Mentimeter No. 3MAZE THREADING

At the end of the three minutes the paper should be removed and scored according to the following directions.

The score in this test is the number of pictures in which the absurd element has been identified and checked. The stencil furnished with the test booklets shows exactly where each check mark should be made thereby saving some time for the person who marks the test. Where the proper element has been checked and the check mark later removed, no credit should be given. Credit should only be given where the final judgment as expressed by the check mark corresponds to the key furnished with the booklets.

A score from 0 to 6 indicates Inferior AbilityA score from 7 to 10 indicates Low Average AbilityA score from 11 to 17 indicates Average AbilityA score from 18 to 20 indicates High Average AbilityA score from 21 to 24 indicates Superior Ability

A score from 0 to 6 indicates Inferior Ability

A score from 7 to 10 indicates Low Average Ability

A score from 11 to 17 indicates Average Ability

A score from 18 to 20 indicates High Average Ability

A score from 21 to 24 indicates Superior Ability

Mentimeter No. 3MAZE THREADING

A great many experiments have been made upon different types of animals to determine how long it would take them to learn to secure their food by going through an unusual “stunt” or travelling over a circuitous route. Mice have been taught, for example, to travel a long distance and through complicated mazes to secure their food, which is in such cases usually placed at the centre of the maze. The effectiveness of learning to thread a maze as a test of the intellectual capacity of the lower animals is probably not superior to the effectiveness of the same sort of learning as a measure of the intelligence of human beings. It is not possible, however, to include in a book the long passageways and blind alleys which would necessarily have to be built out of pretty substantial material in order to keep men from breaking over its sides, but the idea has so far as possible been carried out in the tests which follow. It is quite certain that the ability to trace through a printed maze with a pencil is not equal to the ability to walk through a specially constructed maze of steel, but it is as near the same problem as can be arranged on paper and printed in quantity.

The arrangement of mazes in this member of the Mentimeter family is such that the number of mazes successfully threaded is a distinct indication of thecomplexityof maze which the individual can successfully negotiate. The test is intended to measure the ability of any individual whether he can read or understand the English language or not. If the two examples shown on the title page are presented on a blackboard, or other large surface, the test may very easily be given as a group test by a skilful examiner, although the directions which follow are prepared for the examination of one individual at a time.

Directions for Giving the Test.

The examiner should be seated at a table at the right side of the candidate to be examined. He should first of all secure the information regarding the candidate’s name, age, and other important items, and should then exhibit the mazes which appear inside the booklet, pointing from one to the other in the first half dozen. Not more than thirty seconds should be allowed for this part of the instruction. Turning back to the title page the examiner should point to the first example, pointing first at the entrance and then to the exit. By a motion at each of these two cardinal points, made in the direction in which the arrow points, he should make it clear that the idea is to move in the direction indicated by the arrows. He should then trace his way fairly slowly from the entrance to the exit.

Show by a line how you would pass through the drawings below without touching any line

Pointing to the second maze, first to the entrance and then to the exit, the examiner should again signify that motion is to occur at these two points. With his pencil as before he should trace his way from the starting point to the finish, making not more than one error, which he should correct by returning over the same route to the point where it was made without lifting the pencil from the paper.

If the candidate can understand the English language the examiner should then read the directions above the examples. “Show by a line how you would pass through the drawings below without touching any line.”

Show by a line how you would pass through the drawings below without touching any line

The examiner should then open the booklet and give it to the candidate with the instruction to begin at number 1 and trace his way from the starting arrow to the finish. No demonstration should be made on the mazes which appear inside the booklet.

Exactly four minutes after starting the test the examiner should stop the candidate and remove the pencil.

The total score in this test is the number of mazes correctly threaded without error. Where a line has been crossed through accident or unsteady holding of the pencil no penalty should be taken, but if a line has been crossed and not recrossed to correct the defect, no credit should be given for that particular maze. Full credit should be given for the maze as being complete if the line stops at a point somewhat before reaching the finish arrow, provided there is a straight path from the end of the line drawn to some part of this sign of the exit.

Scores from 0 to 5 indicate Inferior AbilityScores from 6 to 10 indicate Low Average AbilityScores from 11 to 16 indicate Average AbilityScores from 17 to 18 indicate High Average AbilityScores from 19 to 20 indicate Superior Ability

Scores from 0 to 5 indicate Inferior Ability

Scores from 6 to 10 indicate Low Average Ability

Scores from 11 to 16 indicate Average Ability

Scores from 17 to 18 indicate High Average Ability

Scores from 19 to 20 indicate Superior Ability

Mentimeter No. 4DOT PATTERN CORRECTION

The ability to recognize small elements of discord in an otherwise symmetrical pattern is the feature which this test is planned to measure. The test is very simple, even the most difficult elements in it being very easy of solution. A pattern composed of dots is presented, one dot being included which does not fit the remainder of the pattern. The candidate is required to locate this extra dot in each pattern and to draw a circle around it, indicating that it should be removed. Although an attempt has been made in this test to arrange the elements in the order of their difficulty, the last one in the series is so simple that almost any one can locate the defect in a short time. For this reason the test will not have wide usefulness except as a means of diversion. The method for this test is borrowed directly from the work of Doctor Pressey of Indiana University.

The directions herewith presented are intended to be used by the examiner in testing one foreign-speaking individual at a time. It would be easily possible to paint on the wall the examples given on the title page or to put them on a blackboard in such a manner as to enable the examiner to test quite a large number of persons at the same time.

Draw a ring around the extra dot

The examiner should demonstrate to the candidate first of all the nature of the contents of the booklet and then should take up the two examples appearing on the front page. He should trace the direction of the different lines in the pattern with his pencil (without touching the point of the pencil to the paper) and should finally draw a small circle about the extra dot. After this circle has been drawn it would be suggestive to the candidate to trace out again the pattern of the example. When the candidate seems to get the idea, or when both examples have been demonstrated, he should be given a pencil and the opened blank with directions to go ahead. Only two minutes should be allowed for this work, at the end of which time the blanks should be taken from the candidate and scored according to the following directions.

The score in this test is the total number of patterns in which the extra dot has been correctly pointed out. In many cases the extra dot is located in the centre of the pattern so that there is no really unsymmetrical element in the test, but this should not interfere with the scoring. The stencil provided with the test booklets makes it somewhat simpler to score than it would otherwise be.

Scores from 0 to 8 indicate Inferior AbilityScores from 9 to 14 indicate Low Average AbilityScores from 15 to 20 indicate Average AbilityScores of 21 or more indicate High Average or Superior Ability

Scores from 0 to 8 indicate Inferior Ability

Scores from 9 to 14 indicate Low Average Ability

Scores from 15 to 20 indicate Average Ability

Scores of 21 or more indicate High Average or Superior Ability

Draw a ring around the extra dot

Mentimeter No. 5DIVIDING GEOMETRICAL FIGURES

This test is very easily used as a group test with people who can understand spoken English. The test is also capable of being given to groups of illiterate or foreign-speaking individuals, if the examples used in the explanation are painted on a large blackboard to be placed in the front of the room in full view of all those taking the examination. In the absence of such a special blackboard, the test may be used as an individual test with illiterate or foreign-speaking persons.

Fifteen geometrical figures, such as squares, circles, triangles, and the like, are presented on three pages of the examination booklet. To the left of each figure are two or more small figures which, when properly arranged, form the large figure on the right. The problem of the candidate is to draw a line or several lines in the large figure on the right to indicate how it might be divided to make up the small pieces shown on the left. The first figures are quite simple and may be very readily done by drawing one or two lines. The problems on the third page require from three to five lines to be drawn and are distinctly more difficult than the problems appearing on the previous pages.

It is very difficult to say exactly what functions of the mind are measured by this test. The greatest difficulty with the test is that a rather high minimum of intelligence is required in order to understand what is necessary or desired. The two examples appearing on the title page of the test booklet are not sufficient to demonstrate clearly to the dull person just what he is to do. It is probable that dull people will succeed very much better in this test if it is given as a test for foreigners, using the special blackboard. The examiner could, in that case, draw a line with chalk to show what is expected. The printeddirections on the test blank have been made as simple as possible, but they are not wholly satisfactory for the lower ranges of intelligence.

The scoring of this test is somewhat more difficult than for the majority of the other Mentimeter tests. It is intended that one point of credit shall be given for each large figure properly divided. The difficulty comes in being sure that the candidate has intended to draw his lines at exactly the proper place. Inaccuracy may be the result of not knowing where the lines should be placed, or it may be the result of careless execution. If a line is misplaced through careless execution, when it is perfectly clear that the right idea was present in the candidate’s mind, full credit should be given for that element of the test. If it is not certain that the candidate understood where the line should be drawn, no credit should be given for that particular figure.

The stencils, which are supplied with each package of test booklets, should be placed to the left of the five geometrical figures and comparison should be made between the dotted lines of the stencil and the marks made by the candidate in the corresponding figure on the examination sheet. In the first square, for example, full credit should be given whether the line is drawn horizontally or vertically through the figure. The important thing is that two equal rectangles should be created by drawing a single line. Similarly, for each other figure, the important point to be considered is whether or not the lines drawn do form the geometrical figures shown on the left. A little practice will make it possible for the clerk who scores these tests to lay aside the key itself and to carry it in memory.

Various forms of this test have been used by psychologists for a number of years, although its most extensive use was in the Beta series of the United States Army. The same test in modified form was used by Prof. E. L. Thorndike in his tests of mental alertness in the air service. Many individuals were found who could do this test fairly well without being able to succeed with some of the others which were supposedly equallyas good for general purposes. On the other hand, many individuals of good general ability were found who seemed lacking in the particular type of ability necessary properly to divide these geometrical figures. On the whole, however, the more intelligent men made higher scores than the less intelligent men. Such low relationship between this particular test and other tests of intelligence makes it particularly useful as one of a series to be used for measuring the intelligence of men entering certain mechanical trades where the recognition of the size and shape of objects is of prime importance. Draftsmen, architects, supply clerks, and candidates for similar positions would probably be rated more accurately by this test than would writers, musicians, and academic students.

In the public schools such a test might give some indication of the ability of children to succeed in mechanical or mathematical courses of study. In social gatherings, a great deal of amusement might be found by giving prizes to the individuals completing the entire fifteen figures correctly and in the shortest time. It would seem desirable, however, to omit the time limit when it is used for pure entertainment and to measure with a stop-watch the exact amount of time required for the individual. When all had finished the fifteen elements of the test, the papers could be checked up for accuracy and the prize could be given to the one who had finished correctly in the shortest length of time. This will add an element of interest for it is quite certain that some of those who finished first will have made errors, probably through careless execution, and that someone who finished later in the game will have drawn each line correctly.

The individual to be tested should be seated at the left side of the examiner at a convenient table. The examiner should show the inside of the test blank to the candidate and shouldthen point to the similar figures in the explanation on the title page of the booklet. He should then point to the large figure in the first example, possibly tracing its outline with his pencil. Then the attention of the candidate should be called to the parts appearing on the left-hand side. (Their outlines may be traced if it seems desirable.) Next, a movement should be made with the hand as though one were placing the parts upon the larger figure. This may be repeated two or three times, pointing first to the various parts in order and then to the large figure with a rather broad sweep of the hand. After such a study of the situation, the examiner should draw the proper line and exhibit a smile of pleasure at having successfully done the thing. He should point then to the parts of the large figure which are thus created and by jumping his pencil from one of the parts to the corresponding part on the left, he may fairly clearly demonstrate that he has constructed, by his line, elements which are similar to the elements appearing at the left.

Similar pantomime may be used for the second example, possiblyintroducing a variation by getting a line incorrectly drawn at the first trial, erasing it as soon as it is apparent that the parts do not correspond exactly with the parts appearing in the problem, and redrawing the line so that the correspondence will be exact. The pencil should then be handed to the candidate and the pamphlet opened up for him to begin work. The candidate should be allowed to work for four minutes with occasional signals to “Go ahead,” “Work fast” or “Hurry up.”

A blackboard containing the two examples should be placed in full view of all the candidates in the room. The test blanks should be passed to the candidates, with well-sharpened pencils or pens and ink. The examiner should then hold up in full view of the group a test blank showing the three pages of figures on which they are to work. He should then get the attention of everyone to the work by saying “Look” or “Watch.” With a piece of chalk, he should then go through the pantomime described above for giving the examination to an individual. Care should be taken that none of the brighter candidates begins work before the signal for everyone to work. When the two examples have been thoroughly demonstrated on the blackboard, the examiner may turn to the group, open up his test blank, and point to the first page of work to be done and say, “Begin here,” “Go ahead,” “Work fast.” At the end of four minutes, he should call “Stop,” should collect all papers, making certain as he does so that some identification mark is present on the paper to show to which candidate it belongs. No special explanation should be given and no person in the group should be allowed to sit idle while the examination is going on. If it is clear that the individual has not understood, the examiner may say, “Do what I did,” pointing to the board and then to the paper. Individuals may be told during the course of the examination, if they seem to be doing nothing, to “Make your marks.”

Place each candidate at a table or chair with a writing surface, supply him with a test blank and pencil or other writing instrument. While the candidates are being supplied, the examiner should make the following statement: “Do not open this booklet until you are told to do so. I shall make explanations as soon as everybody is supplied.”

When all are ready, the examiner should hold up a copy of the test and speak as follows: “There are three pages of work to be done. The page before you shows two samples of the kind of thing you are to do. You will notice at the right a large figure and at the left several small figures. When properly placed together, these small figures will make one of the large figures at the right. You are to draw a line, or several lines, through the large figure at the right in such a way as to make of it the small figures at the left.

“Now look at the examples before you. Is there any one who does not see what line ought to be drawn in order to make the large figure show the pieces which appear at its left? You will have four minutes in which to do the work on the three pages. Work quickly, but be sure to draw your lines correctly. If you complete the fifteen figures before I call ‘Stop,’ look back over your work to see that you have made no mistakes.”

If any candidate signifies that he does not understand, the examiner might draw an imaginary line with his hand to show the direction in which the line should be drawn in order to divide the figure properly. As soon as it is certain that everyone understands how to divide the sample figure, the examiner should say: “Now work rapidly and draw your lines on the next three pages.” The time limit of four minutes should be followed exactly.

Make the small figures by drawing lines in the large one

Directions for Scoring the Test.

The examination score, if each figure of the series is correctly divided, will be fifteen points. The stencils give but one solution to each problem although solutions are possible in practically every case by drawing the same lines in a different direction. The angle or direction is unimportant and there is no need that the lines drawn by the candidate correspond exactly in this respect with the lines on the stencil. The important thing is to see that the proper lines are drawn to make the necessary parts. The final score obtained by counting the number of figures in which lines are properly drawn should be entered at the lower right-hand corner of the title page of the booklet.

Scores from 0 to 2 indicate Inferior AbilityScores from 3 to 5 indicate Low Average AbilityScores from 6 to 10 indicate Average AbilityScores from 11 to 13 indicate High Average AbilityScores from 14 to 15 indicate Superior Ability

Scores from 0 to 2 indicate Inferior Ability

Scores from 3 to 5 indicate Low Average Ability

Scores from 6 to 10 indicate Average Ability

Scores from 11 to 13 indicate High Average Ability

Scores from 14 to 15 indicate Superior Ability

In interpreting these results, it should be recalled that inferior ability in this line of work may be found in individuals who have average ability in some other intellectual fields. This test should not be used extensively until it has been proven to have a high degree of relationship with the characteristics required in the group for which it is used as a selecting agency.

The Completion test is always very satisfactory because it shows in itself just what should be done and does not require a great deal of special explanation. The Form Series Completion test is particularly valuable in that it does not depend upon the English language either in its content or in the explanations to be made of it.

As with the majority of the other tests for non-English-speaking persons this test is here described as a test of one individualat a time, although it will be found very simple and easy to test a large group at the same time if the examples which appear on the title page of the test booklet can be painted on the wall or reproduced on a blackboard in such a way that the examiner can demonstrate to everyone at once just what is to be done. It is very desirable to examine large groups at the same time if the provision for such demonstration can be made.

Previous Form Series Completion tests have required the candidate to fill in the last characters of each line, everything being printed in order up to within a few sections of the end. The present form, in which the elisions are distributed through the series rather than being grouped at the end, has the advantage that it may be made more difficult by far than the previous forms. Although this test probably measures a rather specialized type of intellectual ability, it is nevertheless sufficiently well graduated in difficulty so that the result obtained by it will show a close relationship to the result obtained in other more general tests.

The problem of the candidate who is given this test is chiefly that of solving, from the rather meagre data presented, just what the serial order of the different forms may be. This undoubtedly calls for a complex variety of special mental qualities, including imagination and abstract reasoning ability. Nevertheless, it is hardly possible for the authors to make any sort of estimate of just where this test will be most valuable or just what it measures. It will certainly be interesting and entertaining whether it works out to have any particular usefulness or not.

The candidate should be seated at the left of the examiner in order that he may conveniently work upon the test booklet which should be placed on a table between them. After filling out for the candidate the information blanks giving name, age, and the like, the examiner should show for fifteen or twentyseconds (not more than 20 seconds) the inside of the booklet. He should then turn back to the title page and demonstrate the nature of the test by means of the examples printed there.

Probably the best and most effective method of demonstration is that of “jumping” the pencil rhythmically from one block to the next corresponding one to show the rhythmic sequence of the same symbols. When a block is reached in which the symbol has been omitted (but in which the samples have been crudely marked with a fine pen), the examiner should make an appropriate heavy mark such as is used in the printed sections of each series. After any symbol has been written on the explanation samples it would be very much worth while to skip rhythmically along the line making certain that the sequence is correctly followed. When it seems fairly certain that the candidate has grasped the rhythmic nature of the forms, the examiner should open the booklet, give him a pencil, and say “Put them in.” “Fix it up.” “Go ahead.”

Allow exactly five minutes for this work. At the end of this time the examiner should take the paper and score it as directed below.

The score in this test is determined by the number of lines in which the candidate has entered the correct forms to complete the line perfectly. No credit should be given if any one of the sections remain unfilled or be filled incorrectly. The stencil which is furnished with the test booklets makes the task of marking the errors very much simpler than it is without such aid. The total score obtained should be entered in the lower right-hand corner of the title page of the booklet.

Fill in the missing forms

Scores from 0 to 2 indicate Inferior AbilityScores from 3 to 5 indicate Low Average AbilityScores from 6 to 12 indicate Average AbilityScores from 13 to 15 indicate High Average AbilityScores from 16 to 20 indicate Superior Ability

Scores from 0 to 2 indicate Inferior Ability

Scores from 3 to 5 indicate Low Average Ability

Scores from 6 to 12 indicate Average Ability

Scores from 13 to 15 indicate High Average Ability

Scores from 16 to 20 indicate Superior Ability

Mentimeter No. 7CHECKING IDENTITY OF NUMBERS

Bank tellers and other clerical workers find it necessary very frequently to compare signatures or numerical figures as to identity. A test might be arranged in which it was necessary for an individual to compare several sets of numbers all of the same length and general appearance. Such a test would, however, resolve itself very largely into a test of speed. The present form attempts to eliminate some of the speed element and to take to itself as much as possible of the quality of measuring the complexity which is necessary to cause an error in the recognition of identity. There are thirty numbers to be compared with another list of thirty in a parallel column. The first numbers have only two digits but the number of digits is increased fairly regularly until in the last pairs eleven digits in one column must be compared with the eleven digits in another.

This test is probably as useful a measure of ability to notice small details as it is necessary to make. The chief objection to it will come from individuals who are not gifted by nature with the ability to think in terms of numbers. This objection is not serious and will not be as valid even in their own cases as those who make it are inclined to believe. The test may be given as a group test if some means be provided for demonstrating before the entire group at one time just what type of activity is wanted. The directions given below are for giving the test as an individual examination, but with slight modifications the same directions will serve quite well for group examination. It is not necessary, of course, for the candidates to understand the English language if the examiner is thoroughly effective in his pantomimic instructions.

As soon as the proper record has been made of the age, the name, and location of the individual being examined, the examinermay turn the test leaflet and exhibit the two columns of numbers which appear on the other side. This exhibition should not be made formally and should last not more than twenty seconds. The pamphlet should then again be placed title page up in front of the candidate.

The examiner should then compare the identity of the numbers in the first example. The best way to do this would be to point first at the 3 in the first column then at the corresponding 3 in the second column, nodding his head, “Yes.” The same pointing from one column to the other should be done for 5 and for 6, the second column part of the pointing to be accompanied in each case by nodding the head, “Yes.” As a summary of this first example, the examiner may place his hand over the entire three digits of the first column and then transfer it to the entire three digits of the second column and nod his head, “Yes,” making merely a check mark (✓) on that horizontal line under the word, “same.” With the second example the same sort of pantomime may be used until 5 in the second column has been compared with 3 in the first column, which should be accompanied by a shaking of the head and the verbal exclamation, “No, no!” The summary by means of placing the hand over 738 and then over 758, with another, “No, no,” may be omitted if it is quite clear that the candidate has grasped the idea. In either case the examiner should make the check mark under the word “different.” The sheet may then be turned and the pencil handed to the candidate with the direction “Go ahead. Mark them all.” Exactly two minutes should be allowed after saying, “Go ahead.” At the end of two minutes the paper should be taken by the examiner and scored according to the following directions.

If the numbers in the second column correspond exactly with those on the same line in the first column, make a check mark in the square on that line under the word “Same.” If the second set on any line differs in any way from the first, check that line under the word “Different.”

Directions for Scoring the Test.

The score in this test is the total number of pairs the identity of which has been correctly checked, minus the total number of pairs in which an error has been made in checking the identity. For example, if the last line checked was the twenty-fifth line while two lines had been omitted and errors had been made in checking three other lines, then only twenty lines had been checked correctly, and three lines had been checked incorrectly; so the resulting score would be seventeen points. The maximum score obtainable is of course thirty points and will be obtained only in case every pair has been checked without error. It is possible with this method of scoring to obtain a score less than zero; for example, if a person had checked correctly ten of the identities and had made errors in checking fifteen others, the number of “rights” minus the number of “wrongs” would be minus five. In such cases the score to be entered on the lower right-hand corner of the candidate’s title page is zero.

The stencil furnished with the test leaflets makes it possible to mark this test with great rapidity and without mental fatigue. The point at which care needs to be taken is in making certain that the total score, computed by subtracting the number wrong from the number right, is correct. For this reason the reader is advised to cross out the “line number” of any pair incorrectly checked and to draw a circle around the “line number” of any pair not attempted by the candidate. If this is done consecutively down the page, there will be little difficulty in calculating the total score.

Scores from 0 to 8 indicate Inferior AbilityScores from 9 to 12 indicate Low Average AbilityScores from 13 to 22 indicate Average AbilityScores from 23 to 26 indicate High Average AbilityScores from 27 to 30 indicate Superior Ability

Scores from 0 to 8 indicate Inferior Ability

Scores from 9 to 12 indicate Low Average Ability

Scores from 13 to 22 indicate Average Ability

Scores from 23 to 26 indicate High Average Ability

Scores from 27 to 30 indicate Superior Ability

Mentimeter No. 8DIGIT-SYMBOL SUBSTITUTION

Ability to master a language is usually very closely related to general intellectual ability along academic or abstract lines. The relationship between the age at which a child begins to talk and the length of time required later by the same child to learn to use a foreign language would probably be found fairly close.

The Digit-Symbol test has been used rather extensively and for many years as a form of measuring the ability of an individual to learn a new method of expressing himself. Many experimenters have used a Letter-Symbol test rather than the Digit-Symbol, but there seems to be little difference in the character of the results obtained.

The Mentimeter form of the test follows quite closely the corresponding test in the Beta series used in the Army. At the top of the page there appears a key showing just what symbol should be used to indicate each number or digit. The test itself consists of 100 digits with empty squares appearing below them in which one is to write, beneath each digit, its corresponding symbol as shown by the key on pages166and 167. An intelligent person usually begins with the first digit and supplies the proper symbol for it at each place it occurs in the test; then begins with the second digit and goes through the entire test writing the symbol for it, and so on. Those of average intelligence more frequently try to supply the proper symbol for each different digit in order as they appear in the test without going through the entire test with each symbol separately. The method of the candidate in doing the work should not, however, be allowed to influence the rating obtained on the test, except as one method may produce a higher score than another.

Investigations which have been made seem to show that although the symbols used are quite distinctly more difficult towrite than the digits themselves would be, it is nevertheless a better test to measure the number of symbols the candidate can write under the digits than to measure the number of digits one could write correctly under their corresponding symbols. The relationship between ability in this test and general ability to handle ideas and abstract notions is rather remarkably close. It is probable, however, that if the test were lengthened so as to require five or ten minutes rather than two and one half minutes the correspondence with intellectual ability would be increased.

This test will be very useful to employers seeking high-grade clerical service and probably in selecting administrative or supervisory officers. In the public schools it will be useful in some instances in classifying pupils for instruction. As a diversion in the home or social group it will have slight value.

This test has ordinarily been given as a test of several individuals at the same time. It is probable that it will not be as useful when given to one individual at a time as when used as a group test. The instructions are given here, however, as with the remainder of the tests for non-English-speaking persons, with the needs of examining foreigners individually uppermost in mind. By reproducing on the blackboard or on a wall chart the introductory examples one may adapt with almost no change the method of administration here described so that it will work equally well with a group. It is advisable to prepare such introductory charts and to give the tests as group tests rather than as individual tests, not only with the Digit-Symbol Substitution test but also with the other Mentimeters numbered from 2 to 10.

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