,transcriber's note3 ,text set within braces is printed upside down in the original text in order to facilitate its use with a test subject sitting at a table across from the examiner4 ,,condensed ,,guide ,,for ,,the ,,stanford ,,revision ,,of ,,the ,,binet-,,simon ,,intelligence ,,tests ,,by ,,lewis ,m4 ,,terman ,,professor ,,of ,,education ,,stanford ,,university ,,houghton ,,mifflin ,,company ,,boston ,,new ,,york ,,chicago ,,san ,,francisco ,the ,riverside ,press ,cambridge ,,copyright1 #aibj1 ,,by ,,lewis ,m4 ,,terman ,,all ,,rights ,,reserved ,the ,riverside ,press ,,cambridge1 ,,massachusetts ,,printed ,,in ,,the ,u4 ,s4 ,a4 ,,preface ,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 convenient4 ,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 ,revision4#a ,the demand has become so insistent1 however1 that ,i have decided to heed it4 ,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 text4 ,those who are thoroughly familiar with the contents of the latter will find the ,condensed ,guide a convenient help4 ,it is impossible1 however1 to warn the inexperienced examiner too emphatically against the dangers inherent in the routine application of mental tests without some knowledge of their derivation1 meaning1 and purpose4 ,the necessary psychological background for the use of the ,binet scale ,i have tried to supply in ,the ,measurement of ,intelligence1 and in ,the ,intelligence of ,school ,children ,i have explained the practical uses of mental tests in the grading and classification of school children4 ,it is only as a supplement to these books that the procedure of the ,stanford ,revision is here presented in abbreviated form4 ,footnote #a3 ,lewis ,m4 ,terman3 ,the ,measurement of ,intelligence4 7,riverside ,textbooks in ,education47 ,houghton ,mifflin ,company4 ,for the further aid of the experienced examiner a condensed record blank has also been prepared4 ,although this is considerably cheaper than the original ,record ,booklet and in certain respects perhaps somewhat more convenient1 it is not recommended as a satisfactory substitute except when used by thoroughly trained examiners4 ,beginners1 at least1 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 responses4 ,besides being indispensable for the analytical study of the child's mental processes1 the complete record makes possible the correction of errors in scoring and permits interesting qualitative comparisons between earlier and later performances by the same subject4 ,it is believed that only for the veteran examiner1 and perhaps even then only in special cases1 are these advantages outweighed by the lower cost of the abbreviated blank4 ,the labor of preparing this ,guide 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 army4 ,i am greatly indebted to ,dr4 ,j4 ,w4 ,bridges and to ,major ,h4 ,c4 ,bingham for assistance in the preparation of the latter4 ,their careful work has saved me many hours and has doubtless made the ,condensed ,guide more accurate and serviceable than it could otherwise have been4 ,,lewis ,m4 ,,terman ,stanford ,university1 ,march #ca1 #aibj ,,general ,,directions ,general directions for the use of the ,stanford ,revision have been fully set forth in chapter ,,viii of ,the ,measurement of ,intelligence4 ,as this guide is only a handbook of procedure for the tests themselves1 ,i shall not here undertake either to summarize that chapter or to add to it4 ,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 use4 ,however1 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 repeated4 ,among these the following ten commandments have been selected for reemphasis here3 #a4 ,the subject's attention and cooeperation must be secured4 ,thanks to the novelty and inherent interest of the tests1 this is usually not difficult to do4 ,but there are degrees of rapport1 and the examiner should not be satisfied with his efforts until the subject becomes wholly absorbed in the tasks set him by the tests4 ,the importance of tactful encouragement and a kindly1 genial manner cannot be too strongly emphasized1 nor1 on the other hand1 the risk incurred in allowing a parent to witness the test4 ,hardly anything is more likely to spoil an examination than the presence of a critical or over-sympathetic parent4 ,sometimes the teacher's presence is hardly less objectionable4 #b4 ,the correct formulas should be thoroughly learned and strictly adhered to4 ,unless this is done the scale used is not the ,stanford ,revision1 whatever else it may be4 ,for the first fifty or hundred examinations the tests should be given directly from this guide4 ,little by little1 as the procedure becomes memorized1 the examiner should attempt to free himself of the necessity of reading the formulas1 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 avoided4 #c4 ,the examiner should early learn to withstand the temptation of wholesale coaxing and cross-questioning4 ,to do so often robs the response of significance and is likely to interfere with the establishment of rapport4 ,a simple ,what do you mean8 or1 ,explain what you mean1 is sufficient to clarify most answers which are not clear4 ,at the same time the examiner should be on guard against mistaking exceptional timidity for inability to respond4 ,persuasive encouragement is frequently necessary1 but this should not be allowed to degenerate into a chronic habit of coaxing4 #d4 ,the record should always be made as the test proceeds4 ,memory should never be trusted4 ,as a rule enough of each response should be recorded to enable one to score it at any time later4 ,the great advantage of the ,record ,booklet is that it permits this4 ,only the most expert examiner should limit his record to pluses and minuses4 #e4 ,the examination should be thorough4 ,it should include at least one year in which there is no failure and at least one year in which there is no success4 ,when lack of time necessitates an abbreviation of the examination1 this should be done by using only the starred tests rather than by shortening the range of the examination4 #f4 ,success in alternative tests may not be substituted for failure in one of the regular tests4 ,ordinarily the alternatives should be omitted4 ,they have been included in the scale chiefly as a convenience in case materials are lacking for any of the regular tests1 or in case any of the latter should be deemed for some special reason unsuitable4 ,the ball and field test1 for example1 is often rendered unsuitable by coaching1 and one of the alternates should always be substituted for the vocabulary test in the case of subjects whose mother tongue is other than ,english4 ,other substitutions or omissions are necessary in the case of subjects who are illiterate4 #g4 ,care should be taken to ascertain the correct age4 ,this is often misstated both by young normal children and by defectives4 ,the age should be recorded in years and months4 #h4 ,in ordinary calculation of the intelligence quotient without any mechanical aid 7as slide rule1 calculating chart1 or table71 both age and mental age should be reduced to months before dividing4 #i4 ,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 twice4 #aj4 ,finally1 in calculating the intelligence quotient of subjects who are more than sixteen years old1 the chronological age should be counted as sixteen4 ,it is possible1 as certain army data suggest1 that a lower age than sixteen should have been taken1 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 ,revision4 ,,directions3 ,,the ,,tests#b ,footnote #b3 ,detailed directions for administering ,stanford-,binet ,scale and for scoring are available in ,terman's ,the ,measurement of ,intelligence4 7,riverside ,textbooks in ,education47 ,houghton ,mifflin ,company4 ,year ,,iii #a4 ,pointing to ,parts of ,body ,say1 ,show me your nose4 ,put your finger on your nose4 ,if two or three repetitions of instructions bring no response1 say1 ,is this 7pointing to chin7 your nose8 ,no8 ,then where is your nose8 ,same for eyes1 mouth1 and hair4 ,credit if correct part is indicated 7in any way7 three times out of four4 #b4 ,naming ,familiar ,objects ,show ,s41 one at a time1 key 7not ,yale71 penny 7not new71 closed knife1 watch1 pencil4 ,say each time1 ,what is this8 or1 ,tell me what this is4 ,credit if three responses out of five are correct4 #c4 ,pictures--,enumeration ,say1 ,now ,i am going to show you a pretty picture4 ,show picture 7a7 and say1 ,tell me what you see in this picture1 or1 ,look at the picture and tell me everything you can see in it4 ,if no response1 ,show me the ----4 ,that is fine3 now tell me everything you see in the picture4 ,if necessary ask1 ,and what else8 ,same for pictures 7b7 and 7c74 ,credit if at least three objects in one picture are enumerated spontaneously1 or if one picture is described or interpreted4 #d4 ,giving ,sex ,if ,s4 is a boy1 ,are you a little boy or a little girl8 ,if ,s4 is a girl1 ,are you a little girl or a little boy8 ,if no response1 ,are you a little girl8 7if a boy72 or ,are you a little boy8 7if a girl74 ,if answer is ,no1 say1 ,well1 what are you8 ,are you a little boy or a little girl8 7or vice versa74 #e4 ,giving ,last ,name ,ask1 ,what is your name8 ,if answer is only first or last name1 e4g41 ,walter1 say1 ,yes1 but what is your other name8 ,walter what8 and if necessary1 ,is your name ,walter ,smith8 #f4 ,repeating ,sentences ,can you say1 'nice kitty'8 ,now say1 ',i have a little dog4' ,if no response1 repeat first sentence two or three times4 ,same procedure for 7b7 ,the dog runs after the cat and 7c7 ,in summer the sun is hot1 except that these may be given only once4 ,credit if at least one sentence is given without error after a single reading4 ,alt4 ,repeating ,three ,digits ,say1 ,listen4 ,say1 #d1 #b4 ,now say1 #f1 #d1 #a4 ,same for #c1 #e1 #b1 and #h1 #c1 #g4 ,may repeat 7a71 not others4 ,rate1 a little faster than one digit per second4 ,credit if one set out of the three is given correctly after a single reading4 ,year ,,iv #a4 ,comparison of ,lines ,show card 7,,iv #a7 and say1 ,see these lines4 ,look closely and tell me which one is longer4 ,put your finger on the longest one4 ,if no response1 ,show me which line is the biggest4 ,show twice more 7reversing card at second showing7 and ask1 ,which one is the longest here8 ,if only two out of three are correct1 repeat the entire test4 ,credit if three responses out of three1 or five out of six1 are correct4 #b4 ,discrimination of ,forms ,use the forms supplied with the package of ,test ,material4 ,one of the two cards containing the forms is to be cut up1 so that the forms may be placed one at a time on the other card at ,x4 ,place circle at ,x on card and say1 ,show me one like this1 at same time passing the finger around the circumference of the circle4 ,if no response1 ,do you see all of these things8 7running finger over the various forms74 ,and do you see this one8 7pointing to circle again74 ,now1 find me another one just like this4 ,a first error should be corrected thus1 ,no1 find one just like this 7again passing finger around the outline of form at ,x74 ,make no comment on any other errors1 but pass on to the square1 then the triangle1 and the rest in any order4 ,commend successes4 ,credit for #g correct choices out of #aj4 ,the first error1 if corrected1 counts as correct4 #c4 ,counting ,four ,pennies ,place four pennies in a horizontal row4 ,say1 ,see these pennies4 ,count them and tell me how many there are4 ,count them with your finger1 this way 7pointing to the first one on the subject's left7--,one4 ,now1 go ahead4 ,if ,s4 gives number without pointing1 say1 ,no1 count them with your finger1 this way1 starting him as before4 ,have ,s4 count aloud4 ,credit for correct count tallying with pointing4 #d4 ,copying ,square ,show ,s4 the square and say1 ,you see that8 7pointing to square74 ,i want you to make one just like it4 ,make it right here 7showing space on record blank74 ,go ahead4 ,i know you can do it nicely4 ,unless drawing is clearly satisfactory1 repeat twice more1 saying each time ,make it exactly like this1 pointing to model4 ,pencil4 ,credit if one drawing is satisfactory4 ,score liberally4 7,see scoring card47 #e4 ,comprehension ,be sure to get ,s4's attention before asking question4 ,repeat if necessary4 ,allow #bj seconds for answer4 7a7 ,what must you do when you are sleepy8 7b7 ,what ought you to do when you are cold8 7c7 ,what ought you to do when you are hungry8 ,credit if two responses of the three are correct4 7,see ,the ,measurement of ,intelligence1 p4 #aeh47 #f4 ,repeating ,four ,digits ,say1 ,listen4 ,i am going to say over some numbers and after ,i am through1 ,i want you to say them exactly as ,i do4 ,listen closely and get them just right4 ,give 7a7 #d1 #g1 #c1 #i1 then 7b7 #b1 #h1 #e1 #d1 and 7c7 #g1 #b1 #f1 #a1 if necessary4 ,may repeat 7a7 until attempt is made1 but not others4 ,rate1 a little faster than one digit per second4 ,credit if one set of the three is correctly repeated in order1 after a single reading4 #g4 ,alt4 ,repeating ,sentences ,say1 ,listen2 say this1 ',where is kitty8' ,now1 say this1 ----1 reading the first sentence in a natural voice1 distinctly and with expression4 ,may re-read the first sentence4 7a7 ,the boy's name is ,john4 ,he is a very good boy4 7b7 ,when the train passes you will hear the whistle blow4 7c7 ,we are going to have a good time in the country4 ,credit if at least one sentence is repeated correctly after a single reading4 ,year ,v #a4 ,comparison of ,weights ,place the #c and #ae gram weights before ,s41 #b or #c inches apart4 ,say1 ,you see these blocks4 ,they look just alike1 but one of them is heavy and one is light4 ,try them and tell me which one is heavier4 ,repeat instructions if necessary1 saying1 ,tell me which one is the heaviest4 ,if ,s4 merely points without lifting blocks1 or picks up one at random1 say1 ,no1 that is not the way4 ,you must take the blocks in your hands and try them1 like this4 7,illustrate47 ,give second trial with position of weights reversed2 third trial with weights in same position as first4 ,credit if two of three comparisons are correct4 #b4 ,naming ,colors ,show card 7,v #b7 and say1 pointing to colors in the order1 red1 yellow1 blue1 green1 ,what is the name of that color8 ,credit if all colors are correctly named1 without marked uncertainty4 #c4 ,a,esthetic ,comparison ,show pairs of faces in order from top to bottom of card 7,v #c74 ,say1 ,which of these two pictures is the prettiest8 ,credit if all three comparisons are made correctly4 #d4 ,definitions3 ,use or ,better ,say1 ,you have seen a chair4 ,you know what a chair is4 ,tell me1 what is a chair8 ,if necessary urge as follows3 ,i am sure you know what a chair is4 ,you have seen a chair4 ,now1 tell me1 what is a chair8 ,if ,s4 rambles say1 ,yes1 but tell me2 what is a chair8 ,same for horse1 fork1 doll1 pencil1 table4 ,credit if four words out of the six are defined in terms of use or better4 7,see ,the ,measurement of ,intelligence1 p4 #afh47 #e4 ,patience ,use two cards1 each #b x #c inches4 ,divide one of them diagonally into two triangles4 ,place the uncut card on the table with one of the longer sides toward ,s4 ,then lay the divided card thus ,illustration1 and say1 ,i want you to take these two pieces 7touching the two triangles7 and put them together so they will look exactly like this 7pointing to rectangle74 ,if ,s4 hesitates1 repeat instructions with a little urging4 ,if first attempt is a failure1 replace pieces1 saying1 ,no2 put them together so they will look like this 7pointing to rectangle74 ,do not suggest further by face or word whether response is correct4 ,if a piece is turned over1 turn it back and don't count that trial4 ,give1 if necessary1 three trials of one minute each4 ,credit if two of the three trials are successful4 #f4 ,three ,commissions ,take ,s4 to center of room4 ,say1 ,now1 ,i want you to do something for me4 ,here's a key4 ,i want you to put it on that chair over there2 then ,i want you to shut 7or open7 that door1 and then bring me the box which you see over there 7pointing in turn to the objects designated74 ,do you understand8 ,be sure to get it right4 ,first1 put the key on the chair1 then shut 7or open7 the door1 then bring me the box 7again pointing74 ,go ahead4 ,stress words first and then4 ,give no further aid4 ,credit if the three commissions are executed in proper order4 ,alt4 ,giving ,age ,say1 ,how old are you8 ,year ,,vi #a4 ,right and ,left ,say1 ,show me your right hand 7stress right and hand1 etc41 rather strongly and equally74 ,same for left ear1 right eye4 ,if there is one error1 repeat whole test1 using left hand1 right ear1 left eye4 ,avoid giving aid in any way4 ,credit if three of three1 or five of six responses are correct4 #b4 ,missing ,parts ,show card 7,,vi #b7 and say1 ,there is something wrong with this face4 ,it is not all there4 ,part of it is left out4 ,look carefully and tell me what part of the face is not there4 ,same for 7b7 and 7c74 ,if ,s4 gives irrelevant answer1 say1 ,no2 ,i am talking about the face4 ,look again and tell me what is left out of the face4 ,if correct response does not follow1 point to the place where eye should be and say1 ,see1 the eye is gone4 ,then proceed to others1 asking1 ,what is left out of this face8 ,for 7d7 say1 ,what is left out of this picture8 ,no help except on 7a74 ,order is eyes1 mouth1 nose1 arms4 ,credit if correct response is made for three of four pictures4 #c4 ,counting ,thirteen ,pennies ,place thirteen pennies in horizontal row4 ,say1 ,see these pennies4 ,count them and tell me how many there are4 ,count them with your finger1 this way 7pointing to the first one on the subject's left7--,one4 ,now1 go ahead4 ,if ,s4 gives number without pointing1 say1 ,no1 count them with your finger1 this way1 starting him as before4 ,have ,s4 count aloud4 ,second trial given if only minor mistake is made4 ,credit if one correct count1 tallying with the pointing1 is made in first or second trials4 #d4 ,comprehension ,say 7a7 ,what's the thing to do if it is raining when you start to school8 7b7 ,what's the thing to do if you find that your house is on fire8 7c7 ,what's the thing to do if you are going some place and miss your train 7car78 ,may repeat a question1 but do not change form4 ,credit if two of three responses are correct4 7,see ,the ,measurement of ,intelligence1 pp4 #ahb-hc47 #e4 ,naming ,four ,coins ,show in order nickel1 penny1 quarter1 dime1 asking1 ,what is that8 ,if answer is money1 say1 ,yes1 but what do you call that piece of money8 ,credit if three of four responses are correct4 #f4 ,repeating ,sentences ,say1 ,now1 listen4 ,i am going to say something and after ,i am through ,i want you to say it over just as ,i do4 ,understand8 ,listen carefully and be sure to say exactly what ,i say4 ,repeat1 say exactly what ,i say1 before reading each sentence4 ,do not re-read any sentence4 7a7 ,we are having a fine time4 ,we found a little mouse in the trap4 7b7 ,walter had a fine time on his vacation4 ,he went fishing every day4 7c7 ,we will go out for a long walk4 ,please give me my pretty straw hat4 ,credit if one sentence out of three is repeated without error1 or two with not more than one error each4 ,alt4 ,forenoon and ,afternoon ,if ,a4,m41 ask1 ,is it morning or afternoon8 ,if ,p4,m41 ,is it afternoon or morning8 ,year ,,vii #a4 ,giving ,numbers of ,fingers ,say1 ,how many fingers have you on one hand8 ,how many on the other hand8 ,how many on both hands together8 ,if ,s4 begins to count1 say1 ,no1 don't count4 ,tell me without counting1 and repeat question4 ,credit if all three questions are answered correctly and promptly without counting 7#e1 #e1 #aj or #d1 #d1 #h74 #b4 ,pictures2 ,description ,show card 7a7 and say1 ,what is this picture about8 ,what is this a picture of8 ,may repeat question1 but do not change it4 ,same for 7b7 and 7c74 ,order1 ,dutch ,home1 ,canoe1 ,post ,office4 ,credit if two of the three pictures are described or interpreted4 7,see ,the ,measurement of ,intelligence1 pp4 #aia-ib47 #c4 ,repeating ,five ,digits ,say1 ,now1 listen4 ,i am going to say over some numbers and after ,i am through1 ,i want you to say them exactly as ,i do4 ,listen closely and get them just right4 ,give 7a7 #c1 #a1 #g1 #e1 #i1 and if necessary 7b7 #d1 #b1 #h1 #c1 #e1 and 7c71 #i1 #h1 #a1 #g1 #f4 ,do not re-read any set4 ,avoid grouping4 ,credit if one set of the three is given correctly4 #d4 ,tying ,bow ,knot ,show ,s4 a completed bow knot 7shoestring tied around a pencil7 and say3 ,you know what kind of a knot this is1 don't you8 ,it is a bow knot4 ,i want you to take this other piece of string and tie the same kind of knot around my finger4 ,give ,s4 string of same length and hold finger conveniently for ,s4 ,credit if double bow 7both ends folded in7 is tied within one minute4 ,the usual half knot as basis must not be omitted4 ,single bow1 half credit4 #e4 ,giving ,differences ,say1 ,what is the difference between a fly and a butterfly8 ,if ,s4 does not understand1 say1 ,you know flies1 do you not8 ,you have seen flies8 ,and you know the butterflies8 ,now1 tell me the difference between a fly and a butterfly4 ,same for stone and egg1 and wood and glass4 ,credit if any real difference is given in two of three questions4 7,see ,the ,measurement of ,intelligence1 pp4 #bjj-ja47 #f4 ,copying ,diamond ,place diamond before ,s41 and give pen1 saying1 ,i want you to draw one exactly like this4 ,make it right here 7showing space on record blank74 ,give three trials if necessary1 saying each time1 ,make it exactly like this one4 7,note that pen and ink must be used47 ,credit if two drawings are satisfactory4 7,see scoring card47 ,alt4 #a4 ,naming ,days of ,week ,say1 ,you know the days of the week1 do you not8 ,name the days of the week for me4 ,if response is correct1 check by asking1 ,what day comes before ,tuesday8 ,before ,thursday8 ,before ,friday8 ,credit if correct response is given within #ae seconds1 and if two of three checks are correct4 ,alt4 #b4 ,three ,digits ,backwards ,say1 ,listen carefully4 ,i am going to read some numbers again but this time ,i want you to say them backwards4 ,for example1 if ,i should say #e--a--d1 you would say #d--a--e4 ,do you understand8 ,then1 ,ready1 now2 listen carefully1 and be sure to say the numbers backwards4 ,if ,s4 gives digits forwards1 repeat instructions4 ,if necessary1 give 7b7 and 7c71 repeating1 ,ready1 now2 listen carefully1 and be sure to say the numbers backwards4 #b1 #h1 #c2 #d1 #b1 #g2 #i1 #e1 #h4 ,credit if one set is repeated backwards without error4 ,year ,,viii #a4 ,ball and ,field ,present round field on record blank with gate facing ,s4 and say1 ,let us suppose that your baseball has been lost in this round field4 ,you have no idea what part of the field it is in4 ,you don't know what direction it came from1 how it got there1 nor with what force it came4 ,all you know is that the ball is lost somewhere in the field4 ,now1 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 it4 ,begin at the gate and show me what path you would take4 ,if ,s4 stops1 say1 ,but suppose you have not found it yet1 which direction would you go next8 ,credit in ,year ,,viii for inferior plan 7or better72 in ,years ,,viii and ,,xii for superior plan4 7,see scoring card47 #b4 ,counting #bj to #a ,say1 ,you can count backwards1 can you not8 ,i want you to count backwards for me from #bj to #a4 ,go ahead4 ,if ,s4 counts #a-bj say1 ,no1 ,i want you to count backwards from #bj to #a1 like this3 #bj--ai--ah and clear on down to #a4 ,now1 go ahead4 ,have ,s4 try1 even if he says he cannot1 but do not prompt4 ,credit for counting from #bj to #a within #dj seconds with not more than one error4 ,spontaneous corrections allowed4 #c4 ,comprehension ,say1 ,what's the thing for you to do3 7a7 ,when you have broken something which belongs to some one else8 7b7 ,when you are on your way to school and notice that you are in danger of being late8 7c7 ,if a playmate hits you without meaning to do it8 ,questions may be repeated once or twice1 but form must not be changed4 ,credit if two of three responses are correct4 7,see ,the ,measurement of ,intelligence1 p4 #baf47 #d4 ,finding ,likenesses3 ,two ,things ,say1 ,i am going to name two things which are alike in some way1 and ,i want you to tell me how they are alike4 7a7 ,wood and coal3 in what way are they alike8 ,if difference is given1 say1 ,no1 ,i want you to tell me how they are alike4 ,in what way are wood and coal alike8 7b7 ,in what way are an apple and a peach alike8 7c7 ,in what way are iron and silver alike8 7d7 ,in what way are a ship and an automobile alike8 ,credit if any real likeness is given for two of the four pairs4 7,see ,the ,measurement of ,intelligence1 pp4 #bai-bj47 #e4 ,definitions3 ,superior to ,use ,ask1 ,what is a balloon8 ,same for tiger1 football1 soldier4 ,do not comment on responses4 ,may repeat questions4 ,credit if two of four definitions better than use are given4 7,see ,the ,measurement of ,intelligence1 pp4 #bbb-bc47 #f4 ,vocabulary ,see last section4 ,if both lists of words are given1 credit if #bj definitions are satisfactory2 if only one list is given1 the requirement is #aj4 ,alt4 #a4 ,naming ,six ,coins ,show nickel1 penny1 quarter1 dime1 silver dollar1 and half-dollar in order1 asking1 ,what is that8 ,if answer is money1 say1 ,yes1 but what do you call that piece of money8 ,credit if all six coins are correctly named4 ,spontaneous corrections allowed4 ,alt4 #b4 ,writing from ,dictation ,give pen1 ink1 and paper1 and say1 ,i want you to write something for me as nicely as you can4 ,write these words3 ',see the little boy4' ,be sure to write it all3 ',see the little boy4' ,do not dictate the words separately1 nor give further repetition4 ,credit if sentence is written without omission of a word and legibly enough to be easily recognized4 ,misspelling disregarded if word is easily recognizable4 7,see scoring card47 ,year ,,ix #a4 ,giving the ,date ,ask in order1 7a7 ,what day of the week is to-day8 7b7 ,what month is it8 7c7 ,what day of the month is it8 7d7 ,what year is it8 ,if ,s4 gives day of month for day of week1 or vice versa1 repeat question with suitable emphasis4 ,no other help4 ,credit if there is no error greater than three days in 7c7 and no error in 7a71 7b71 and 7d74 ,spontaneous correction allowed4 #b4 ,arranging ,five ,weights ,place #c1 #f1 #i1 #ab1 and #ae gram weights before ,s4 and say1 ,see these blocks4 ,they all look alike1 don't they8 ,but they are not alike4 ,some of them are heavy1 some are not quite so heavy1 and some are still lighter4 ,no two weigh the same4 ,now1 ,i want you to find the heaviest one and place it here4 ,then find the one that is just a little lighter and put it here4 ,then put the next lighter one here1 and the next lighter one here1 and the lightest of all at this end 7pointing74 ,ready2 go ahead4 ,give second and1 if necessary1 third trial1 repeating instructions only if ,s4 has used an absurd procedure4 ,do not show ,s4 the correct method4 ,credit for correct arrangement in two of three trials4 #c4 ,making ,change ,ask1 ,if ,i were to buy #d cents' worth of candy and should give the storekeeper #aj cents1 how much money would ,i get back8 ,similarly for #ab-ae cents2 and #d-be cents4 ,s4 is not allowed coins or pencil and paper4 ,if ,s4 forgets problem1 repeat once1 but not more4 ,spontaneous corrections allowed4 ,credit if two answers of three are correct4 #d4 ,four ,digits ,backwards ,say1 ,listen carefully4 ,i am going to read some numbers1 and ,i want you to say them backwards4 ,for example1 if ,i should say #e--a--d1 you would say #d--a--e4 ,do you understand8 ,then1 ,ready now2 listen carefully1 and be sure to say the numbers backwards4 ,if ,s4 gives digits forwards1 repeat instructions4 ,if necessary1 give 7b7 and 7c71 repeating each time1 ,ready now2 listen carefully1 and be sure to say the numbers backwards4 #f1 #e1 #b1 #h2 #d1 #i1 #c1 #g2 #h1 #f1 #b1 #i4 ,credit if one set is repeated backwards without error4 #e4 ,three ,words in ,one ,sentence ,say1 ,you know what a sentence is1 of course4 ,a sentence is made up of some words which say something4 ,now1 ,i am going to give you three words1 and you must make up a sentence that has all three words in it4 ,the three words are 'boy1' 'river1' 'ball4' ,go ahead and make up a sentence that has all three words in it4 ,repeat instructions if necessary1 but do not illustrate4 ,may say1 ,the three words must be put with some other words so that all of them together will make a sentence4 ,give only one trial1 and do not caution against making more than one sentence4 ,do not hurry ,s41 but allow only one minute4 ,then say1 ,now make a sentence that has in it the three words 'work1' 'money1' 'men4' ,if necessary give 7c7 desert1 rivers1 lakes1 in the same way4 ,credit if satisfactory sentence is given in two of three trials4 7,see ,the ,measurement of ,intelligence1 pp4 #bdc-de47 #f4 ,finding ,rhymes ,say1 ,you know what a rhyme is1 of course4 ,a rhyme is a word that sounds like another word4 ,two words rhyme if they end in the same sound4 ,for example1 'hat1' 'cat1' 'rat1' 'bat1' all rhyme with one another4 ,now1 ,i am going to give you one minute to find as many words as you can that rhyme with 'day4' ,ready2 go ahead4 ,if ,s4 fails1 repeat explanation1 and give sample rhymes for day1 as say1 may1 pay1 hay4 ,otherwise1 proceed1 ,now1 you have another minute to name all the words you can think of that rhyme with 'mill4' ,same1 if necessary1 for spring4 ,do not repeat explanation after mill or spring4 ,credit if three rhymes in one minute are given for each of two out of three words4 ,alt4 #a4 ,naming the ,months ,say1 ,name all the months of the year4 ,if correct1 check by asking1 ,what month comes before ,april8 ,before ,july8 ,before ,november8 ,credit if months are correctly named within #ae seconds with not more than one error1 and if two of three checks are correct4 ,alt4 #b4 ,counting ,value of ,stamps ,say1 ,you know1 of course1 how much a stamp like this costs 7pointing to a #a-;cent stamp74 ,and you know how much one like this costs 7pointing to a #b-;cent stamp74 ,now1 how much money would it take to buy all these stamps8 7showing three #a-;cent stamps and three #b-;cent stamps74 ,do not tell values1 where not known2 if values are known but sum is wrongly given1 give second trial1 saying1 ,tell me how you got it4 ,credit if correct value is given in not over #ae seconds4 ,year ,x #a4 ,vocabulary ,see last section4 ,if both lists are given1 #cj satisfactory definitions are required2 if only one list is given1 the requirement is #ae4 #b4 ,absurdities ,i am going to read a sentence which has something foolish in it1 some nonsense4 ,listen carefully and tell me what is foolish about it4 ,after reading say1 ,what is foolish about that8 ,give sentences twice if necessary1 repeating exactly4 ,if response is ambiguous1 ask ,s4 what he means4 7a7 ,a man said3 ,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 home4 7b7 ,an engineer said that the more cars he had on his train the faster he could go4 7c7 ,yesterday the police found the body of a girl cut into #ah pieces4 ,they believe that she killed herself4 7d7 ,there was a railroad accident yesterday1 but it was not very serious4 ,only #dh people were killed4 7e7 ,a bicycle rider1 being thrown from his bicycle in an accident1 struck his head against a stone and was instantly killed4 ,they picked him up and carried him to the hospital1 and they do not think he will get well again4 ,credit if four responses out of five are satisfactory4 7,see ,the ,measurement of ,intelligence1 pp4 #bef-eh47 #c4 ,drawing ,designs from ,memory ,give ,s4 pencil and paper1 then say1 ,this card has two drawings on it4 ,i am going to show them to you for ten seconds1 then ,i will take the card away and let you draw from memory what you have seen4 ,look at both drawings carefully and remember that you have only ten seconds4 ,show card 7,x #c7 for #aj seconds1 right side up4 ,have ,s4 reproduce designs immediately1 and note on his paper which is the top of his drawing4 ,credit if one design is reproduced correctly and one at least half correctly4 7,see scoring cards47 #d4 ,reading and ,report ,new ,york1 ,september #eth4 ,a fire last night burned three houses near the center of the city4 ,it took some time to put it out4 ,the loss was fifty thousand dollars1 and seventeen families lost their homes4 ,in saving a girl who was asleep in bed1 a fireman was burned on the hands4 ,show selection and say1 ,i want you to read this for me as well as you can4 ,pronounce for ,s4 all words he cannot make out1 allowing not over #e seconds' hesitation4 7,record reading time and errors47 ,when ,s4 has finished1 say1 ,very well done4 ,now1 tell me what you read4 ,begin at the first and tell everything you can remember4 ,when ,s4 stops1 ask1 ,and what else8 ,credit if selection is read within #ce seconds with not more than two errors1 and if report given contains at least eight memories as separated above4 ,minor changes in wording allowed4 ,scoring is done by checking word groups on record blank4 #e4 ,comprehension ,ask in order1 7a7 ,what ought you to say when someone asks your opinion about a person you don't know very well8 7b7 ,what ought you to do before undertaking 7beginning7 something very important8 7c7 ,why should we judge a person more by his actions than by his words8 ,may repeat but not change question except to substitute beginning in 7b7 in case undertaking seems not to be understood4 ,credit if two of three replies are satisfactory4 7,see ,the ,measurement of ,intelligence1 pp4 #bfi-ga47 #f4 ,naming ,sixty ,words ,say1 ,now1 ,i want to see how many different words you can name in #c minutes4 ,when ,i say ready1 you must begin and name the words as fast as you can1 and ,i will count them4 ,do you understand8 ,be sure to do your very best1 and remember that just any words will do1 like 'clouds1' 'dog1' 'chair1' 'happy'--ready2 go ahead4 ,whenever there is a pause of #ae seconds1 say1 ,go ahead as fast as you can4 ,any words will do4 ,don't allow sentences or counting2 if attempted1 interrupt with ,counting 7or sentences7 not allowed4 ,you must name separate words4 ,go ahead4 ,credit if #fj words1 exclusive of repetitions1 are given in three minutes4 ,if time is limited one minute may be given and #bh words required4 ,alt4 #a4 ,repeating ,six ,digits ,now1 listen4 ,i am going to say over some numbers and after ,i am through ,i want you to say them exactly as ,i do4 ,listen closely and get them just right4 ,give 7a7 and if necessary 7b74 #c1 #g1 #d1 #h1 #e1 #i2 #e1 #b1 #a1 #g1 #d1 #f4 ,credit if one set is given without error4 ,alt4 #b4 ,repeating ,sentences ,say1 ,now listen4 ,i am going to say something and after ,i am through ,i want you to say it over just as ,i do4 ,understand8 ,listen carefully and be sure to say exactly what ,i say4 ,repeat1 ,say exactly what ,i say1 before reading each sentence4 ,do not re-read any sentence4 7a7 ,the apple tree makes a cool pleasant shade on the ground where the children are playing4 7b7 ,it is nearly half-past one o'clock2 the house is very quiet and the cat has gone to sleep4 7c7 ,in summer the days are very warm and fine2 in winter it snows and ,i am cold4 ,credit if one sentence out of three is repeated without error1 or two with not more than one error each4 ,alt4 #c4 ,healy-,fernald ,puzzle ,place frame 7short side toward ,s47 and blocks on table and say1 ,i want you to put these blocks in this frame so that all the space will be filled up4 ,if you do it rightly1 they will all fit in and there will be no space left over4 ,go ahead4 ,do not suggest hurrying4 ,note procedure1 especially tendencies to repeat absurd moves1 and moves which leave spaces obviously impossible to fill4 ,credit if ,s4 fits blocks into place three times within a total time of five minutes for the three trials4 ,year ,,xii #a4 ,vocabulary ,see last section4 #dj satisfactory definitions if both lists are given2 #bj if only one list is given4 #b4 ,definitions3 ,abstract ,words ,say ,what is pity8 ,what do we mean by pity8 etc4 ,if response contains word to be defined1 ask1 ,yes1 but what does it mean to pity some one8 ,same for revenge1 charity1 envy1 justice4 ,question ,s4 if response is not clear4 ,credit if three of the five words are satisfactorily defined4 7,see ,the ,measurement of ,intelligence1 pp4 #bhb-hd47 #c4 ,ball and ,field ,present round field on record blank with gate facing ,s4 and say1 ,let us suppose that your baseball has been lost in this round field4 ,you have no idea what part of the field it is in4 ,you don't know what direction it came from1 how it got there1 nor with what force it came4 ,all you know is that the ball is lost somewhere in the field4 ,now1 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 it4 ,begin at the gate and show me what path you would take4 ,if ,s4 stops1 say1 ,but suppose you have not found it yet1 which direction would you go next8 ,credit in ,year ,,viii for inferior plan 7or better72 in ,years ,,viii and ,,xii for superior plan4 7,see scoring card47 #d4 ,dissected ,sentences ,,for ,,the ,,started ,,an ,,we ,,country ,,early ,,at ,,hour ,,to ,,asked ,,paper ,,my ,,teacher ,,correct ,i ,,my ,a ,,defends ,,dog ,,good ,,his ,,bravely ,,master ,point to the first group of words 7,for the1 etc471 and say1 ,here is a sentence that has the words all mixed up1 so that they don't make any sense4 ,if the words were changed around in the right order they would make a good sentence4 ,look carefully and see if you can tell me how the sentence ought to read4 ,do not hurry ,s41 but allow only one minute4 ,if ,s4 fails on the first sentence1 read it for him slowly and correctly1 pointing at each word as you speak it4 ,same procedure for second and third1 except that no help is given4 ,credit if two sentences of three are correct1 or one correct and two nearly correct4 ,time1 one minute each4 7,see ,the ,measurement of ,intelligence1 p4 #bhh47 #e4 ,interpretation of ,fables ,present fables in order given below4 ,say1 ,you know what a fable is8 ,fables1 you know1 are little stories which teach us a lesson4 ,i am going to read a fable to you4 ,listen carefully1 and when ,i am through ,i will ask you to tell me what lesson the fable teaches us4 ,after reading1 say1 ,what lesson does that teach us8 ,question ,s4 if response is not clear4 ,proceed with 7b71 7c71 7d71 and 7e7 thus3 ,here is another4 ,listen again and tell me what lesson this fable teaches us4 ,after each ask1 ,what lesson does that teach us8 7a7 ,hercules and the wagoner ,a man was driving along a country road1 when the wheels suddenly sank in a deep rut4 ,the man did nothing but look at the wagon and call loudly to ,hercules to come and help him4 ,hercules came up1 looked at the man1 and said3 ,put your shoulder to the wheel1 my man1 and whip up your oxen4 ,then he went away and left the driver4 7b7 ,the milkmaid and her plans ,a milkmaid was carrying her pail of milk on her head1 and was thinking to herself thus3 ,the money for this milk will buy #d hens2 the hens will lay at least #ajj eggs2 the eggs will produce at least #ge chicks2 and with the money which the chicks will bring ,i can buy a new dress to wear instead of the ragged one ,i have on4 ,at this moment she looked down at herself1 trying to think how she would look in her new dress2 but as she did so the pail of milk slipped from her head and dashed upon the ground4 ,thus all her imaginary schemes perished in a moment4 7c7 ,the fox and the crow ,a crow1 having stolen a bit of meat1 perched in a tree and held it in her beak4 ,a fox1 seeing her1 wished to secure the meat1 and spoke to the crow thus3 ,how handsome you are6 ,and ,i have heard that the beauty of your voice is equal to that of your form and feathers4 ,will you not sing for me1 so that ,i may judge whether this is true8 ,the crow was so pleased that she opened her mouth to sing and dropped the meat1 which the fox immediately ate4 7d7 ,the farmer and the stork ,a farmer set some traps to catch cranes which had been eating his seed4 ,with them he caught a stork4 ,the stork1 which had not really been stealing1 begged the farmer to spare his life1 saying that he was a bird of excellent character1 that he was not at all like the cranes1 and that the farmer should have pity on him4 ,but the farmer said3 ,i have caught you with these robbers1 the cranes1 and you have got to die with them4 7e7 ,the miller1 his son1 and the donkey ,a miller and his son were driving their donkey to a neighboring town to sell him4 ,they had not gone far when a child saw them and cried out3 ,what fools those fellows are to be trudging along on foot when one of them might be riding4 ,the old man1 hearing this1 made his son get on the donkey1 while he himself walked4 ,soon they came upon some men4 ,look1 said one of them1 see that lazy boy riding while his old father has to walk4 ,on hearing this the miller made his son get off1 and he climbed upon the donkey himself4 ,farther on they met a company of women1 who shouted out3 ,why1 you lazy old fellow1 to ride along so comfortably while your poor boy there can hardly keep pace by the side of you6 ,and so the good-natured miller took his boy up behind him and both of them rode4 ,as they came to the town a citizen said to them1 ,why1 you cruel fellows6 ,you two are better able to carry the poor little donkey than he is to carry you4 ,very well1 said the miller1 we will try4 ,so both of them jumped to the ground1 got some ropes1 tied the donkey's legs to a pole and tried to carry him4 ,but as they crossed the bridge the donkey became frightened1 kicked loose1 and fell into the stream4 ,credit in ,year ,,xii if score is #d points or more2 in ,year ,,xvi if score is #h points or more4 ,allow #b points for each fable for correct1 and #a for partially correct response4 7,note carefully scoring directions in ,the ,measurement of ,intelligence1 pp4 #bij-ig47 #f4 ,five ,digits ,backwards ,listen carefully2 ,i am going to read some numbers1 and ,i want you to say them backwards4 ,for example1 if ,i should say #e--a--d1 you would say #d--a--e4 ,do you understand8 ,then1 ,ready now2 listen carefully1 and be sure to say the numbers backwards4 ,if ,s4 gives digits forwards1 repeat instructions4 ,if necessary1 give 7b7 and 7c71 repeating each time1 ,ready now2 listen carefully1 and be sure to say the numbers backwards4 #c1 #a1 #h1 #g1 #i2 #f1 #i1 #d1 #h1 #b2 #e1 #b1 #i1 #f1 #a4 ,credit if one set is repeated backwards without error4 #g4 ,pictures2 ,interpretation ,show in succession ,dutch ,home1 ,river ,scene1 ,post ,office1 and ,colonial ,house1 saying each time1 ,tell me what this picture is about4 ,explain this picture4 ,may prompt with1 ,go ahead1 or ,explain what you mean4 ,credit if three of the four pictures are satisfactorily interpreted4 7,see ,the ,measurement of ,intelligence1 pp4 #cjc-jd47 #h4 ,finding ,likenesses2 ,three ,things ,say1 ,i am going to name three things which are alike in some way1 and ,i want you to tell me how they are alike4 ,snake1 cow1 and sparrow2 in what way are they alike8 ,may repeat or urge with1 ,i'm sure you can tell me how a snake1 a cow1 and a sparrow are alike1 but do not change form of question4 ,if difference is given1 say1 ,no1 ,i want you to tell me how they are alike4 ,in what way are a snake1 a cow1 and a sparrow alike8 ,same for 7b7 book1 teacher1 newspaper2 7c7 wool1 cotton1 leather2 7d7 knife-blade1 penny1 piece of wire2 7e7 rose1 potato1 tree4 ,credit if any real similarity is given in three out of five trials4 7,see ,the ,measurement of ,intelligence1 pp4 #cjg-jh47 ,year ,,xiv #a4 ,vocabulary ,see last section4 #ej satisfactory definitions if both lists are given2 #be if only one list is given4 #b4 ,induction ,test 7,if ,,xviii #b is to be given1 it should precede this test47 ,provide six sheets of tissue paper1 #h-a_/b by #aa inches4 ,take the first sheet1 and telling ,s4 to watch what you do1 fold it once1 and in the middle of the folded edge cut out a small notch2 then ask ,s4 to tell you how many holes there will be in the paper when it is unfolded4 ,whatever the answer1 unfold the paper and hold it up broadside for ,s4's inspection4 ,next1 take another sheet1 fold it once as before and say1 ,now1 when we folded it this way and cut out a piece1 you remember it made one hole in the paper4 ,this time we will give the paper another fold and see how many holes we shall have4 ,then proceed to fold the paper again1 this time in the other direction1 cut out a piece from the folded side1 and ask how many holes there will be when the paper is unfolded4 ,then unfold the paper1 hold it up before ,s4 so as to let him see the result4 ,whatever the answer1 proceed with the third sheet4 ,fold it once and say1 ,when we folded it this way there was one hole4 ,fold it again and say1 ,and when we folded it this way there were two holes4 ,fold the paper a third time and say1 ,now1 ,i am folding it again4 ,how many holes will it have this time when ,i unfold it8 ,again unfold paper while ,s4 looks on4 ,continue in the same manner with sheets four1 five1 and six1 adding one fold each time4 ,in folding each sheet recapitulate results1 saying 7with the sixth1 for example73 ,when we folded it this way there was one hole2 when we folded it again there were two2 when we folded it again there were four2 when we folded it again there were eight2 when we folded it again there were sixteen2 now tell me how many holes there will be if we fold it once more4 ,avoid saying1 ,when we folded it once1 twice1 three times4 ,after sixth response1 ask1 ,can you tell me a rule by which ,i could know each time how many holes there are going to be8 ,credit if answer to sixth question is correct1 and governing rule is correctly stated4 #c4 ,president and ,king ,say1 ,there are three main differences between a president and a king2 what are they8 ,if ,s4 stops after one difference is given1 urge him on1 if possible1 until three are given4 ,credit if two of the three correct answers are given4 #d4 ,problem ,questions ,say1 ,listen1 and see if you can understand what ,i read4 ,then read the problem slowly and with expression4 ,if necessary1 re-read problem4 7a7 ,a man who was walking in the woods near a city stopped suddenly very much frightened1 and then ran to the nearest policeman1 saying that he had just seen hanging from the limb of a tree a ---- a what8 ,if response is not clear1 say1 ,explain what you mean4 7b7 ,my neighbor has been having queer visitors4 ,first1 a doctor came to his house1 then a lawyer1 then a minister 7preacher or priest74 ,what do you think happened there8 ,if response is simply a death1 etc41 check up by asking what the lawyer came for4 7c7 ,an ,indian who had come to town for the first time in his life saw a white man riding along the street4 ,as the white man rode by1 the ,indian said3 ,the white man is lazy2 he walks sitting down4 ,what was the white man riding on that caused the ,indian to say1 ,he walks sitting down8 ,credit if two of the three problems are satisfactorily answered4 ,spontaneous corrections allowed4 7,see ,the ,measurement of ,intelligence1 pp4 #caf-ah1 for important scoring directions47 #e4 ,arithmetical ,reasoning ,if a man's salary is #bj a week and he spends #ad a week1 how long will it take him to save #cjj8 ,if #b pencils cost #e cents1 how many pencils can you buy for #ej cents8 ,at #ae cents a yard1 how much will #g feet of cloth cost8 ,show ,s4 the problems one at a time4 ,have ,s4 read each problem aloud and1 with the printed problem still before him1 find the answer without the use of pencil or paper4 ,in the case of illiterates1 examiner reads each problem for ,s4 two or three times4 ,credit if two of the three problems are correctly solved1 within one minute each1 not including time spent in reading4 #f4 ,reversing ,hands of ,clock ,say1 ,suppose it is six-twenty-two o'clock1 that is1 twenty-two minutes after six2 can you see in your mind where the large hand would be1 and where the small hand would be8 ,now1 suppose the two hands of the clock were to trade places1 so that the large hand takes the place where the small hand was1 and the small hand takes the place where the large hand was1 what time would it then be8 ,repeat the test with the hands at #h4jh 7#h minutes after #h71c and again with the hands at #b4df 7#ad minutes before #c74 ,footnote #c3 #h4jh is substituted instead of #h4aj1 formerly used1 because it is capable of more accurate solution and is less confusing4 ,credit if two of the three problems are solved with error of no more than #c or #d minutes4 ,alt4 ,repeating ,seven ,digits ,now listen4 ,i am going to say over some numbers and after ,i am through1 ,i want you to say them exactly as ,i do4 ,listen closely and get them just right4 ,give 7a7 and if necessary 7b74 #b1 #a1 #h1 #c1 #d1 #c1 #i2 #i1 #g1 #b1 #h1 #d1 #g1 #e4 ,credit if one set is reproduced without error4 ,year ,,xvi #a4 ,vocabulary ,see last section4 #fe satisfactory definitions if both lists are given2 #cc if only one list is given4 #b4 ,interpretation of ,fables ,see ,,xii #e for procedure4 ,allow #b points for each fable correctly interpreted1 and #a if response is somewhat inferior to the standard4 ,credit in ,,xii if score is #d points or more2 in ,,xvi if score is #h points or more4 7,note carefully scoring in ,the ,measurement of ,intelligence1 pp4 #bij-ig47 #c4 ,differences ,between ,abstract ,terms ,ask1 ,what is the difference between-- 7a7 ,laziness and idleness8 7b7 ,evolution and revolution8 7c7 ,poverty and misery8 7d7 ,character and reputation8 ,if answer is ambiguous1 get ,s4 to explain4 ,if he merely defines the words1 say1 ,yes1 but ,i want you to tell me the difference between ---- and ----4 ,credit if three of the four answers are given correctly4 7,see ,the ,measurement of ,intelligence1 pp4 #cbe-bf47 #d4 ,enclosed ,boxes ,show ,s4 a small cardboard box1 and say1 ,listen carefully4 ,you see this box2 it has two smaller boxes inside of it1 and each one of the smaller boxes contains a little tiny box4 ,how many boxes are there altogether1 counting the big one8 ,allow one-half minute1 record answer1 then show second box1 saying1 ,this box has two smaller boxes inside1 and each of the smaller boxes contains two tiny boxes4 ,how many altogether8 ,similarly for 7c7 and 7d71 using three and three1 and four and four4 ,emphasize slightly the words three and four4 ,credit if three of the four problems are solved correctly within one-half minute each4 ,spontaneous corrections are counted as correct4 #e4 ,six ,digits ,backwards ,say ,listen carefully4 ,i am going to read some numbers1 and ,i want you to say them backwards4 ,for example1 if ,i should say #e--a--d1 you would say #d--a--e4 ,do you understand8 ,then1 ,ready now2 listen carefully1 and be sure to say the numbers backwards4 ,if ,s4 gives digits forwards repeat instructions4 ,if necessary1 give 7b7 and 7c71 repeating each time1 ,ready now2 listen carefully1 and be sure to say the numbers backwards4 #d1 #g1 #a1 #i1 #e1 #b2 #e1 #h1 #c1 #b1 #i1 #d2 #g1 #e1 #b1 #f1 #c1 #h4 ,credit if one set is repeated backwards without error4 #f4 ,code ,show ,s4 the code given on card 7,,xvi #f74 ,say1 ,see these diagrams here8 ,look and you will see that they contain all the letters of the alphabet4 ,now1 examine the arrangement of the letters4 ,they go 7pointing7 a b c1 d e f1 g h i1 j k l1 m n o1 p q r1 s t u v1 w x y z4 ,you see the letters in the first two diagrams are arranged in the up-and-down order 7pointing again71 and the letters in the other two diagrams run in just the opposite way from the hands of a clock 7pointing74 ,look again and you will see that the second diagram is just like the first1 except that each letter has a dot with it1 and that the last diagram is like the third except that here1 also1 each letter has a dot4 ,now1 all of this represents a code2 that is1 a secret language4 ,it is a real code1 one that was used in the ,civil ,war for sending secret messages4 ,this is the way it works3 ,we draw the lines which hold a letter1 but leave out the letter4 ,here1 for example1 is the way we would write 'spy4' ,then write the words spy and trench1 pointing out carefully where each letter comes from1 and emphasizing the fact that the dot must be used in addition to the lines in writing any letter in the second or fourth diagram4 ,then add3 ,i am going to have you write something for me2 remember1 now1 how the letters go1 first 7pointing1 as before7 a b c1 d e f1 g h i1 then j k l1 m n o1 p q r1 then s t u v1 then w x y z4 ,and don't forget the dots for the letters in this diagram and this one 7pointing74 ,at this point1 take away the diagrams1 give ,s4 pencil and paper1 and tell him to write the words come quickly4 ,say nothing about hurrying4 ,do not permit ,s4 to reproduce the code and then to copy the code letters from his reproduction4 ,credit if the words are written within six minutes with not more than two errors1 omission of dot counting as half error4 ,alt4 #a4 ,repeating ,sentences ,say1 ,now1 listen4 ,i am going to say something and after ,i am through ,i want you to say it over just as ,i do4 ,understand8 ,listen carefully and be sure to say exactly what ,i say4 ,repeat ,say exactly what ,i say before reading each sentence4 ,do not re-read any sentence4 7a7 ,walter likes very much to go on visits to his grandmother1 because she always tells him many funny stories4 7b7 ,yesterday ,i saw a pretty little dog in the street4 ,it had curly brown hair1 short legs1 and a long tail4 ,credit if one sentence is repeated without a single error4 ,alt4 #b4 ,comprehension of ,physical ,relations 7a7 ,draw a horizontal line #f or #h inches long4 ,an inch or two above it draw a horizontal line about an inch long parallel to the first4 ,say1 ,the long line represents the perfectly level ground of a field1 and the short line represents a cannon4 ,the cannon is pointed horizontally 7on a level7 and is fired across this perfectly level field4 ,after it is clear that these conditions of the problem are comprehended1 add1 ,now1 suppose that this cannon is fired off and that the ball comes to the ground at this point here 7pointing to the farther end of the line which represents the field74 ,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 ground4 7b7 ,say1 ,you know1 of course1 that water holds up a fish that is placed in it4 ,well1 here is a problem3 ,suppose we have a bucket which is partly full of water4 ,we place the bucket on the scales and find that with the water in it it weighs exactly #de pounds4 ,then we put a #e-pound fish into the bucket of water4 ,now1 what will the whole thing weigh8 ,if ,s4 responds correctly1 say1 ,how can this be correct1 since the water itself holds up the fish8 7c7 ,you know1 do you not1 what it means when they say a gun 'carries #ajj yards8' ,it means that the bullet goes #ajj yards before it drops to amount to anything4 ,when this is clear1 proceed1 ,now1 suppose a man is shooting at a mark about the size of a quart can4 ,his rifle carries perfectly more than #ajj yards4 ,with such a gun is it any harder to hit the mark at #ajj yards than it is at #ej yards8 ,credit if two of the three problems are satisfactorily solved4 ,for 7a71 line must begin almost on a level and drop more rapidly toward the end4 ,for 7b71 ,s4 must adhere positively to right answer4 ,for 7c71 ,s4 must know that a small deviation at #ej yards becomes a larger deviation at #ajj yards4 7,see ,the ,measurement of ,intelligence1 pp4 #ccc-cf for important scoring rules47 ,year ,,xviii #a4 ,vocabulary ,see last section4 #ge satisfactory definitions if both lists are given2 #ch if only one list is given4 #b4 ,paper-,cutting ,test ,when this test is given it should precede ,,xiv #b4 ,take a piece of paper about #f inches square and say1 ,watch carefully what ,i do4 ,see1 ,i fold the paper this way 7folding it once over in the middle74 ,then ,i fold it this way 7folding it again in the middle1 but at right angles to the first fold74 ,now1 ,i will cut out a notch right here 7indicating74 ,cut notch1 keeping fragments out of view4 ,leave folded paper exposed1 but pressed flat against table4 ,then give ,s4 a pencil and a second sheet of paper like the one already used and say1 ,take this piece of paper and make a drawing to show how the other sheet of paper would look if it were unfolded4 ,draw lines to show the creases in the paper and show what results from the cutting4 ,do not permit ,s4 to fold second sheet1 and do not say1 draw the holes4 ,credit if creases are correctly represented1 with correct number of holes correctly located4 #c4 ,repeating ,eight ,digits ,say1 ,now1 listen4 ,i am going to say over some numbers and after ,i am through1 ,i want you to say them exactly as ,i do4 ,listen closely and get them just right4 ,give 7a71 and if necessary 7b7 and 7c74 #g1 #b1 #e1 #c1 #d1 #h1 #i1 #f2 #d1 #i1 #h1 #e1 #c1 #g1 #f1 #b2 #h1 #c1 #g1 #i1 #e1 #d1 #h1 #b4 ,credit if one set is reproduced without error4 #d4 ,repeating ,thought of ,passage ,say1 ,i am going to read a little selection of about six or eight lines4 ,when ,i am through ,i will ask you to repeat as much of it as you can4 ,it doesn't make any difference whether you remember the exact words or not1 but you must listen carefully so that you can tell me everything it says4 ,read 7a71 and if necessary 7b71 recording response verbatim4 ,urge ,s4 to give thought of selection in his own words1 if he hesitates4 7a7 ,tests1 such as we are now making1 are of value both for the advancement of science and for the information of the person who is tested4 ,it is important for science to learn how people differ and on what factors these differences depend4 ,if we can separate the influence of heredity from the influence of environment1 we may be able to apply our knowledge so as to guide human development4 ,we may thus in some cases correct defects and develop abilities which we might otherwise neglect4 7b7 ,many opinions have been given on the value of life4 ,some call it good1 others call it bad4 ,it would be nearer correct to say that it is mediocre2 for on the one hand our happiness is never as great as we should like1 and on the other hand our misfortunes are never as great as our enemies would wish for us4 ,it is this mediocrity of life which prevents it from being radically unjust4 ,credit if main thoughts of one of the selections are given in reasonably consecutive order4 7,see ,the ,measurement of ,intelligence1 pp4 #cdj-dc47 #e4 ,seven ,digits ,backwards ,say1 ,listen carefully1 ,i am going to read some numbers1 and ,i want you to say them backwards4 ,for example1 if ,i should say #e--a--d you would say #d--a--e4 ,do you understand8 ,then1 ,ready now1 listen carefully1 and be sure to say the numbers backwards4 ,if ,s4 gives the digits forwards1 repeat instructions4 ,if necessary1 give 7b7 and 7c71 repeating each time3 ,ready now1 listen carefully1 and be sure to say the numbers backwards4 #d1 #a1 #f1 #b1 #e1 #i1 #c2 #c1 #h1 #b1 #f1 #d1 #g1 #e2 #i1 #d1 #e1 #b1 #h1 #c1 #g4 ,credit if one set is repeated backwards without error4 #f4 ,ingenuity ,test ,state problem 7a7 orally1 repeating it if ,s4 does not respond promptly4 ,do not allow ,s4 to use pencil or paper1 and ask him to give his solution orally as he works it out4 ,record his statement in full4 ,if ,s4 resorts to some such method as fill the #c-pint vessel two-thirds full1 or ,i would mark the inside of the #e-pint vessel so as to show where #d pints come to1 etc41 inform him that such a method is not allowable2 that this would be guessing1 since he could not be sure when the #c-pint vessel was two-thirds full1 or whether he had marked off his #e-pint vessel accurately4 ,tell him he must measure out the water without any guesswork and explain also that it is a fair problem1 not a catch4 ,say nothing about pouring from one vessel to another1 but if ,s4 asks whether this is permissible1 say yes4 ,if ,s4 has not solved 7a7 correctly within five minutes1 explain the solution in full and proceed to 7b74 ,state 7b7 orally and allow ,s4 five minutes for its solution4 ,do not explain in case of failure4 ,if ,s4 succeeds on either 7a7 or 7b71 but not with both1 give problem 7c7 orally1 allowing five minutes for this also4 7a7 ,a mother sent her boy to the river and told him to bring back exactly #g pints of water4 ,she gave him a #c-pint vessel and a #e-pint vessel4 ,show me how the boy can measure out exactly #g pints of water1 using nothing but these two vessels and not guessing at the amount4 ,you should begin by filling the #e-pint vessel first4 ,remember1 you have a #c-pint vessel and a #e-pint vessel1 and you must bring back exactly #g pints4 ,same formula for 7b7 #e and #g1 get #h4 ,begin with #e2 and 7c7 #d and #i1 get #g4 ,begin with #d4 ,credit if two of the three problems are solved correctly1 each within five minutes4 ,vocabulary ,i want to find out how many words you know4 ,listen2 and when ,i say a word1 you tell me what it means4 ,what is an orange8 etc4 ,if ,s4 can read1 let him see the words on the vocabulary lists4 ,continue in each list till #f or #h successive words have been missed4 ,if ,s4 thinks formal definition is required1 say3 ,just tell me in your own words2 say it any way you please4 ,all ,i want is to find out whether you know what a ---- is4 ,may ask ,s4 to explain what he means if it is not clear4 ,list #a ,list #b #a4 gown #a4 orange #b4 tap #b4 bonfire #c4 scorch #c4 straw #d4 puddle #d4 roar #e4 envelope #e4 haste #f4 rule #f4 afloat #g4 health #g4 guitar #h4 eye-lash #h4 mellow #i4 copper #i4 impolite #aj4 curse #aj4 plumbing #aa4 pork #aa4 noticeable #ab4 outward #ab4 muzzle #ac4 southern #ac4 quake #ad4 lecture #ad4 reception #ae4 dungeon #ae4 majesty #af4 skill #af4 treasury #ag4 ramble #ag4 misuse #ah4 civil #ah4 crunch #ai4 insure #ai4 forfeit #bj4 nerve #bj4 sportive #ba4 juggler #ba4 apish #bb4 regard #bb4 snip #bc4 stave #bc4 shrewd #bd4 brunette #bd4 repose #be4 hysterics #be4 peculiarity #bf4 ,mars #bf4 conscientious #bg4 mosaic #bg4 charter #bh4 bewail #bh4 coinage #bi4 priceless #bi4 dilapidated #cj4 disproportionate #cj4 promontory #ca4 tolerate #ca4 avarice #cb4 artless #cb4 gelatinous #cc4 depredation #cc4 drabble #cd4 lotus #cd4 philanthropy #ce4 frustrate #ce4 irony #cf4 harpy #cf4 embody #cg4 flaunt #cg4 swaddle #ch4 ochre #ch4 exaltation #ci4 milksop #ci4 infuse #dj4 incrustation #dj4 selectman #da4 retroactive #da4 declivity #db4 ambergris #db4 laity #dc4 achromatic #dc4 fen #dd4 perfunctory #dd4 sapient #de4 casuistry #de4 cameo #df4 piscatorial #df4 theosophy #dg4 sudorific #dg4 precipitancy #dh4 parterre #dh4 paleology #di4 shagreen #di4 homunculus #ej4 complot #ej4 limpet ,a definition is satisfactory if it gives one correct meaning for the word1 regardless of whether that meaning is the most common one1 and however poorly it may be expressed4 7,see ,the ,measurement of ,intelligence1 pp4 #bbg-bh1 for illustrations of satisfactory and unsatisfactory responses47 ,time may be saved1 with little loss of accuracy1 by giving one list only1 and in this case list #a should be used4 ,the standards required for passing are as follows3 ,if both ,if one lists given list given ,,viii #bj #aj ,x #cj #ae ,,xii #dj #bj ,,xiv #ej #be ,,xvi #fe #cc ,,xviii #ge #ch 99 99 99 99 99 99 99 ,by the same author ,,the ,,intelligence ,,of ,,school ,,children ,how ,children differ in ,ability1 the ,use of ,mental ,tests in ,school ,grading1 and the ,proper ,education of ,exceptional ,children4 ,,the ,,measurement ,,of ,,intelligence ,an ,explanation of and a ,complete ,guide for the ,use of the ,stanford ,revision and ,extension of the ,binet-,simon ,intelligence ,scale4 ,,test ,,material ,eighteen ,plates and one copy of the ,record ,booklet1 being the ,test ,material needed in giving the ,tests to ,children4 ,,record ,,booklet ,put up for general use in packages of #be1 each forming a complete test record for one child4 ,,condensed ,,guide ,for the ,stanford ,revision of the ,binet-,simon ,intelligence ,tests4 ,,abbreviated ,,filing ,,record ,,card ,for the ,stanford ,revision of the ,binet-,simon ,tests4 ,put up for general use in packages of #be1 each forming a complete filing record for one child4 ,,houghton ,,mifflin ,,company ,,boston ,,new ,,york ,,chicago