwise neglect.
(b)Many opinions have been given on the value of life. Some call it good, others call it bad. It would be nearer correct to say that it is mediocre; for on the one hand our happiness is never as great as we should like, and on the other hand our misfortunes are never as great as our enemies would wish for us. It is this mediocrity of life which prevents it from being radically unjust.
Credit if main thoughts of one of the selections are given in reasonably consecutive order. (SeeThe Measurement of Intelligence,pp. 340-43.)
5.Seven Digits Backwards
Say,"Listen carefully, I am going to read some numbers, and I want you to say them backwards. For example, if I should say 5—1—4 you would say 4—1—5. Do you understand?"Then,"Ready now, listen carefully, and be sure to say the numbers backwards."If S. gives the digits forwards, repeat instructions. If necessary, give (b) and (c), repeating each time:"Ready now, listen carefully, and be sure to say the numbers backwards." 4, 1, 6, 2, 5, 9, 3; 3, 8, 2, 6, 4, 7, 5; 9, 4, 5, 2, 8, 3, 7.
Credit if one set is repeated backwards without error.
6.Ingenuity Test
State problem (a) orally, repeating it if S. does not respond promptly. Do not allow S. to use pencil or paper, and ask him to give his solution orally as he works it out. Record his statement in full. If S. resorts to some such method as "fill the 3-pint vessel two-thirds full," or "I would mark the inside of the 5-pint vessel so as to show where 4 pints come to," etc., inform him that such a method is not allowable; that this would be guessing, since he could not be sure when the 3-pint vessel was two-thirds full, or whether he had marked off his 5-pint vessel accurately. Tell him he must measure out the water without any guesswork and explain also that it is a fair problem, not a "catch." Say nothing about pouring from one vessel to another, but if S. asks whether this is permissible, say"yes."If S. has not solved (a) correctly within five minutes, explain the solution in full and proceed to (b). State (b) orally and allow S. five minutes for its solution. Do not explain in case of failure. If S. succeeds on either (a) or (b), but not with both, give problem (c) orally, allowing five minutes for this also.
(a)"A mother sent her boy to the river and told him to bring back exactly 7 pints of water. She gave him a 3-pint vessel and a 5-pint vessel. Show me how the boy can measure out exactly 7 pints of water, using nothing but these two vessels and not guessing at the amount. You should begin by filling the 5-pint vessel first. Remember, you have a 3-pint vessel and a 5-pint vessel, and you must bring back exactly 7 pints."
Same formula for (b)5 and 7, get 8. Begin with 5;and (c)4 and 9, get 7. Begin with 4.
Credit if two of the three problems are solved correctly, each within five minutes.
"I want to find out how many words you know. Listen; and when I say a word, you tell me what it means. What is an orange?"etc. If S. can read, let him see the words on the vocabulary lists. Continue in each list till 6 or 8 successive words have been missed. If S. thinks formal definition is required, say:"Just tell me in your own words; say it any way you please. All I want is to find out whether you know what a —— is."May ask S. to explain what he means if it is not clear.
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. (SeeThe Measurement of Intelligence,pp. 227-28, for illustrations of satisfactory and unsatisfactory responses.)
Time may be saved, with little loss of accuracy, by giving one list only, and in this case list 1 should be used. The standards required for passing are as follows: