,,measure ,,your ,,mind ,the ,mentimeter and ,how to ,use ,it ,,by ,m4 ,r4 ,,trabue1 ,,ph4 ,d4 ,,and ,,frank ,,parker ,,stockbridge ,illustration ,,with ,,illustrations ,,in ,,text ,,garden ,,city1 ,,new ,,york1 ,,toronto ,,doubleday1 ,,page ,,company #aibb ,,copyright1 #aibj1 ,,by ,,doubleday1 ,,page ,,company ,,all ,,rights ,,reserved1 ,,including ,,that ,,of ,,translation ,,into ,,foreign ,,languages1 ,,including ,,the ,,scandinavian ,,printed ,,in ,,the ,,united ,,states ,,at ,,the ,,country ,,life ,,press1 ,,garden ,,city1 ,n4 ,y4 ---------------------------------------- -------------------------------- ,,preface ,the publishers offer this book primarily as a popular treatise on the measurement of intelligence by scientific methods4 ,every effort has been made to conform to the soundest scientific principles1 both in the preparation of the ,mentimeter tests1 around which the volume is largely written1 and in the introductory and explanatory chapters1 in which the principles of applied psychology1 as they bear upon mental tests1 are stated in popular language4 ,the ,mentimeters are based upon ,doctor ,trabue's experience 7#a7 as ,assistant in ,educational ,psychology at ,teachers ,college1 ,columbia ,university1 7#b7 as psychological investigator of the intellectual status of inmates of charitable institutions and of pupils in the public schools1 7#c7 as author of various intellectual and educational scales1 widely used by psychologists and educators1 7#d7 as ,chief ,psychological ,examiner in two of the largest ,army camps1 directing the intellectual examination of more than a hundred thousand soldiers1 7#e7 as ,captain in the ,adjutant ,general's ,department1 ,u4 ,s4 ,army1 measuring the intellectual abilities of men in the ,aviation ,service1 and 7#f7 as ,assistant ,professor in ,columbia ,university1 giving instruction in the theory and practice of intellectual measurements and directing the application of such measurements to tens of thousands of school pupils4 ,frank ,parker ,stockbridge1 ,doctor ,trabue's collaborator1 is an author and journalist of a high order4 ,as managing editor of ,popular ,mechanics and contributor to the ,world's ,work1 ,harper's1 ,popular ,science ,monthly1 etc41 he has been thrown into contact with important affairs in the world of science so that he is especially equipped to work with ,doctor ,trabue in presenting this interesting subject4 ,as director of the publicity campaign of the ,american ,library ,association ,war ,fund his contact with the ,army and the results of the biggest experiment in the way of psychological tests that the world has ever seen was invaluable to him in this work4 ,the publishers feel that the collaboration is a particularly happy one4 ,the success of the scientific method of testing intelligence among both officers and men in the ,army has directed widespread attention to the general subject4 ,the ,mentimeter is the first comprehensive system of tests1 applicable to the whole range of educational and industrial requirements1 to be offered for general use4 ,to employers and those in charge of the selection1 grading1 and promotion of workers of every class1 in factories1 offices1 and stores2 to teachers of all grades1 from kindergarten to university2 to parents who are interested in ascertaining1 and watching the growth of their children's mental development and to young men and young women striving for self-improvement and advancement and desirous of learning something of their own mental capacities and limitations as a guide to the intelligent choice of vocations or professions1 the publishers offer this book in the confident belief that it will be found of real service4 ,,contents ,,chapter ,,page ,i ,,science ,,versus ,,guesswork #c ,,ii ,,the ,,applications ,,of ,,psychological ,,tests #af ,,iii ,,what ,,these ,,tests ,,measure #bc ,,iv ,,standards ,,for ,,mental ,,tests #cc ,v ,,different ,,types ,,of ,,mental ,,tests #dd ,,vi ,,mental ,,tests ,,in ,,the ,,army #ec ,,vii ,,psychological ,,tests ,,in ,,education #fc ,,viii ,,mental ,,tests ,,in ,,industry #gf ,,ix ,,how ,,to ,,use ,,the ,,mentimeter ,,tests #hh ,x ,,the ,,mentimeter ,,tests #aji ,,xi ,,trade ,,tests ,,or ,,tests ,,of ,,skill #bgd ,,appendices #bhg ,,measure ,,your ,,mind ,,chapter ,i ,,science ,,versus ,,guesswork ,there are two ways1 and only two1 in which we can find out what a machine is capable of doing4 ,one of these is to try it out1 to 8put it through its paces0 by using it for every sort of work which it is expected to perform and observing whether or not it does what we want it to do4 ,the other way is to measure it 7or to take the measurements of it as supplied by its responsible manufacturer7 and compare these with the measurements of the essential parts of machines with the performance of which we are already familiar4 ,unless it is a brand-new type of machine1 designed to do something that has never before been done by machinery1 or to do it by a different mechanical method1 there is obviously a great saving of time and money in buying a machine from specifications that insure the correct performance of its expected duty over the other plan of first buying the machine and then trying it out in practice to see whether it will do what we want done4 ,the manufacturer or business man who would purchase machinery of any sort without first making certain that its dimensions1 speeds1 weight1 power-consumption1 controls1 and the materials used in its construction were such as to adapt it precisely to the work he expected to do with it would speedily bankrupt his business4 ,it takes but a moment's thought for the reader to prove this to himself4 ,on the other hand1 however1 we find business men constantly employing men and women to perform specific duties without applying any tests or measurements1 other than the most rudimentary ones1 to determine in advance whether the person so employed is fitted for the work he or she is expected to do4 ,and as every employer knows1 one of the most costly wastes in almost every business or manufacturing establishment is the expense of constantly 8breaking in0 new employees to take the places of those who have left or have been dismissed because they were found1 after trial1 not to be fitted for the duties to be done4 ,because the installation of machinery of any kind involves an initial outlay of money1 it long ago became apparent to everybody that the 8trial and error0 method of buying machines or other commodities was wasteful and ruinous4 ,it was not until recent years1 however1 that the closer study of operating costs disclosed the fact that the expense of 8labour turnover10 that is to say the proportion of employees in any given business whose places have to be filled annually1 is one of the heaviest avoidable drains on income4 ,this was long overlooked because no capital investment is involved in the initial employment of labour4 ,the cost of training new employees is much larger1 it is now learned1 in most businesses1 than is generally understood1 not only in the direct outlay in salary or wages before the new employee has mastered the duties of the new position as well as he or she is able1 but in loss through spoiled materials1 reduced individual output1 and often in the slowing down of an entire chain of manufacturing operations through the inability of the inexperienced worker to maintain the pace of the rest of the links in the chain4 ,if1 then1 as so often happens1 it is found after experiment that the new employee is not capable of performing the work efficiently1 the whole process must be repeated4 ,the employee who has failed leaves1 is dismissed1 or is transferred to another department1 and a new and equally inexperienced worker employed to fill the vacancy1 with the whole cost of training to be incurred over again4 ,even though the new worker may be experienced in the particular class of work to be done1 there is an appreciable loss due to the unavoidable frictions and hesitations that occur whenever a worker is being fitted into a new environment4 ,there is1 moreover1 no guarantee that even an experienced person in a special sort of work is fitted to do that particular work as well as it can be done or should be done4 ,he or she may have got into that sort of work by accident4 ,that is usually the way in which a boy or girl begins a business or industrial career4 ,he or she may have continued in it merely because the experience gained in the first job enables its possessor to pass the superficial scrutiny of foremen1 managers1 or others who employ 8help0 in the first instance4 ,but just as all the experience and training in the world will not make a ,paderewski out of a person who was not born with the precise combination of sensory and nervous qualities that the master musician possesses1 though almost any one with ten fingers and an ear for harmony can be taught to play the piano after a fashion1 so it is true that while in the all-important business of earning a living almost anybody can be trained to do most of the ordinary manufacturing and business operations1 after a fashion1 it is only those who were born with certain combinations of nerve endings and sensory apparatus who can be trained into first-rate salesmen1 or expert tool-makers4 ,and this holds true all the way down the line1 to the simplest and most automatic operations necessary in business industry4 ,individuals themselves are seldom aware of their own capacities2 even less generally of their own limitations4 ,occasionally1 by accident1 a man or a woman finds at the right time the opportunity to do precisely the things he or she is best fitted to do4 ,often the individual's strong personal instincts or inclinations lead him or her to seek opportunity to do certain kinds of work without any clear understanding why that sort of work appeals while other kinds do not4 ,few human beings analyze their inclinations closely4 ,yet it may be and frequently is the case that the work one most strongly desires to undertake is not that in which he or she is best fitted to succeed4 ,the inclination may be counterbalanced by inhibitions of which neither the possessor nor his or her employer becomes aware until repeated failure has demonstrated the lack of adaptability1 sometimes after it is1 or seems to be1 too late to take up another occupation4 ,then the worker usually drifts into the ranks of 8casuals10 constantly moving from job to job1 chronically 8out of work02 the ready dupe of agitators and the prophets of social unrest and revolution2 disheartened1 anti-social1 and perennially unhappy2 the most expensive sort of an employee in any position1 no matter how small the wage--yet a human being1 and1 as such1 entitled to liberty and the pursuit of happiness6 ,that is an extreme picture4 ,yet if such tragedies occur 7as every reader knows from his own observation and experience they do occur too often7 among those who have voluntarily chosen their own lines of work1 how much more frequently must they occur among those whose daily occupations have been determined for them1 not through any voluntary choice or intelligent guidance but solely through the accident of having been 8thrown into0 certain jobs when they were young8 ,that is the way in which the vast majority of individuals have their careers shaped for them4 ,the world of business and industry and of the professions is full of blacksmiths who ought to be carpenters1 indifferent lawyers who would have made good dentists1 teachers who are failures because they should have been trained as stenographers1 good cooks who have been spoiled to make mediocre shop attendants1 and so on through the list of possible occupations4 ,within every business organization1 moreover1 there are grades and degrees of requirements and responsibilities into which some employees may fit perfectly1 others less perfectly and others not at all1 though all be drawn from the same group or from those performing the same general class of service4 ,here1 as in the matter of original employment1 the general custom of dealing with the human element in industry is the wasteful 8hire-and-fire0 system1 analogous to the purchasing of machinery or equipment without first ascertaining whether it will do the work1 and scrapping it when it fails4 ,we found out long ago that we couldn't afford to do that sort of thing with machinery4 ,we are just beginning to find out that it is even more expensive to do it with the human element in industry4 ,it would perhaps be going too far to claim that the whole problem of the 8labour turnover0 arises from the effort to fit square pegs into round holes1 but it is certain that a very large share of all human troubles1 industrial unrest1 discontent1 inefficiency and unhappiness is traceable to the lack of proper adjustment between the man and the job1 and this in turn is due in large part to the failure to determine in advance the fitness of the particular individual for the particular task4 ,what is needed1 obviously1 is a measure of human capacities1 just as we have means of measuring every phase of the machine's capacities4 ,just as we measure a machine by the most precise gauges and tests available1 why not measure the human individual by the most precise means we are able to apply8 ,the word 8measure0 in the preceding paragraph does not mean1 either in the case of the machine or of the man1 the gross dimensions of length1 breadth1 and thickness2 these are equally immaterial1 in most cases1 whether the subject of measurement be a man or a machine4 ,one measures a machine to determine its capacity for certain work1 and is little concerned about its characteristics that have no bearing upon those qualities that fit it for those particular duties4 ,so the measurements of a human being whose capacity for certain duties is to be determined must be of those qualities which enable him or her to perform according to a certain pre-determined requirement4 ,these qualities1 in man1 woman1 or child1 can be measured2 not with the precision with which an engineer measures the parts of a machine that must fit within a thousandth of an inch1 but with sufficient accuracy to determine quickly1 inexpensively1 and simply whether a given individual has the capacity to learn and perform any given task or class of work4 ,to explain how these tests can be made1 how science can be and is being substituted for guesswork in the selection of human beings for jobs and of jobs for human beings1 just as science has displaced guesswork in the selection of material commodities1 is the purpose of this book4 ,let us first point out clearly the difference between science and guesswork4 ,the vast majority of jobs are filled by guesswork4 ,the farmer who hires a field hand1 the housewife who employs a cook1 the foreman who takes on a new 8hand0 in the factory1 and even employers hiring persons for more responsible positions1 all do it1 to a greater degree than they imagine1 by guesswork4 ,they may make inquiries1 more or less thorough depending upon the compensation and responsibility involved1 of persons who are reputed to know by observation something of the candidate's qualifications4 ,unless the individual under consideration be flagrantly and patently unfit the reports thus obtained are almost always favourable4 ,in many cases no effort is made even to obtain such reports4 ,many persons who regard themselves as intelligent employ men and women for all sorts of delicate operations and confidential and responsible relations as a result of observation alone2 yet observation alone will tell no more about a man or a woman than it will about an automobile--the shape and the colouring4 ,when you observe a human being you can determine certain physical characteristics1 such as size1 complexion1 colour of eyes and hair1 soundness of teeth1 shape of body and head1 contour of face1 features1 and expression4 ,you make up your mind that you like the person or you do not4 ,but as for determining by means of anything your unaided observation discloses whether or not the person under examination is qualified either to perform or to learn how to perform efficiently a given task or set of tasks1 you might as well expect to discover the hillclimbing power of an automobile by merely looking at it4 ,yet that is precisely the way in which1 in the vast majority of cases1 the supremely important work of fitting individuals and jobs together is done in the world of business and industry4 ,true1 the prospective employer usually asks a few questions1 but the applicant's manner and tone of voice have usually as much to do with the final decision as the actual replies4 ,men and women are usually hired1 in short1 on their looks and on the impressions made at a single short interview4 ,that it is too much to expect persons so selected to fit into even the simplest sort of a business or industrial organization should be obvious to every intelligent person2 that sometimes they do fit should be no less obviously recognized as largely accidental4 ,we do not recognize the absurdity of this method of selecting persons for particular positions1 partly because this is the only way most of us have ever known and partly because there is in almost every human being a secret or subconscious belief in his own peculiar powers of judging others by means of surface indications4 ,the fallacy of the belief that one may arrive at accurate conclusions as to individual capacity and characteristics by merely looking at the individuals concerned has been well set forth by ,prof4 ,l4 ,m4 ,terman of ,stanford ,university4 ,much of the popular belief in the efficacy of this method1 ,doctor ,terman believes1 is due to the fact that the public does not know that the pretensions of the pseudo-science of 8phrenology0 were long ago shown to be unwarranted4 ,according to phrenology1 definite and constant relations are believed to exist between certain mental traits and the contour of the head4 ,phrenologists teach1 for example1 that one's endowment in such traits as intelligence1 combativeness1 sympathy1 tenderness1 honesty1 religious fervour1 and courage may be judged by the prominence of various parts of the skull4 ,while the sincerity of ,gall1 the ,french physiologist of a century ago who invented the so-called science1 and of his followers1 is not to be questioned1 the pretensions of phrenology itself have been thoroughly exploded4 ,it has been demonstrated that traits like those above mentioned do not have separate and well-defined seats in the brain and that skull contour is not a reliable index of the brain development beneath4 8,in the underworld of pseudo-science1 however10 says ,professor ,terman1 8phrenology and kindred fakes survive4 ,hundreds of men and women still earn their living by #8feeling bumps on the head1' reading character from the lines of the hand1 etc4 8,but if the rating of men by pseudo-science is misleading1 perhaps science is still unnecessary4 ,it may be argued that mental traits can be rated accurately enough for all practical purposes on the basis of ordinary observation of one's behaviour1 speech1 and appearance4 ,we are constantly judging people by this offhand method1 because we are compelled to do so4 ,consequently we all acquire a certain facility in handling the method4 ,for ordinary purposes it is infinitely better than nothing4 ,a skilful observer can estimate roughly the height of an airplane2 but if we would know its real height we must use the methods of science and perform a mathematical computation4 8,the trouble with the observational method is its lack of a universal standard of judgment4 ,one observer may use a high1 another a low standard of comparison4 ,a four-story building in the midst of ,new ,york's #8sky-scrapers' looks very low2 placed in the midst of a wide expanse of one-story structures it would look very tall4 8,moreover1 we are easily misled by appearances4 ,the writer knows a young man who looks so foolish that he is often mistaken by casual acquaintances for a mental defective4 ,in reality he is one of the half dozen brightest students in a large university4 ,another man who in reality has the mentality of a ten-year-old child is so intelligent looking that he was able to secure employment as a city policeman4 8,language is a great deceiver4 ,the fluent talker is likely to be overrated1 the person of stumbling or monosyllabic speech to be underrated4 ,similar errors are made in judging the intelligence of the sprightly and the stolid1 the aggressive and the timid1 etc4 ,our tendency is also to overestimate the intellectual quality of our friends and to underestimate that of persons we do not like4 8,if the method of offhand judgment were reliable1 different judges would agree in their ratings of the same individual4 ,when the judges disagree it is evident that not all can be correct4 ,when intelligence is rated in this way wide differences of opinion invariably appear4 ,twenty-five members of a university class who had worked together intimately for a year were asked to rate the individuals of the class from #a to #be in order of intelligence4 ,the result was surprising4 ,almost every member of the class was rated among the brightest by someone1 and almost every member of the class among the dullest by someone4 ,doubtless the judges were misled by all sorts of irrelevant matters1 such as personal appearance1 fluency of speech1 positiveness of manner1 personal likes and dislikes1 etc4 8,the method of personal estimate is much better than the method of external signs 7phrenology71 but to be reliable it must be supplemented by a method which is objective1 that is1 a method which is not influenced by the personal bias of the judge or by such irrelevant factors as the appearance1 speech1 or bearing of the one to be rated4 ,such is the method of intelligence tests40 ,it would1 of course1 as ,professor ,terman points out1 be absurd to contend that it is impossible to arrive at a rough estimate of an individual's capacities and character by observation1 as it is absurd to pretend that accurate measurements of an individual's capacities can be made by the same method4 ,there are men who have by long experience learned to judge on very brief contacts the possibilities of applicants for positions4 ,actually1 what such employers do is to apply1 though crudely and unscientifically1 a limited number of tests which might fairly be classed as psychological4 ,out of a long experience they have accumulated an accurate knowledge of the work to be done and of the general type of individual who has been found best qualified to perform that work4 ,this sort of ability1 however1 is acquired solely through long experience1 and even then it can only be acquired by men or women who themselves possess certain mental qualities1 which might easily be gauged and classified1 the possession of which enables them to accumulate and utilize experience in this manner4 ,this sort of ability can by no means be transferred from one individual to another by description or by mere training4 ,it is precisely like the ability which an experienced automobile repair man possesses1 that enables him to tell by a quick inspection and after only a few minutes of observation what are the principal things the matter with a car and what service it is probably able to perform4 ,but a repair man cannot tell anybody else how to size up an automobile at a glance1 because the only way any one can learn to do it is by going through the same process of taking automobiles apart and putting them together again for a period of years4 ,and as everyone who has ever had occasion to deal with automobile repairs is aware1 the most experienced repair men are seldom positive that they know just what is wrong and all that is wrong without applying precise measurements and painstaking tests4 ,it is easy enough to determine that a delicate1 small-boned1 slender person is not the best type to employ for digging coal1 loading freight cars1 or other arduous manual labour4 ,there are1 of course1 many classes of occupations the fitness or unfitness for which of a particular individual must be determined in the first place by that individual's physical characteristics4 ,so far the observation method suffices4 ,but the very fact that every industry and business is full of misfits and that it is a matter of common knowledge that the most difficult problem the employer has to face is that of finding the right person for each particular job that calls for anything more than mere physical strength1 is the best evidence that even the most experienced and accurate observers are far from infallible in their judgments of individual capacities4 ,for that matter1 there is no infallible test4 ,no true scientist claims infallibility4 ,the possibility of error is always present wherever the human element is involved4 ,it is a safe assumption that any method or estimate that purports to be infallible is fraudulent4 ,there is in almost every human mind a lurking1 subconscious belief in the possibility of perfection4 ,it is this which makes humanity credulous when claims of infallibility are plausibly presented4 ,it is extremely difficult to satisfy by logic and reason the type of mind that is strongly influenced by glittering generalities and emphatic1 though unsupported1 assertions4 ,it is equally difficult to convince the skeptic whose mind is closed to the introduction of new thoughts and who1 in his self-satisfaction with his own mental limitations1 rejects every fact that does not tally with his preconceived ideas4 ,this book is written neither for the super-skeptical nor the ultra-credulous4 ,it makes no pretension to infallibility1 nor does any scientifically trained psychologist pretend that there has yet been evolved a method of measuring every dimension and capacity of the human mind beyond the possibility of error4 ,the methods described in this book are the fruit of years of experiment1 research1 and practical application of the results of experiment and research1 and are designed to reflect the development of the science of psychology in its application to mental measurements as closely as it is possible to do so within the limits of a single volume written primarily for the reader who has no special scientific training along psychological lines4 ,the reader who is not prepared and willing to examine facts and at least to take all the ascertainable facts into consideration before forming his conclusions is not likely to be interested4 ,the scientific method of character analysis or mental measurement is based upon the comparison of the largest possible collection of ascertained facts4 ,guess work has no place in it4 ,psychology has small dealings with intuition and instinct nor is it in any way derived from magic or concerned with the occult4 ,there are no unfathomable mysteries4 ,there is no fact about the operation of the human mind which cannot be subjected to scientific investigation and measurement by any intelligent person4 ,the scientific method requires that every conclusion must square with the results obtained by the experimental application of all related facts or be discredited as worthless4 ,theories have no place in science1 except as something to be disproved if possible1 and a single fact which does not square with any theory disproves the theory4 ,the scientific method of mental measurement has passed the theoretical stage4 ,it has squared with the facts wherever it has been intelligently applied4 ,it has been demonstrated in a wide range of business and industrial applications1 in education and in its use in determining the qualities and fitness of officers and men in the ,army and ,navy4 ,what it offers is the shortest1 simplest1 and most accurate means available of determining human capacities and qualities4 ,professor ,terman has admirably summarized the advantages of the scientific method of testing intelligence1 as follows3 8#a4 ,it gives us a universal standard of comparison4 ,the result is absolutely uninfluenced by the general intellectual level of the group with which the subject to be rated happens to be associated4 ,it is like measuring the height of a house instead of estimating it by comparison with the height of surrounding buildings4 8#b4 ,it multiplies enormously the significance of mental performance4 ,it does this by making fine distinctions which would be overlooked by the method of offhand judgment4 ,it is like placing a smeared glass under a microscope and discovering that the smear is a complicated network of organic matter4 8#c4 ,the test method is objective2 that is1 free from the influence of personal bias4 ,it gives approximately the same verdict to-day1 next week1 or next year4 ,it does not change its opinion4 ,more important still1 the verdict will be approximately the same whoever makes the test1 whether a relative1 a stranger1 a friend1 or an enemy1 provided only that the rules of procedure be rigidly followed4 8#d4 ,the test result is little influenced by the subject's educational advantages4 ,in this it differs greatly from offhand judgment1 which so easily mistakes the results of schooling for real intelligence4 ,the test method probes beneath the veneer of education and gives an index of raw #8brain power4' ,for example1 a young woman who had been stolen in early childhood by gypsies and had spent her life with them was given the ,binet-,simon intelligence test4 ,she had never attended school a day in her life and had only learned to read by bribing a little school girl to teach her the alphabet2 yet she made a higher score than the average found for two hundred high school pupils who were given the same test4 8,no wonder10 ,professor ,terman concludes1 8mentality tests have acquired such a wide vogue in the ten years since ,binet gave to the world the first successful intelligence scale4 ,in that time they have demonstrated their usefulness in the study of the feeble-minded1 in the grading of school children1 in determining the mental responsibility of offenders1 and in the selection of employees4 ,their largest and most useful applications have been in the mental classification of men in the ,united ,states ,army40 ,,chapter ,,ii ,,the ,,applications ,,of ,,psychological ,,tests ,the intelligent reader has by this time begun to see for himself some of the possibilities opened up by the use of scientific mental tests1 and to perceive their applicability in a wide diversity of fields4 ,in later chapters specific examples of such applications are given in detail1 and suggestions offered for still other uses of the tests which are contained in this book4 ,the usefulness of all mental tests1 whether those which are offered in this volume under the general title of 8,the ,mentimeter10 or others that may be set up with equal scientific precision1 depends upon1 or at least is greatly enhanced by1 the most complete understanding of the underlying principles on the part of the person who undertakes to apply them4 ,the purpose of this and the next three succeeding chapters is to make these principles so plain that by the time the reader has reached the tests themselves he will have a perfectly clear understanding1 not only of what the ,mentimeter tests are but of why they have been put into the form in which he finds them1 and of how their use will enable him to gauge human intelligence and capacity with a greater degree of accuracy than he has found possible by other means4 ,if1 perchance1 psychologists find in this volume much that is to them elementary1 it should be kept in mind that it is only through the widest possible spread of sound understanding of psychological principles that the wider application of them in the ordinary walks of life can be brought about4 ,that1 the authors take it1 is the great end toward which scientific psychologists are aiming1 and that is the aim of this book4 ,the general purpose of psychological tests is to determine how individuals compare with one another in mental capacity1 or with standards based upon the capacities of individuals known to possess certain qualities4 ,thus1 it may be desirable1 as it frequently is1 to determine the relative abilities of the individuals of a certain group1 like a school or college class1 clerks employed in a similar form of work1 a number of applicants for a certain position for which only the most capable among the candidates is desired1 or the soldiers of a particular company or regiment4 ,what is required here is a method of grading these individuals with reference to one another1 by means of tests which need not necessarily have any relation to any external standard of mental perfection4 ,the process here is as if one were to be told to pick out of all the automobiles in a garage the best one1 the next best1 and so on1 classifying these particular cars and no others with relation to one another and not with respect to any standards of automobile perfection introduced from outside4 ,none of the cars might be perfect2 perhaps the best one of the lot has leaky piston-rings and none of them will climb a #aj per cent4 grade on high gear4 ,it is a comparatively easy matter1 however1 to devise a few simple tests that will grade a dozen or fifty automobiles in regard to their relative ability to climb hills1 carry loads1 and perform the other services expected of an automobile4 ,the one that will climb hills the best may not also be the one that will carry the heaviest load or travel the most miles on a gallon of gasolene1 but out of such a series of group tests any one interested can readily determine which of all the automobiles in the group is the best general purpose car1 which the poorest1 and about where the others grade with reference to these two extremes4 ,that is about the process that a man engaged in the automobile trucking business would use in determining which one of the cars he has available is best adapted for a particular piece of hauling that is to be done4 ,he wants to know which of his cars he can rely upon for any one of many different sorts of service1 but he particularly wants to know all the time which of them are worth spending money on for repairs and improvements and general overhauling and which are either so poorly constructed in the first place or so hopelessly out of repair that it is cheaper to scrap them than to spend any more money on trying to make them fit for service4 ,in other words1 the automobile owner needs to know which of his cars1 however poor its present ability1 has such inherent qualities as to justify the belief that it can be made more efficient by proper attention and reasonable expenditure of money4 ,now1 that is precisely what the employer of workers1 the commander of soldiers1 the teacher of a class or any one else charged with responsibility for the performance of any sort of tasks by any group of human beings1 wants to know about the individuals under his direction4 ,he should know or be able to determine readily not alone what each of the individuals can actually do and which ones can do particular tasks better than the others1 but it is important for him to know the relative capacities of the entire group1 so that he can determine1 as in the case of the automobiles which have been used as an illustration1 which of them are most worth spending time and effort upon in the expectation that they will learn to do even more difficult tasks1 and which of them are so hopelessly incapable that nothing is to be expected of them except the simplest routine performances4 ,now1 the man who operates a fleet of automobile trucks does not stop when he has made a comparison of the vehicles in his garage with one another1 but is constantly comparing the performance of each with standards established by other cars1 machines of different makes1 and with new machines4 ,there exists1 and he is constantly conscious of its existence1 an ideal standard of performance for automobiles to which his cars must conform as nearly as possible if their service is to be satisfactory4 ,so1 in measuring human capacity1 it is not enough to compare the individuals of a group with one another1 though this is essential and for some purposes temporarily sufficient2 there are available standards based upon the actual achievements of individuals of known capacity by which the mental powers of any and all individuals may be gauged4 ,it will readily be seen that the employer of a number of persons--engaged1 let us say1 in some specific mechanical or clerical operation--needs to know not only whether some of these are capable of being trained to do better work and some so incapable of further training that it would be cheaper to discharge them and fill their places with more intelligent persons1 but also to know how any particular group of employees compares in average intelligence and how each one of the group compares in individual intelligence with the average or higher-than-average capacity of those outside of his own particular business establishment who are engaged in similar work4 ,this is a matter of dollars and cents to the employer4 ,if he can obtain a standard that is universal or nearly so1 that tells him1 in fact1 what all of the employers in his line of business have found to be the average or the limits of mental capacity possessed by workers of a particular class1 then he is in a position to determine whether he is getting equally good service for the wages which he pays as is obtained by other employers requiring similar service4 ,to illustrate concretely3 in an office employing twenty stenographers on correspondence1 it is not only necessary for the employer to know which of these stenographers is the most competent and which the least and whether the less competent are incapable merely because they are beginners or because they lack the necessary mental capacity ever to become competent4 ,he should also be able to measure the mental capacity of the entire group by some standard based upon the performance of thousands and tens of thousands of stenographers of known degrees of ability4 ,he may discover that the most competent of his entire staff is only as capable as the average of good stenographers everywhere4 ,obviously1 his business is handicapped by having a stenographic force which is inferior in capacity and1 consequently1 in accuracy1 speed1 and other essential requirements1 to the average of stenographic office staffs in business generally4 ,once this has been determined1 the intelligent employer will proceed to replace the stenographers who are incapable of improvement1 as indicated by the tests applied1 with stenographers who respond to the standard tests with a score well above the average4 ,so1 too1 with the teacher4 ,it is comparatively easy for the teacher to classify his or her pupils into bright1 stupid1 and mediocre1 through observation alone4 ,what is more important1 however1 is to determine several things about each pupil which observation alone does not tell4 ,are the stupid ones really stupid or merely inattentive8 ,have they the necessary mental capacity to perform the assigned work of the class or are they simply lazy8 ,few teachers can answer this question2 none with any degree of accuracy without the application of scientific tests of mental capacity4 ,are the bright children really bright by comparison with other children of the same age and school grade or do they merely shine by contrast with the dull members of the class8 ,this question can by no means be answered accurately except by the application of mental capacity tests4 ,in another chapter some of the concrete applications of mental tests in education are described at length4 ,the point to be emphasized here is that the measurement of the mental capacities of any group should be based upon standards that will not only determine the relative capacities of the members of the group but will1 at the same time1 compare them all with standards that reflect the known average and maximum capacities of all others of similar age and environment4 ,the purpose of these tests might be summed up somewhat as follows3 ,to measure1 by comparison with the group average or with very carefully determined standards1 some of the infinite number of qualities and abilities1 the possession of which by the individual renders him more or less susceptible to education and training or more or less capable of successfully performing certain actions requiring conscious direction from the mind4 ,it requires no special argument to point out how a general application of tests that disclose actual mental capacities might profoundly affect our judgment of men of all classes and walks of life4 ,were it possible to ticket and catalogue the whole human race in accordance with the capacity of each individual as disclosed under properly devised psychological tests1 we would no longer permit the superficial absence of polish and taste to blind us to the inherent powers and capacities of the self-made man1 nor1 on the other hand1 would we be so ready to assume that the well-dressed1 fluent talker1 no matter how prepossessing in appearance and manner1 was necessarily able and worthy of confidence4 ,likewise1 once such a classification became universal1 it is conceivable that many business men and others who are prone to criticize the universities and their products would be more tolerant of the recent graduate1 whose mental capacity is in no wise reflected by the particular variety of contents with which his mind has been filled in college4 ,besides the application of scientific mental tests as already indicated1 in business and industry and in education1 by the employer or the teacher1 there is another and important use to which standardized tests1 based upon determined capacities of groups and individuals of known ability1 may be put4 ,this is the use of such tests by the individual upon himself for the purpose of determining his own mental capacity in a particular direction or of a particular kind as compared with the mental capacity of others4 ,the man or woman bent on self-improvement or advancement may thus1 within certain limits1 assess by the application of standardized tests his or her own mental quality and capacity4 ,again it is unnecessary to point out the advantage to the young man or young woman endeavouring to decide upon a career or to determine what particular course of study to pursue or line of business to enter1 in being enabled to obtain an accurate gauge of his or her own qualities1 powers1 and limitations4 ,taste and inclination are no safe guides to life unless there is coupled with them inherent capacity for the competent exercise of the faculties which make the gratification of one's individual tastes and inclinations possible4 ,thus it may be that the individual's inclinations and tastes run strongly toward music1 toward art in any of its various forms1 but that physical and mental inhibitions1 the presence or absence of which may be readily determined1 make it impossible for the possessor of such tastes to hope to be able to perform creditably the acts which a successful artist or musician must perform4 ,properly devised and applied psychological tests may conceivably disclose the existence of mental powers and capacities unsuspected or neglected because overshadowed by strong inclinations in other directions2 early knowledge of the possession of such capacities may easily direct their possessors into fields in which they can thrive and prosper and achieve far greater happiness and contentment than would ever be possible through a lifetime of striving to do that for which they are not fitted by inheritance4 ,,chapter ,,iii ,,what ,,these ,,tests ,,measure ,the most natural question and one that is frequently asked is3 8,what1 precisely1 do psychological tests measure80 ,it is a question that is easier to ask than to answer4 ,it is simple enough to say that mental tests are designed to measure the natural or inherent mental capacity of the individual1 but in order to approach a clear understanding of just what this means we must first define what is meant by the term 8mental capacity40 ,as a matter of scientific fact1 the term 8mental capacity0 can hardly be regarded as accurate1 although it is the best term we have to describe the qualities which determine the individual's ability to perform acts requiring conscious thought4 ,psychological and biological science no longer regard the human mind as something different from or in any way apart from the human body4 ,the idea that there is such an entity as a mind that operates even in the slightest degree without reference to and independent of the physical body must be dismissed1 if we are to grasp clearly the principles and methods of mental tests4 ,to the psychologist the mind is merely a specialized organ of the physical body4 ,the intangible something1 which is what is usually meant when persons speak of the human mind1 is merely the sum of all the sensations1 feelings1 and judgments resulting from the delicate adjustment of an almost infinite number of nerve fibres which in themselves are a part of the physical body4 ,one may have at birth a plentiful supply or a poor supply of potential nerve endings which are ready to be organized and cordinated by experience and training1 but unless one has the opportunity to learn from study and experience1 the desirable connections may never be developed4 ,the maximum capacity of the mind in any particular field is1 therefore1 practically determined by physical inheritance of an abundant supply of nerve endings4 ,thus1 it may be that one individual is born with two or three times as many nerve terminals connecting at the point at the back of the eyeball where the optic nerve--which is simply a bundle or rope of nerve fibres--is attached to the mechanical apparatus upon which the reflection of objects passing before the field of vision is registered4 ,such an individual's powers of observation are normally greater than those of the person of less fortunate heredity in this respect1 whose lesser number of terminals of the optic nerve fibres limit his powers of optical perception and observation4 ,thus1 one person may see at a glance a hundred details1 all of which register sharply upon his consciousness1 while another sees only the gross outlines and shadows1 and in between is the average person who sees some details but not all4 ,it is well known to psychologists and biologists1 although not generally understood by those who have not made a special study of these sciences1 that mental capacity does not change or increase materially after the individual has reached maturity4 ,it may be diminished through accident or disease1 but the chief increase in adult life is in the volume and variety of stored-up impressions4 ,the average girl of eighteen or boy of twenty has reached the approximate limit of his or her mental capacity4 ,the mental tank will never grow much larger4 ,it may be half empty or almost entirely vacant1 but unless at the average age of university sophomores scientific mental tests prove the individual to be possessed of average or better than average mental capacity1 it is futile to expect any great intellectual development to take place in later life4 ,but while the maximum capacity of the mind depends upon physical inheritance1 the actual ability which is necessarily reflected in the scores made by a person subjected to mental tests is determined by the number and variety of nerve connections that have actually been made by environment or training4 ,inheritance sets the maximum limit1 but as a matter of practice this maximum is never reached1 or at least is so seldom reached by any individual that it can hardly be said of any human being that he has developed his mind in any direction to the utmost limit of its capacity4 ,what we actually measure in scientific mental tests is a complex of natural or inherent abilities plus the results of education and training2 because1 while it is possible to a considerable extent to eliminate by properly devised tests a record of the individual's acquired knowledge1 it is practically impossible to distinguish between acquired and inherent mental ability4 ,note carefully the distinction between mental ability and mental capacity4 ,mental ability in any individual is always less than his mental capacity4 ,if1 therefore1 the mental ability as determined by scientific tests reaches the highest point on the scale of measurement1 whatever that may be1 it follows that the mental capacity of the individual making a perfect score is even greater than the scale is designed to measure1 and how much greater can only be determined by setting up new tests based upon higher standards4 ,the result of any scientific test simply indicates the wealth of nerve connections that are ready to be made when the stimulus necessary to their establishment is applied4 ,it must be understood that no one having a sound claim to the possession of scientific knowledge can contend that there are tests in existence that actually measure with complete precision the inherited as distinguished from the acquired mental characteristics4 ,it is not conceded1 however1 that such precise measurements cannot be made if at any time it becomes necessary or desirable to do so4 ,for all practical present-day purposes it is sufficient that psychological tests shall measure mental qualities which are manifested by the individual's ability to express them by action or speech4 ,the classification of individuals relative to one another and with reference to the possession of a particular mental ability or group of abilities is1 therefore1 necessarily based upon their relative ability to express in some intelligible and unmistakable fashion their mental power and qualities4 ,back of this power of expression may lie hidden and undreamed-of capacities of which the individual himself may be vaguely conscious but of which he can give no outward manifestation4 ,it may be1 for example1 that an individual is gifted with unusual powers of perception through the eyes1 ears1 and the senses of touch1 smell1 and taste but that he is deficient in nerve fibres and connections controlling the voluntary muscles by which human beings translate sensations into action and speech4 ,this is hardly likely1 as a physiological fact1 to occur2 the individual born with rich nerve endings in one part of the physical body is more likely to have a proportionate supply of nerve endings in all other parts of the body than to be deficient in one part and amply supplied in another4 ,as rare exceptions1 however1 there are individuals who in infancy have1 through accident or disease1 lost certain groups of nerve connections while retaining unusually rich groups in other parts of the body4 ,there is1 of course1 the most famous case in modern history1 that of ,helen ,keller1 whose auditory and optical nerve connections were lost through disease in early infancy1 but whose unusual inherent mental capacity has been able to demonstrate itself through other and extraordinary means as a result of training and education4 ,but in ordinary life1 if a man or a woman has some mental quality which does not express itself in an action which other persons can see or hear and know about1 then it is not socially important4 ,it is of consequence only to the individual and it is of little social service to undertake to measure these obscure and unexpressed and inexpressible capacities1 as they can never1 until they find means of expression1 affect the individual's ability or efficiency in any occupation4 ,it is not that these things cannot be measured4 ,the case of ,helen ,keller is one demonstration that they can be measured4 ,anything whatever that makes a difference in the way different individuals act is conceivably measurable1 although it may not at the present time be capable of exact calculation because it has not been worth anybody's time and effort to undertake to measure it4 ,to repeat1 and possibly to make the preceding paragraphs more clear1 let us recapitulate the different mental qualities to which reference has been made4 ,first1 mental capacity4 ,this is what the individual has inherited4 ,it is the size of the tank into which sensations1 perceptions1 all that makes up the sum of knowledge1 are poured throughout his life1 by his education and his experience4 ,while this capacity in the case of any individual can doubtless be measured1 it is not necessary to measure it precisely but merely to determine whether it is large enough for the purposes in view4 ,second1 mental ability4 ,this is the sum of experience and education within the limits of the individual's mental capacity4 ,it is represented by the individual's ability to express himself in speech or action in the performance of any one of a number of specific acts4 ,this mental ability can be quite definitely measured1 and the possession of a certain degree of mental ability demonstrates the possession of a mental capacity greater than the ability which the individual has already reached4 ,third1 acquired knowledge4 ,it is not the purpose of tests of mental capacity to measure acquired knowledge1 although for many purposes it is desirable to measure the individual's acquired knowledge in addition to his inherent ability1 and in a still larger number of instances the most practical way of arriving at a fairly accurate estimate of an individual's ability involves1 among other tests1 an examination into the extent of the knowledge which he has acquired through observation or training along lines definitely related to his particular occupation or pursuit in life4 ,the ordinary and standardized school and university examinations1 civil-service examinations1 etc41 which have long been the accepted test of the individual's ability1 do not1 and do not purport to1 measure anything more than this last item1 that of acquired knowledge4 ,but while certain gross dimensions of individual capacity may be roughly estimated from the results of a written or an oral examination based entirely upon the subject's stored-up knowledge1 it is a matter of common knowledge1 and almost every reader will be able to furnish examples out of his own experience1 that such tests are frequently totally misleading4 ,professor ,terman has reported on a comparison of the results of civil-service examinations for policemen and firemen in a ,california city with scientific tests applied to the individuals who successfully passed the civil-service examinations4 ,the results were in many instances astounding4 ,men of such low mental capacity that they might almost be classed as feeble-minded were found to have passed with a fair degree of satisfaction the simple knowledge and physical tests set up by the city and to have obtained appointments to these responsible posts as guardians of the city's property and lives4 ,while it is1 therefore1 the object of scientific mental tests to exclude as far as possible the acquired abilities resulting from education and environment and the knowledge that has been stored up through observation and training1 it is found in practice that for all ordinary purposes it is sufficient to measure a complex of native and acquired abilities4 ,the purpose of these tests is1 in short1 to discover what the individual is actually able to do1 regardless of the source of that ability1 provided1 however1 that the test of ability is so devised as to make a clear distinction between mere feats of memory and the actual exercise of original thought4 ,now1 it must be obvious that for the measurement of anything so complex and multi-dimensioned as the human mind1 no single test or scale can be established4 ,one cannot measure the power of visual perception1 for example1 by the same scale that is used to measure attentiveness or initiative4 ,as a matter of fact1 psychologists no longer attempt to classify human abilities as narrowly as was once the popular practice4 ,it is almost impossible for even an expert psychologist to be sure he knows just what qualities and all the qualities any particular test measures4 ,this is because modern psychologists no longer group reactions into general functions such as memory1 attention1 reason1 etc41 but simply describe accurately the stimulus given and the conditions under which it was given and then describe just as accurately what the reaction is4 ,the test may be built up1 for example1 to measure ability to recognize and classify words1 but it will also depend upon ability to read the directions1 ability to attend closely to horizontal and vertical lines and upon many other correlated abilities4 ,any test may measure primarily a particular mental dimension or ability but it is quite certain that the resulting score will be influenced by numberless other factors than the one that the examiner is most interested in measuring4 ,but since one of the very best tests of intelligence is1 of course1 the degree to which one is able to profit by social contacts and the breadth and variety of the individual's stored-up impressions1 these extraneous or collateral qualities1 which every test also more or less successfully measures in addition to the particular quality or mental dimension under direct examination1 furnish useful data in arriving at a conclusion which is1 after all1 the main purpose sought1 as to the individual's actual abilities and potential powers4 ,in order1 however1 to get at a really useful record of the mental capacity of an individual1 we must apply a variety of tests and out of the sum total of the results of these tests we are able much more accurately to gauge the degree of possession of the qualities for which we are seeking than could possibly be done by any single test1 no matter how skilfully constructed4 ,here again science confronts the popular human demand for a panacea4 ,but just as in medicine only the quack offers a cure-all1 so1 in other fields1 science has no single standard to offer by which all results in a given field may be accomplished1 and psychology cannot now or at any time in the future pretend that by a single method or a single measurement mental capacity can be gauged4 ,to come back to an analogy used in a previous chapter1 you cannot measure all the qualities of an automobile with a ten-foot rod4 ,your ten-foot rod will tell you whether the wheel base is #abj inches or more or less than that4 ,it will not tell you how much above or below #abj inches4 ,if it be necessary for you to know that1 you must provide yourself with a longer or more minutely graded measuring implement2 but because the ten-foot rod does not at a glance disclose to you all that you wish to know about a particular automobile1 you do not1 therefore1 either discredit the ten-foot rod as a measuring implement or declare that the automobile cannot be measured except by the unaided human eye4 ,the limitations of the ten-foot rod are perfectly obvious to you2 and so1 too1 are the complexities of the automobile1 which require a variety of instruments and tests for their proper gauging and measurement4 ,so before you undertake to form a judgment as to the ability of a particular automobile1 you either measure it yourself or1 as a matter of practice1 you have it measured for you by a competent engineer4 ,you do not necessarily inquire1 if you have confidence in the engineer1 as to precisely what dimensions and what materials he found in every part of the car1 but you respect his conclusions1 knowing that they are based upon the most precise and accurate measurements possible with the aid of such instruments as science has been able to devise1 and you are satisfied that the conclusions form an accurate estimate of the machine's qualities4 ,the engineer who sets out to measure an automobile in all of its capacities and powers must provide himself with tachometers for measuring the engine's revolutions1 dynamometers for testing its tractive force1 micrometer calipers for gauging the bore and the stroke1 thermometers for measuring its temperature1 galvanometers for testing its magneto and battery1 and hundreds of other instruments1 the readings of which must be assembled and studied by means of complex1 comparative mathematical formulas before he can tell you what a particular automobile will do4 ,the human mind1 it must be apparent to every reader1 is not less complex than the automobile4 ,on the contrary1 it is infinitely more complex and subject to an infinitely wider range of variations4 ,as has been pointed out above1 it is not necessary for practical1 every-day purposes to measure every possible variation and every one of the infinite number of dimensions of any human mind in order to ascertain the individual's ability to succeed in the ordinary pursuits of life4 ,but even in our ordinary1 every-day affairs and contacts1 in the simplest forms of employment1 there are called into play such a number of different sorts of ability and mental power that there must be applied1 if one is really to know of what a particular individual is capable1 a large variety of tests of different kinds for measuring different powers4 ,and for the mental measurement of individuals whose work calls for the highest development and capacity1 a still larger variety of tests must be applied4 ,it is not always possible--in fact1 it is extremely difficult--to devise tests that do not to some degree measure the mental content resulting from education and experience1 in the effort to measure the mental capacity which limits and controls one's education and experience4 ,the qualities that determine capacity are inherent in the individual4 ,one is born with them or is not born with them4 ,in their whole infinite variety they are not all possessed by any one individual1 and the particular grouping of mental qualities which any one person inherits is probably not possessed by any other person living or who has ever lived4 ,yet while individuals differ so completely that it can truthfully be said that ,nature never cast two persons in the same mold1 yet there are qualities possessed by all intelligent persons1 the simpler and more elemental expressions of which are absolutely essential to intelligent life and existence1 and these can be so grouped1 classified1 measured1 and standardized as to provide a scale whereby the inherent capacity with respect to these important and essential qualities may be determined equally in the case of the totally illiterate1 untrained labourer or artisan and the highly trained1 educated product of a university postgraduate course4 ,as a matter of practical1 every-day common sense1 one does not expect to find1 nor does one find1 except as a rare exception1 an individual engaged in menial or purely physical labour who is endowed with inherent mental capacity comparable to that of the university graduate4 ,a person possessing such capacities moves out from the ranks of labour in spite of educational handicaps2 the history of ,american business and industry is full of the romantic stories of men who have achieved success as organizers and administrators1 though in many cases absolutely illiterate4 ,properly applied psychological tests would pass over all or nearly all of the acquired knowledge of such individuals about their particular business and related matters1 and neglect also1 the bulk1 at least1 of the acquired knowledge of the university man1 and so compare merely what might be called two naked brains1 the native intelligence of each being the only thing to be measured4 ,as has been pointed out1 it is difficult or almost impossible to devise tests that entirely strip the layers of acquired knowledge from the raw mental powers beneath them1 but for the practical purposes of the application of psychology and psychological tests in the affairs of every-day life1 this can be done within a reasonable percentage of error4 ,,chapter ,,iv ,,standards ,,for ,,mental ,,tests ,to test or measure mental capacity or any of the dimensions and powers of the human mind1 two preliminary steps are necessary4 ,first1 it must be determined what particular powers or qualities of the mind it is desired to measure4 ,second1 there must be prepared a standard or scale that is1 primarily at least1 adapted to the measurement of those particular qualities4 ,while it is1 in practice1 as has been heretofore pointed out1 impossible entirely to segregate a particular mental quality or power from all the other abilities and capacities possessed by a particular individual1 it is possible to select certain characteristics or abilities which1 by the degree of their presence or absence1 give a fair index of certain mental dimensions or capacities1 and to devise tests that1 when taken together1 will measure these 8key-abilities0 and so reflect the general ability and capacity of the subject4 ,the standards by which the results of such tests are gauged must necessarily1 therefore1 be such as have been shown1 by experiment and experience1 to give the closest possible measurement of the individual's ability in these particular directions1 by enabling the examiner to compare each subject's performance under the test1 or series of tests1 with the records made under precisely similar tests by individuals and groups of known ability4 ,mental capacity tests may be devised that will measure certain mental qualities of an infant who has not yet learned to talk1 and by thus providing a comparison between this particular child's capacities and the average of children of the same age1 enable parents and physicians to determine in what direction efforts looking toward its mental development may most helpfully be undertaken4 ,thus we may test the infant's power of observation and perception of shapes1 of colours1 of sounds and familiar objects before it is able to talk1 measuring these by standards derived from experience with similar tests applied to a large number of healthy1 normal infants1 and by this means determining whether the subject is above or below the normal average for its age and if so in what respects4 ,at the other end of the scale of mental development1 let us assume1 is the possessor of the degree of ,doctor of ,philosophy from any of the great universities1 since this is the principal degree the possession of which tends to show the possession of unusual mental powers1 if not necessarily of wisdom4 ,by applying to a large number of ,ph4,d4's tests which are designed to require for their successful performance the utmost use of all their inherent mental abilities1 and arriving at an average of performance by tabulating and comparing the degrees or percentages of perfection achieved by all of the individuals so tested1 a standard is set up by which to measure the mental capacity of any individual or group of individuals of superior1 or presumably superior1 intelligence4 ,by such a standard there may be measured also the mental capacity of men and women who have never seen the inside of a university1 but whose education has been acquired in the course of their business and professional activities4 ,this is so because what is measured is not acquired knowledge1 but the ability to acquire knowledge1 which is quite a different thing4 ,the simplest way to measure the capacity of a circular tank is to pump it full of water and then measure the water as it is drawn off4 ,but it would be absurd to contend that because there has never been any water pumped into the tank it is therefore impossible to determine how much water it would hold4 ,and what the ,doctor of ,philosophy has got out of his university course is comparable to the water in the tank4 ,the university may have assisted1 and if its faculty were competent undoubtedly did assist him1 in discovering earlier in life than he otherwise would have discovered the actual capacity of his mental tank4 ,but there are probably as many men of equal mental capacity whose mental tanks have never been filled with the particular kind of intellectual fluid that the ,ph4,d4 carries about with him1 whose capacity there is no other means of measuring than by the application of mental tests based upon the known capacities of ,doctors of ,philosophy4 ,the process of measuring the human mind is1 indeed1 precisely like the process of measuring an automobile by an engineer1 as was pointed out in the preceding chapter4 ,back of the tests that are applied to the automobile to determine its abilities and capacities there must lie a mass of very definite1 exact knowledge of all automobiles or all types of automobiles already in existence and whose capacities and limitations are already definitely known4 ,it is of no service to ascertain that the engine cylinders are of four-inch bore and that the piston has a six-inch stroke1 unless it is well known what the possession of a given number of cylinders of that particular bore and stroke signifies as to the ability or capacity of an automobile engine4 ,that knowledge has been acquired by the observation and measurement over a period of years of the performance of many automobiles of varying cylinder sizes and number of cylinders1 and the comparison of each size and type with all the others4 ,similarly1 it is of no service to apply a test of any kind to a human being unless we have1 in the first place1 determined just what particular abilities or capacities we want to measure1 and1 in the second place1 possessed ourselves of knowledge as to the significance of these capacities1 after they have been measured4 ,here1 again1 the reader should keep constantly in mind the warnings set forth in the preceding chapter and try to think of mental abilities and qualities not as detached1 separate1 sharply defined parts of a mental whole 7as the engine1 transmission and bearings of the wheels of an automobile are detachable1 separate entities7 but rather as qualities so intermingled and connected by an infinite number of attachments to all the other mental qualities and abilities that no one particular ability can be measured separately or even positively delimited by any sort of test4 ,even if this could be done in the case of one individual1 the process would have to be repeated in each separate1 individual case1 as in no two human beings is there found exactly the same combination and correlation of the manifold manifestations of conscious sensation and thought that together make up the human intelligence4 ,but having determined just what qualities and abilities it is desired to measure1 we must set up a standard of measurement by which to compare the indicated ability of each individual examined1 or we shall have nothing as a result of our test but a mass of information1 of the significance of which we cannot possibly be aware4 ,this standard1 for some purposes1 may be merely a composite record of the performances of a particular group or class examined simultaneously and under the same conditions4 ,that is to say1 if all that is required is to determine which individual of a group has the greatest ability in certain directions 7and by inference the greatest capacity for further development along similar lines7 then all that is necessary is to apply a test that will give a comparative measurement of the intelligence of this particular group4 ,but if the purpose is to ascertain how a particular individual1 or the average of a group of individuals1 compares in particular kinds of capacity with the average or the most highly developed persons of the same status1 education1 occupation1 or age1 then the standard by which the subject must be measured must be one derived from the observation and measurement of the mental capacities of as large a number as possible of individuals engaged in all sorts of occupations and of all degrees and grades of educational attainment4 ,and even where the purpose is merely to determine the relative qualifications and capacities of a particular limited group1 it is as a matter of practice desirable1 it might almost be said necessary1 to compare the performance of each individual of the group with a standard previously fixed and determined as a result of a much broader series of observations and experiments than can be made within the limits of any group to which it is practicable to apply any given set of tests as a whole4 ,this is true for two reasons4 ,first1 without such an outside standard of comparison all that is determined by the application of even the most carefully devised tests to any group is that certain individuals are more and certain others are less able in particular ways than the average of the group4 ,the net result is of service1 but of nowhere near the service of a record of the same individuals' performances graded in accordance with their approach to conformity with a universal standard4 ,for example1 one might take two1 three1 or a dozen automobiles on a speedway and quite readily determine which was the fastest and which the slowest1 but unless one were possessed of certain standards of measurements that in themselves have no relation whatever to automobiles1 the net result would be of little consequence and of no value whatever in comparing any one of these cars with another automobile that had not taken part in the particular test4 ,in this case1 two standards are requisite1 namely1 distance and time4 ,the length of the course must be definitely ascertained4 ,the time required for each automobile under test to cover the course must be accurately recorded4 ,now we have a record of performance that compares at all times with universal standards4 ,if we add another automobile to the group we do not need again to run all the cars1 including the new one1 along the speedway to determine where the added member of the group ranks with reference to the others2 we can apply to it alone a test based upon the universal standards of time and distance with which we have already compared the others1 and the new one falls instantly into its proper rank among its fellows4 ,so1 too1 we are enabled by this means to compare any member of the group with any automobile anywhere in the world1 the performance of which has been gauged by these same universal standards of time and space1 and we are thus able to tell1 not only how each particular car ranks with reference to the limited group of cars1 but how it ranks with reference to all cars of all kinds or of a particular type so far as these have been tested by the universal standard4 ,so in testing groups of individuals as to their intelligence or mental capacity1 the use of universal standards of comparison makes the relative grading of the members of the group with reference to each other just as easy and simple as though the only standard were that of the group's collective performance1 and at the same time furnishes a record of the performance of each individual member of the group by which he or she may be readily compared with the members of any new group to which he or she may be at some subsequent time attached1 and at all times with the general run of men or women of the same or differing social1 economic1 vocational1 or educational status4 ,it is in the determination of these universal standards and the preparation of tests1 the results of which indicate the individual's relative approximation to these standards1 that the scientific training of the psychologist comes principally into play4 ,rough standards for testing the more obvious mental capacities might be set up by any intelligent person who would take the pains to collect the essential data4 ,these standards would not1 however1 be universal unless they were based upon research and experimentation covering as broad a field as that in which the psychologists have been working for many years4 ,nor would they1 except by accident1 be as simple and as accurate as the universal standards compiled by scientifically trained persons4 ,for just as the average untrained individual cannot form an accurate or even an approximately accurate estimate of another person's character and abilities by observation alone1 so persons untrained in the study of the human mind are prone to be misled by the obvious and to lay undue emphasis upon external indications which do not1 as a matter of scientific fact1 actually signify what they are popularly believed to indicate4 ,the scientific psychologist's training enables him to eliminate to a large extent the non-essentials and to include1 in the establishment of standards of mental measurement and the preparation of tests or methods of applying these standards1 many facts which1 to the untrained mind1 do not at once present themselves as important elements4 ,even in the simplest of mechanical operations every workman knows that it is not safe to trust to the accuracy of homemade measuring implements4 ,in the absence of a try-square made by a responsible manufacturer in conformity with the universal standard right angle1 even the most expert carpenter will refuse to run the risk of error until he has either obtained a new standard from the hardware store or by the application of geometrical science and the exercise of careful and painstaking technical skill constructed for himself a new try-square that conforms1 without the variation of a hair's-breadth1 to the universal standard to which he must work4 ,still less would a good machinist undertake to gauge the close tolerances of an automobile bearing with a homemade micrometer4 ,he knows it is not sufficient merely to have a perfect fit of this particular bearing1 which might be worked out by rule of thumb1 but that it is essential that the dimensions of the bearing1 down to within a thousandth of an inch1 must conform to the universal standards for automobile bearings1 and that the best implement with which to test the degree of conformity to the universal standard is the standardized micrometer1 prepared by specialized methods and produced only by the exercise of highly trained technical skill4 ,once given such implements of precision1 any good workman can readily apply all the scientific intelligence that went into the devising of the standards and the preparation of the methods of applying them4 ,so1 once there are at hand scientifically devised standards with which the mental qualities of any individual may be gauged and compared1 and tests have been prepared for the scientific measurement of these qualities with reference to the established standards1 the application of these tests to individuals may be made by anybody sufficiently intelligent to grasp their purport and follow directions exactly4 ,it is not necessary1 in other words1 even for the testing of the most complex and highly developed mental powers1 that the actual application of the test be made by the scientific psychologist4 ,it is possible1 and it has been the purpose in the preparation of the tests which are presented in this book1 to devise mental tests which1 if applied precisely as indicated in the instructions accompanying them1 will yield the same results in the hands of the wholly untrained examiner as though the actual administration of the tests had been made by the scientist who devised them4 ,it must not be thought that the result of any test is always #ajj per cent4 accurate4 ,even good workmen sometimes make errors in the use of the most precise scientific instruments4 ,even though constructed with the most painstaking care1 according to the truest scientific formulas and by men of the highest technical training and skill1 the mechanical instruments of precision are occasionally found to be inaccurate4 ,if this is the case with material implements and dimensions which are finite1 concrete1 and tangible1 how much greater is the liability to error in dealing with the intangible1 infinite1 and more or less abstract qualities of the human mind4 ,the scientific psychologist is1 after all1 merely another human being1 and as such equally liable with all other human beings to human error4 ,of no man or woman can it be said that he or she is infallible1 and as every one who applies a psychological test is human1 and so liable to error either in its application or the reading of its result1 conclusions drawn from the results of any particular test should be accepted as accurate only when they have been checked by the results of other tests applied to the same subject1 and substantial conformity of the results of one to those of the others has been obtained4 ,for this reason1 among others1 no single test can be expected to yield definite and complete information as to any particular individual's mental capacity or ability1 whether gauged by the universal standard or by group comparison4 ,it has1 therefore1 been necessary to establish1 as preliminary to the preparation of the ,mentimeter tests1 a variety of standards1 and to prepare a considerable number of tests under each of these standards1 all or most of which must be used in each instance if anything approaching scientific accuracy is to be reflected in the resulting scores4 ,as has previously been pointed out1 however1 the scientific method is incomparably freer from the liability to error than any method of determining human ability and capacity that depends upon unaided personal observation4 ,how completely this has been demonstrated in practice in a wide range of fields is set forth in subsequent chapters4 ,to yield results of maximum accuracy1 however1 scientific mental tests must be used only with reference to the standards on which they are based4 ,lest it has not been made clear already to the reader how the method of establishing mental standards of comparison operates1 let us again briefly try to point out just what is meant by a universal standard of mental capacity4 ,it is a comparatively simple matter1 involving merely a considerable amount of painstaking search and the expenditure of a good deal of time to find1 let us say1 a thousand engineers1 each of whom has demonstrated in the course of his professional practice that he possesses unusual ability to project and design bridges and viaducts4 ,let us suppose that we wish to take the average capacity of these thousand engineers as the standard by which to measure every budding engineer in the technical schools with reference to the capacity of each to become a planner and designer of bridges and viaducts4 ,the scientific psychologist must first familiarize himself with the essentials of that combination of artistic1 technical1 and mathematical skill which makes a great engineer4 ,this is not a simple or easy task to begin with1 and to accomplish it calls for the exercise of highly trained mental powers on the part of the investigator as well as a thorough understanding of the operation of the various processes of the human mind4 ,then there must be devised methods by which1 as simply and yet as precisely as possible1 each of these thousand engineers of known capacity may be tested as to the degree in which he possesses the various abilities1 the sum total of which is the measure of his capacity as an engineer4 ,it may be necessary to make these tests over a period of years1 and the tests themselves may and probably will require frequent revision and amendment as it is found in the course of their application that some of them are unnecessary and others inadequate4 ,if it is found that any of the tests so applied is readily fulfilled by every subject examined1 the effort is made to increase the difficulty of the test1 until it has reached a stage where the perfect performance of all its requirements is barely within the reach of the ablest and most competent of all the engineers under examination4 ,indeed1 some of the tests may be so difficult that none of those examined may conform precisely to the set requirements4 ,in respect of some classes of tests this is1 in fact1 desirable1 as what is being sought is an average of group capacity1 and if any considerable percentage exhibit a capacity greater than can be measured by the tests set there arises an element of doubt as to the accuracy of the average combined score1 since some of those contributing to it have obviously greater mental ability than can be measured by the particular scale used4 ,once1 however1 tests have been applied to the supposititious thousand expert engineers1 and the performance of each of them in each test has been given its proper place in the scale1 and an average struck1 there has come into existence a preliminary standard2 which1 however1 before being offered for general use in the testing of engineering students and others1 must first be tried out by experimental application on as many individuals and groups as are available1 and their performance with reference to the standard checked up by all other means available4 ,it may be1 and quite frequently is1 the case that this preliminary try-out of a standard results in the elimination of some of its elements1 the modification of others1 and the necessary preparation of a new series of tests based upon the altered standards4 ,but in this fashion1 in the course of time and as the result of the combined effort of many trained minds1 there is at last set up a standard which is substantially universal in its application1 and by which it may readily be determined whether or not any particular individual possesses the mental capacity and particular abilities that have been found to be necessary if he is to develop into a competent engineer4 ,as psychological tests are more and more widely applied and there is consequently accumulated an increasing volume of data which can be collected1 classified1 and compared1 standards become either more firmly established as a result of experience or subject to modification in the light of the wider range of knowledge4 ,in science nothing is final4 ,what psychology offers to-day is a method of mental tests1 the soundness of which in principle is unchallenged1 though the application in detail of these principles is subject to constant improvement and refinement4 ,,chapter ,v ,,different ,,types ,,of ,,mental ,,tests ,the character of any mental test or series of tests is determined primarily1 of course1 by the purpose for which the test is applied1 and1 secondarily1 by the known or obvious mental limitations of the individual under examination4 ,mental tests thus classify themselves1 in the first instance1 into as many different classes as there are specific purposes to be served by their use1 particular kinds or classes of mental ability and capacity to be ascertained1 or degrees of previously known mental limitations4 ,each one of these classifications cuts across all other classifications at some point1 so that it is1 as a matter of practice1 impossible to tabulate or catalogue mental tests in such a way as to separate them into sharply defined or permanently detached groups or classes4 ,broadly1 all mental tests subdivide at first into tests devised for use with persons of normal mental capacity and development and tests for intelligences that are not fully developed4 ,this is1 perhaps1 the chief permanent and fixed classification of intelligence tests that can be made1 for in a group of tests for the sub-normal mind would be included the entire series of tests adapted for the examination of the mental powers of children of all ages1 from earliest infancy to maturity4 ,in fact1 the standard method of rating or grading adults of undeveloped or sub-normal intelligence is to classify them by their mental age as compared with the performance of normal children of the same age4 ,thus1 a man or woman of twenty-five who is able to make a high score in tests which are passed successfully by normal children of eight1 but who fails when subjected to tests which a normal child of ten should pass easily1 is rated approximately as of mental age nine4 ,cutting across this classification is the arbitrary classification of tests adopted in the psychological work of the ,united ,states ,army1 in which every officer and enlisted man is classified as to his relative intelligence by means of scientific mental tests4 ,the ,army tests are of three principal kinds4 ,there is a series of tests1 known as the ,alpha1 designed to measure the intelligence of individuals who can read and write the ,english language4 ,for those who are either illiterate or whose ability to read or write is confined to some language other than ,english1 there is the ,beta series of tests4 ,these may register as high a degree of intelligence as the ,alpha tests2 the results are merely not expressed in terms of the ,english language4 ,the third classification in the ,army is the individual tests1 applied to those who fail to make a satisfactory score under either the ,alpha or the ,beta tests4 ,this is1 in its ,army application1 a system of tests for the sub-normal adult intelligence4 ,thus the broad classification first set forth above1 in substance actually holds in the classification of the ,army tests4 ,under each of these two broad classifications1 and particularly under the first 7since in general1 every-day practice it is of little service to undertake to analyze minutely the capacities and limitations of the sub-normal mind except in the application of these tests to growing children7 there are many possible subdivisions of mental tests1 based upon the particular mental qualities which it is desired to measure4 ,first and most useful generally are general intelligence tests1 which must usually be subdivided into a series of related tests4 ,then1 for varying purposes1 such as the examination of candidates for particular classes of employment requiring special ability or capacity1 there may be applied speed tests1 accuracy tests1 perception tests1 cordination tests1 memory tests1 mathematical tests1 and a wide variety of others4 ,these are tests which primarily measure the subject's ability to perform certain specific acts under pre-determined conditions1 the determination of capacity in excess of that actually demonstrated under test depending upon the facility and accuracy with which the subject responds to the conditions of these tests4 ,of course1 every scientific mental test is based upon the performance of certain acts1 since it is only through action of some sort1 whether by speech1 writing1 or the performance of a manual operation1 that any one is able to express his mental ability at any time4 ,but while it is relatively a simple matter to devise tests that satisfactorily indicate the subject's possession of the more obvious mental powers indicated by such tests as those last listed above1 there is another class of mental tests1 designed primarily to indicate or determine the possession of the more abstract qualities1 the manifestation of which through the individual's simple and ordinary actions is less obvious to the untrained observer4 ,this is the class of tests that are designed to measure the degree in which an individual possesses such qualities as moral sense1 form perception1 the power to reason from cause to effect1 poetic discrimination1 ability to understand complicated instructions1 judgment1 sense of the right relationship of things and ideas4 ,it is as important1 if one is to arrive at a true measure of any individual's mental capacity1 that he be tested as to his possession of these more or less abstract qualities1 as it is to determine his possession of concrete abilities4 ,in other words1 the normal mind of an intelligent adult is capable of dealing intelligently with ideas and abstractions4 ,the mentality that does not respond with a certain degree of readiness to ideal conceptions is to that extent sub-normal4 ,the only possible way of determining the possession of unusual or super-normal mental capacity is by means of the demonstration that its possessor grasps readily and responds unhesitatingly to the presentation of abstract concepts4 ,the demonstration itself must1 of course1 be concrete4 ,unless the individual possessing extraordinary mental power is able1 as ,kipling phrases it1 to 4 4 4 4 press the logic of a fact ,to its ultimate conclusion in unmitigated act4 it is of no social consequence whatever that he may possess the mental catholicity of a ,shakespeare4 ,there is no place in the modern world for 8mute1 inglorious ,miltons40 ,indeed1 it may be questioned whether a 8mute1 inglorious ,milton0 ever existed4 ,the world is full of people who regard themselves as 8unappreciated40 ,everyone is familiar with the unfortunate type that is forever seeking sympathy1 constantly on the lookout for friendly shoulders on which to sob out the sad tale of the world's harshness4 ,under psychological tests the preponderant majority of this type of individual is clearly demonstrated to be mentally deficient or sub-normal in some important respect4 ,the occasional individual of normal mental capacity who fails to demonstrate that capacity by the performance of specific acts is merely mentally lazy4 ,in other words1 it may be set forth as a sound conclusion1 capable of scientific proof1 that mental capacity in the healthy1 normal individual always finds means of expressing itself in concrete and socially useful ways1 whenever its possessor actually desires so to utilize his mental powers4 ,in the devising and preparation of tests intended to measure the less obvious of the mental powers1 a considerable degree of ingenuity and the greatest amount of scientific care and technical skill is required4 ,to the person untrained in psychology tests designed to measure the possession of the more abstract powers frequently look childish1 if not positively silly4 ,since it is essential1 in the case of ,army officers and men1 to determine as nearly as it may be done by simple and easily applied tests their possession of a wide variety of mental qualities1 some of the elements of the ,army ,alpha test appear to the concrete type of mind to be futile1 if not absurd4 ,but any comprehensive system of mental tests must include1 as there have been included in the ,mentimeter tests presented in this volume1 a considerable proportion which do not on their face appear to be directed toward the disclosure of the ordinary and useful mental capacities4 ,it is of vital importance1 if the results of any given series are to give an adequate picture of the actual abilities and possibilities of the subject examined1 that tests of this character be included among them4 ,each of the possible classes of mental tests may be set to any one of an infinite number of standards4 ,general intelligence tests1 for example1 may be set to the standard of the average university graduate1 so that the result when applied to any individual gives a fair estimate of the subject's intelligence as compared with that of those who have demonstrated the possession of mental capacity sufficient to complete satisfactorily a university course4 ,or the standard may be that of the average lawyer1 the average high school pupil1 the average normal child of any age or school grade1 the average skilled mechanic1 the average labourer1 or the average child below the age of speech4 ,and1 in practice1 what is measured is1 after all1 general intelligence4 ,intelligence1 as has been frequently pointed out1 while it does not depend upon the individual's ability to read and write1 is so generally accompanied by the definite and intimate knowledge of the symbols which we call letters1 words1 and figures1 and of their meaning1 that in the great majority of cases in which it is desired to apply the test of intelligence this can best be done1 or at least most readily be done1 by the use of these familiar symbols2 in other words1 by tests which involve only the acts of reading and writing4 ,if intelligence may be defined as the intellectual power of adaptation to environment1 a complete test of intelligence determines the individual's ability to recognize the situation in which he finds himself1 perceive his own relation to the situation1 analyze it1 and arrive at a conclusion as to what he should do next2 then put that conclusion into effect by means of a concrete act4 ,thus one may learn a great deal about an individual's mental capacity by observing his conduct when he misses a train4 ,but since it is not practicable to apply this method of inquiry in every case1 the next best thing is to ask the question1 8,what would you do if you missed your train80 ,to ask this question of a subject is next best to seeing him in such a situation4 ,he must exercise his sense of reality upon it1 size it up and plan his reaction4 ,since all life is made up of situations in which the individual places or finds himself and from which he must extricate himself1 and since the broader the mental capacity1 the more easily will the individual meet situations as they arise1 the ideal mental test is one that presents a situation such as does or might occur in real life1 and requires the subject to extricate himself1 or at least to indicate his first and immediate impulse toward action should such a situation arise4 ,since the purpose of mental tests is primarily to determine intelligence rather than the possession of physical qualities1 it is conceivable that1 in many situations1 properly devised questions may give a fairer view of the subject's mental capacity than would observation of the same individual in action in a real situation4 ,thus a person of the highest intelligence and mental capacity might be deficient in physical courage1 so that if we could observe him in action on unexpectedly meeting a highway robber armed with a revolver we might be able to deduce from his actions absolutely no criteria upon which to form a sound judgment as to his mental powers2 the same subject1 asked the question1 8,what would you do if held up by a footpad80 might exhibit in his answer unusual ability to perceive quickly and reason soundly to an intelligent conclusion--in other words1 to demonstrate his possession of considerable mental capacity4 ,all properly constructed mental tests are1 therefore1 in effect1 attempts to reproduce or project upon a laboratory scale situations such as the subject is or may be called upon to meet in actual life4 ,it is obvious that ability to analyze quickly and propound immediately the correct course of action when the situation presented is unusual and outside the range of every-day experience indicates clearly the possession of mental ability greater than is required to meet only ordinary and familiar situations4 ,the theory of the mental test as a reproduction in miniature of actual situations is thus commented on by ,daniel ,w4 ,la ,rue3 8,it is useless to ask a savage what he would do if he missed his train1 or an old bachelor what he would do when the baby cried1 or a green soldier how he will behave when a shell bursts near him4 ,further1 just which of many millions of situations are so important1 or so typical1 or so closely correlated with a web of others1 similar or dissimilar1 that they should be admitted among the select few that form a test8 ,the answer is coming as a slow deposit from the stream of experience and experiment40 ,doctor ,la ,rue1 pursuing the same theme1 points out with sound philosophy the necessity for grading mental tests to fit the apparent or previously known mental level of the subject4 8,we must beware how we use a high-level test to measure low-level intelligence4 ,if our scales are set to weigh nothing less than a hundred pounds or upward1 we cannot tell accurately the weight of an eighty-pound man4 ,in particular1 since devisers of tests are usually expert in the use of literary symbols1 and since ordinary test conditions limit seriously the possible variety of responses open to the subject1 we slide easily into the belief that a dextrous manipulation of symbols is the prime display of intelligence4 ,no doubt it is true that in an ideally developed brain the language centres 7tracts7 are well webbed up with every other trait-tract4 ,ideally1 to experience anything is to be able to utter it4 ,but the stammering lover is matched by the stammering thinker1 and there certainly may be intelligent action without the power to put it adequately into words4 ,probably ,csar is the only great general who could describe a battle as finely as he could plan it or fight it4 ,words without deeds1 deeds without words3 we must be prepared for both4 ,our old test question1 #8,why should we judge a person by what he does rather than by what he says8' applies to the test itself40 ,because of the fact that there is a percentage of persons who1 either through unfamiliarity with the ,english language or lack of skill in expressing themselves through word and number symbols1 do not respond to tests based on the use of words1 any comprehensive scheme of mental tests must contain a proportion of tests the response to which may be made without the use of written1 printed1 or spoken words4 ,of such a nature were the ,army ,beta tests1 already referred to1 and there will be found in the ,mentimeter tests presented in this volume a considerable number of forms that fall into this class of tests4 ,to the person accustomed to dealing chiefly with words and ideas1 it is not always readily apparent that proof of a high degree of intelligence can be obtained by means of tests which do not employ these familiar symbols4 ,as a matter of practical fact1 however1 results which check up very closely with every other means of determining the subject's intelligence were quite uniformly obtained through the use of the ,beta tests in the ,army1 and similar success has been achieved through the application of tests of the same general character in industry and education4 ,there is another general class of tests to which only passing reference need be made here4 ,this is the class of trade tests1 in which by a combination of oral examination and specific performance the precise ability or degree of skill of the subject in a given occupation or trade is determined4 ,although frequently confused with psychological tests1 this class of tests does not properly come within the scope of mental tests in the sense of being chiefly measurements of intelligence4 ,it has been found1 however1 in practice that the individual's native intelligence or inherent mental capacity has1 in most occupations1 a very decided bearing upon the degree of skill which he or she can attain1 even in the simpler mechanical operations4 ,because of this fact1 as well as because the value of trade tests in industry is of increasing importance1 some of the principles underlying the construction of trade tests and their application are discussed briefly in a later chapter4 ,,chapter ,,vi ,,mental ,,tests ,,in ,,the ,,army ,the ,united ,states of ,america entered the ,world ,war under conditions of emergency which demanded the maximum of efficiency in the work of military preparation1 with the minimum of effort4 ,france was virtually broken2 ,england was tired2 ,russia was demoralized and disrupted1 and ,italy was doing very little more than holding her own4 ,the mere drilling and conditioning of the nearly three millions of men which the ,nation had called to arms were not sufficient to meet the requirements of the task assumed4 ,america was expected to develop1 almost overnight1 a fighting force capable of meeting and defeating a ,teutonic military machine which had come to be known as the most powerful and skillful in the world4 ,the gravity of the situation forbade experiments with hit-or-miss methods4 ,it was imperative that no round pegs be placed in square holes4 ,each one of those nearly three million ,american soldiers had to be placed where he would be of greatest service4 ,some simple1 quick method of distribution was needed4 ,it was perfectly obvious that these men could not be equally good material for soldiers or officers4 ,out of so great a number it was reasonably certain that men could be found especially qualified to perform each one of the particular tasks which the infinitely complex scheme of organization of a modern army requires4 ,it was in accordance with the law of probabilities that there would be contained in this mass of soldier material men highly skilled in every one of the more than seven hundred distinct and specific trades and handicrafts in which artisans were needed for the successful maintenance of the fighting forces in the field4 ,the drag-net of the selective service system was certain to gather in its meshes men who were natural leaders and many more men who could only follow4 ,from every city block1 every crossroads hamlet1 every village street would come those who could teach and those who could only learn4 ,it was inevitable1 moreover1 that in this huge aggregation of human beings there would be a percentage of the wholly unteachable1 the mentally stunted1 fit only to be hewers of wood and drawers of water and sure to be a detriment and handicap to any military organization whatsoever4 ,in a lesser degree the same generalizations applied to the human raw material admitted to the various officers' training courses2 even though a fairly high minimum of educational attainment was required of all candidates1 there was bound to be a wide range of military value between the best and the poorest of this officer material4 ,psychology1 the science that deals with the human mind1 offered the only possible short-cut to the ultimate goal of the placement of every individual in the ,army at the point where his efficiency would be greatest4 ,the processes of the selective draft had weeded out the larger portion of the physically unfit4 ,the draft questionnaire1 as finally revised1 provided for a rough preliminary classification of men according to their own estimates of themselves4 ,but something more was needed--some system for passing the entire ,army1 officers and men1 through a series of graduated sieves1 as it were1 so cunningly devised1 and operated with such scientific precision as to tag1 label1 and index each and every one so exactly that as little as possible would be left for experience to disclose as to his qualifications for his particular part of the ,army's job4 ,on ,april #f1 #aiag1 the ,united ,states ,congress declared the existence of a state of war with ,germany4 ,on that same date there was being held in ,boston a meeting of a group of psychologists known as the 8,experimentalists10 among whom was ,dr4 ,robert ,m4 ,yerkes1 president of the ,american ,psychological ,association4 ,on receipt of news that ,america was at last at war1 all regular business of the meeting was suspended and those present resolved themselves into an informal committee to consider ways and means by which the psychologists of ,america could best serve their country4 ,on the evening of that day1 as the result of many conferences1 the president of the association asked the council to authorize him to appoint committees on various phases of applied psychology for the purpose3 first1 of enlisting the coperation of every trained psychologist in ,america1 including the entire membership of the ,american ,psychological ,association2 and1 second1 of determining precisely what service the psychologists could best perform4 ,the proposal met with an immediate response and ,doctor ,yerkes and his committee went to work4 ,the ,army ,general ,staff was skeptical at first1 but ,doctor ,yerkes and his associates overcame this skepticism and by midsummer of #aiag the ,division of ,psychology of the ,medical ,department of the ,united ,states ,army1 with ,doctor ,yerkes at its head with the rank of major1 was actively functioning1 and the ,committee on ,classification of ,personnel in the ,army had been established and was demonstrating1 to the surprise of the ,general ,staff and the ,war ,department1 the possibility of determining by scientific means the relative military value and proper military assignment of the officers and men of the ,army4 ,by the end of #aiag psychology1 as applied to war1 had so far justified itself that the ,surgeon ,general reported complete success in achieving the desired results1 which he stated1 concisely1 to be3 7a7 to aid in segregating the mentally incompetent1 7b7 to classify men according to their mental ability1 and 7c7 to assist in selecting competent men for responsible positions4 ,the programme of the ,division of ,psychology of the ,medical ,department included mental tests for all recruits during a two-weeks detention period4 ,these intelligence ratings1 as they were officially termed1 aimed to aid3 7#a7 ,in the discovery of men whose superior intelligence suggested their consideration for advancement2 7#b7 ,in the prompt selection and assignment to development battalions of men who were so inferior mentally that they were suited only for special assignments2 7#c7 ,in forming organizations of uniform mental strength where such uniformity was desired2 7#d7 ,in forming organizations of superior mental strength where such superiority was demanded by the nature of the work to be performed2 7#e7 ,in selecting suitable men for various army duties or for special training in colleges or technical schools2 7#f7 ,in the early formation of training groups within a company in order that each man might receive instruction and drill according to his ability to profit thereby2 7#g7 ,in the early recognition of slow-thinking minds which might otherwise be mistaken for stubborn or disobedient characters2 7#h7 ,in eliminating from the army those men whose low-grade intelligence rendered them either a burden or a menace to the service4 ,in three systems of tests in use between ,may #a and ,october #a1 #aiah1 in the ,united ,states ,army1 approximately one million three hundred thousand men were tested4 ,the test first applied to all1 men and officers1 who could read ,english1 was known as the 8,alpha40 ,this was a group test4 ,it required only fifty minutes and could be given to groups as large as #ejj4 ,the test material was so arranged that each of its #bab questions might be answered without writing1 merely by underlining1 crossing out or checking4 ,the papers later were scored by means of stencils1 so that nothing was left to the personal judgment of those who did the scoring4 ,the mental rating which resulted therefore was wholly objective4 ,the 8,beta0 test was used for foreigners and illiterates4 ,it could be given to groups of from #ge to #bjj and required approximately fifty minutes4 ,success in the ,beta test did not depend upon knowledge of ,english1 as the instructions were given entirely by pantomime and demonstration4 ,it measured general intelligence through the use of concrete or picture material instead of the printed language4 ,it also was scored by stencils and yielded an objective rating4 ,both the ,alpha and the ,beta tests were known as ,group tests because of the large number of men to whom they could be given simultaneously4 ,those men who failed in the ,group tests were given ,individual tests in which the instructions were given by a trained psychologist working with one soldier at a time in a quiet private office4 ,these ,individual tests were of two sorts3 one for men who understood ,english1 and the other for men without education and frequently without knowledge of the ,english language4 ,the ,individual tests served as a check upon the ,group tests which had preceded them4 ,no man was recommended for discharge or for labour battalions until after he had been individually examined by a psychologist who spent from a half hour to an hour and a half with him1 attempting to determine whether or not the results of the ,group tests could be relied upon4 ,to determine the relative intelligence of five hundred men in fifty minutes by a method so completely objective that no part of the resulting classification is based on the individual judgment or opinion of either the examiner or any of the men themselves is certainly a practical application of psychological science4 ,simple as the ,alpha test was1 its practical working out and reduction to an exact scientific formula was the work of hundreds of highly trained minds for many months4 ,in its concrete application it looks like a children's game1 but the results are so reliable as to be almost uncanny in the precision with which they tally with the conclusions reached in the same cases as a result of long and intimate observation4 7,for full details of the ,alpha test the reader is referred to ,appendix ,b to this volume47 ,the highest score a man could make in the ,alpha test was #bab4 ,this is an absolutely perfect score1 a correct answer or response to every one of the #bab questions or examples2 but any man who made a score above #ace was given the highest possible rating1 ,grade ,a1 in the mental schedule4 ,there were seven ratings in all3 ,a1 above #ace2 ,b1 which included those making #ajd to #ace2 ,c1 plus1 which took in those down to a score of #ge2 ,c1 for those scoring from #de to #gd2 ,c1 minus1 for those with scores of #be to #dd2 ,d1 for the ones who gave from #ae to #bd correct answers2 and ,d1 minus1 for those who were unable to answer correctly more than #ad out of the #bab questions4 ,now for the proof6 ,here is an official report of one of many comparisons made between the results of the psychological tests and the actual observations and personal knowledge of men by their officers4 ,the commanding officers of ten different organizations1 representing various arms of service in one camp1 were asked to designate 7a7 the most efficient men in their organizations1 7b7 the men of average value and 7c7 the men so inferior that they were barely able to perform their duties4 ,the officers had been with these men from six to twelve months and knew them exceptionally well4 ,the total number of men rated was #ife1 about equally divided between the three classifications4 ,after the officers' ratings had been made1 the men were given the ,alpha test1 and the comparison of results showed that the average score recorded in this test by those men the officers had graded as 8best0 was approximately twice as high as those the officers termed their poorest men4 ,of men scoring ,c1 minus1 in the ,alpha test1 #gj per cent4 were those classed by the officers as their poorest men and only #d4d per cent4 of those ranked with the ones whom the officers regarded as best4 ,of all the men whose scores were above ,c1 plus1 #ee4e per cent4 had been graded by their officers as their best men and only #ae per cent4 as among their poorest soldiers4 ,in another camp #gfe men of a regular infantry regiment1 who had been with their officers for several months1 were graded by their officers in five classes1 according to their practical military value4 ,seventy-six of these men were rated either ,a or ,b by the ,alpha test2 all but nine of these had been graded 8one0 and 8two0 by their officers1 and none of them had been placed in the lowest grade4 ,out of #bch of these soldiers who scored ,d or ,d1 minus1 in the psychological test1 all but eight had been placed in the three lowest grades by their officers4 ,the psychological ratings and the ratings of the company commanders were identical in #di4e per cent4 of all cases4 ,in #hh4d per cent4 of the cases the agreement was within one step1 and in only seven tenths of #a per cent4 was there a disagreement between the psychological test results and the officers' ratings of more than two steps4 ,here is another comparison4 ,sixty company commanders each named his ten best and ten poorest privates4 ,without any knowledge on the part of the psychological examiners in this or in any other of the comparative tests as to the ratings the officers had given the men1 the ,alpha gave the grade of ,d or ,d1 minus1 to #eg4e per cent4 of those picked as the poorest and placed all but a fractional percentage of #a1aah men in the same classes in which they had been placed by their officers on the basis of observation and experience4 ,those who failed in the ,group tests were given individual attention by the clinical psychologist4 ,the examination here was frequently by the ,stanford ,revision of the ,binet test or by the ,yerkes-,bridges ,point ,scale4 ,for men who could not understand the instructions and the language necessary for taking these two tests a series of specially devised performance tests1 consisting chiefly of picture puzzles1 cubes1 squares1 crescents1 and other forms cut from wood1 were provided4 ,the assumption was that a man who has not intelligence enough to place a triangular block in a perfectly obvious triangular hole1 or to piece together the six or seven parts which1 when properly assembled1 make up the figure of a man or a ship is so hopelessly deficient mentally as to be not only of no value1 but a positive detriment to the ,army4 ,in many instances fully grown men with the mentality of children seven or eight years old were thus weeded out from among the recruits who had successfully passed the physical tests and been inducted into the service4 ,men making the ,d1 minus1 or ,e score in either the ,alpha or the ,beta tests were graded as of very inferior intelligence2 ,d1 minus1 men were held to be fit for regular service but the ,e men were recommended for service in the development battalions or for discharge4 ,about #ae per cent4 of all the soldiers examined were scored in the ,d class4 ,they were ranked as of inferior intelligence1 likely to be fairly good soldiers but slow in learning1 short on initiative1 requiring more than the usual amount of supervision1 and unable to rise above the grade of private4 ,most ,d1 minus1 and ,e men were below the mental age of ten years2 few men making a psychological score of ,d had the intelligence of the average normal fourteen-year-old boy4 ,about #bj per cent4 of the #a1ejj1jjj soldiers examined by the psychological method made the score of ,c1 minus1 which indicated low average intelligence4 ,these men were good soldiers1 however1 and did satisfactory work in routine matters4 ,the ,c men1 those of average intelligence1 included about #be per cent4 of the drafted men and furnished a fair proportion of non-commissioned material4 ,those in the ,c1 plus1 rating1 which indicated high average intelligence1 included from about #ae to #ah per cent4 of all the soldiers examined4 ,this group provided not only a large amount of non-commissioned officer material1 but an occasional soldier whose qualities of leadership and power to command fitted him for a commission4 ,a man who made a score of ,b in the ,alpha test was graded as of superior intelligence4 ,between #h and #aj per cent4 of all soldiers examined made the ,b score4 ,this group included a large proportion of men of the commissioned officer type and a very large proportion of men fit for the higher non-commissioned officers' details4 ,only #d to #e per cent4 of the men in the ,army made the score of ,a in the ,alpha test1 which means that they were able to answer in the given time1 correctly1 more than #ace of the #bab questions in the test4 ,these were men of very superior intelligence--indeed1 of marked intellectuality4 ,men of this mental type who had any leadership ability whatsoever made the various grades of commissioned officers4 ,the practical application of the psychological tests covered a very wide range4 ,the highest intelligence among enlisted men was required in the ,field ,artillery1 ,machine-,gun ,battalions1 and ,signal ,corps4 ,men of the lowest grade of intelligence served as labourers1 teamsters1 and in other non-combatant service1 while men only slightly below the average performed the duties of an infantryman satisfactorily4 ,by the application of the mental tests it was found possible to bring up the average of particular companies1 regiments1 and detachments1 by exchanging men of high mentality from one regiment for an equal number of men of the lower mental grade from another regiment in which the average of ability was low4 ,a great saving of time and energy was made possible by being able to determine that a particular soldier1 on the strength of his psychological score1 was qualified to become a good artilleryman1 machine gunner1 or signal-corps man1 or what not4 ,if only in preventing the loading up of combatant divisions with men qualified only for the service of supply1 the work of the psychologists made possible the elimination of incalculable delay in getting our overseas contingent ready to fight4 ,the intelligence tests used in the ,army were admittedly imperfect at many points4 ,they were especially designed for and adapted to the testing of a very much larger group than is ever likely again to be subjected to any single test or series of tests1 and so1 for most civilian purposes1 these ,alpha and ,beta tests cannot be taken as a fair or complete system of ascertaining all the facts which mental tests ought to disclose4 ,but at the time and for their particular purpose they functioned admirably1 as all persons familiar with the result obtained will concede4 ,,chapter ,,vii ,,psychological ,,tests ,,in ,,education ,just as intelligence tests in the ,army have developed a new appreciation of the significance of analyses of intelligence as a means of selecting the right man for the right place in the military machine1 so have scientifically devised mental tests emphasized the possibilities of more rapid and satisfactory progress in our educational activities4 ,the application of psychology to the measurement of teaching methods in institutions of learning is of comparatively recent origin4 ,up to ten years ago we had been able to make very little use of tests for the measurement of intelligence in schools1 colleges1 and universities4 ,we were fighting blindly1 as it were1 to overcome the problems which faced us at every turn4 ,we had no concrete guide1 for instance1 in our efforts to select proper courses of study for children and adults of various mental capacities1 nor could we decide upon uniform efforts toward the disposal of such questions as vocational guidance1 schoolroom procedure1 juvenile delinquency1 promotional schemes1 retardation of children1 and the proper treatment of sub-normal and gifted pupils4 ,the retardation problem1 for example1 has become serious4 ,statistics indicate that from one third to one half of the children in the public schools of the ,united ,states fail to advance with the speed expected of them4 ,ten to #ae per cent4 are retarded two years or more4 ,five to #h per cent4 do not come within three years of the state of development set as a standard4 ,more than #aj per cent4 of the #ejj1jjj1jjj spent every year in this country for school instruction purposes is used for reteaching children what they already have been 8taught0 but have failed to learn4 ,many efforts toward reform have been fruitful but disappointing4 ,the supposition that evils in existing systems could be completely cured by adopting new methods of instruction1 altering promotion methods1 giving increased attention to children's health1 and adoption of other innovations1 was less effective1 experiments have shown1 than was generally anticipated by educators who put these theories into operation4 ,these reforms were less successful than their authors expected they would be1 for the reason that the reformers fell into the error of assuming that1 under the right conditions1 all children would be equally1 or almost equally capable of making satisfactory progress4 ,they failed to take into account the fact that there are more than two classes of school children and that they cannot be graded merely as 8feeble-minded0 and 8normal40 ,there are all degrees of intelligence1 ranging from idiocy on the one hand to genius on the other1 and any efforts toward improvement of conditions must be applied with full recognition of such differences4 ,there are wide differences among normal human beings in mental inheritance and these differences affect to a marked degree the capacity of men1 women1 and children to profit from instruction4 ,just as the ,army had to allow for differences in mental capacity1 so must the schools differentiate courses of study in such a way that each pupil will be allowed to study in a manner that is easy for him1 whether that manner be rapid or slow4 ,dr4 ,lewis ,m4 ,terman1 ,professor of ,education at ,stanford ,university1 in ,california1 who writes with more authority than any other author on the application of psychological tests in schools1 emphasizes the fact that little progress can be made toward the correction of present evils until we acquire a more scientific knowledge of the material with which we deal4 ,this phase of the problem perhaps suggests the only practical way toward solution4 ,intelligence tests in schools and higher institutions have been given a wide range of application1 but in virtually every instance the results have justified the claim of superiority for these tests over other methods of classifying students4 ,in some instances positively startling developments have been noted4 ,of particular interest1 from the viewpoint of educators who already are convinced of the value of intelligence rating in educational institutions1 is the report of experiments at ,public ,school ,no4 #fd1 ,new ,york ,city4 ,the object was to select1 group1 and train a number of children of very superior intelligence1 in an attempt toward the solution of the grading problem4 ,the experiment was suggested by a survey made several years ago by a psychologist employed by the ,public ,education ,association4 ,among a number of so-called average children was ,w4 ,h41 a boy4 ,w4 ,h4's mental age measured about two years ahead of his age in years4 ,his physical development was superior to the average child of his grade1 consequently he became an interesting subject to study4 ,he was promoted as soon as he acquired the essential features of the work in each grade1 and1 without any conscious effort on his part1 he accomplished the work of nine grades in two years4 ,w4 ,h4 was especially fond of athletics and outdoor sports4 ,he took his school work as a matter of course and showed no indication of special interest in books or study4 ,by the time he had reached the fifth-grade several other boys of approximately the same ability had been discovered4 ,one day the psychologist1 the principal1 and one of the assistants discussed the possibility of forming a class composed of children similarly gifted4 ,special classes for defective children1 with a course of study adapted to their needs1 had been in existence for some time4 ,why not organize special classes for children at the other end of the scale1 composed of those showing the highest grade of intelligence8 ,surely these children1 society's greatest assets1 were entitled to progress at the speed that was desirable and normal to them4 ,if defective children of ungraded classes were worthy of a course of study peculiarly adapted to their limitations1 certainly an enriched curriculum must be provided to meet the needs of children whose capabilities extended to the highest degree of attainment4 ,the initial selection of children was made from the #e;,a class of ,w4 ,h4's associates1 from other fifth- and sixth-grade classes in the school1 and from similar grades of ,public ,school ,no4 #ae1 a neighbouring school for girls4 ,the aim was to choose an equal number of boys and girls from four or five grades4 ,the selection was limited to grades #d;,b through #f;,b4 ,the basis of selection was determined by the following factors3 #a--,the age-grade standard was considered4 ,those children were selected who were below the normal age for the grade and whose school records showed a standing of general excellence for successive terms4 #b--,the evidence of superior ability as displayed in oral recitation during visits made by the psychologist and the assistant to the principal4 #c--;,an analytical inspection of school record cards4 #d--,two boys1 ,h4 ,r4 and ,r4 ,p41 had received prizes in ,wanamaker's drawing competitions4 ,both of these boys passed the required intelligence tests4 #e--;,a few interesting incidents were the means of discovering some other eligible candidates4 ,one ,sunday evening1 while the teacher who later became the instructor of this new special class was visiting the ,christodora ,house1 a neighbouring settlement1 the leader of the evening hour asked the children the difference between ,god and guard4 ,a boy1 ,e4 ,r41 defined the words in such concise and perfect ,english that the attention of the visitors became centred on him4 ,later he was promoted from a school he was attending to ,public ,school ,no4 #fd and was admitted to the class of children of superior intelligence4 ,e4 ,r4 was a fatalist4 ,he told an interested visitor1 who questioned him as to how he came to be admitted to the class1 that it was fate that he was chosen4 ,he said he had been indifferent about attending the 8,children's ,hour0 at which his ability had been noticed1 but that his brother had urged him to go4 8,you see10 said ,e4 ,r41 8if ,i hadn't gone ,i might never have been chosen for this class40 ,a bright1 aggressive-looking boy entered the principal's office one afternoon and asked the principal if he had room in his class for a 8bright #f;,a boy40 ,he said he lived in the district of ,school ,no4 #fd and had heard there were classes for children of excellent record4 ,his report card showed an ,a-,a record and he was admitted4 ,the final issue was determined by the showing of the pupils in intelligence tests devised by ,dr4 ,lewis ,m4 ,terman1 and by their social traits4 ,two children who had the necessary qualifications otherwise were not considered because of several unfavourable traits of character4 ,the foregoing instances are cited to indicate some of the ways in which children were selected for the class4 ,the next factor considered was the choice of a teacher4 ,it was necessary that she show high intelligence or she would not be able to attack the problems which such a class would present4 ,the principal had no standardized test by which to measure her ability but he was guided by many of the principles of general excellence that marked the selection of the pupils4 ,from a group of eighty-four he tried to select a teacher who showed initiative1 ability to meet new situations1 both intellectually and socially1 one who sympathized with and understood the orthodox training of these children1 and who would lead them to follow high standards of ,american ideals and customs1 and whose scholarship was superior1 especially in language4 ,all these virtues1 in addition to a zest and zeal for the experiment1 were embodied in ,miss ,g4 ,the next important step was to devise a curriculum for the class1 which became known as the ,terman ,class1 because the tests used in selecting it had been suggested by ,doctor ,terman4 ,the grades that represented the first term were #d;,b through #f;,b2 the second term #f;,a through #g;,b2 and the third term1 #g;,a through #h;,b4 ,formal grammar and arithmetic were assigned sequentially as outlined in the city syllabus4 ,the class in general studied contemporary history1 based upon the ,world ,war1 from newspapers and periodicals1 and1 whenever possible1 these events were related to or associated with past history4 ,geography was studied in relation to history and then extended until the world geography as outlined in the course of study was acquired4 ,an extended amount of reading was assigned4 ,the supplementary lists issued by ,professors ,baker and ,abbott1 of ,teachers ,college1 ,columbia ,university2 the reading list of the ,ethical ,culture ,school2 and the list issued by ,doctor ,leland1 ,director of ,libraries1 were used as guides4 ,music1 drawing1 and physical training were taken by the class as general exercises4 ,these covered the grade requirements4 ,the composition of plays1 songs1 and dances for special programmes also was undertaken4 ,the privilege of observing plants and live animals1 their care1 habits1 and manner of reproduction1 was provided in the nature-study room of the school4 ,some of the boys were given manual training in the shops of the prevocational school after the regular session of the academic department4 ,the class attended the senior assemblies of the school at least once a week and as many more times as the educational activities of the school permitted4 ,the privileges enjoyed outside the classroom educated these children socially in ways that few pupils of large and congested schools may experience4 ,one period a week was spent in the reading and study of assigned subjects in the ,tompkins ,square ,public ,library4 ,children were made acquainted with all departments of the library and its facilities4 ,reference books1 magazines1 and newspapers were at their service4 ,the children were permitted to use a club room in the ,christodora ,house once a week for musical and social exercises4 ,a gymnasium was at their disposal in this institution two periods a week1 and one of the ,christodora ,house's workers was assigned to teach the cooking club of the class4 ,another social worker taught a quartette of the class how to play the violin4 ,two boys who showed aptitude in art were given additional instruction after school at the 8,boys' ,club10 a neighbouring institution4 ,the class was taken on excursions to the ,metropolitan ,museum of ,art1 the ,new ,york ,public ,library1 the ,jumel ,mansion1 and ,dyckman ,house--to study colonial furnishings and historical material--the ,museum of ,natural ,history1 a sight-seeing yacht trip around ,manhattan ,island1 theatre parties1 campfire parties1 and flower shows4 ,during the first term of six months the progress ranged from one to four grades4 ,no pressure of any kind was brought to bear4 ,the children were allowed to advance as soon as they acquired the work of each grade4 ,the younger children reaped the advantage of the experience of associating with those a trifle older4 ,this privilege perhaps accounted for the greater rate of progress by the younger pupils4 ,during the first term the average progress was two and two thirds grades and during the subsequent terms two grades were accomplished each term4 ,the suggestion1 of course1 is obvious1 that the general application of psychological tests of intelligence to school children everywhere would reveal similar exceptional mentalities in many schools and classes1 and that we have at last1 in tests of this character1 an accurate method of distinguishing between mere parrot-like ability to memorize and repeat lessons and actual mental capacity4 ,that there must result1 from the wider application of the scientific method of mental measurement1 a general regrading of school pupils1 if not indeed a general reorganization of existing schemes and systems of education1 goes almost without saying4 ,the use of intelligence tests for college entrance has shown satisfactory results in several institutions4 ,in one in particular1 the ,carnegie ,institute of ,technology of ,pittsburgh1 a group of the freshman girls in the ,margaret ,morrison ,carnegie ,school for ,girls1 was experimented on with such success that the results have been widely discussed4 ,all of the #aad freshmen were high school graduates4 ,the first-year course1 on which the instructors based their estimates of the students1 contains the following subjects2 physics1 sewing1 history1 ,english1 drawing and colour1 hygiene1 chemistry1 foods1 accounting1 and social ethics4 ,six mental tests were used1 designed to answer the following questions3 7#a7 ,can we demonstrate that we can reduce the number of students who are dropped for poor scholarship or placed on probation for poor scholarship by the use of our mental tests for admission8 7#b7 ,how do our mental test ratings of all the students compare with the faculty opinion about the general ability of the students8 ,the first criterion referred only to those who were pronounced as failures and dropped from college for inability to do college work1 or placed on probation as doubtful students with two thirds of the regular programme4 ,the second criterion had reference to the whole class1 including the good students4 ,a letter was sent to all members of the faculty asking them to indicate the student's general ability as compared to the general ability of the class4 ,a list of names1 with ten numbered spaces after each name1 was appended4 ,the tests which agreed fairly well with the pooled judgment of the faculty were retained4 ,the tests which failed in this regard were either improved or cancelled4 ,when the returns were complete the instructor's estimate was determined for each student and was used as a criterion for the tests4 ,the tests were analyzed both by correlation methods referring to the group as a whole1 and by inspection of scatter diagrams referring to individual students4 ,by devising a critical score it was possible to arrive at a mental-test rating4 ,the results of this system of rating indicated1 according to ,prof4 ,l4 ,l4 ,thurstone1 of the ,carnegie ,institute1 that3 7a7 ,seven out of eleven failures could have been eliminated at the beginning of the year4 7b7 ,eight out of seventeen students placed on probation for poor scholarship should have been eliminated at the beginning of the year4 7c7 ,not one of the students who were below the critical mental-test rating was acceptable as a student4 ,all of them should have been spared the discouragement which comes from failure and should have been advised to take up some other work4 7d7 ,none of the acceptable students scored below the lower critical mental-test rating4 7e7 ,all of the freshmen rated high by the faculty were above the average in the mental-test rating4 7f7 ,mental tests have been demonstrated to constitute a useful criterion for admission to college4 ,in ,october1 #aiah1 first-year men in ,brown ,university were given two series of psychological tests1 an interval of several days separating the administration of ,series ,i and ,,ii4 ,emphasis was placed upon thought and accuracy1 rather than upon speed4 ,two hundred and ten students of the same ,university took the ,alpha test of the ,army in ,january1 #aiai4 ,of these men1 #ajc also had taken the ,brown ,university tests1 ,series ,i and ,,ii4 ,this made a comparison possible4 ,two hundred and twelve men took ,series ,i4 ,both the average and median were #ff on the basis of #ajj as a maximum score4 ,one hundred and seventy-eight men1 all of whom had taken ,series ,i1 took ,series ,,ii4 ,it was administered after the students had begun military training of a rigorous nature and when they were far from fresh4 ,the composite score of ,series ,i and ,series ,,ii1 made from the records of one hundred and seventy-eight men who had taken both tests1 showed that the ,brown ,university ,series proved as good as a measure of scholastic standing as did the ,army test for military fitness4 ,prof4 ,stephen ,s4 ,colvin1 of ,brown ,university1 writing on these psychological tests1 says that in addition to the evidence obtained by correlating the test results and the students' academic marks1 as to the relation between the scores of the psychological tests and academic standing1 there is further indication that the psychological tests proved of considerable value in showing the probable success of a student in his academic work4 ,during the first half of the year1 eighty students were reported as doing unsatisfactory work4 ,of these eighty students1 thirteen had received a score of 8good0 or 8very good0 in the psychological tests2 fourteen had received an average score3 while in the cases of fifty-three the score was either 8poor10 or 8very poor40 ,during the second term1 thirty-four men were reported as doing considerably above average grade4 ,of those thus reported1 five ranked 8superior0 in their psychological tests2 nineteen 8very good02 seven 8good02 two 8average02 and one 8poor40 ,interesting results were noted in intelligence tests at the ,university of ,illinois on ,march #f1 #aiai1 when nearly #c1ejj students1 who were distributed in twenty-four different halls1 were examined simultaneously4 ,the ,army test 7,alpha7 was used4 ,various members of the faculty1 including deans1 volunteered for special preparatory training to act as examiners and alternate examiners4 ,it was an interesting spectacle to witness eminent men voluntarily in the rle of students and being 8tested40 ,in a summary of the results of the tests1 ,dr4 ,david ,spence ,hill says3 8,the smallness of difference between median scores of classes within each college of the large groups of students is insignificant4 ,as between freshmen1 sophomores1 juniors1 and seniors the extreme difference was less than #b per cent4 in the college of literature1 arts and sciences2 less than #d per cent4 in the colleges of engineering1 and of agriculture2 about #e per cent4 in the colleges of commerce1 and less than #c per cent4 in the three years of the graduate school4 ,differences as small as these are safely to be accounted for by chance or by variations of one kind and another40 ,the report of the value as a whole of the intelligence test1 signed by members of the ,university staff1 says1 in part3 8,on the whole1 the experiment performed by the energetic coperation of nearly four thousand university people may be regarded as remarkably successful for the purposes intended4 ,if for no other reasons1 it has been worth while as a study of a device used already upon nearly two millions of men engaged as soldiers in the great historic undertaking--the ,world ,war4 ,it has been a means of self-revelation to many persons on the campus4 ,when the statistics are all worked out in careful detail we shall obtain new insight into some educational problems40 ,at ,hamline ,university1 ,st4 ,paul1 ,minn41 the ,alpha test was given to #gd men and #ade women1 but reports on the results of the test are confined to #fa men and #ade women4 ,the median for the men tested was #abi and #acc for women4 ,the higher level for women was accounted for by the fact that there were more seniors and juniors among the women than among the men4 ,the medians for these two classes of women were #ach and #aej respectively1 but for the men in the same classes1 #acb and #acj respectively4 ,a somewhat higher standing for women was evident when the entire series of tests were considered1 although the mathematical problems in the tests were harder for the women4 ,in questions of practical judgment1 disarranged sentences and analogies1 all of which involved nimbleness of wit1 the women showed superiority to the men4 ,in questions of general information1 however1 the men established a lead over the women1 but of only #b4e per cent4 ,prof4 ,gregory ,d4 ,walcott1 who reports the tests at ,hamline1 is not convinced that the ,alpha tests1 designed for military purposes1 are the best for determining the fitness of students for college work4 ,he says1 however1 that the degree of correlation obtained in the ,hamline tests indicates that the ,alpha tests are of tremendous value4 ,intelligence tests are being used at regular intervals at the ,university of ,rochester4 ,the method of application is described as follows by ,louis ,a4 ,pechstein1 ,professor of ,psychology at the ,university4 8,we call our freshmen to the campus a week early4 ,the introductory week is given largely to lectures on college ethics and problems of study4 ,during the first day of the week ,i give all the entrants both the ,alpha and the ,otis ,group ,intelligence tests4 ,the marks and groupings are turned into the office and1 so far as possible1 we shall make up several representative classes of men supposedly of the same general mental make-up4 8,during the first term we shall test the entire student body and then begin to correlate with teachers' opinions and grade records4 ,in no sense are we committed1 but we shall try to influence our programme making and section determination by the testing results4 ,then ,i shall issue a report to each student regarding his standing1 apparent strong and weak processes1 and try to help him in his development40 ,other reports from schools1 colleges1 and universities indicate the widespread adoption of intelligence tests in determining the probable measure of success which a student will attain in his studies1 or whether he is fitted1 mentally1 for the career he contemplates4 ,the group tests of intelligence have demonstrated their value in educational work to such an extent that1 following the lead of ,columbia ,university1 a large number of prominent ,american universities and colleges are employing tests of intellectual ability as at least partial substitutes for the time-honoured college entrance examinations4 ,instead of requiring each prospective student to take an examination in which he would be required to demonstrate that he remembered the facts learned in high school1 the present scheme is to examine the men who desire to enter college by means of the psychological tests designed to measure general fitness and intelligence4 ,the theory behind this movement is that men should be allowed to enter college provided their intelligence and mental capacity is such as would enable them to profit by the instruction1 regardless of whether such men could recall the required percentage of the facts taught them by their high school teachers4 ,this same philosophy will undoubtedly spread very widely through the high schools and elementary schools as well as through the colleges4 ,a child should be allowed to undertake that work for which he is fitted by nature and intellectual capacity1 regardless of what his past academic training may have been4 ,it is unreasonable to require young men who1 because of some accident1 left school early in life and have continued their education through their own efforts1 to go back and begin with younger pupils a course of study1 which will have very little practical value to them1 before they are allowed to undertake the professional courses they desire and are capable of undertaking at once4 ,the group-examination method1 which is employed by the majority of the ,mentimeter tests1 has been the greatest possible stimulus to the employment of intelligence examinations1 because of the great saving of time which it affects over the method of individual examinations4 ,,chapter ,,viii ,,mental ,,tests ,,in ,,industry ,the case for scientific mental tests as a prerequisite to the employment of beginners in business and industry has been well put by ,dr4 ,henry ,c4 ,link4 ,in addressing a convention of ,california railroad men1 ,doctor ,link said3 8,would you1 gentlemen1 enter into a contract to buy material from a concern1 the excellence of whose product you had grave reason to doubt8 ,would you place orders to the extent of three and one half millions of dollars a year1 waive inspection of material1 accept whatever was offered you1 and make no effort to get your money's worth8 ,you would not--not if you expected to hold your job4 ,and yet1 that is what you are doing with respect to the public education system of ,california4 ,in #aiaf the railroads of this state paid in operative taxes #g1aea1ehc4 ,of this sum #ea per cent41 or #c1fdg1cjj1 was used for purposes of public education4 8,the boys and girls sent you from the public schools you take into your service1 sometimes after a perfunctory mental examination1 generally with none2 in other words1 you waive inspection1 and then complain of the character of material after it has reached you and been paid for40 ,it is1 of course1 in the case of the untried beginner in business or industrial life1 the boy or girl fresh from school who has as yet had no opportunity to discover or to demonstrate his or her ability or capacity1 that the application of scientific mental tests is most essential4 ,the skilled worker of long experience1 master of his craft or of one or another of the specialized mechanical operations that enter so largely into modern industrial processes1 has already found a definite place in the scheme of things and a simple trade or performance test is all that is required to indicate where that place is4 ,for the present1 at least1 we are concerned with the worker of this class only long enough to point out1 in passing1 that a generally adopted scheme of intelligence measurement might have disclosed the possession by any individual of this group of abilities that would have given him a broader field and a happier and more useful existence1 had he and those responsible for giving him a start in life been made aware of them early enough4 ,even to-day1 when he has been engaged in his narrowly limited field of work for the better part of his active working life1 he may have latent or undeveloped mental capacity such as would qualify him for more important1 better-paid employment were some means provided for disclosing its existence4 ,there is1 in fact1 no degree or kind of employment for which a more intelligent and satisfactory selection of employees cannot be made by means of properly devised mental tests1 accurately applied1 than by any other method now in use4 ,under the direction of ,dr4 ,walter ,dill ,scott the ,carnegie ,school of ,scientific ,salesmanship of ,pittsburgh has demonstrated the usefulness of the scientific method when applied not only in the selection and training of salesmen but for the choosing of men qualified for the most important executive positions in large industrial and business establishments4 ,a large number1 possibly as many as a hundred1 of the largest industrial corporations of ,america have already 7#aiai7 adopted in whole or in part some system of scientific mental tests for the classification and grading of present employees1 the selection of new employees1 and the filling of vacancies by promotion4 ,it is the unanimous testimony1 whenever a properly devised system of tests has been applied in accordance with scientific methods and without prejudice1 that the actual saving in time and expense as well as in the disorganization resulting from a heavy 8labour turnover0 has in every case been highly profitable from the employer's viewpoint1 while it almost goes without saying that the benefit to the employee in being accurately placed in the position in which he is best fitted by his natural mental endowment and capacity to function makes for individual contentment and satisfaction and for steadier and presumably higher earning power than the old hit-or-miss method could possibly do4 ,next to the beginner in industry or business1 the boy or girl starting his or her vocational career1 the class to which the application of scientific mental tests is of the greatest benefit to employer and worker alike is the large group of unskilled1 untrained workers1 men and women of no particular trade1 the 8floaters0 and seasonal workers1 who turn their hands to whatever employment opportunity offers without developing especial skill at any one recognized trade or occupation4 ,in our modern industrial system1 a very considerable part of the personnel of our factories1 shops1 and stores consists of this class of untrained workers4 ,they try their hands at many things and fail in most4 ,they constitute the majority of those who respond to 8,help ,wanted0 advertisements and are willing to try any sort of work2 their chief occupation in life is hunting for jobs4 ,this need not remain forever true4 ,because there is not in general use any intelligent or accurate method of determining whether or not any one of these unskilled1 untrained workers possesses the elementary mental capacities requisite for a particular sort of employment1 it is not surprising that most of them fail to make good in the jobs into which they are indiscriminately shovelled4 ,yet the great majority of them do possess mental capacity of a nature and degree which1 once it is ascertained1 indicates their definite fitness for some particular sort of work no less than it does their definite unfitness for many other kinds of work which they are prone to undertake4 ,just as war conditions brought into the ,army an enormous mass of young men whose capacity and special abilities had to be determined by scientific tests before they could be assigned to the places where they could most usefully serve in the military scheme of things1 so the same exigency of war brought into the industries of the country1 largely centred upon the production of munitions of war1 millions of women without industrial experience or vocational training but upon whose efforts the nation had mainly to rely for the output of weapons1 ammunition1 military equipment and accessories without which the ,army and ,navy could not have functioned4 ,in a large class of plants engaged in munition production the chief demand was for sufficient muscular strength1 with a slight modicum of intelligence1 for the operation of automatic machinery4 ,but in the vitally important work of inspecting1 testing1 and sorting the finished product of even the most highly perfected automatic machines and in many of the more delicate operations of assembling and adjusting devices and apparatus made up of a number of more or less complicated parts1 intelligence and mental capacity of several different kinds and ranging up to fairly high degrees were called for4 ,in a number of the larger munitions establishments scientific mental tests were adopted for the selection and assignment to particular tasks of the women workers4 ,wherever this was done it was found that the output was increased1 a higher average of quality maintained1 and the labour turnover greatly reduced4 ,in one of the largest groups of munitions plants at ,bridgeport1 ,conn41 there was worked out1 under the direction of ,dr4 ,henry ,c4 ,link1 a system of scientific mental tests which checked up so closely with the actual results obtained by the most skilful workers that their adoption for the examination of all applicants for these positions resulted in very definite time and money savings and increase in plant efficiency4 ,two types of work1 conducted side by side in the same room1 were settled upon as the most fruitful fields for the first experiment4 ,the work chosen was that of inspecting shells before they had been loaded1 and of gauging them for head-thickness4 ,this work was being done by #ccj girls1 two thirds of whom were engaged in inspection and one third in gauging4 ,the work of inspecting shells was done at a table constructed like an upturned1 shallow box4 ,upon this table was dumped a large box of brass shells1 not yet loaded1 and all of exactly the same kind4 ,the work of each girl was to inspect these shells and throw out those that were defective4 ,a girl would first gather up a handful of shells1 being careful to have them all pointing in the same direction4 ,then she would put both hands around the shells and turn them up so as to expose their insides4 ,she would then look down into every shell for dents1 scratches1 stains1 and other very minute defects4 ,when any such defect was discovered the shell was extracted from the pile and thrown into one of three or four 8scrap0 boxes4 ,the entire handful was then turned over and the head of every shell examined for various defects4 ,the shells were then held in a horizontal position on the left hand and allowed to roll from the pile into the right hand4 ,each shell1 in rolling1 exposed its lateral surface and was closely scrutinized for scratches1 dents1 oil stains1 and other defects4 ,the good ones were taken in the right hand and dropped into a pocket at the right side of the table1 through which they fell into a box below4 ,this operation required good eyesight 7in order to distinguish defects1 which frequently were so minute as to be indistinguishable to all but the best of eyes72 keen visual discrimination 7the ability to determine1 with a few glances1 which shells were defective72 quick reaction 7ability to extract1 as quickly as seen1 the defective shell and toss it into the appropriate box72 accuracy of movement 7ability to pick out the right shell from a closely held handful72 steadiness of attention 7ability to prevent bad shells from slipping by or unduly lengthening the operation74 ,a set of eight tests was selected for the body of the experiment4 ,the first was a simple eyesight test4 ,the second was a card sorting test4 ,the subject was given a pack of #di cards1 upon the face of each one of which from #g to #ab letters were distributed promiscuously4 ,twenty of the cards contained the letter 8,o0 and the rest did not4 ,the subject was asked to sort these into two piles1 those which had 8,o0 on them and those which had not4 ,the time required for this performance was taken and the number of errors recorded4 ,the object of the test was to bring out the subject's ability to pick out the essential element from a more or less heterogeneous collection of elements1 and also1 in some measure1 to bring out the deftness of the subject in handling cards4 ,the third test was a cancellation test4 ,the subject was requested to cross out1 with a pencil1 every #g4 ,the fourth was a simple 8,easy ,directions0 test4 ,the fifth was a number-checking test1 in which the subject was asked to place a check opposite every group which contained both a #g and a #a4 ,the sixth test was a tapping test1 in which the subject was required to push down1 as rapidly as possible1 a telegraph key to which was attached a counter4 ,the number of recorded thrusts over a period of one minute constituted a record for that performance4 ,the seventh test was an accuracy test4 ,this was given with the aid of a brass plate with nine holes1 graduated in size from inch to inch in diameter4 ,the subject was asked to take a brass-pointed pencil and insert it into each hole1 beginning with the largest and continuing through the smaller ones1 until the pointer touched the brass side of one of them4 ,the brass-pointed pencil was wired in circuit with the brass plate containing the holes so that1 whenever the brass point touched the side of the hole or any part of the brass plate1 an electric contact was made which produced a click in a telephone receiver which the subject held to her ear4 ,at the start of the test1 the subject was instructed to put the brass pencil into each hole in succession until she heard a click in her ear1 when she was to start all over again4 ,the speed of the subject's movements was controlled by a metronome1 so as to allow thirty trials per minute4 ,this test occupied from two to three minutes4 ,the eighth test was a steadiness test4 ,this consisted of two brass bars about twelve inches long1 set so as to form a long1 horizontal ,v4 ,the subject was asked to take the brass pointer and pass it along between these two bars4 ,the farther she went1 the narrower became the space between the bars4 ,as soon as the brass pointer touched one of the bars it produced a click in the telephone receiver4 ,the point at which this brass pointer touched was then read on a scale on the lower bar4 ,each subject was given fifteen trials and the last ten were averaged and constituted the subject's average4 ,these eight tests were given to seventy-three girls1 fifty-two of whom were inspectors and twenty-one gaugers4 ,the scores in the tests were compared with the average daily work of the girls4 ,this average was obtained by recording the number of pounds of shells inspected by the girls and the number of hours required for the work4 ,it was found that the inspectors who inspected the largest number of shells in a given time attained the largest scores in the tests1 thereby indicating the value of the tests in determining whether an applicant for work as an inspector had the mental capacity for the work4 ,the same tests were given to the twenty-one girls engaged in gauging the head-thickness of shells4 ,this work does not require the use of the eyes4 ,the operator simply picks up a handful of shells and1 with or without looking1 tries the head of each shell on a gauge4 ,the gauge is a piece of steel with two notches or openings4 ,the shells which are too small pass through the first opening and fall into a box of rejects below4 ,those that do not fall through are tried on the second opening and1 if they pass through1 they are of the right size4 ,if they fail to pass through they are too large and are thrown aside4 ,the operator sits in front of her gauge and tries each shell at one opening and then another1 just as rapidly as she can move her hands up and down4 ,the tests showed1 in this instance1 an entirely different set of correlations4 ,the comparative correlation scores follow3 ,,tests ,,inspectors ,,gaugers ,card ,sorting 4#ee 4#je ,tapping 4#ad 4#eb ,cancellation 4#fc 4#ag ,general ,intelligence 4#ad 4#ah ,number ,group ,checking 4#gb --4#ai ,perfect agreement between average daily work and score in the test would be indicated by a correlation score of #a4jj1 while lack of relationship would be indicated by a correlation of #j or nearly #j4 ,the score of the gaugers in the tapping test 74#eb7 showed that they were speedier and had greater endurance4 ,this seems reasonable since1 in the operation of gauging1 speed of movement and endurance are the chief factors4 ,in the visual discrimination tests1 such as card sorting1 cancellation1 and number group checking1 the scores of the inspectors were higher4 ,this quality1 however1 was not necessary to successful operation in gauging4 ,in other operations the results of these tests proved their value as a factor in eliminating blunders in the employment office4 ,girls who seemed1 from observation1 to possess the very qualities necessary for one or another operation1 frequently puzzled their superiors by their failure to perform some highly important operation of their work4 ,the eight tests would have demonstrated this particular inability and would have saved thousands of dollars lost through delay and mistakes4 ,similar results were obtained in experiments with men workers4 ,in almost every industrial enterprise1 clerical work of some kind or another is necessary1 and a problem of universal interest has developed around the selection of clerks4 ,the time required to 8break in0 new employees runs from two weeks to two months1 according to the nature of the routine1 and this process invariably is very expensive4 ,by means of standardized mental tests the whole process may be greatly simplified4 ,in an experiment recently reported tests were given to fifty-two men and women engaged in clerical and near-clerical work4 ,an aggregate number of #ddj tests was given4 ,the manager of the department had made a study of these people and had attempted to rate them as to their actual ability4 ,the tests were classified under the head of tests for technique and tests for intelligence4 ,by technique is meant the speed and accuracy shown by clerks in sorting tickets and papers1 posting and adding columns of figures1 indexing and filing1 and in other routine clerical operations4 ,the term intelligence is interpreted to designate the facility and success with which a clerk could master new tasks and follow directions about new work assigned from time to time4 ,the clerk's technique was indicated by steadiness1 arithmetic1 card sorting1 and substitution-of-letters tests4 ,the intelligence tests included a 8hard-directions0 test and an 8abstract-relations0 test1 similar to those given in the ,mentimeter in this volume4 ,when all the tests had been given the results were computed and tabulated so as to bring out the following points3 7#a7 the rank of each individual with reference to all the rest2 7#b7 the relation of each of four groups to each other2 7#c7 the relation between technique and intelligence4 ,the results were then submitted to the office head1 who compared them with his records and with his own opinion of the relative merits of the various individuals4 ,this comparison showed a very marked agreement between the testimony of the tests and the rankings of the office manager4 ,the results of these tests so impressed the office manager that he decided to give them to all incoming clerks4 ,one of the first candidates to be examined was a young woman who had recently been interviewed by one of the office heads4 ,the candidate was so unprepossessing in appearance that in spite of signs testifying to her intelligence1 the office head was in doubt as to the advisability of hiring her4 ,the psychological tests were applied4 ,when this was done the young woman did remarkably well in every test4 ,she was then hired1 and proved herself so ready and capable that it was decided to train her for the work of an office assistant4 ,in six weeks she had mastered the routine of four different kinds of work4 ,this was a striking instance in which the testimony of the tests belied the testimony of observation4 ,although there were certain inadequacies in the tests applied1 as well as in the judgments obtained from office heads1 the value of the results became more and more clear with each passing month4 ,for example1 #ahh clerks recommended on the basis of the tests and followed up at intervals of one month for a period of three months were estimated as follows3 ,percentage of those called good by their superiors ,at the end of one month #ge ,at the end of two months #hi ,at the end of three months #ib ,another series of interesting experiments to determine the mental capacity of workers in industry was directed at stenographers1 typists1 and comptometrists4 ,the work of these kinds of workers has been specialized by the use of a standard machine1 and in applying tests to this kind of work it was necessary1 therefore1 to take into consideration two important factors3 first1 the skill already acquired by the workers at a certain machine2 second1 the aptitude which the worker possessed for improvement in the use of the machine4 ,relevant tests were given to two senior classes of more than three hundred girls and boys in a commercial high school1 to seventy-six pupils in two business schools1 to a group of twenty-two office typists1 to another group of nineteen stenographers1 to over four hundred candidates for positions as typists and stenographers1 to three groups of more than one hundred and forty comptometrists2 and finally1 to more than one hundred and twenty candidates for comptometry4 ,more than one thousand persons were tested and more than five thousand tests were given4 ,tests for typists included copying1 spelling1 substitution1 and the ,trabue ,completion test4 ,in the copying and spelling tests1 office forms were used4 ,a number of words1 purposely misspelled in characteristic fashion1 were mingled with words correctly spelled1 and the applicant was asked to check off those incorrectly spelled4 ,it was discovered1 in the substitution test1 that if an applicant without much previous experience in typing does very well in the test1 the indication is that she has the necessary aptitude or potential ability to become a good typist with practice4 ,the success of the applicant in the ,trabue ,completion test indicated his or her ability to complete sentences parts of which are missing4 ,the ability to do this is a great advantage to the typist and one which will increase her capacity4 ,the ,trabue ,completion test also proved valuable in determining the ability of stenographers4 ,the most important test probably1 for a stenographer1 is of her ability to take and transcribe dictation4 ,tests were given as nearly as possible at the speed which was best adapted to the applicant's ability4 ,the results were then graded on the basis of the total time consumed and the amount of work done correctly4 ,in experiments for determining the ability of computing-machine operators various tests were used4 ,one of the most important was a mental-arithmetic test4 ,this was designed to determine the applicant's fundamental knowledge of arithmetic4 ,another was a numerical substitution test4 ,in each of the tests conducted the scores of the applicants were compared with the rankings made previously by department heads1 and in most instances there was an agreement of sufficient approximation to indicate the value of the tests4 ,although still in its infancy1 as it were1 so far as its practical application in industry goes1 the scientific method of mental measurement1 wherever and whenever applied in accordance with true psychological principles and by standards and methods devised by trained psychologists1 has so completely demonstrated its economic value and social usefulness that its general adoption1 as these facts become more generally known1 seems inevitable4 ,,chapter ,,ix ,,how ,,to ,,use ,,the ,,mentimeter ,,tests ,the ,mentimeter tests differ from the ,alpha tests1 or from the ,beta test of the ,united ,states ,army1 from the ,otis test1 or from any other system of tests now available1 chiefly in their flexibility4 ,rather than present to the public a certain fixed and invariable group of eight or ten tests which are to be used wherever a measure of general intelligence is to be employed1 as has been done in other cases1 the present authors have chosen to present a wide variety of tests from which each reader may select those for his use which actually give the best results4 ,it is not probable that exactly the same tests would select men of high intelligence in the graduate work of a university as would be needed to select the intelligent men in a logging camp in the wilds of ,canada or our own ,northwest4 ,the present authors do not profess to know just how much of each mental trait is required to make up a perfect superior intelligence1 and for that reason they have not attempted to propose any single group of tests as the best measure of intelligence4 ,the reader is asked to 8try out0 such tests in the ,mentimeter series as seem to him to offer greatest promise of usefulness1 and then to make up his own 8team of tests0 in such manner as will best reveal the kind of intelligence in which he is interested4 ,for the benefit of those who wish some suggestions as to the tests which would probably be most useful in the main lines of work to which intelligence tests may be applied1 the authors here propose certain tentative or suggestive lists which would seem to them to offer great promise of successful use4 ,for the classification of clerical workers in business and industry1 the following tests should at least be given thorough trial3 ,,mentimeter ,,no4 ,,title #f4 ,completion of ,form ,series #g4 ,checking ,identity of ,numbers #h4 ,digit-,symbol ,substitution #i4 ,completion of ,number ,relation ,series #af4 ,naming ,opposites #bc4 ,completion of ,sentences #bd4 ,analogies #bh4 ,arithmetic ,reasoning ,it is possible1 of course1 that some employer who makes the trial will find a half dozen other tests that show more accurate results in classifying clerical workers than will be shown by any test in the above list1 but such a thing will probably not happen1 for the type of test which has been useful in similar situations will probably prove useful again4 ,if such a thing did happen1 however1 the employer would be foolish and unscientific to retain the list suggested above when he knew of a better list4 ,in the classification of the intelligence of labourers1 the authors would suggest that the following tests be given fair trial3 ,,mentimeter ,,no4 ,,title #b4 ,pictorial ,absurdities #c4 ,maze ,threading #e4 ,dividing ,geometric ,figures #f4 ,completion of ,form ,series #i4 ,completion of ,number ,relation ,series #ah4 ,range of ,information #bh4 ,arithmetic ,reasoning #bi4 ,practical ,judgment ,for classifying public school pupils according to their general intellectual power and ability to learn1 the authors propose that the following tests be employed until a different selection has been proved to be superior3 ,,mentimeter ,,no4 ,,title #b4 ,pictorial ,absurdities #c4 ,maze ,threading #h4 ,digit-,symbol ,substitution #af4 ,naming ,opposites #bj4 ,reading ,directions #bc4 ,completion of ,sentences #bh4 ,arithmetic ,reasoning #bi4 ,practical ,judgment ,as being more strictly education tests rather than tests of intelligence the reader's attention is invited to the following list3 ,,mentimeter ,,no4 ,,title #aj4 ,addition #ag4 ,spelling #ai4 ,reading3 ,vocabulary #ba4 ,reading3 ,interpretation #be4 ,handwriting #bf4 ,english ,composition #bg4 ,poetic ,discrimination #bh4 ,arithmetic ,reasoning ,the most profitable list from the point of view of social entertainment would seem to be the following3 ,,mentimeter ,,no4 ,,title #b4 ,pictorial ,absurdities #c4 ,maze ,threading #e4 ,geometrical ,figures #f4 ,completion of ,form ,series #ah4 ,range of ,information #bj4 ,reading ,directions #bb4 ,disarranged ,sentences #bc4 ,sentence ,completion #bd4 ,analogies #bg4 ,poetic ,discrimination #bi4 ,practical ,judgment #cj4 ,logical ,conclusions ,whatever the purpose for which the tests are to be used1 the best results can be obtained only by securing from the original publishers the carefully printed forms prepared by the authors of the tests4 ,mimeographed copies of test blanks or privately printed blanks are certain to differ so much from the true form that the results obtained therewith cannot be directly compared with the official results4 ,long experience has likewise demonstrated1 fairly clearly1 that the best results will be obtained in any industrial organization or educational staff by making one person chiefly responsible for the proper administration of the intellectual and educational measurements4 ,if a personnel director is at hand who can study his tests just as scientifically as he studies his men1 progress and improvement in the methods and results are inevitable4 ,measurements of intelligence are by no means the only or final criteria by which the successful personnel manager wins success in his work and saves money for his employers4 ,he makes use of every piece of information about his men that it is possible for him to pick up anywhere4 ,the trade tests particularly offer a wide field in which measurements of intelligence may be supplemented and made more useful4 ,of two men who are to-day working in the same trade1 receiving the same wages and making the same score on their trade tests1 that one is more promising who has the higher intelligence score4 ,on the other hand1 of two equally intelligent men1 as measured by the intelligence tests1 that one who has attained within a given time the higher proficiency in his trade is superior4 ,the chief value of the group intelligence tests will probably always be in the classification of large groups of persons into smaller1 well-defined groups1 the members of which groups may then be studied more carefully and by more exact methods in the hands of a trained psychologist1 if necessary4 ,until the group method of examination was developed1 making it possible to test the intellectual ability of every employee without tremendous expense in time and money1 it would have been most foolish to talk about maintaining a continuous inventory of the mental strength of an organization1 and yet such an inventory is now possible--just as possible as the record of the condition and capacity of each machine owned by the company4 ,prospective users of the ,mentimeters need to bear in mind that mental powers are far less constant in their amounts than are the dimensions and measurements of a piece of steel or lumber4 ,even the length of a steel rail varies between winter and summer1 but the variation that occurs in the strength of mental connections from day to day or from hour to hour is very much greater than the variations of the steel rail4 ,except by chance one would not obtain exactly the same score a second time in taking a ,mentimeter test1 or any other test of mental ability4 ,being for the most part constructed on the 8increasing difficulty0 plan1 however1 the ,mentimeters will prove much less influenced by recency of drill and nearness to the lunch hour than will most other tests1 especially less than those speed tests which measure how many simple tasks one can do within a given time limit4 ,the ,mentimeter ideal is to test power rather than speed4 ,no single set of tests should be used as final and conclusive in the public schools with regard to the kind of work which a given boy or girl should undertake4 ,the ,mentimeter tests may be used as a first 8drag-net10 but those caught in this net should then be carefully studied by the most refined methods known to psychologists before being recommended for particular types of special instruction or sent to special schools4 ,one of the most hopeful signs in the entire educational field is the number of cities that are employing psychologists to follow up the results of group examinations in the schools4 ,many of the state universities have established bureaus to serve the local communities#a in such matters4 ,the very finest measurements are of no avail unless something is done about the results disclosed4 ,footnote #a3 ,there has recently been established in ,teachers ,college1 ,columbia ,university1 ,new ,york ,city1 a ,bureau of ,educational ,service1 the ,director of which would be glad to answer questions or advise with any one interested in measuring intelligence or educational results1 regardless of the state or community in which one may live4 ,for each of the ,mentimeter tests1 the authors have classified the possible scores into five general groups3 ,superior1 ,high ,average1 ,average1 ,low ,average1 and ,inferior4 ,this classification is very rough and should not be wrongly interpreted4 ,an individual who is tested with three or four or more of the ,mentimeter tests should not be expected to receive the same classification in each test4 ,in the ,handwriting test1 for example1 a person might well be expected to make a rating of 8,superior0 in quality of writing while making only 8,low ,average0 in speed of writing4 ,the same person might well make a score on the test of ,poetic ,discrimination which would classify him as 8,inferior40 ,although there is a tendency for people who are superior in one line to have high abilities in other lines1 it is only a general tendency1 which will not hold good in all cases and with regard to all varieties of ability4 ,for the most accurate scientific work the reader will probably disregard entirely the fivefold classification of scores mentioned above4 ,the finer distinctions made by the numerical scores will be studied1 and interpretations will be made for the specific purposes of the examiner4 ,it is probable1 for example1 that comparatively few children at the age of eight years would be classified as being better than 8,inferior10 if these rough general classifications were to be the only record kept of performance on these tests4 ,on the other hand1 very few clerical workers of proved ability and success would make a classification as low as 8,average10 except possibly in a few specialized-ability tests4 ,the important point to be considered by the teacher of a second-grade class1 or by an employer of clerical workers1 or by any other person who wishes to make serious use of these tests1 is the relation of the scores in the test to the relative abilities of the persons in the special group tested4 ,the tentative classification of scores made at the end of each section of the chapter which follows this is for human beings in general and will not fit well any specialized group of persons4 ,in order to assist readers who have no statistical training in the evaluation for their special purposes of any particular ,mentimeter test1 a few pages will be devoted to an elementary statement of how to try out scientifically the relationship between a test1 on the one hand1 and demonstrated ability in any special line of endeavour1 on the other4 ,it may be stated here again that not all traits of mind are important in every task that must be done in life4 ,some positions require only a little intellectual ability while others require a great deal1 and some tasks require very great development of a few traits which may be very little called for in other equally important tasks4 ,the authors have used their best judgment as to which tests will probably select the type of persons needed in a certain type of position1 but the judgments of other equally experienced men would be just as good4 ,the final proof of reliability in a test can come only by actual trial of that test upon men of various degrees of demonstrated ability in the trade or profession concerned4 ,what follows is a statement of how to measure this correspondence between demonstrated degree of success and score in a test1 or between the scores of the same persons in two or more different tests4 ,no measure of relationship between success in life and success in a test can be any more accurate than the original measures of success from which the calculation is made4 ,if the measures of success in life are unreliable1 then the measure of their relationship to success in a test will be even more unreliable4 ,the more definite and certain one can be of his measures of success1 the more reliable will his measure of relationship be4 ,in productive labour1 especially where payment is based upon the number of standard articles produced in a day1 or upon the number of standard operations performed in a given time1 the records of actual performance are probably the best measures of success available as a standard against which to judge the reliability of a test4 ,the record for one day or for one week would be less reliable usually than the record for a month or a longer period4 ,in many business organizations and industries there is no such satisfactory standard of success as individual production records1 and in such cases it is necessary to make use of the judgments of foremen1 supervisors1 or superintendents4 ,these are far less satisfactory records of efficiency and are subject to gross errors and prejudices1 but they are the only available measures of many workers4 ,if the rating as to ability is the consensus of the judgments of two or more supervisors1 each making his rating without any reference to that made by any other person1 the result is much more reliable than the rating of any single supervisor would be4 ,very grave errors creep into a rating of efficiency where the ratings are made by different supervisors1 each supervisor rating only a few men4 ,even where a detailed schedule of qualities is listed1 each to be given a definite weight or importance in making up the total rating1 as in the ,army ,rating ,scale1 the degree of ability which one man's experience leads him to call 8,average0 will call forth a rating of 8,superior0 from another equally able supervisor whose experience has been with slightly different people4 ,if individuals ,a1 ,b1 and ,c are rated by the first supervisor and individuals ,d1 ,e1 and ,f by the second1 it is not at all safe to assume that ,c is rated fairly in relation to ,d4 ,only when two individuals are rated by the same supervisors upon the same scale and under the same conditions is it legitimate or safe to assume that their relative abilities are well indicated by the ratings4 ,assuming that the reader has obtained a reliable order of merit for the individuals he is using as a check upon the value of the ,mentimeter tests1 no test should be considered useful which does not result in approximately this same order of merit4 ,the tests are1 of course1 so short and so crude that it is not to be expected that any test will1 except by chance1 show exactly the same order of ability as the production records or supervisor's ratings furnish1 but some tests will show much closer correspondence than others4 ,those tests which correspond most closely should be employed1 while those tests which do not correspond at all should not be employed1 regardless of any statement of the authors or any preconceived ideas of the reader as to what tests ought to foretell ability in any particular line of work4 ,the proof of a test or of any method of prognostication lies in the degree to which it actually arranges people in the order of their relative efficiency in the tasks for which one seeks to foretell success4 ,a mere glance at a record such as that shown below for twenty-eight sixth-grade pupils would show that there was a real relationship between the scholarship marks1 the teacher's estimate of intelligence1 and the results of educational measurements taken by an outsider4 ,,scores ,,and ,,ratings ,,of ,,sixth-,,grade ,,class ,,name ,,of ,,pupil ,,educational ,,teacher',s ,,ranking ,,summary ,,of ,,measurements ,,of ,,intelligence ,,teacher',s ,,marks ,,score 7#a ,,is ,,brightest7 ,,in ,,scholarship 7,,no4 ,,of ,,errors7 ,adelaide #cf4 #ai #he ,ruth #af4e #ae #ij ,alexander #be4e #g #ic ,la,monte #df4e #f #ic ,earl #gf4e #ah #gg ,joseph #bj4e #bj #he ,amadeo #ge4 #ad #he ,leo #dh4 #c #ic ,william #ec4e #i #hb ,isabel #be4 #ba #gf ,ida #cf4e #d #id ,hazel #ae4 #aj #ij ,frederick #fe4 #bf #hf ,charles #eh4e #ac #he ,edward #cj4 #a #ie ,benjamin #fb4e #bd #gf ,bruce #ef4 #bb #hg ,alden #ee4 #ab #hg ,george #fj4e #ag #hg ,alice #bi4 #aa #hh ,almira #ae4e #e #if ,helen #af4e #b #ij ,elizabeth #fe4e #bc #ge ,amelia #bd4e #h #ib ,edwin #ai4 #af #hi ,robert #fg4 #bh #ga ,edna #dg4 #bg #gh ,samuel #gb4 #be #hj ,the things which are not so evident at a glance are the degrees of relationship between these three types of measures4 ,is the relation of educational measurements to the teacher's estimates greater than the relation of the measurements to the marks in scholarship given by the teacher8 ,in order to measure precisely the relative degrees of correspondence between various measures and estimates of the abilities of individuals1 it is quite evident that something more accurate and exact than mere inspection is necessary4 ,for an explanation of the method by which the exact relationship may be worked out mathematically between the results of a test and the true abilities of the individuals tested1 the reader is referred to pages #cbf-cca in the appendix4 ,the discussion which will be found there of the method of calculating a coefficient of cordination will not be difficult to understand nor will the method be difficult of application for any one who wishes to measure the exact reliability of any of the ,mentimeter tests or of any other test4 ,for many purposes such a record as is shown on the preceding page1 giving the score of the individual in each test used1 will reveal the essential facts regarding the correspondence between test results and demonstrated ability4 ,the reader should be cautious1 however1 about accepting a conclusion drawn from casual observation of such a table as that shown on the preceding page without checking up the accuracy of this conclusion by actually working out the coefficient of cordination according to the method shown in the appendix4 ,when the reader has tried out1 upon a fairly large group of persons of known ability1 the ,mentimeter tests which seem to him to promise greatest usefulness1 and when he has made his calculations and discovered which tests actually do classify his people most accurately1 it will then be possible for him to make an intelligent scientific selection of tests for practical use4 ,let us suppose1 for example1 that an employer wishes to have a set of tests whereby he may select intelligent sales-girls4 ,by giving the ten or twelve tests which seem most hopeful for the purpose to fifty or sixty saleswomen1 who have been in his employ long enough to demonstrate their relative degrees of ability and intelligence1 the five or six tests may be chosen whose results show the closest relation to their demonstrated ability for intelligent salesmanship4 ,the results obtained by the separate tests chosen should also be compared1 for two tests may measure practically the same mental trait and have a very high cordination with each other4 ,in such a case1 it would seem almost a useless waste to retain in the group two tests which measured the same phase of ability4 ,the one of the pair which showed the less close relationship to the true ranking might be dropped from the list without much loss to the total effectiveness of the group of tests4 ,a group of tests thus carefully selected would prove very helpful and effective in the selection of untrained material for training or in the classification of experienced employees according to their intellectual qualifications for the type of position held by the people on whom the validity of the tests had been proved4 ,the advantage of such a well-selected 8team0 of tests is not so much that it selects various grades of ability more accurately than supervisors could select it after many months of experience in trying to train the new material1 but that the tests make a satisfactory classification immediately1 which saves the salaries and time of those applicants who would certainly fail in the training period4 ,even with the very best coefficients of cordination between the tests and actual demonstrated ability in the trade or position1 the tests will not be infallible4 ,on the other hand1 no supervisor's judgment would be infallible1 either4 ,and the supervisor would be much more likely to make errors through personal likes and dislikes than the impersonal tests could possibly be4 ,the tests are an invaluable aid1 when they are themselves chosen with the scientific care outlined above1 although it would be a short-sighted policy for any firm to trust entirely to the results of intelligence tests in the employment of its personnel4 ,appearance1 voice1 education1 manners1 physical size1 and many other qualities are sometimes quite as important as the degree of intelligence1 and the intelligence tests do not measure other elements of personality than the mental qualities4 ,warning should also be given against using a particular set of intelligence tests1 selected because they show high correspondence with ability in salesmanship1 for example1 as a measure of the intellectual qualities of candidates for some other position4 ,sets of tests1 selected because they have been found accurate in classifying soldiers or school children for instruction1 may not be of maximum usefulness in classifying machinists or business managers4 ,the ,mentimeter tests offer a wide variety1 from which it is proposed that only those shall be used which have actually proved useful in classifying candidates for the particular task concerned4 ,there is no reason to believe that exactly the same type of intelligence is required in all positions4 ,having chosen certain promising tests for experiment1 having proved the validity of these tests by checking up the relation of their results to the true abilities of a group of old employees or persons whose relative capacities are known perfectly1 and having selected those tests whose results relate most directly to intellectual ability and least directly to one another1 one may begin to employ the tests thus selected for the sorting and classification of new recruits or applicants4 ,the question which will at once confront the reader who is not experienced in the employment of statistics of this sort is 8,how shall the test results be recorded and interpreted80 ,the answer to the question regarding test records is that the exact score of each person should be kept for each test to which that person is 8exposed40 ,one difficulty with the records kept of certain other group intelligence tests is that only the final total score is retained1 while all the wealth of detail furnished by the different tests included in the series is lost4 ,the total score on a series of six or eight intelligence tests is worth keeping1 but the separate scores on each of the six or eight may prove to be even more illuminating than the total score4 ,two candidates may make the same total score on a series of tests but the one may make his points chiefly in memory tests with little help from the tests calling for complex thought1 while the other may do very poorly in the memory work and very well in the thought tests4 ,if only the total score on the series were retained1 the usefulness of the series would be practically destroyed for many purposes4 ,for the interpretation of the result recorded on any test1 one will need to use some short but intelligible scheme for stating the true relation of the score of any individual to the scores of the remainder of his group or to the scores of the other group of old employees used as a standard in selecting the tests to be regularly employed4 ,it is not always safe to say merely that ,mr4 ,k---- is below the average of his group4 ,as an extreme case of how unjust this might be1 let us suppose that in one of the ,mentimeter tests1 ,a made a score of #j2 ,b made a score of #b2 ,c1 a score of #a2 ,d1 #b2 ,e1 #c2 ,f1 #j2 ,g1 #aj2 ,h1 #b2 ,i1 #c2 ,j1 #i2 and ,k1 #c4 ,the average score of this small group1 obtained by adding the eleven scores and dividing by #aa1 is #c4ah4 ,mr4 ,k---- therefore obtained a score which was below the average of the group1 even though fewer than #bj per cent4 of his group made better scores than he4 ,the average score is too much influenced by extremely low or extremely high scores4 ,to arrive at a proper perspective for interpreting the score of any individual1 it is necessary first of all to have a distribution of the scores made by all the persons in the group with which the individual is to be compared4 ,such a distribution should show how frequently each possible score was made4 ,the table on the left illustrates the idea of a distribution1 using as material the scores quoted above for eleven individuals tested by a ,mentimeter test4 ,this table shows that one person had a score of #aj1 that one other had a score of #i1 and that #c was the next highest score made4 ,the mode1 or most common score1 in this distribution is a #b or a #c1 which fact makes ,k's score of #c appear as quite typical of his group4 ,the modal or most frequent score is a really useful score with which to compare the record of any individual1 although it is not as safe a measure of the central tendency of a distribution as is the median score4 ,,distribution ,,size ,,of ,,score ,,frequency #aj #a #i #a #h #j #g #j #f #j #e #j #d #j #c #c #b #c #a #a #j #b ,,total #aa ,the median score of a distribution is the middle score1 than which there are just as many larger as smaller4 ,the median score is found by beginning at one end of a distribution and counting through half of the frequencies4 ,to count through half of the eleven frequencies in the above distribution would bring us into the midst of the three who had scores of #b1 and therefore #b is the median score with which ,k's score1 or the score of any other individual1 should be compared4 ,the reader who is mathematically inclined may wish to find the median point in the distribution1 the point which bisects the distribution4 ,to find this1 one needs to study his facts carefully and make such assumptions as seem most probable for the facts which are not perfectly apparent4 ,for example1 of the three persons who scored #b points1 one individual may have had the third problem thought out and have been in the very act of writing the correct answer to it when the time was up1 while another may have just finished problem two without having begun to read the third problem1 and the third person may have been right in the middle of his thought about problem three4 ,not knowing what the exact truth is1 we may assume that of the three who had a score of #b1 one's true score was between #b and #b4cc1 another's was between #b4cc and #b4ff and that the third's was between #b4fg and #c4jj4 ,if we count out the five who scored #c or higher1 we shall still require half of the distance represented by the next highest individual in order to have counted out #e4e 7half of #aa74 ,if our assumption is true1 then1 we shall need to count half way down from #c4jj to #b4fg in order to find the median point1 #b4hc4 ,the calculation of the median point is not necessary1 however1 unless there is a very large number of cases in the distribution and unless very accurate comparisons must be made4 ,in passing it may be said that the calculation of the median point at #b4hc is just as sensible and just as accurate as the calculation of the average point at #c4ah1 and that the median point is a much more useful measure of the distribution than the more commonly used average4 ,the user of the ,mentimeter tests will not1 under ordinary circumstances1 be satisfied with interpreting an individual's score merely by indicating its direction from the median1 mode or average of a group4 ,it will not usually be sufficient to say 8,he made the modal or most popular score10 or 8,his score was lower than the average10 or even 8,his score was higher than the median40 ,some indication will be desired as to how much better or poorer a given score is than the median1 or just what percentage of the standard group made better scores4 ,an illustration of the method to be employed in such calculations and a review of the method of finding the median is given below in connection with a distribution of scores on one of the ,mentimeter tests4 7,see ,mentimeter ,no4 #bd1 page #bcd47 ,i ,,ii ,,iii ,,iv ,,size ,,of ,,score ,,frequency3 ,,no4 ,,of ,,total ,,no4 ,,from ,,total ,,from ,,analogies ,,test ,,college ,,graduates ,,lowest ,,scores ,,lowest ,,scores #cj #b #abi #ajj #bi #d #abg #ih4e #bh #aj #abc #ie4c #bg #bb #aac #hg4f #bf #cb #ia #gj4f #be #bj #ei #de4h #bd #ah #ci #cj4c #bc #h #ba #af4c #bb #d #ac #aj4a #ba #b #i #g4j #bj #a #g #e4d #ai #b #f #d4g #ah #a #d #c4a #ag #a #c #b4c #af 444 444 44444 #ae #a #b #a4f #ad 444 444 44444 #ac 444 444 44444 #ab #a #a 4#h #aa 444 444 44444 ------ ,,total #abi ,having distributed the scores obtained by a group of college graduates on the ,analogies test1 the next important step toward their interpretation is the totaling of the frequencies up to and including those of each possible size1 as shown in the third column of the accompanying table4 ,the fourth column is then prepared showing the corresponding percentages of the total number 7#abi7 of persons tested1 for each of the total frequencies shown in column ,,iii4 ,the table as a whole is then to be read from left to right4 ,as an example1 one may begin at #bj in the first column and read as follows3 8#a college graduate made a score of exactly #bj points1 making in all #g individuals who obtained a score of #bj points or less1 which 7#g7 is #e4d per cent4 of the #abi individuals tested40 ,dropping the eye to the next percentage below this line in column ,,iv1 one can interpret the score of the individual who made a score of #bj as follows3 8,this is a poor showing for a college graduate1 for of #abi college graduates tested only #d4g per cent4 made a lower score40 ,a very popular method of interpreting a score is to tell in what quarter or1 as the statisticians would say1 in what 8quartile0 of the distribution a given score is found4 ,the upper or first quartile of a distribution is the range of scores below which #ge per cent4 of those tested have fallen4 ,the second quartile is the range of scores below which #ej per cent4 are found but above which #be per cent4 of those tested are found4 ,the third quartile is the range below which only #be per cent4 are found and above which #ej per cent4 are found1 and the fourth or lowest quartile is the range of scores in which are found the lowest #be per cent4 of the scores made4 ,the first and second quartiles are above the median1 while the third and fourth quartiles are below the median4 ,obviously the individual who scored #bj points in the ,analogies test1 and is included in the lowest #e4d per cent4 is also in the lowest quartile of the college graduate scores4 ,the point dividing the first and second quartiles is called the #ge percentile1 while the point dividing the third and fourth quartiles is called the #be percentile4 ,as was stated above1 the median or #ej percentile divides the second and third quartiles4 ,columns ,,iii and ,,iv in the foregoing table assist one quite materially in calculating the median and the other percentile points4 ,to find the median1 one will need to count half way through the distribution1 in this case to count out #fd4e scores 7#abi_/b #fd4e74 ,the #bj persons who scored on #be1 in the above distribution1 are shown by column ,,iii to be included in the lowest #ei scores and by column ,,iv to be in the lowest #de4h per cent4 ,to include #fd4e 7or #ej per cent47 of the scores1 #e4e of the #cb individuals who scored on #bf will need to be taken 7#fd4e #ei #e4e72 #e4e is 4#ag of #cb1 so it will be necessary to take 4#ag of the distance 7#bf4j up to #bg4j7 represented by a score of #bf4 ,this places the #ej percentile or median point at #bf4ag1 if we assume that the #cb individuals obtaining a score of #bf were evenly distributed in their exact values between #bf4j and #bg4j1 which is the safest assumption one can make about these scores4 ,the #be percentile is found by counting out one fourth of the frequencies1 beginning with the low-score end of the distribution4 ,in the case of the college graduates' distribution on the ,analogies test1 the #be percentile is #bd4fc4 ,the #ge percentile1 which is found by counting out three fourths of the frequencies from the low-score end or one fourth from the high-score end of the distribution1 is #bg4bf in the case of the analogies distribution shown above4 ,the 8middle #ej per cent40 of the distribution1 or the second and third quartiles1 lie between #bd4f and #bg4c according to these calculations4 ,one may therefore assert that the typical college graduate1 meaning one who is within the two middle quartiles of the college graduate distribution1 should be expected to make a score of #bd1 #be1 #bf1 or #bg on the ,analogies test in the ,mentimeter series4 ,occasionally intellectual measurements are reported by tenths1 the first tenth being the tenth of the distribution having the highest scores1 just as the first quartile is the quarter containing the highest scores4 ,for practical purposes with the ,mentimeter tests1 however1 it is recommended 7#a7 that the score made on each test be recorded1 7#b7 that the median score of the standard group1 with which each individual's score is to be compared1 be calculated1 and 7#c7 that the percentage of the standard group making lower scores than that individual's score be used as an interpretation4 ,for these simple interpretations1 a table1 such as that shown on page #ajb for college graduates in the ,analogies tests1 practically completes the necessary calculations1#b except for the calculation of the median score4 ,it will be fairly intelligible to describe ,henry ,smith's score as follows3 8,smith has a score of #bd points as compared with the median score of #bf4b points for his group4 ,only #af4c per cent4 of the college graduates make a poorer score than ,smith1 but #fi4g per cent4 make a better score40 ,footnote #b3 ,for the purpose of assisting the reader in keeping and interpreting records of the ,mentimeter tests1 the authors have prepared a record booklet which may be used with the tests to excellent advantage4 ,it will be found economical to use this booklet because of the guide lines1 headings1 and practical suggestions which it contains1 reducing copying and memory work in the calculations to a minimum4 ,it is recommended also that calculating tables or a slide rule be used to calculate the percentages called for in the final column of the distribution tables4 ,such aids are very desirable because of their contribution to the accuracy of results and to economy of time4 ,assuming now that the reader has a fairly clear idea of how to administer and record the results of the ,mentimeter tests1 the next question to be answered is3 8,what shall be done about these test records80 ,measurement in any field does not change to any appreciable degree the material which has been measured4 ,the surveyor1 for example1 who measures the area of a field makes very little impression upon the soil over which he passes4 ,a physician who measures the weight of an infant does not thereby increase that weight or diminish it4 ,in the same way the psychologist who applies a ,mentimeter test to a filing clerk1 does not by that act increase the efficiency of that clerk4 ,measurements1 of themselves1 are of no value4 ,something must be done about the result which is obtained or all of the expense in time and money is of no avail4 ,the real purpose of a measurement is to tell facts about a situation more exactly and with greater objectiveness than they could be told in a description4 ,a child may seem1 on first appearance1 to be under weight1 but in order to know definitely whether or not that is true it is necessary to measure his age in terms of years1 months1 and days1 to measure his weight in terms of pounds and ounces1 and to measure his height in terms of feet and inches4 ,all of these measurements taken together1 however1 will not hinder the child's growth or make him develop more rapidly2 they merely indicate what his present condition is1 without reference to what it may have been in the past or what it may become in the future4 ,as a sample of the great benefit which may be obtained from knowing mental facts exactly1 we may consider the traditions and present status of our public school systems4 ,education has in the past been pointed1 from the very beginning in the kindergarten toward the high school and the college and ultimately the professional school in which lawyers1 physicians1 ministers1 and teachers were to be prepared4 ,the child who by nature was not inclined toward the consideration of abstract ideas and theories soon found that the schools were not well adapted to his interests4 ,the percentage of persons in our population who cannot successfully think and work with abstract symbols and verbal ideas is very much greater than most of us have been inclined to believe4 ,we have stated or implied that any boy who would stay in school long enough might fit himself to become a ,united ,states ,senator or possibly a great newspaper editor1 or lawyer4 ,those pupils who found it impossible to assimilate the type of thing that was offered by the public schools have been eliminated and sent out into the industrial world to find materials which would correspond to their interests4 ,educators have still further made the error of saying or implying that it was the inferior people who were thus forced out of school4 ,the authors of the present book wish to assert their belief that the mind of a man whose interests lie in handling people and concrete objects is not at all inferior on that account to the mind of the man who handles ideas and abstract conceptions4 ,measures of intelligence have in the past been chiefly those which would be favourable to the abstract thinker4 ,the ,alpha test1 used in the ,army1 proved conclusively to those who studied the results most carefully1 that fully half of our population can never succeed1 even moderately1 in the manipulation of abstract ideas4 ,the large proportion of our boys and girls who come to school are absolutely doomed to be unsuccessful and to become discouraged in their attempts to progress in the courses which are commonly given1 and yet the public supports these schools1 and the administrators of these schools try to claim that they offer 8equal opportunity to all40 ,actually the kind of opportunity offered can be used effectively by only a small percentage of the pupils4 ,unless the child has the ability to interpret symbols and juggle ideas he is declared to be inferior and is forced out to learn for himself how to earn a living and to secure his rights4 ,the ,mentimeter tests and other measures of intellectual abilities provide the means whereby pupils may be classified1 at the very beginning of their education1 according to the degree to which the formal academic training will be assimilated4 ,these tests make it possible to select those who do not think abstractly but who require concrete objects or persons as the material for their mental activity4 ,unless the public recognizes that it owes an appropriate education to these people just as surely as it does to the academic few1 it will not be long until this great group1 in which our present schools develop the habit of failure and discontent1 will arise to overthrow the injustices which our past aristocratic organization of society has handed on to them4 ,it is not proposed that certain individuals be selected by the ,mentimeter tests and trained psychologists and then condemned to training of a less respectable order than that which is now offered4 ,what is proposed is that by the use of intelligence tests students in schools be classified and placed in classes where they can learn things which it is within their mental power and interests to grasp and which will be of practical value and of social significance in the development of good citizens2 rather than to continue1 as we have in the past1 condemning this large majority of our population to failure in school and elimination from the benefits of public taxation for education4 ,it is no disgrace for a blind man to be unable to paint beautiful pictures1 nor is it considered a great social injustice for a man of ordinary size to be denied the opportunity of serving as a giant in a side show4 ,it should not be considered by any one that being a good valet or mule driver or boot black or street cleaner is a less respectable calling for a man whose mind demands concrete objects for its exercise than the expounding of the gospel or explanation of legal technicalities is to the man whose mind is inclined toward abstract ideas and relationships4 ,if we are to have an effective social organization each person must do the type of thing for which his brain and his physical body fit him1 without feeling that he is thereby either inferior or superior to any other person4 ,we must help one another1 each supplying that service for which he is best fitted4 ,to continue as we have in the past1 encouraging every child to look for a 8white-collar job0 at the end of his educational career is to foster the monster of discontent and unrest which threatens to destroy the very foundations of modern society4 ,if the ,mentimeter tests which follow can do no more than point out for employers and educators the limits to which those who are dependent upon them can go in the understanding and use of abstract ideas1 they will thereby have contributed materially to the happiness and contentment of a weary world4 ,along with the results of the tests there must1 however1 be this feeling of responsibility for one another and the recognition of the need for 8pulling together0 for the common good1 each man contributing that for which his inheritance has fitted him1 else we shall continue to force men to learn failure and discontent in our schools and thereby destroy the social structure we have been so long in building4 ,,chapter ,x ,,the ,,mentimeter ,,tests ,tests of the abilities of human beings may be classified upon a great many different bases4 ,it is possible1 first of all1 to classify them according to the qualities of mind and body which they measure4 ,the reason it is difficult so to classify tests of mental ability is that the mind refuses to be cut up into different parts1 each one responsible for a specific characteristic4 ,no test can be solved by the use of one and only one group of intellectual faculties4 ,the results obtained in any mental examination are the complex effects of an immense number of different characteristics4 ,no attempt has therefore been made in the classification of the ,mentimeters to say that one measures imagination1 another measures attention1 and another some other quality4 ,almost every quality enters to some degree in each test4 ,it is possible to classify tests according to the subject matter which they contain4 ,the ,mentimeter tests are so arranged1 where it is possible1 as to cover a very wide range of subject matter4 ,it is possible to classify examinations according to the activity required of the candidate being examined4 ,a number of the ,mentimeter tests call for completing a series of objects or ideas1 while a number of others call for memory of a certain sort1 and still others require discrimination between certain differing elements4 ,these differences in the activity of the candidate examined1 are not1 however1 the chief distinctions to be made between the tests4 ,it is possible to classify measurements according to the number of candidates that may be examined at the same time4 ,some tests cannot be given readily to more than one person at a time1 while other tests can be given to several at the same sitting4 ,in so far as possible1 the ,mentimeter tests are so arranged that they can be given to large numbers at the same sitting4 ,this makes for economy of time and of effort on the part of the examiner4 ,it is possible to classify tests according to physical characteristics of the candidate examined1 such as tests for infants1 tests for children1 and tests for adults1 or tests for the blind and tests for the deaf4 ,the first test in the ,mentimeter series is for infants while the remainder of the tests are intended to measure older people4 ,tests may further be classified according to the language capacity of the candidates who are examined4 ,certain of the ,mentimeter tests are for non-,english-speaking persons primarily1 while others are primarily for those who speak ,english1 and still others for those who read ,english4 ,the ,mentimeter series of examinations which follows consists of thirty different tests1 the majority of which are modifications of tests which have been used previously elsewhere4 ,the first test in the series is to be used as an individual test of very young children4 ,the blank provided furnishes brief suggestions1 at each point1 of what the procedure should be1 and also furnishes a place for the examiner to record the result of his questions and observations4 ,each examination booklet in the ,mentimeter series has on its title page blanks as follows3 ,,name ,,age ,,at ,,last ,,birthday,,location ,the space headed 8,location0 is to be used to indicate the business or industrial organization or the department of the candidate being examined2 or the grade1 class1 and school of a school pupil4 ,these blanks should always be filled out before the examination begins4 ,at the middle of the page directions are frequently given with examples to serve in explaining concretely just what the nature of the test is going to be4 ,in the lower right-hand corner of the title page there appears a blank1 preceded by the words 8,total ,score40 ,this is to be filled out by the examiner after the candidate has marked his paper and after the examiner has scored the results4 ,tests numbered from #b to #aj are classified as tests for non-,english-speaking persons4 ,they were designed originally1 and can best be used1 as group tests1 although the directions given on the following pages for these members of the ,mentimeter family are usually in terms of an individual examination4 ,if it had been possible to prepare and furnish with this book large charts on which the explanatory samples could be exhibited and the pantomime instructions clearly demonstrated for a group of people at the same time1 the instructions would have been printed as for a group examination4 ,within the confines of a title page of a test booklet only small examples can be presented1 and therefore the instructions are for measuring one individual at a time4 ,any employer1 teacher1 or supervisor who plans to make use of these tests for non-,english-speaking persons would do well to prepare the demonstration material in enlarged form in order to use it in giving the tests to groups of individuals at the same time4 ,in giving a group test it is practically always necessary to obtain the identifying information called for on the title page before the booklets are opened or turned over4 ,there is a distinct tendency for candidates to try to glance at the pages which follow unless specific directions are given as the papers are distributed that this must not occur4 ,the procedure in giving ,mentimeters #b to #aj to people who can understand and even read ,english is very little different from the procedure to be used with the foreign-language-speaking groups4 ,mentimeters #aa to #ae cannot be given as group tests because of the great amount of writing which this would entail4 ,group tests are most efficient when candidates are required to do nothing other than check the correct answers without having to write anything4 ,mentimeters #af to #cj may be given as individual examinations1 although they are planned as group examinations and the results obtained from their use as group examinations will be superior to the results obtained from their use as individual examinations4 ,in giving all of these tests it is very important that the printed forms prepared by the publishers be employed and that the directions which follow be carefully observed4 ,the stencils furnished with the printed test booklets make it possible for a clerk of average mental capacity to mark and score the results of these examinations with great rapidity and with just as much accuracy as could be obtained by specialists working without such stencils4 ,these stencils and the group method make psychological examinations economical of administration4 ,the list of ,mentimeter tests is as follows3 ,,the ,,mentimeter ,,tests ,,test ,,for ,,infants #a4 ,typical ,performance ,,tests ,,for ,,non-,,english-,,speaking ,,persons #b4 ,pictorial ,absurdities #c4 ,maze ,threading #d4 ,dot ,pattern ,correction #e4 ,dividing ,geometric ,figures #f4 ,completion of ,form ,series #g4 ,checking ,identity of ,numbers #h4 ,digit-,symbol ,substitution #i4 ,completion of ,number ,relation ,series #aj4 ,addition ,tests ,,individual ,,tests ,,for ,,english-,,speaking ,,persons #aa4 ,memory for ,numbers #ab4 ,repeating ,numbers ,backward #ac4 ,memory for ,sentences #ad4 ,speaking ,vocabulary #ae4 ,word ,discrimination ,,group ,,tests ,,for ,,persons ,,who ,,read ,,english #af4 ,naming ,opposites #ag4 ,spelling ,tests #ah4 ,range of ,information #ai4 ,reading3 ,vocabulary #bj4 ,reading3 ,directions #ba4 ,reading3 ,interpretation #bb4 ,disarranged ,sentences #bc4 ,completion of ,sentences #bd4 ,analogies or ,mixed ,relations #be4 ,handwriting ,tests #bf4 ,english ,composition #bg4 ,poetic ,discrimination #bh4 ,arithmetic ,reasoning #bi4 ,practical ,judgment #cj4 ,logical ,conclusions4 ,,mentimeter ,,no4 #a ,,typical ,,performances ,,of ,,young ,,children ,character of the ,test4 ,the mental capacity of adult persons is indicated rather accurately by the number and variety of things they have learned from the school of life1 omitting from the count so far as possible those things directly taught by the formal schools4 ,the intellectual capacity of an infant is likewise indicated roughly by the changes which his brief experience in life has brought about in his ability to control himself and his immediate surroundings4 ,at birth the child is practically without control of his own body1 except for certain sucking reflexes1 certain crying reflexes1 and the reflex which causes it to grasp with its fingers or toes the finger or pencil which is brought into contact with them4 ,these reflexes can hardly be said to be a part of the child's control of his own body1 for the child could not avoid obeying them if he so desired4 ,the new-born infant is practically helpless even so far as his own body is concerned4 ,any degree of control he may later develop over his body or over other things outside is attained because he has a system of nerve and brain cells capable of forming connections and being modified by these connections and their results4 ,the degree to which the child's nervous system is organized and supplied with potential connections by inheritance is reflected very early in life by the quickness with which it learns to control itself and its immediate environment4 ,the most ready method of testing this inherited capacity is therefore to determine at any particular age just how complex and adequate a system of control has been developed4 ,the tests for measuring infants and young children consist1 then1 in those performances under specified standard conditions1 which are typical for children at various ages4 ,the ,mentimeter for young children is based directly upon the findings of ,prof4 ,lewis ,m4 ,terman and his students in their investigations of children from three to twenty years of age4 ,this investigation was so carefully devised and executed that to improve on the product1 the ,stanford ,revision of the ,binet tests1 would be almost impossible4 ,the tests for children three and four years of age presented in the following pages are therefore not claimed to be new or original with the present authors1 who hereby express to ,doctor ,terman their admiration for his excellent contributions in the field of psychological measurements4 ,the tests here suggested for children under three years of age are modifications of those suggested by ,doctor ,kuhlmann4 ,all investigators in this field are1 of course1 indebted to the pioneers1 the ,french psychologists1 ,binet and ,simon4 ,the method of this test series consists in putting the child into a well-defined situation and observing how he acts4 ,the situation may consist partly in words or other noises impressing themselves upon his ears1 or it may consist largely in visual sensations1 or even in sensations of physical well-being in his own body4 ,under a given situation a normal child of a given age or older will act in a certain standard way4 ,the measurement then is in terms of the age for which a given child's reactions are typical4 ,the test can best be given by one who is fairly familiar with the infant to be tested1 although interest in having the child make a good showing should never be allowed to change one's judgment of the facts as to the child's performance4 ,another danger of too great familiarity is that the examiner may1 without intention to do so1 drill the child upon those things which are later to be required in the test4 ,in so far as the parent knows what performances are to be included in the tests there is real danger that the child will be 8coached up0 on these things1 even at as early an age as six months4 ,list of ,typical ,performances4 ,,three ,,months 7#c tests1 credit #a month each7 #a4 ,control of eyes 7,both eyes look in same direction4 ,follows with eyes the movement of bright objects74 #b4 ,hearing 7,reacts with sudden start or scream to loud noises1 such as slamming of door1 hand clapping4 ,turns eyes or head in direction of less startling noises1 such as opening of door1 footsteps74 #c4 ,muscular ,control 7,moves hand or toy directly to mouth without striking other parts of body and face4 ,grasps or curls fingers about rattle or pencil placed in hands74 ,,six ,,months 7#c tests1 credit #a month each7 #a4 ,muscular ,control 7,balances head without support4 ,sits ten minutes or more when supported74 #b4 ,self-,direction 7,attempts to catch self when beginning to fall from sitting posture4 ,reaches out for toys and near-by objects4 ,attempts to pull self to sitting posture if given a hand to grasp74 #c4 ,enjoyment 7,plays longer and more persistently with one toy than with another4 ,laughs aloud when bounced on bed or when familiars indulge in strenuous exercise74 ,,one ,,year 7#f tests1 credit #a month each7 #a4 ,imitation of ,movements 7,can learn in half dozen trials to 8wave bye-bye10 put hands above head1 or hide face in hands74 #b4 ,locomotion 7,creeps toward desired objects1 or stands beside a chair without other assistance74 #c4 ,understanding 7,looks at frequently observed objects when names are mentioned3 dog1 ball1 mama1 flowers74 #d4 ,obedience 7,understands and usually obeys simple commands3 8,lie down6 ,no1 ,no6 ,spit it out6074 #e4 ,speech 7,repeats simple syllables3 8go1 go2 da1 da2 ma1 ma2 bye-bye074 #f4 ,calls attention 7,shouts exclamations1 looks or even points to objects of special interest3 dogs1 cats1 train1 carts1 etc74 ,,two ,,years 7#f tests1 credit #b months each7 #a4 ,speech 7,names articles of food desired3 milk1 cracker1 rice1 etc74 #b4 ,pictures 7,points out familiar objects3 boy1 dog1 cat1 cow1 man74 #c4 ,obedience 7,put ball in basket4 ,close the door4 ,bring the ball74 #d4 ,imitation 7,imitates actions of other children at play74 #e4 ,discernment 7,removes wrapping from candy2 opens sack to get cookies74 #f4 ,self-,direction 7,walks directly to desired locations2 rides 8kiddie-kar0 forward74 ,,three ,,years 7#f tests1 credit #b months each7 #a4 ,parts of ,body 7,points to nose1 eyes1 mouth1 hair74 #b4 ,familiar ,objects 7,names key1 penny1 knife1 watch1 pencil74 #c4 ,pictures 7,enumerates objects in pictures3 ,dutch ,home1 ,canoe1 and ,post ,office74 #d4 ,able to tell own sex4 #e4 ,gives last name4 #f4 ,repeats sentences of #f or #g syllables4 ,,four ,,years 7#f tests1 credit #b months each7 #a4 ,discriminates between circles1 squares1 and triangles4 #b4 ,counts four pennies4 #c4 ,copies a square4 #d4 ,comprehension of described situation4 #e4 ,repeats four numbers in order3 #dgci #bhed #gbfa #f4 ,repeats sentences of #ab or #ac syllables4 ,directions for ,giving the ,test4 ,a very large part of this test must be given informally4 ,it will be necessary to spend considerable time with each child examined in order to make certain that the reactions observed are not merely random movements which are not typical4 ,for the tests of children three years of age and above the reader should very carefully study the detailed directions given by ,professor ,terman in his book1 8,the ,measurement of ,intelligence10 published by ,houghton ,mifflin ,company1 if scientific accuracy of results is necessary4 ,the materials called for may be secured from ,c4 ,h4 ,stoelting and ,company1 #cjcg ,carroll ,ave41 ,chicago4 ,the directions given below are intended to be elementary and to indicate what is typical of children at each age rather than to serve as a perfect guide for the most scientific examinations4 ,,three ,,months ,at the age of three months an infant should be able to cordinate his eyes2 that is1 to direct both eyes in the same direction and to move them simultaneously4 ,when bright objects are brought into his field of vision and moved slowly from one side to the other1 he should be able to follow with his eyes4 ,as a matter of fact1 many infants have attained this degree of control within the first week of their lives1 but lack of control to this extent at the end of three months is an indication that special medical attention should be sought4 ,for several days after birth the infant does not ordinarily hear any of the sounds or noises which occur in his vicinity4 ,by the time he has become three months old1 it should be apparent1 from the sudden start or scream of the child when a door is slammed or someone in his neighbourhood suddenly claps his hands1 that the child actually hears these noises4 ,the average child at three months has become so familiar with life and its evidences that he will be able to turn his eyes in the direction of such noises as the opening of a door or the sound of footsteps near his bed4 ,the first evidences of the child's recognition of sounds or sights are very difficult to interpret because they consist almost entirely in awkward1 random moving of the hands and feet4 ,gradually the child develops some control over these movements and by the age of three months should be able to move his hand1 or a toy in his hand1 directly to his mouth without striking other parts of his body or face in the process4 ,the early tendency of the infant to curl his fingers about a pencil or rattle which is placed in contact with them seems almost to disappear during the first month1 but by the age of three months the child is again able to grasp such objects sufficiently to hold them for periods ranging from thirty seconds upward4 ,,six ,,months ,the control of his body has so improved by the time he has reached the age of six months that the average child can balance his head without support for several minutes4 ,it is usually possible also for the child to sit in a chair or on the bed with the support of pillows and bed clothing for as much as ten minutes4 ,occasionally1 of course1 the child will be able to sit alone as early as six months1 but it is not wise to encourage this practice4 ,the lack of ability to sit when supported at the age of six months is not necessarily an indication of lack of intellectual power but may be due entirely to physical weakness4 ,not only has the child at six months arrived at the stage where he can balance his head and sit quietly when supported1 but he has usually begun to try to assist himself in various ways4 ,very frequently this attempt at self-help will be evidenced by pulling movements intended to bring him to a sitting posture when a hand is offered to him4 ,there is no hesitation in the ordinary child at six months in his reaching out for toys or for a hand which is held toward him4 ,very frequently it will be observed that such a child puts out its hand to catch itself if it is beginning to fall from a sitting posture4 ,the child has usually begun to show signs of pleasure and displeasure long before he has reached six months4 ,this phase of development may be indicated by his playing longer and more persistently with one toy than with any other4 ,it may be shown by much more animated activity when certain familiar individuals are present than would be evidenced in the presence of others equally well known4 ,very frequently children at this age indulge in amused laughing aloud when bounced on the bed1 or when some well-known individual indulges in strenuous exercises accompanied by vociferous exclamations while the baby is watching4 ,,one ,,year ,by the time a child has become twelve months old it will be possible to teach it many little tricks and movements of a simple nature4 ,the child seems to imitate almost spontaneously the actions which are often repeated by its parents or nurse4 ,six to twelve trials should be sufficient to teach the average infant of one year how to 8wave bye-bye0 when told to do so1 or how to hold its hands above its head when asked 8,how big are you80 or to hide its face behind its hands or behind one of its covers when someone exclaims 8,peek-a-boo40 ,some children never learn to creep before learning to walk4 ,as a matter of fact1 it seems fairly certain that the child who creeps rapidly may thereby postpone learning to walk4 ,at the age of one year a child should be able to stand beside a chair without other assistance than the support given by the chair1 or it should be able to creep very rapidly toward its toys or any other desired objects4 ,frequently1 of course1 children have learned to walk fairly well by the time they have attained twelve months1 but this is rather unusual and is not particularly an indication of the degree of mental capacity4 ,the child of one year understands many common words applying to frequently observed objects which have been repeatedly called to his attention4 ,when asked 8,where is the dog8--where is the ball8--where are the flowers80 and such questions the average infant will turn its head and look toward the object mentioned1 sometimes pointing1 although this is somewhat unusual4 ,simple commands such as 8,lie down6 ,no-no6 ,spit it out60 and the like1 can be understood and are usually obeyed by children of this age4 ,the speech of a child at this age is of course very simple1 consisting of one syllable words1 usually repeated4 ,such expressions as 8ma-ma10 8bye-bye10 8da-da10 8go-go10 may be expected in the average child4 ,it is unusual for an infant to combine two such expressions into a crude sentence at this age4 ,the child at one year quite frequently has begun to attempt manipulation of his environment as well as of his own body4 ,very frequently this will be observed in shouts or exclamations accompanied by looking or even pointing to objects which his familiars have previously pointed out to him1 such as dogs1 cats1 trains1 carts1 etc4 ,these objects will ordinarily not be named by the child1 although peculiar sounds fitting each one may frequently be distinguished4 ,another manifestation of this same attempt at altering his environment will be the crying in which the child will indulge when he desires to change his resting place or to have something to eat4 ,,two ,,years ,by the time a child has become two years of age its speech has developed to such an extent that it will be able to name1 although frequently not with clearness and distinct pronunciation1 many of its toys and articles of food4 8,milk10 8rice10 and 8cookie10 are examples of the most frequently named objects4 ,many children have by this age also progressed to the point where two or three or more words may be joined together to form a crude sentence4 ,there are on record children who by two years of age were able to frame fairly good sentences and even to read from simple books1 but such records are very unusual4 ,at this time the child should be able to distinguish pictures of familiar objects1 such as dogs1 cats1 horses1 men and boys4 ,this will be manifest not only in the child's being able to name the objects to which other people point in the picture1 but when asked1 8,where is the dog80 the infant should be able to point to it if the picture is at all clear4 ,simple commands should be thoroughly understood and the well-trained infant will be able to obey without much delay such directions as 8,put the ball in the basket10 8,close the door10 8,bring me the doll10 and 8,show me the book40 ,the average child at two years of age has become distinctly aware of other children as persons more nearly related to itself than are the adults with whom it is ordinarily associated4 ,this reveals itself in imitation of the actions of other children1 such as waving the arms when other children do so1 hiding the face against the wall when other children are playing hide and seek1 and stepping rhythmically when other children dance4 ,by the age of two years the average child can distinguish accurately between that which is food and that which is not fit for eating4 ,the wrapping from candy or cookies or other well-liked food will be removed or torn away before an attempt is made to eat the food4 ,frequently this will result in great annoyance when the child opens sacks and packages to which he is not entitled4 ,the child at this age has usually learned to walk quite erectly without hesitation to any desired location4 ,if the child is placed upon a 8kiddie-kar0 his first reaction is to run it backward1 but by the age of two years he should be able to guide it well in going forward4 ,some attempts will be made at running and a great many attempts at climbing by the time the child has reached this age4 ,,three ,,years ,at three years of age a child when asked to point out different parts of its body 7nose1 eyes1 mouth1 and hair7 can do so without hesitation4 ,familiar objects1 such as a key1 a penny1 a pocketknife 7closed71 a watch1 and a pencil 7common wooden7 will be named at once if held out to the child with the question1 8,what is this80 ,the pictures used in the ,stanford ,revision of the ,binet test may be shown to the child with the direction 8,tell me what you see in this picture10 or 8,look at the picture and tell me everything you can see in it40 ,in response to such questions the child should be able to enumerate different objects1 such as the little girl1 the window1 the chair1 and the woman in the picture of the ,dutch ,home2 or the men1 the basket1 and the newspaper in the picture of the ,post office4 ,at this age the child has had enough experience to be able to repeat its last name and to know whether people call it a 8girl0 or a 8boy40 ,the question should be asked in the following fashion3 8,what is your name80 ,if the answer is in terms of the given name only1 then the question should be amplified as follows3 8,yes1 but what is your other name8 ,walter what80 ,if the surname is still not given1 a fictitious one may be framed and the question asked in some such fashion as follows3 8,is your name ,walter ,smith80 ,if the child is still unable to reply then it is probable that he does not know the family name or is too frightened to give it4 ,in finding whether the child knows his sex the formula for a boy should be3 8,are you a little boy or a little girl80 ,for a girl the question should be3 8,are you a little girl or a little boy80 ,at the age of three years a child should be able to repeat sentences containing six or seven syllables4 ,those used by ,terman are3 7#a7 8,i have a little dog40 7#b7 8,in summer the sun is hot40 7#c7 8,the dog runs after the cat40 ,in leading up to these repetitions it is well to ask the child first to say single words1 such as 8school40 8,can you say school80 8,now say1 #8,i go to school4'0 ,then ask the child to say 8,i have a little dog40 ,,four ,,years ,by this time the child should be able to distinguish between circles1 squares1 triangles1 and other geometric forms4 ,ten drawings of circles1 squares1 and triangles should be presented to the child and he should be able to find one or two others just like the one to which the examiner points4 ,the child should by this time be able to count pennies or buttons1 at least up to four1 without any error4 ,the child should be able to handle a pencil well enough so that a square one inch each way could be copied fairly well4 ,the child's memory has developed to such an extent that if four numbers are repeated to him at the rate of one per second he should be able to repeat them in correct order at once4 ,three trials should be allowed and at least one of the three should be right4 ,by this time1 also1 a sentence of twelve or thirteen syllables should be remembered correctly4 ,the sentences used by ,terman are3 7#a7 8,when the train passes you will hear the whistle blow40 7#b7 8,we are going to have a good time in the country40 7#c7 8,the boy's name is ,john4 ,he is a very good boy40 ,the method of getting the child's attention and leading up to these longer sentences is the same as was described under ,year ,three4 ,the child's judgment has developed by this time through experience and precept to the point where an inquiry from the examiner as to 8,what must you do when you are sleepy80 will bring forth a response indicating that one should go to bed and sleep4 ,the question of 8,what must you do when you are cold80 should bring forth some such reply as1 8,put on a coat10 8,build a fire10 or 8,stand next to the radiator40 ,the question1 8,what must you do when you are hungry80 should bring forth such answers as 8,buy some lunch10 8,drink some milk10 or 8,eat something40 ,directions for ,scoring the ,test4 ,the method of scoring is briefly indicated in the list of typical performances printed on pages #aae-aag4 ,the three tests at age three months are each to be given one month credit4 ,the three tests at six months are likewise to be given one month credit for each successful performance1 as are the six tests at one year4 ,the six tests at two years1 the six at three years1 and the six at four years1 are in each case to be given a credit of two months each4 ,the child who did everything in the entire test correctly would then have demonstrated the mental ability of the average child of four years or older4 ,the child who completes all of the tests at three months and one of the tests at six months would then be rated as having mental ability typical of a four-months-old-child4 ,if the child were to fail on only one of the tests at one year but to pass all those previous to one year1 his mental age score would be eleven months1 according to this system of assigning credits4 ,it will frequently be found that a child does not pass all of the one-year tests before being able to do one or two of the two-year tests and so on4 ,this should not make it more difficult to score the test1 for each particular performance has its value indicated in the list which was given above4 ,it cannot be claimed that these tests1 especially those below the three-year-old level1 have been fully standardized4 ,they are1 however1 very much better than the average parent or relative would be able to prepare for him or herself4 ,the mental age score which will result from the use of these tests is not as reliable as will result from the use of the ,stanford ,revision of the ,binet tests with older children1 but its reliability is sufficient to point out cases of retardation in intelligence or of distinct brilliance of mind4 ,,three ,,months ,control of ,eyes4 ,both of the eyes should look in the same direction and the child should be able to follow with its eyes the movements of bright objects in order to obtain credit in this test4 ,hearing4 ,it will not be necessary for the child to react with a start or scream to loud noises and also to react by turning the eyes in the direction of less startling noises in order to obtain credit for hearing4 ,either evidence1 if clear1 will be sufficient to warrant giving credit4 ,muscular ,control4 ,the grasping of a pencil or rattle should not be taken as sufficient evidence of muscular control4 ,the ability of the child1 however1 to move his hand directly to his mouth as described above will be in itself abundant evidence that the child merits a credit in this test4 ,,six ,,months ,muscular ,control4 ,either balancing the head or sitting with some support for as much as ten minutes should be accepted as worthy of credit4 ,self-direction4 ,the attempt to pull himself to a sitting posture should not be taken by itself as evidence of credit in this test4 ,only when it is accompanied by one of the other two evidences should it be credited4 ,enjoyment4 ,any two of the evidences of pleasure or displeasure listed may be taken together as indication of credit being deserved4 ,,one ,,year ,imitation of ,movement4 ,any one of the movements described1 which the child learns within a short time by imitation1 should give credit in this test4 ,locomotion4 ,either of the two methods of demonstration will be sufficient4 ,understanding4 ,at least three familiar objects should be used in this test with success before credit is allowed4 ,obedience4 ,at least two simple commands should be understood and obeyed before allowing credit4 ,speech4 ,not less than three different syllables should be used before credit is allowed4 ,calling ,attention4 ,no credit should be given at this point unless the child very evidently attempts to excite interest and attention in two or three different objects4 ,,two ,,years ,speech4 ,any four distinct articles mentioned by the child when it desires them should be sufficient evidence to give credit here4 ,pictures4 ,at least four different objects should be recognized and pointed out before credit is allowed4 ,obedience4 ,two simple commands of the type mentioned should be sufficient to bring credit at this point4 ,imitation4 ,only after repeated evidences of imitation of other children should credit be given here4 ,discernment4 ,repeated evidences should be required before credit is allowed for this test4 ,self-direction4 ,any one of the evidences described is sufficient4 ,,three ,,years ,parts of the ,body4 ,three out of four parts mentioned should be pointed out before allowing credit4 ,familiar ,objects4 ,three out of five of the objects mentioned must be named in order to obtain credit here4 ,pictures4 ,the child should name at least three objects in one of the three pictures in order to obtain credit4 ,sex and ,name4 ,accuracy is necessary here4 ,repeating ,syllables4 ,one of the three sentences should be repeated absolutely without error4 ,,four ,,years ,forms4 ,out of ten trials1 at least seven should be correct in order to obtain credit4 ,counting4 ,no error should be allowed4 ,copying4 ,out of three attempts1 at least one should be fairly regular and distinctly recognizable as a square4 ,comprehension4 ,success must be attained in two of the three questions in order to receive credit4 ,repeating ,numbers4 ,one out of three trials should be absolutely correct4 ,repeating ,syllables4 ,one of the three trials should be without error or two of the three trials with not more than one slight error in each4 ,the matter of nourishment and physical well-being may retard a child to such an extent that his intellectual development is delayed4 ,great care should1 therefore1 be taken not to interpret a low score on this test too seriously4 ,it should also be noted that familiarity with the test is quite certain to cause parents to put forth special effort to instruct the child along the lines required by the test4 ,the test itself is thereby invalidated4 ,only when no special instruction has been given at any point covered by the test can one be satisfied that he is obtaining a fair measure of the child's ability4 ,the test booklet supplied for this test is not for the use of the candidate being examined but for the examiner to use as a guide and record of the examination4 ,one such booklet should be used for each individual examined1 in order to be certain that no test is omitted or wrongly scored and in order to have a record for comparison with future tests of the same individual or of other individuals4 ,,mentimeter ,,no4 #b ,,pictorial ,,absurdities ,nature of the ,test4 ,one of the most popular tests in the ,army ,beta series was the mutilated pictures test1 in which the soldiers were to draw into each picture what had been omitted4 ,one great difficulty with this test was the tendency of intelligent men to spend far too much time trying to draw artistically the missing parts4 ,the present test is a modification of that test1 so arranged that instead of the candidate being required to draw a missing part he is only asked to make a check mark at the point where there is something that does not fit the remainder of the picture4 ,the test booklet is arranged with two samples on the title page to show clearly what is to be done when the candidate opens his booklet4 ,by having these samples painted on the wall or blackboard1 it would be possible to give the test to large groups of persons at once1 although the directions given below are for testing one individual only at a time4 ,although listed as a test for non-,english-speaking persons1 some oral direction should accompany the motions by which the test is to be given1 and ,english-speaking persons may be examined by this test as readily as those who speak a foreign language4 ,the graduation of the pictures according to their approximate difficulty makes the score in this test a real measure of the degree of absurdity which an individual can detect4 ,the pictures themselves were chosen from as wide a field as possible in order to avoid undue advantage to persons of one type of experience rather than another4 ,only intelligent persons of fairly wide general experience will be able to make a perfect score in the time allowed4 ,directions for ,giving the ,test4 ,the examiner and the candidate to be examined should be comfortably seated at a table with the examination booklet between them4 ,if it is discovered that the candidate is left-handed1 the examiner should sit on the left1 although under ordinary circumstances the examiner should sit on the right4 ,the blanks on the title page of the booklet should be filled out by the examiner from any records he may have of the name and age of the candidate 7if persons who read and understand ,english are being examined1 several may be tested at once and each may be asked to fill out the blanks for himself74 ,for persons who do not understand the ,english language the words which are used in the following explanations will be more suggestive than informing4 ,the chief part of the demonstration will be the motions through which the examiner goes1 and therefore great care should be taken that these be as suggestive of what is wanted as the examiner can make them4 ,to secure uniformity of procedure the routine outline below should be carefully followed4 ,the booklet should be opened by the examiner and the pictures exhibited for not more than twenty seconds to the candidate1 the examiner pointing from one to another of the first half dozen pictures4 ,he should then close the book and call the attention of the candidate to the picture of the rabbit on the title page4 ,he should point to the rabbit's ear and then point to the inappropriate ear and shake his head4 ,this pointing to the two ears and shaking the head when pointing to the wrong type of ear may be repeated as many as three times in order to impress on the candidate that one of the ears is inappropriate4 ,he should then take his pencil and make a check mark above the ear which is incorrect4 ,illustration3 ,mark 77 the thing that is wrong ,the examiner should then point to the second picture on the title page and look questioningly at the candidate4 ,he may then point to the chin of the face represented and nod his head1 8yes40 ,he may next point to the nose and nod his head1 8yes10 but when he points to the place where the eye should be he should shake his head1 8no10 and pretend to look for the missing eye4 ,when found1 he should make a check a mark over the misplaced eye and smile at his achievement4 ,if special emphasis seems necessary he may point again to the eye in its inappropriate position1 and shake his head1 repeating the check mark above it4 ,if the candidate understands but does not read ,english the examiner may trace with his finger while reading aloud the directions printed above the test pictures4 8,mark 77 the thing that is wrong40 ,exactly three minutes 7#ahj seconds7 should be allowed from the time the examiner opens the book and furnishes the candidate with a pencil4 ,illustration3 ,mark 77 the thing that is wrong ,illustration ,illustration ,illustration ,at the end of the three minutes the paper should be removed and scored according to the following directions4 ,direction for ,scoring the ,test4 ,the score in this test is the number of pictures in which the absurd element has been identified and checked4 ,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 test4 ,where the proper element has been checked and the check mark later removed1 no credit should be given4 ,credit should only be given where the final judgment as expressed by the check mark corresponds to the key furnished with the booklets4 ,a score from #j to #f indicates ,inferior ,ability ,a score from #g to #aj indicates ,low ,average ,ability ,a score from #aa to #ag indicates ,average ,ability ,a score from #ah to #bj indicates ,high ,average ,ability ,a score from #ba to #bd indicates ,superior ,ability ,,mentimeter ,,no4 #c ,,maze ,,threading ,nature of the ,test4 ,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 8stunt0 or travelling over a circuitous route4 ,mice have been taught1 for example1 to travel a long distance and through complicated mazes to secure their food1 which is in such cases usually placed at the centre of the maze4 ,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 beings4 ,it is not possible1 however1 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 sides1 but the idea has so far as possible been carried out in the tests which follow4 ,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 steel1 but it is as near the same problem as can be arranged on paper and printed in quantity4 ,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 the complexity of maze which the individual can successfully negotiate4 ,the test is intended to measure the ability of any individual whether he can read or understand the ,english language or not4 ,if the two examples shown on the title page are presented on a blackboard1 or other large surface1 the test may very easily be given as a group test by a skilful examiner1 although the directions which follow are prepared for the examination of one individual at a time4 ,directions for ,giving the ,test4 ,the examiner should be seated at a table at the right side of the candidate to be examined4 ,he should first of all secure the information regarding the candidate's name1 age1 and other important items1 and should then exhibit the mazes which appear inside the booklet1 pointing from one to the other in the first half dozen4 ,not more than thirty seconds should be allowed for this part of the instruction4 ,turning back to the title page the examiner should point to the first example1 pointing first at the entrance and then to the exit4 ,by a motion at each of these two cardinal points1 made in the direction in which the arrow points1 he should make it clear that the idea is to move in the direction indicated by the arrows4 ,he should then trace his way fairly slowly from the entrance to the exit4 ,illustration3 ,show by a line how you would pass through the drawings below without touching any line ,pointing to the second maze1 first to the entrance and then to the exit1 the examiner should again signify that motion is to occur at these two points4 ,with his pencil as before he should trace his way from the starting point to the finish1 making not more than one error1 which he should correct by returning over the same route to the point where it was made without lifting the pencil from the paper4 ,if the candidate can understand the ,english language the examiner should then read the directions above the examples4 8,show by a line how you would pass through the drawings below without touching any line40 ,illustration3 ,show by a line how you would pass through the drawings below without touching any line ,illustration ,illustration ,illustration ,the examiner should then open the booklet and give it to the candidate with the instruction to begin at number #a and trace his way from the starting arrow to the finish4 ,no demonstration should be made on the mazes which appear inside the booklet4 ,exactly four minutes after starting the test the examiner should stop the candidate and remove the pencil4 ,directions for ,scoring the ,test4 ,the total score in this test is the number of mazes correctly threaded without error4 ,where a line has been crossed through accident or unsteady holding of the pencil no penalty should be taken1 but if a line has been crossed and not recrossed to correct the defect1 no credit should be given for that particular maze4 ,full credit should be given for the maze as being complete if the line stops at a point somewhat before reaching the finish arrow1 provided there is a straight path from the end of the line drawn to some part of this sign of the exit4 ,scores from #j to #e indicate ,inferior ,ability ,scores from #f to #aj indicate ,low ,average ,ability ,scores from #aa to #af indicate ,average ,ability ,scores from #ag to #ah indicate ,high ,average ,ability ,scores from #ai to #bj indicate ,superior ,ability ,,mentimeter ,,no4 #d ,,dot ,,pattern ,,correction ,nature of the ,test4 ,the ability to recognize small elements of discord in an otherwise symmetrical pattern is the feature which this test is planned to measure4 ,the test is very simple1 even the most difficult elements in it being very easy of solution4 ,a pattern composed of dots is presented1 one dot being included which does not fit the remainder of the pattern4 ,the candidate is required to locate this extra dot in each pattern and to draw a circle around it1 indicating that it should be removed4 ,although an attempt has been made in this test to arrange the elements in the order of their difficulty1 the last one in the series is so simple that almost any one can locate the defect in a short time4 ,for this reason the test will not have wide usefulness except as a means of diversion4 ,the method for this test is borrowed directly from the work of ,doctor ,pressey of ,indiana ,university4 ,directions for ,giving the ,test4 ,the directions herewith presented are intended to be used by the examiner in testing one foreign-speaking individual at a time4 ,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 time4 ,illustration3 ,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 page4 ,he should trace the direction of the different lines in the pattern with his pencil 7without touching the point of the pencil to the paper7 and should finally draw a small circle about the extra dot4 ,after this circle has been drawn it would be suggestive to the candidate to trace out again the pattern of the example4 ,when the candidate seems to get the idea1 or when both examples have been demonstrated1 he should be given a pencil and the opened blank with directions to go ahead4 ,only two minutes should be allowed for this work1 at the end of which time the blanks should be taken from the candidate and scored according to the following directions4 ,directions for ,scoring the ,test4 ,the score in this test is the total number of patterns in which the extra dot has been correctly pointed out4 ,in many cases the extra dot is located in the centre of the pattern so that there is no really unsymmetrical element in the test1 but this should not interfere with the scoring4 ,the stencil provided with the test booklets makes it somewhat simpler to score than it would otherwise be4 ,scores from #j to #h indicate ,inferior ,ability ,scores from #i to #ad indicate ,low ,average ,ability ,scores from #ae to #bj indicate ,average ,ability ,scores of #ba or more indicate ,high ,average or ,superior ,ability ,illustration3 ,draw a ring around the extra dot ,illustration ,,mentimeter ,,no4 #e ,,dividing ,,geometrical ,,figures ,character of the ,test4 ,this test is very easily used as a group test with people who can understand spoken ,english4 ,the test is also capable of being given to groups of illiterate or foreign-speaking individuals1 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 examination4 ,in the absence of such a special blackboard1 the test may be used as an individual test with illiterate or foreign-speaking persons4 ,fifteen geometrical figures1 such as squares1 circles1 triangles1 and the like1 are presented on three pages of the examination booklet4 ,to the left of each figure are two or more small figures which1 when properly arranged1 form the large figure on the right4 ,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 left4 ,the first figures are quite simple and may be very readily done by drawing one or two lines4 ,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 pages4 ,it is very difficult to say exactly what functions of the mind are measured by this test4 ,the greatest difficulty with the test is that a rather high minimum of intelligence is required in order to understand what is necessary or desired4 ,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 do4 ,it is probable that dull people will succeed very much better in this test if it is given as a test for foreigners1 using the special blackboard4 ,the examiner could1 in that case1 draw a line with chalk to show what is expected4 ,the printed directions on the test blank have been made as simple as possible1 but they are not wholly satisfactory for the lower ranges of intelligence4 ,the scoring of this test is somewhat more difficult than for the majority of the other ,mentimeter tests4 ,it is intended that one point of credit shall be given for each large figure properly divided4 ,the difficulty comes in being sure that the candidate has intended to draw his lines at exactly the proper place4 ,inaccuracy may be the result of not knowing where the lines should be placed1 or it may be the result of careless execution4 ,if a line is misplaced through careless execution1 when it is perfectly clear that the right idea was present in the candidate's mind1 full credit should be given for that element of the test4 ,if it is not certain that the candidate understood where the line should be drawn1 no credit should be given for that particular figure4 ,the stencils1 which are supplied with each package of test booklets1 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 sheet4 ,in the first square1 for example1 full credit should be given whether the line is drawn horizontally or vertically through the figure4 ,the important thing is that two equal rectangles should be created by drawing a single line4 ,similarly1 for each other figure1 the important point to be considered is whether or not the lines drawn do form the geometrical figures shown on the left4 ,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 memory4 ,various forms of this test have been used by psychologists for a number of years1 although its most extensive use was in the ,beta series of the ,united ,states ,army4 ,the same test in modified form was used by ,prof4 ,e4 ,l4 ,thorndike in his tests of mental alertness in the air service4 ,many individuals were found who could do this test fairly well without being able to succeed with some of the others which were supposedly equally as good for general purposes4 ,on the other hand1 many individuals of good general ability were found who seemed lacking in the particular type of ability necessary properly to divide these geometrical figures4 ,on the whole1 however1 the more intelligent men made higher scores than the less intelligent men4 ,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 importance4 ,draftsmen1 architects1 supply clerks1 and candidates for similar positions would probably be rated more accurately by this test than would writers1 musicians1 and academic students4 ,in the public schools such a test might give some indication of the ability of children to succeed in mechanical or mathematical courses of study4 ,in social gatherings1 a great deal of amusement might be found by giving prizes to the individuals completing the entire fifteen figures correctly and in the shortest time4 ,it would seem desirable1 however1 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 individual4 ,when all had finished the fifteen elements of the test1 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 time4 ,this will add an element of interest for it is quite certain that some of those who finished first will have made errors1 probably through careless execution1 and that someone who finished later in the game will have drawn each line correctly4 ,directions for ,giving the ,test4 a4 ,as an individual test4 ,the individual to be tested should be seated at the left side of the examiner at a convenient table4 ,the examiner should show the inside of the test blank to the candidate and should then point to the similar figures in the explanation on the title page of the booklet4 ,he should then point to the large figure in the first example1 possibly tracing its outline with his pencil4 ,then the attention of the candidate should be called to the parts appearing on the left-hand side4 7,their outlines may be traced if it seems desirable47 ,next1 a movement should be made with the hand as though one were placing the parts upon the larger figure4 ,this may be repeated two or three times1 pointing first to the various parts in order and then to the large figure with a rather broad sweep of the hand4 ,after such a study of the situation1 the examiner should draw the proper line and exhibit a smile of pleasure at having successfully done the thing4 ,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 left1 he may fairly clearly demonstrate that he has constructed1 by his line1 elements which are similar to the elements appearing at the left4 ,illustration ,similar pantomime may be used for the second example1 possibly introducing a variation by getting a line incorrectly drawn at the first trial1 erasing it as soon as it is apparent that the parts do not correspond exactly with the parts appearing in the problem1 and redrawing the line so that the correspondence will be exact4 ,the pencil should then be handed to the candidate and the pamphlet opened up for him to begin work4 ,the candidate should be allowed to work for four minutes with occasional signals to 8,go ahead10 8,work fast0 or 8,hurry up40 b4 ,as a group test for illiterate candidates4 ,a blackboard containing the two examples should be placed in full view of all the candidates in the room4 ,the test blanks should be passed to the candidates1 with well-sharpened pencils or pens and ink4 ,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 work4 ,he should then get the attention of everyone to the work by saying 8,look0 or 8,watch40 ,with a piece of chalk1 he should then go through the pantomime described above for giving the examination to an individual4 ,care should be taken that none of the brighter candidates begins work before the signal for everyone to work4 ,when the two examples have been thoroughly demonstrated on the blackboard1 the examiner may turn to the group1 open up his test blank1 and point to the first page of work to be done and say1 8,begin here10 8,go ahead10 8,work fast40 ,at the end of four minutes1 he should call 8,stop10 should collect all papers1 making certain as he does so that some identification mark is present on the paper to show to which candidate it belongs4 ,no special explanation should be given and no person in the group should be allowed to sit idle while the examination is going on4 ,if it is clear that the individual has not understood1 the examiner may say1 8,do what ,i did10 pointing to the board and then to the paper4 ,individuals may be told during the course of the examination1 if they seem to be doing nothing1 to 8,make your marks40 c4 ,as a group test for candidates who can read ,english4 ,place each candidate at a table or chair with a writing surface1 supply him with a test blank and pencil or other writing instrument4 ,while the candidates are being supplied1 the examiner should make the following statement3 8,do not open this booklet until you are told to do so4 ,i shall make explanations as soon as everybody is supplied40 ,when all are ready1 the examiner should hold up a copy of the test and speak as follows3 8,there are three pages of work to be done4 ,the page before you shows two samples of the kind of thing you are to do4 ,you will notice at the right a large figure and at the left several small figures4 ,when properly placed together1 these small figures will make one of the large figures at the right4 ,you are to draw a line1 or several lines1 through the large figure at the right in such a way as to make of it the small figures at the left4 8,now look at the examples before you4 ,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 left8 ,you will have four minutes in which to do the work on the three pages4 ,work quickly1 but be sure to draw your lines correctly4 ,if you complete the fifteen figures before ,i call #8,stop1' look back over your work to see that you have made no mistakes40 ,if any candidate signifies that he does not understand1 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 properly4 ,as soon as it is certain that everyone understands how to divide the sample figure1 the examiner should say3 8,now work rapidly and draw your lines on the next three pages40 ,the time limit of four minutes should be followed exactly4 ,illustration3 ,make the small figures by drawing lines in the large one ,illustration ,illustration ,directions for ,scoring the ,test4 ,the examination score1 if each figure of the series is correctly divided1 will be fifteen points4 ,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 direction4 ,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 stencil4 ,the important thing is to see that the proper lines are drawn to make the necessary parts4 ,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 booklet4 ,scores from #j to #b indicate ,inferior ,ability ,scores from #c to #e indicate ,low ,average ,ability ,scores from #f to #aj indicate ,average ,ability ,scores from #aa to #ac indicate ,high ,average ,ability ,scores from #ad to #ae indicate ,superior ,ability ,in interpreting these results1 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 fields4 ,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 agency4 ,,mentimeter ,,no4 #f ,,completion ,,of ,,form ,,series ,character of the ,test4 ,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 explanation4 ,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 it4 ,as with the majority of the other tests for non-,english-speaking persons this test is here described as a test of one individual at a time1 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 done4 ,it is very desirable to examine large groups at the same time if the provision for such demonstration can be made4 ,previous ,form ,series ,completion tests have required the candidate to fill in the last characters of each line1 everything being printed in order up to within a few sections of the end4 ,the present form1 in which the elisions are distributed through the series rather than being grouped at the end1 has the advantage that it may be made more difficult by far than the previous forms4 ,although this test probably measures a rather specialized type of intellectual ability1 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 tests4 ,the problem of the candidate who is given this test is chiefly that of solving1 from the rather meagre data presented1 just what the serial order of the different forms may be4 ,this undoubtedly calls for a complex variety of special mental qualities1 including imagination and abstract reasoning ability4 ,nevertheless1 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 measures4 ,it will certainly be interesting and entertaining whether it works out to have any particular usefulness or not4 ,directions for ,giving the ,test4 ,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 them4 ,after filling out for the candidate the information blanks giving name1 age1 and the like1 the examiner should show for fifteen or twenty seconds 7not more than #bj seconds7 the inside of the booklet4 ,he should then turn back to the title page and demonstrate the nature of the test by means of the examples printed there4 ,illustration ,probably the best and most effective method of demonstration is that of 8jumping0 the pencil rhythmically from one block to the next corresponding one to show the rhythmic sequence of the same symbols4 ,when a block is reached in which the symbol has been omitted 7but in which the samples have been crudely marked with a fine pen71 the examiner should make an appropriate heavy mark such as is used in the printed sections of each series4 ,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 followed4 ,when it seems fairly certain that the candidate has grasped the rhythmic nature of the forms1 the examiner should open the booklet1 give him a pencil1 and say 8,put them in40 8,fix it up40 8,go ahead40 ,allow exactly five minutes for this work4 ,at the end of this time the examiner should take the paper and score it as directed below4 ,directions for ,scoring the ,test4 ,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 perfectly4 ,no credit should be given if any one of the sections remain unfilled or be filled incorrectly4 ,the stencil which is furnished with the test booklets makes the task of marking the errors very much simpler than it is without such aid4 ,the total score obtained should be entered in the lower right-hand corner of the title page of the booklet4 ,illustration3 ,fill in the missing forms ,scores from #j to #b indicate ,inferior ,ability ,scores from #c to #e indicate ,low ,average ,ability ,scores from #f to #ab indicate ,average ,ability ,scores from #ac to #ae indicate ,high ,average ,ability ,scores from #af to #bj indicate ,superior ,ability ,,mentimeter ,,no4 #g ,,checking ,,identity ,,of ,,numbers ,character of the ,test4 ,bank tellers and other clerical workers find it necessary very frequently to compare signatures or numerical figures as to identity4 ,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 appearance4 ,such a test would1 however1 resolve itself very largely into a test of speed4 ,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 identity4 ,there are thirty numbers to be compared with another list of thirty in a parallel column4 ,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 another4 ,this test is probably as useful a measure of ability to notice small details as it is necessary to make4 ,the chief objection to it will come from individuals who are not gifted by nature with the ability to think in terms of numbers4 ,this objection is not serious and will not be as valid even in their own cases as those who make it are inclined to believe4 ,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 wanted4 ,the directions given below are for giving the test as an individual examination1 but with slight modifications the same directions will serve quite well for group examination4 ,it is not necessary1 of course1 for the candidates to understand the ,english language if the examiner is thoroughly effective in his pantomimic instructions4 ,directions for ,giving the ,test4 ,as soon as the proper record has been made of the age1 the name1 and location of the individual being examined1 the examiner may turn the test leaflet and exhibit the two columns of numbers which appear on the other side4 ,this exhibition should not be made formally and should last not more than twenty seconds4 ,the pamphlet should then again be placed title page up in front of the candidate4 #a,,st ,,column #b,,nd ,,column ,,same ,,different #cef #cef ,a #gch #geh ,b ,the examiner should then compare the identity of the numbers in the first example4 ,the best way to do this would be to point first at the #c in the first column then at the corresponding #c in the second column1 nodding his head1 8,yes40 ,the same pointing from one column to the other should be done for #e and for #f1 the second column part of the pointing to be accompanied in each case by nodding the head1 8,yes40 ,as a summary of this first example1 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 head1 8,yes10 making merely a check mark 77 on that horizontal line under the word1 8same40 ,with the second example the same sort of pantomime may be used until #e in the second column has been compared with #c in the first column1 which should be accompanied by a shaking of the head and the verbal exclamation1 8,no1 no60 ,the summary by means of placing the hand over #gch and then over #geh1 with another1 8,no1 no10 may be omitted if it is quite clear that the candidate has grasped the idea4 ,in either case the examiner should make the check mark under the word 8different40 ,the sheet may then be turned and the pencil handed to the candidate with the direction 8,go ahead4 ,mark them all40 ,exactly two minutes should be allowed after saying1 8,go ahead40 ,at the end of two minutes the paper should be taken by the examiner and scored according to the following directions4 ,if the numbers in the second column correspond exactly with those on the same line in the first column1 make a check mark in the square on that line under the word 8,same40 ,if the second set on any line differs in any way from the first1 check that line under the word 8,different40 #ast ,,column #bnd ,,column ,,same ,,different ,,line ,,no4 #if #if #a #hc #hh #b #gg #ga #c #cc #ce #d #hb #hb #e #fda #fdd #f #ief #ief #g #ejg #ejg #h #iegb #igeb #i #ahcb #ahcb #aj #aiefj #aicfj #aa #idjhc #idjhc #ab #idjhag #idjhdg #ac #cbiejf #cbfejf #ad #fedich #fedich #ae #fiihgja #fiighja #af #gajeibc #gajefbc #ag #bejajcf #bejjacf #ah #cfgddfb #cfgddfb #ai #faeehedc #faeheedc #bj #chiajjff #cihajjff #ba #agaiheia #agaiheia #bb #fhecdbjag #fhecdbjag #bc #caggfbhdi #caggfbhdi #bd #ajbdcehfg #ajbdcehfg #be #cdhdfegabj #cdhdfegbaj #bf #dfhfgbffca #dfhfgbffca #bg #fegajahjcd #fegajahjcd #bh #chgigfbeadg #chgigfebadg #bi #bfeegbciafd #bfeegbciafd #cj ,directions for ,scoring the ,test4 ,the score in this test is the total number of pairs the identity of which has been correctly checked1 minus the total number of pairs in which an error has been made in checking the identity4 ,for example1 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 lines1 then only twenty lines had been checked correctly1 and three lines had been checked incorrectly2 so the resulting score would be seventeen points4 ,the maximum score obtainable is of course thirty points and will be obtained only in case every pair has been checked without error4 ,it is possible with this method of scoring to obtain a score less than zero2 for example1 if a person had checked correctly ten of the identities and had made errors in checking fifteen others1 the number of 8rights0 minus the number of 8wrongs0 would be minus five4 ,in such cases the score to be entered on the lower right-hand corner of the candidate's title page is zero4 ,the stencil furnished with the test leaflets makes it possible to mark this test with great rapidity and without mental fatigue4 ,the point at which care needs to be taken is in making certain that the total score1 computed by subtracting the number wrong from the number right1 is correct4 ,for this reason the reader is advised to cross out the 8line number0 of any pair incorrectly checked and to draw a circle around the 8line number0 of any pair not attempted by the candidate4 ,if this is done consecutively down the page1 there will be little difficulty in calculating the total score4 ,scores from #j to #h indicate ,inferior ,ability ,scores from #i to #ab indicate ,low ,average ,ability ,scores from #ac to #bb indicate ,average ,ability ,scores from #bc to #bf indicate ,high ,average ,ability ,scores from #bg to #cj indicate ,superior ,ability ,,mentimeter ,,no4 #h ,,digit-,,symbol ,,substitution ,character of the ,test4 ,ability to master a language is usually very closely related to general intellectual ability along academic or abstract lines4 ,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 close4 ,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 himself4 ,many experimenters have used a ,letter-,symbol test rather than the ,digit-,symbol1 but there seems to be little difference in the character of the results obtained4 ,the ,mentimeter form of the test follows quite closely the corresponding test in the ,beta series used in the ,army4 ,at the top of the page there appears a key showing just what symbol should be used to indicate each number or digit4 ,the test itself consists of #ajj digits with empty squares appearing below them in which one is to write1 beneath each digit1 its corresponding symbol as shown by the key on pages #aff and #afg4 ,an intelligent person usually begins with the first digit and supplies the proper symbol for it at each place it occurs in the test2 then begins with the second digit and goes through the entire test writing the symbol for it1 and so on4 ,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 separately4 ,the method of the candidate in doing the work should not1 however1 be allowed to influence the rating obtained on the test1 except as one method may produce a higher score than another4 ,investigations which have been made seem to show that although the symbols used are quite distinctly more difficult to write than the digits themselves would be1 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 symbols4 ,the relationship between ability in this test and general ability to handle ideas and abstract notions is rather remarkably close4 ,it is probable1 however1 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 increased4 ,this test will be very useful to employers seeking high-grade clerical service and probably in selecting administrative or supervisory officers4 ,in the public schools it will be useful in some instances in classifying pupils for instruction4 ,as a diversion in the home or social group it will have slight value4 ,directions for ,giving the ,test4 ,this test has ordinarily been given as a test of several individuals at the same time4 ,it is probable that it will not be as useful when given to one individual at a time as when used as a group test4 ,the instructions are given here1 however1 as with the remainder of the tests for non-,english-speaking persons1 with the needs of examining foreigners individually uppermost in mind4 ,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 group4 ,it is advisable to prepare such introductory charts and to give the tests as group tests rather than as individual tests1 not only with the ,digit-,symbol ,substitution test but also with the other ,mentimeters numbered from #b to #aj4 ,illustration3 ,key3 ,this shows the mark for each number ,illustration3 ,make under each number the mark which should be there ,illustration3 ,key3 ,this shows the mark for each number ,illustration3 ,make under each number the mark which should be there ,the individual to be tested should be shown the page on which he is to work1 for not more than twenty seconds1 and should then be shown the two examples appearing on the title page under the printed instructions1 8,make under each number the mark which should be there40 ,the examiner should then compare his key and the digits appearing in the sample series and should write in the proper spaces the appropriate symbols4 ,the idea of getting the symbol from a key will be emphasized and made clear if the examiner at each point moves his finger or pencil from the digit in the example to the digit in the key1 then to the symbol in the key and back to the empty space beneath the digit in the example4 ,when all the spaces of the example have been filled 7this should be done very slowly at first and then more rapidly toward the end of the example71 the examiner should open the booklet1 supply a pencil1 and say1 8,now6 ,go ahead6 ,put them in6 ,hurry up60 ,exactly two and one half minutes 7#aej seconds7 should be allowed from the time the examiner says1 8,go ahead10 to the time he calls1 8,stop60 ,all papers should be closed immediately and handed to the examiner4 ,directions for ,scoring the ,test4 ,the score in this test is the number of symbols correctly supplied4 ,marking the errors is very much simplified by the use of the stencils furnished with each package of test booklets4 ,the number of symbols correctly written should be recorded at the end of each line in the test and the total for all lines should be entered in the lower right-hand corner of the title page of the booklet4 ,scores from #j to #bj indicate ,inferior ,ability ,scores from #ba to #ce indicate ,low ,average ,ability ,scores from #cf to #fe indicate ,average ,ability ,scores from #ff to #ge indicate ,high ,average ,ability ,scores from #gf to #ajj indicate ,superior ,ability ,,mentimeter ,,no4 #i ,,completion ,,of ,,number ,,relation ,,series ,character of the ,test4 ,this test may be given to any individuals or groups of persons who can read and understand the arabic numerals4 ,the directions furnished herewith are for the measurement of a group rather than of an individual1 although with very slight modifications in instructions the test leaflet may be employed in an individual psychological examination4 ,the title page of the leaflet contains fairly complete directions and three samples of the number series to be completed4 ,persons who read ,english readily will have a distinct advantage over those who must depend upon oral instructions1 but experience has shown that1 even with individuals who do not understand the ,english language1 it is possible to demonstrate on a blackboard1 using the sample exercises1 with sufficient clearness to enable foreign language-speaking candidates to grasp the idea of the work to be done4 ,no comparisons should be made1 however1 between results obtained by oral demonstration and results obtained through the use of the instructions printed below1 without making allowances for the differences in method of administration4 ,the ,number ,relation ,series test is so difficult to understand that it is hardly worth while to employ this test with children below ten years of age or with adults whose mental capacity is not equal to or better than that of the ten-year-old school child4 ,the method of marking the test is quite simple when one is supplied with the stencil which is furnished with each package of test blanks4 ,the present form of the test is somewhat different from those used elsewhere and it is difficult to say just what phases of intellectual or mathematical ability are measured by it4 ,the ,army intelligence tests included a number relation series test1 so arranged that the last two numbers in each series must always be supplied by the person tested4 ,dr4 ,agnes ,rogers1 in her study of the prognostication of mathematical ability1 employed a test which is very closely related to the one given here4 ,her results seem to show that this form of test is a splendid measure of mathematical capacity in high school pupils4 ,it is probable that this test will have very little usefulness in the selection of employees in general1 but that it may be found valuable in discovering within an organization persons whose mathematical aptitude would make them very useful in positions where the handling of figures is an important part of the employee's duty4 ,in schools the chief value of the test will probably be in assisting in the diagnosis of special mathematical ability or lack of ability among pupils entering high school4 ,as a game for social amusement1 it is not probable that this test will be highly popular1 except among those who are mathematically inclined4 ,directions for ,giving the ,test4 ,having supplied each candidate with writing materials the examiner should announce as follows3 8,i am going to distribute to you copies of a test which is intended to measure certain special mental capacities4 ,i shall pass it to you with that side up which contains the directions4 ,do not turn it over or examine the #bj problems which are to be solved4 ,write your name where it says #8,name' and fill in the other blanks on the title page40 ,the blanks should be distributed1 taking care that each candidate receives the blank right side up and that no candidate turns it over before the command is given to begin work4 ,when names1 ages1 and other identifying pieces of information have been entered the examiner should ask the candidates to look at the directions carefully while he reads them aloud4 8,the other side of this sheet has #bj series of figures1 one or more of the figures from each series being left out4 ,you are to look carefully at each series1 to study out what kind of a series it is and then to write on the dotted lines those numbers which have been omitted4 ,look at the following samples4 ,write on each blank the number omitted #b #d #f #h #aj 44 #ad #af #ah #bj ,sample ,a #af #aa #g 44 #b #a #a #b #d #g ,sample ,b #b 44 44 #b #b #c #b #d #b #e ,sample ,c 8,in ,sample ,a each number is obtained from the previous number by adding #b to it2 therefore1 #ab should be the number between #aj and #ad4 ,in ,sample ,b1 each number is obtained from the next previous number by subtracting #a less than was subtracted from the number before it--that is1 #e is subtracted from #af to obtain #aa1 #d is subtracted from #aa to obtain #g1 #c should then be subtracted from #g to obtain a #d which is to be entered on the blank4 ,in ,sample ,c1 every other number is a #b and therefore the second blank space should contain a #b4 ,between the #b's appear numbers1 each one of which is one more than the one which preceded it4 ,on the first blank in ,sample ,c there should be a #a in order to carry out this scheme40 8,you will be allowed four minutes in which to complete the #af series4 ,begin with the first and complete as many as you possibly can4 ,ready6 ,go60 ,at the end of four minutes after saying 8,go0 the examiner should call 8,stop6 ,time up6 ,give me your papers40 ,all papers should be collected at once4 ,unusual care will need to be taken in giving this test to avoid variations in the directions used with the different groups examined4 ,in order to maintain absolutely comparable test conditions1 no variations from the language and routine given above should be allowed4 ,write on each blank the number omitted #a #b #c #d #e 44 #g #h #i #aj ,series #a4 #aj #ab 44 #af #ah 44 #bb #bd #bf #bh ,series #b4 #ab #aa #aj 44 #h #g 44 44 #d #c ,series #c4 #a #c 44 #g #i #aa #ac #ae #ag 44 ,series #d4 44 #ci #cg #ce #cc #ca #bi 44 #be #bc ,series #e4 #d #e #g 44 #ad #ai #be #cb #dj 44 ,series #f4 #a_/fd #a_/cb #a_/af 44 44 #b 44 #h ,series #g4 #h #ae 44 #bi #cf #dc 44 #eg #fd #ga ,series #h4 #aj 44 #ae #af #bj #ba 44 #bf #cj #ca ,series #i4 #b 44 #h #aj 44 #aj #bj #aj #bf 44 ,series #aj4 #g 44 #aj #aa #ac #ad 44 44 44 #bj ,series #aa4 44 #d #i #af #be 44 44 #fd #ha #ajj ,series #ab4 44 #d #g #ad #ag 44 44 44 #gg #aed ,series #ac4 #cb 44 44 44 #bh #bi #bf #bg 44 #be ,series #ad4 #f #aj #ac 44 44 44 #ae #ac #aj 44 ,series #ae4 #fj #ee 44 44 #df #de 44 #df #dh 44 ,series #af4 ,directions for ,scoring the ,test4 ,the score in this test is the number of series correctly completed regardless of the number of blanks in the series4 ,the maximum score obtainable will therefore be #af points4 ,the stencil furnished with each set of test leaflets will make it very simple to count the number of series correctly completed4 ,a convenient way of indicating that a series is not correctly completed is to cross out the serial number of that series4 ,to indicate that the series was not attempted one might draw a circle around the serial number of that series4 ,the final score should be entered on the title page of the leaflet in the lower right-hand corner4 ,scores from #j to #a indicate ,inferior ,ability ,scores from #b to #d indicate ,low ,average ,ability ,scores from #e to #h indicate ,average ,ability ,scores from #i to #aa indicate ,high ,average ,ability ,scores from #ab to #af indicate ,superior ,ability ,it should be borne in mind that the type of ability measured by the above scores is not necessarily a true indication of the general efficiency of the possessor4 ,,mentimeter ,,no4 #aj ,,addition ,,tests ,character of the ,tests4 ,this ,mentimeter is composed of two parts1 one of them measuring the difficulty of the addition problems which a candidate can solve1 and being therefore a fairly good test of intelligence1 the other measuring the speed at which one can add fairly easy problems and therefore having less relations to intellectual ability4 ,teachers in school furnish the children with certain information and knowledge or guide their pupils to the sources from which this information and knowledge may be obtained4 ,in ,addition1 this information takes the form of 8#b and #b make #d10 8#i and #e make #ad0 and such sums4 ,the instruction also involves such things as how to carry in addition1 how to add when a decimal point enters into the calculation1 and all such problems4 ,the teacher also undertakes a somewhat different task1 which is the review and drilling of the pupils in order to make the combinations which have been explained automatic in the minds of the children4 ,it is not sufficient for ,john to know that 8#c and #e are #h10 but he must be able to write or say 8#h0 without any hesitation whatever when #c and #e are to be added4 ,in order to test the extent to which teachers have explained addition1 one would measure the pupils with a test which increased in difficulty from the first problems to the last1 undertaking to determine how difficult a problem can be solved4 ,in order to test the rapidity with which the pupils have learned in their drill exercises to make the different combinations1 one would measure the speed with which they can make the simple combinations4 ,the first addition test which is given on page #age measures the extent of the information which the candidate has gained1 while the second measures the speed which the candidate has developed by drilling upon addition problems4 ,teachers in the public schools will undoubtedly wish to measure both the speed with which their pupils do simple problems as a result of drill1 and the difficulty of the problems which the child can solve correctly as a result of instruction4 ,of course the test for difficulty of problems solved is not absolutely independent of the effect of drill1 although it is relatively much less dependent upon drill than is the other test4 ,in industrial organizations the first test given will probably be found most useful1 while in social groups the greatest amount of entertainment will probably be obtained from the second test4 ,the reliability of the results from the first test is very much higher than the reliability of the results from the second test1 for in the second case a difference of one second in time allowed may make as much as one or two points difference in the score obtained4 ,as with all of the other tests listed in this series of 8,tests for ,non-,english-,speaking ,persons10 the ,addition tests will bring more satisfactory results1 with much greater economy of time1 if they are administered as group tests4 ,they are here described1 however1 as tests for individual candidates in order that they may be given to foreign language-speaking candidates without any other apparatus than that furnished by the test booklets themselves4 ,any teacher or employer who has a number of persons to be examined should prepare a blackboard or wall chart on which to exhibit an enlarged copy of the examples used in the introduction4 ,by placing this at the front of the room in full view of all candidates1 the pantomimic instructions here described may be used for non-,english-speaking candidates1 or simple verbal explanations may supplement them for ,english-speaking persons4 ,directions for ,giving ,mentimeter #aj;a4 ,the examiner1 after securing from the candidate his name1 address1 age1 and other pertinent information1 should turn the examination leaflet and exhibit1 for ten or fifteen seconds1 the addition tests which are to be solved4 ,the leaflet should then be turned over to the title page again and attention should be called to the examples appearing on the middle of this page under the heading 8,add40 ,the examiner should point to the first example #b #b -- and placing his pencil on the lower #b and then upon the upper #b should seem to hesitate for an instant and then write #d underneath the line4 ,looking at the second example #ae #c ---- he should place his pencil on the #c and then on the #e and1 with only an instant's hesitation1 should write #ah4 ,similarly1 looking at the third example1 #bc #be #af1 ------ he should place his pencil first on the #f1 then on the #e1 then on the #c1 and write a #d underneath the line2 then place his pencil on the #a and then upon the two #b's in order and write #f at the left of the #d4 ,with this explanation the examination booklet should be opened and a pencil supplied to the candidate with the instructions 8,go ahead6 ,add them all60 ,,mentimeter ,,no4 #aj;,a4 ,add3 7#a7 7#b7 7#c7 7#d7 7#e7 7#f7 7#g7 #c #b #ad #de #ac #bc #ad #b #e #c #cd #ba #ce #de -- #a ---- ---- #bb #cj #hc -- ---- ---- ---- 7#h7 7#i7 7#aj7 7#aa7 7#ab7 #cd #aig #cgd #gif #gjfecge #fg #bbe #di #hfg #hfhhbef #ie #fei #fbc #gde #bcaeeec #eb #caf #e #icc #aidgbgb ---- ------ #edh #edb #cehcdai #fe #bac #ebbdcfb ------ #efd #fhfijba #bce #heahdhh #fgf #cdicfbe ------ #bfegagf -------------- ,four minutes' time should be allowed for this test4 ,at the end of the four minutes the examiner should call 8,time up0 and take the paper4 ,directions for ,scoring ,mentimeter #aj;a4 ,the score in this test is the number of problems correctly solved4 ,no credit should be given for any problem unless each digit in the answer is present1 correct1 and in its right place4 ,scores from #j to #e indicate ,inferior ,ability ,scores from #f to #h indicate ,low ,average ,ability ,scores from #i to #aa indicate ,average ,ability ,a score of #ab indicates ,high ,average or ,superior ,ability4 ,directions for ,giving ,mentimeter #aj;b4 ,the examiner should open the booklet and demonstrate to the candidate1 for ten seconds1 with just what nature of test he is to be confronted4 ,then1 after securing the necessary identifying information1 the examiner should point to the problems on the title page under the word 8,add40 ,pointing to the #a in the first example and then to the #b1 he should write #c under the line4 ,pointing to the #d and then to the #e1 in the second example1 he should write #i under the line4 ,pointing to the #d and then to the #g in the third example he should write #aa under the line1 and should then pass his pencil and the opened booklet to the candidate with the instruction1 8,go ahead6 ,add them up60 ,the most important point in this test is to make absolutely certain that exactly thirty seconds 7no more and no less7 is allowed from the time the examiner supplies the candidate with a pencil until the time he calls 8,stop60 ,unless this time is kept absolutely uniform the results of the test will be hardly worth considering4 ,whether the candidate begins work or not1 the time should be calculated from the instant he receives his pencil and the opened booklet4 ,directions for ,scoring ,mentimeter #aj;b4 ,the score in this test is the number of correct answers obtained in thirty seconds4 ,unless an answer is absolutely correct1 it should have no credit4 ,if an answer is only partially finished when time is called1 it should not be credited as being the correct answer unless it is sufficiently complete in both digits to prove that the right answer had been obtained4 ,scores from #j to #i indicate ,inferior ,ability ,scores from #aj to #ba indicate ,low ,average ,ability ,scores from #bb to #cb indicate ,average ,ability ,scores from #cc to #dd indicate ,high ,average ,ability ,scores from #de to #fj indicate ,superior ,ability ,,mentimeter ,,no4 #aj;,b ,add3 7#a7 7#b7 7#c7 7#d7 7#e7 #b #h #e #g #a #d #i #a #d #e -- -- -- -- -- 7#f7 7#g7 7#h7 7#i7 7#aj7 #h #c #d #f #b #c #j #e #i #h -- -- -- -- -- 7#aa7 7#ab7 7#ac7 7#ad7 7#ae7 #f #d #d #j #a #g #c #f #g #b -- -- -- -- -- 7#af7 7#ag7 7#ah7 7#ai7 7#bj7 #c #g #b #i #f #b #i #b #c #e -- -- -- -- -- 7#ba7 7#bb7 7#bc7 7#bd7 7#be7 #g #e #g #i #f #f #b #a #d #h -- -- -- -- -- 7#bf7 7#bg7 7#bh7 7#bi7 7#cj7 #c #g #f #d #e #c #d #b #h #h -- -- -- -- -- 7#ca7 7#cb7 7#cc7 7#cd7 7#ce7 #i #i #j #g #e #f #i #e #f #h -- -- -- -- -- 7#cf7 7#cg7 7#ch7 7#ci7 7#dj7 #f #c #h #i #g #h #g #g #f #e -- -- -- -- -- 7#da7 7#db7 7#dc7 7#dd7 7#de7 #h #e #e #g #h #c #i #f #d #h -- -- -- -- -- 7#df7 7#dg7 7#dh7 7#di7 7#ej7 #f #g #i #b #g #e #h #c #g #g -- -- -- -- -- 7#ea7 7#eb7 7#ec7 7#ed7 7#ee7 #c #b #j #h #d #a #g #e #i #g -- -- -- -- -- 7#ef7 7#eg7 7#eh7 7#ei7 7#fj7 #a #b #h #g #g #f #e #a #f #e -- -- -- -- -- ,differences between ,mentimeters #aj;a and #aj;b4 ,in connection with these tests of ability in addition1 a few additional words should be said to make somewhat clearer the differences between educational tests and tests of intelligence4 ,there is1 of course1 no sharp line to be drawn between these two types of tests4 ,mentimeter ,no4 #aj;b may be classified very certainly as an educational test because it involves primarily the element of speed in simple additions which is not an accurate index of intellectual capacity but depends almost altogether upon specific drill4 ,improvement in ability to make a score in ,mentimeter ,no4 #aj;a will come much more slowly than in the case of the speed test in addition4 ,before a child can make progress sufficient to carry him from problem #e to problem #f in ,mentimeter #aj;a1 he must be instructed in the mysteries of adding zero to the sum of two other numbers4 ,before he can make progress from problem #f to problem #g he must learn to put down the #b under the right-hand column of figures and carry the #a to the next column and add it with the digits printed there4 ,each additional problem that he solves involves some new elements of arithmetic knowledge which can be learned only by careful study and one at a time4 ,in the speed test a larger score does not indicate ability to do anything more difficult or to understand anything more complicated1 but merely more rapid doing of the things which are already fully understood4 ,in the other test1 however1 a larger score indicates greater comprehension of more difficult situations and therefore an intellectual capacity which is of greater magnitude4 ,the primary purpose of the ,mentimeter tests is to measure intellectual capacity rather than school training4 ,for this reason very few tests which may be classified as primarily educational have been included4 ,where they have been inserted1 they have been arranged to measure the ability of the person to do more difficult tasks rather than his ability to do simple tasks more rapidly4 ,,mentimeter ,,no4 #aa ,,memory ,,for ,,numbers ,character of the ,test4 ,this test is planned as an individual examination to be given to any candidate who understands the ,english language4 ,the test is borrowed directly from the ,binet series and was used as a group test in the first form of the ,alpha examination in the ,united ,states ,army4 ,the usefulness of this test is probably limited to the selection of candidates for very simple mechanical operations and to the classification of pupils in the schoolroom4 ,it might be employed as one of a series of tests in the selection of telephone operators1 but its use in such a case is probably more obvious than practical4 ,directions for ,giving the ,test4 ,the candidate should be seated comfortably in a quiet place and should be instructed to listen carefully4 ,the examiner should fill out the blanks at the top of the title page1 recording only such facts as seem to be necessary4 ,the examiner should then repeat the following formula3 8,i am going to read to you sixteen series of numbers4 ,the first series will be very short and the last series will be quite long4 ,when ,i have read a series ,i want you to repeat all of the numbers it contained4 ,i shall read them slowly so that you can be sure to get them4 ,listen very carefully and try not to forget any number4 ,do not repeat any number until ,i have finished the whole series and stopped speaking40 ,the examiner should announce each time just how many numbers will appear in the series4 ,the digits should be read at the rate of one per second1 taking care to avoid any rhythmic grouping of the numbers4 ,the examiner should look up expectantly as soon as he has finished reading a series4 ,no intimation should be given a candidate as to whether or not he is being successful4 ,the first series should be read as follows3 8,the ,first ,series contains two numbers which are1 #e1 #f40 ,as soon as the candidate has repeated these numbers the examiner should say3 8,the ,second ,series contains two numbers which are1 #b1 #g40 ,first ,series #e #f ,second #b #g ,third #i #c #e ,fourth #d #a #f ,fifth #g #d #i #c ,sixth #d #h #e #g ,seventh #i #e #g #c #h ,eighth #f #h #a #b #d ,ninth ,series #b #f #h #c #e #i ,tenth #f #c #e #i #b #g ,eleventh #i #e #h #c #f #b #d ,twelfth #h #a #i #e #b #f #c ,thirteenth #c #e #b #f #h #c #d #i ,fourteenth #b #h #e #i #c #f #a #d ,fifteenth #f #c #i #d #h #a #g #b #e ,sixteenth #g #a #d #i #f #c #e #b #h ,directions for ,scoring the ,test4 ,the examiner should keep on the test leaflet1 out of the sight of the candidate1 a notation of exactly which series cause failure4 ,misplacement of any digit in the series should count as an error and bring no credit for that series4 ,the total score obtained by counting the number of series in which each number was correctly repeated in its right order should be written in the lower right-hand corner of the title page of the leaflet4 ,scores from #j to #g indicate ,inferior ,ability ,scores from #h to #i indicate ,low ,average ,ability ,scores from #aj to #ab indicate ,average ,ability ,scores from #ac to #ad indicate ,high ,average ,ability ,scores from #ae to #af indicate ,superior ,ability ,,mentimeter ,,no4 #ab ,,repeating ,,numbers ,,backward ,character of the ,test4 ,this test can only be given as an individual examination and to people who understand spoken ,english4 ,the presence of other people in the room where the test is being given is frequently the cause of low scores4 ,this test is borrowed bodily from the ,binet series1 in which it has won a distinct place for itself as a useful measure of the ability to think about symbols and abstract ideas4 ,this test will be of little value as an entertainment feature but will be useful to the public school teacher1 or to the employer who wishes to have a brief but fairly accurate test to apply to individual people whom he may be considering for positions of responsibility4 ,the reliability of the test is unusually high for an examination taking no more time than is required for this4 ,directions for ,giving the ,test4 ,the examiner should read the following instructions clearly3 8,i have twelve lists of numbers to read to you4 ,i want you to listen carefully as ,i read each list1 and when ,i say #8,now' you are to repeat the same numbers backward1 that is1 in the reverse order4 ,for example1 if ,i should read the numbers1 #c1 #d1 #e1 when ,i said #8,now' you should repeat them #e1 #d1 #c4 ,if ,i read #i1 #h1 #g1 you should say #g1 #h1 #i4 ,you are to say the same numbers ,i read1 but you are to say them just backward from the way ,i read them40 ,the examiner should read each series very distinctly and at the rate of one digit per second4 ,about five seconds before the reading of each series the examiner should call the candidate's attention by saying1 8,now listen to this set40 ,allow two seconds after reading the last digit of each series before saying 8,now10 or1 8,now say them backward40 ,if the candidate has not begun to repeat the digits within thirty seconds the examiner should say 8,now try this set0 and should read the next list to him4 ,first ,series #e #h ,second #f #d ,third #c #e #b ,fourth #h #d #i ,fifth #g #c #i #d ,sixth #e #b #f #h ,seventh #a #i #b #e #c ,eighth #d #b #h #i #f ,ninth #h #c #f #b #e #g ,tenth #a #e #i #f #d #g ,eleventh #b #f #c #g #e #h #d ,twelfth #c #h #b #f #d #g #e ,directions for ,scoring the ,test4 ,the score in this test is the number of series repeated backward without error4 ,any misplacement in the order of the digits should be considered an error and no credit should be given for that series4 ,the examiner will need to keep a record of just which series were correctly repeated1 and will need to keep this record from the view of the candidate being examined1 at least until after the examination is complete4 ,scores from #j to #d indicate ,inferior ,ability ,scores from #e to #f indicate ,low ,average ,ability ,scores from #g to #h indicate ,average ,ability ,scores from #i to #aj indicate ,high ,average ,ability ,scores from #aa to #ab indicate ,superior ,ability ,,mentimeter ,,no4 #ac ,,memory ,,for ,,sentences ,character of the ,test4 ,at the age of two years and frequently before1 the vocabulary of the ordinary child has developed to such an extent that it contains two or three hundred individual words which can be used rather effectively4 ,by the time the child is four years of age he has increased his vocabulary very extensively and can repeat entire sentences1 if they are not too long1 without error4 ,the ,mentimeter here provided is intended to measure the complexity and length of a sentence which an individual can repeat correctly after having heard it only once4 ,the reliability of this test is not very well determined and its field of usefulness is almost as indefinite4 ,it will be interesting in social groups as a recreation and will be useful to the teacher in comparing her pupils1 but it is doubtful if it can be employed in industrial work with any large group of employees4 ,it would seem that it might1 however1 be found valuable as a test of telegraphers1 stenographers1 and dictaphone operators4 ,the fact that it is to be given as an individual test still further limits its usefulness4 ,directions for ,giving the ,test4 ,the examiner1 after recording or having the candidate record on his leaflet the identifying information required1 should repeat the following explanation3 8,i have ten sentences which ,i shall read to you slowly1 one sentence at a time4 ,you are to listen very carefully while ,i read and then after ,i have finished reading a sentence you are to repeat it to me exactly as it was read40 ,each sentence should be read only once4 ,the reading should be done slowly and distinctly with sufficient emphasis to make clear the meaning of the sentence as well as the words spoken4 ,the candidate should be encouraged to try each sentence and should not be informed as to whether or not his attempts are successful4 ,the sentences to be read are as follows3 #a4 ,it snows in the winter4 #b4 ,men usually have more dignity than boys4 #c4 ,there is no excuse for being thoughtless about the rights of other people4 #d4 ,the price of peace may sometimes be much greater than a nation can afford to pay4 #e4 ,it is unfortunate that war should ever be necessary among civilized nations4 #f4 ,their harbour is a shallow body of water connected with1 but protected from1 the open sea4 #g4 ,conscience asserting itself as the voice divine within the human soul is then a real actuality4 #h4 ,each state appoints a number of electors equal to the whole number of senators and representatives4 #i4 ,these discoveries--gunpowder1 printing-press1 compass1 and telescope--were the weapons before which the old science trembled4 #aj4 ,the use of italic type is indicated in the author's manuscript by underscoring the letters1 words1 phrases1 or sentences that are to be italicized4 ,directions for ,scoring the ,test4 ,the candidate is to be scored as successful on each sentence repeated correctly1 or repeated with the omission of not more than one unimportant word such as 8the0 or 8a40 ,the omission of more than one word or of a word which changes or limits the meaning of the sentence should be considered as a failure to remember what was said4 ,the examiner should keep on the test leaflet a note of just which sentences were correctly repeated and which were not4 ,the candidate should not be allowed to see or know his record4 ,the total score is the number of sentences on which the candidate was successful4 ,scores from #j to #b indicate ,inferior ,ability ,scores from #c to #d indicate ,low ,average ,ability ,scores from #e to #f indicate ,average ,ability ,scores from #g to #h indicate ,high ,average ,ability ,scores from #i to #aj indicate ,superior ,ability ,,mentimeter ,,no4 #ad ,,speaking-,,vocabulary ,,test ,character of the ,test4 ,one of the best measures of the intellectual capacity of a community or of a race of people is the complexity of the language which they find it necessary to use in their life and social intercourse4 ,the speaking vocabulary of a tribe or of an individual is therefore an unusually accurate index of mental capacity4 ,the present test of speaking vocabulary is designed to be used as an individual test for measuring the vocabulary of ,english-speaking persons4 ,with some alterations in the directions which are given below the test might be used as a group test1 but the results from such a group test would be quite different and practically not comparable with the results to be obtained when the test is given according to directions4 ,the individual to be examined need not be able to read ,english but must be able to understand ordinary conversational words and sentences4 ,the examiner pronounces very distinctly the word which appears on his list and asks the candidate to explain the meaning of the word4 ,the list used by the examiner contains fifty words1 which are roughly graded1 from the most common and well-known words used in every-day life up to very unusual and little-known words that would be found very rarely in newspaper or magazine articles4 ,any definition is accepted which shows that the candidate really understands the nature and use of the thing mentioned4 ,this test is modelled directly upon the ,vocabulary test included in the ,stanford ,revision of the ,binet tests4 ,it has been shown by careful scientific investigations that a test of this type is very reliable as a measure of general intellectual capacity4 ,the excuse for having1 at the end of the series1 words which are little known and of no great practical value is that without such words it would be impossible to obtain a real measure of the vocabulary of writers1 well-trained lawyers1 and other specialists in the use of the ,english language4 ,the good scientific test of intelligence always begins with elements which are so simple that the dullest mind will master them and progresses steadily to elements which are so complex and difficult that even the keenest minds have difficulty in reaching satisfactory solutions4 ,a test of this sort measuring general vocabulary will be very useful to employers in the selection of stenographers and other clerical workers4 ,in the public schoolroom teachers will find it very helpful in the classification of new pupils coming to their room for the first time or in the comparison of pupils who have been observed for a long period4 ,the disadvantage of the test is that it must be given to one individual at a time4 ,such procedure makes it possible1 however1 for the teacher or the psychologist to study the more or less intangible attitudes and reactions of the pupil which cannot be observed in group examinations4 ,these peculiarities of the pupil are of tremendous value to the trained psychologist or to the psychiatrist in making a careful diagnosis of special mental defects4 ,directions for ,giving the ,test4 ,this test should not be given in the presence of outsiders4 ,the examiner should take the individual to as quiet a place as possible1 should seat the candidate in a comfortable chair1 and converse with him until he is thoroughly at ease and ready to answer any sort of question4 ,the examiner may write on his list the response which is made by the candidate to each word in the vocabulary4 ,the formula which should be used by the examiner should be as nearly as possible that of ordinary conversation1 although care must be used to avoid suggesting by the form of the question any clue to the proper response4 ,beginning with the first word1 after introducing the general idea by some such phrase as 8,now1 ,i am going to ask you the meanings of a list of words10 the examiner should say1 8,the first word is coat4 ,what is a coat80 ,if the candidate does not seem to understand1 the question may be repeated or it may be presented as follows3 8,you know what a coat is1 do you not8 ,well1 what is a coat80 ,similarly1 with the second word one could say1 8,what does the word buy1 b-u-y1 mean8 ,what is the meaning of buy80 ,if the candidate does not understand1 the question may be restated as follows3 8,did you ever buy anything8 ,what does the word buy mean80 ,special care should be taken at all points to avoid suggesting the answer1 giving special hints1 discouraging the candidate or telling him whether or not he is being successful4 ,he may be told at any time that he is doing well but he should not be informed whether his answer is correct or incorrect4 ,not more than forty-five seconds should be allowed to the candidate for thinking about any one word4 ,at the end of the forty-five seconds the examiner should repeat the question4 ,if at the end of thirty seconds after the question is first repeated the candidate has still said nothing1 the examiner should pass on to the next word with this introduction1 8,well1 here is another word4 ,what does the word #8book' mean80 ,under no circumstances should the candidate being examined be allowed to take or to see the word list4 ,speaking-,vocabulary ,test4 #a4 coat #b4 buy #c4 book #d4 store #e4 piano #f4 rent #g4 beef #i4 disease #aj4 doubt #aa4 judge #ab4 fortunate #ac4 secretary #ad4 royal #ae4 canal #af4 greed #ag4 blond #ah4 wealth #ai4 permit #bj4 wisdom #ba4 govern #bb4 license #bc4 compete #bd4 ,jupiter #be4 modesty #bf4 policy #bg4 measure #bh4 enthusiasm #bi4 percentage #cj4 league #ca4 socialism #cb4 logic #cc4 revere #cd4 sarcasm #ce4 taunt #cf4 opaque #cg4 dbutante #ch4 reparation #ci4 decimate #dj4 rheostat #da4 omniscient #db4 beshrew #dc4 cheetah #dd4 behemoth #de4 oriel #df4 megalith #dg4 myelin #dh4 paleography #di4 prosthetics #ej4 salep ,directions for ,scoring the ,test4 ,the score of this test is the number of words which the candidate demonstrates clearly that he understands and can use4 ,a list is provided in the appendix showing the chief meanings and uses which are likely to be mentioned by the candidate4 ,a repetition of a word by the candidate should not be counted as evidence that he understands4 ,for example1 the candidate who replies that 8doubt0 means 8when you doubt something0 or that 8greed0 means 8when you are greedy0 has not fully proved by such a reply that these words are familiar to him4 ,in such cases as those just mentioned the examiner may well ask1 8,does it mean anything more to you80 ,the best method of keeping record is to write on the test blank a notation of what reply was received1 although it will be sufficient to make a check mark after each word satisfactorily explained and to cross out each word that is unknown if from his reply there is no doubt about the ability of the candidate to use the word4 ,the maximum score obtainable in this test is fifty words4 ,the score actually received should be entered on the title page of the test blank for purposes of record4 ,scores from #j to #aj indicate ,inferior ,ability ,scores from #aa to #bj indicate ,low ,average ,ability ,scores from #ba to #cj indicate ,average ,ability ,scores from #ca to #dj indicate ,high ,average ,ability ,scores from #da to #ej indicate ,superior ,ability ,,mentimeter ,,no4 #ae ,,word ,,discrimination ,character of the ,test4 ,intellectual ability has usually been attributed in the greatest degree to those people who were best able to use their native language4 ,this test is calculated to measure the ability of individual candidates to discriminate between the meanings of different words4 ,insofar as ability to draw distinctions between similar words can be taken as a measure of intellectual capacity1 this test will be found useful4 ,it is quite certain to be entertaining as a social diversion and distinctly useful as a measure of the general familiarity of any child in the public schools with the ,english language4 ,industrial and commercial establishments may very well find that it has a distinct relationship to the kind of intelligence it would pay them to employ in certain parts of their organization4 ,there is no simple way of converting this test into a group test because of the added complexity of the problem which is presented when candidates are asked to write their answers4 ,it is very much simpler to explain the difference between two words than to write out the explanation4 ,it is recommended that this test be given in a quiet place where no persons other than the examiner and the candidate are present4 ,this rule1 of course1 will not apply when the test is used as a parlour game4 ,directions for ,giving the ,test4 ,the examiner should use the regular printed leaflet which contains the list of words to be explained4 ,on the title page1 he should enter such facts about the candidate as will identify him and satisfy the purposes of the investigation4 ,the word list should not be shown to the candidate at all4 ,the examiner should make a notation on his word list showing just what difference was mentioned by the candidate for each pair of words4 ,when the examiner has put the candidate at his ease and is ready to begin the test1 he should read the following directions3 8,i have a list of twenty-four pairs of words4 ,i shall read one pair at a time1 and ,i wish you to tell me what differences you know between the two things mentioned4 ,first1 what is the difference between a bird and a fish80 ,if no answer is given within half a minute1 the examiner may say3 8,you know what a bird is1 do you not8 ,you know what a fish is1 don't you8 ,well1 what is the difference between a bird and a fish80 ,no additional help of any sort may be given and not more than thirty seconds should be allowed after the second asking of the question4 ,the only formula to be used is3 8,what is the difference between ---- and ----80 ,what is the difference between #a4 ,a bird and a fish8 #b4 ,a snake and a fly8 #c4 ,a pen and a pencil8 #d4 ,an eagle and a chicken8 #e4 ,a book and a magazine8 #f4 ,an orange and a lemon8 #g4 ,a teacher and a preacher8 #h4 ,luck and pluck8 #i4 ,stone and china8 #aj4 ,a balloon and an airplane8 #aa4 ,to plod and to plot8 #ab4 ,to wither and to shrivel8 #ac4 ,to surprise and to astonish8 #ad4 ,rash and reckless8 #ae4 ,lonely and solitary8 #af4 ,sorrow and sadness8 #ag4 ,plutocrat and autocrat8 #ah4 ,a rascal and a rogue8 #ai4 ,to plunder and to devastate8 #bj4 ,to relinquish and to resign8 #ba4 ,shrewd and sagacious8 #bb4 ,dormant and quiescent8 #bc4 ,reconstruction and rehabilitation8 #bd4 ,reparation and indemnity8 ,directions for ,scoring the ,test4 ,the score in this test is the number of pairs of words between which the candidate gives at least one real difference4 ,the differences which appear in ,appendix ,d are suggestive of the type of differences which may be mentioned by the candidate1 but the list there furnished is not complete4 ,one should not assume that the candidate knows the difference between the two things for which the words stand until the candidate has described one real difference pretty clearly4 ,such answers as1 8,oh1 they are different1 entirely different10 or 8,one is one thing and the other is something else0 should not be considered as correct in any respect4 ,the idea that the person knows a difference without being able to explain it should not influence in any way the judgment of the examiner4 ,the difference must not only be known1 but must be clearly expressed before credit is given for any pair4 ,the total score possible in this test is twenty-four points4 ,the total score actually made by any candidate should be entered in the lower right-hand corner of the title page of the leaflet4 ,scores from #j to #d indicate ,inferior ,ability ,scores from #e to #i indicate ,low ,average ,ability ,scores from #aj to #af indicate ,average ,ability ,scores from #ag to #bj indicate ,high ,average ,ability ,scores from #ba to #bd indicate ,superior ,ability4 ,,mentimeter ,,no4 #af ,,naming ,,opposites ,character of the ,test4 ,the ,opposites test in one form or another has been used for a long while with remarkable accuracy as a measure of one's familiarity with language and his general intellectual competence4 ,the ,mentimeter form is superior to the ordinary form of the ,opposites test in that it is fairly well graded in its difficulty1 from simple problems to very difficult problems1 thus securing an added value as an intelligence test4 ,it differs from the ,alpha form used in the ,army in that it is necessary in the ,mentimeter test to write the word which is the opposite of the key word given1 while in the ,army two words were given which might be opposites or synonyms and the soldier was asked to check whether the words meant the 8same0 or the 8opposite40 ,one difficulty with the military form was that if a man knew nothing at all about the words used1 he would1 nevertheless1 by chance have half of his answers correct4 ,in the present ,mentimeter form1 a man must not only use his judgment to decide between two words but he must have fairly rich associations between the key word and its opposites and be able to select from all of these associations the one which is most appropriate4 ,this test may be given as an individual examination1 but it is planned as a group examination for as many candidates as can be conveniently seated in the room provided for the examination4 ,only persons who can read and write the ,english language should be tested with this ,mentimeter4 ,directions for ,giving the ,test4 ,as soon as the blanks on the title page of the booklet have been correctly filled in1 under the direction of the examiner1 the candidates should be asked to read silently the directions printed below these blanks while he reads them aloud3 8,when you open your booklets1 you will find on the inside forty words each followed by a dotted line on which you are to write a corresponding list of forty words4 ,you are to write after each word the word which in your mind means just the opposite to the word that is printed4 ,notice the three samples printed below3 ,on the line after each word1 write the word which means just the opposite of the printed word4 7,samples7 ,a4 bad good ,b4 girl boy ,c4 down up 8,the opposite of bad is #8good' and therefore #8good' has been written after the word #8bad'2 the opposite of #8girl' is #8boy' and therefore the word #8boy' has been written after the word #8girl'2 the opposite of the word #8down' is #8up' and therefore #8up' has been written after the word #8down'4 8,you will be allowed exactly four minutes in which to write the opposites of as many words as you know in the list4 ,begin with the first word4 ,ready6 ,open your books6 ,go to work60 ,exactly four minutes after saying 8,go601 the examiner should call1 8,stop6 ,close your books and hand them to me60 ,the papers should be collected immediately4 ,on the line after each word1 write the word which means just the opposite of the printed word4 #a4 good #b4 rich #c4 little #d4 new #e4 hard #f4 dark #g4 dirty #h4 sick #i4 north #aj4 empty #aa4 push #ab4 wrong #ac4 beginning #ad4 narrow #ae4 morning #af4 nowhere #ag4 stale #ah4 busy #ai4 to float #bj4 smooth #ba4 wild #bb4 strength #bc4 innocent #bd4 wisdom #be4 positive #bf4 inferior #bg4 ancient #bh4 result #bi4 stingy #cj4 abstract #ca4 partiality #cb4 diligent #cc4 frugal #cd4 spurious #ce4 elation #cf4 expedite #cg4 diffident #ch4 homogeneous #ci4 intrepid #dj4 sycophantic ,directions for ,scoring the ,test4 ,the score in this test is the total number of words for which the exact opposite has been written4 ,some considerable time will be saved by using the stencil provided with each package of test booklets4 ,the total score as finally obtained should be written in the lower right-hand corner of the title page of the booklet4 ,scores from #j to #g indicate ,inferior ,ability ,scores from #h to #ab indicate ,low ,average ,ability ,scores from #ac to #be indicate ,average ,ability ,scores from #bf to #cb indicate ,high ,average ,ability ,scores from #cc to #dj indicate ,superior ,ability4 ,,mentimeter ,,no4 #ag ,,spelling ,,test ,character of the ,test4 ,all of the investigations which have been made into the subject of spelling in relation to general intelligence seem to indicate that good spellers are 8born and not made40 ,of course intelligent people also are 8born and not made40 ,strange to say1 a person may be very intelligent without being an expert speller or a person may be a fairly able speller without being keen intellectually4 ,this ,mentimeter is therefore not to be considered as reliable an index of intelligence as most of the others4 ,there are two methods by which one might determine the ability of any average individual in spelling4 ,one might measure how difficult a word was necessary in order to cause failure or one might take words all of the same difficulty and measure what percentage of them were misspelled by the candidate4 ,list ,a in the series which follows is of the first sort1 measuring how difficult a word must be before it causes trouble and ,list ,b is of the second sort1 measuring how many words of the same difficulty can be spelled correctly by the individual tested4 ,these words are selected from the ,ayers ,measuring ,scale for ,ability in ,spelling4 ,mentimeter ,list ,a consists of two words from each degree of difficulty from ,b to ,z in the ,ayers list4 ,mentimeter ,list ,b is chosen from ,list ,r of the ,ayers ,scale4 ,directions for ,giving the ,test4 ,whether the examination is to be with ,list ,a or with ,list ,b the candidates should be supplied with the ,mentimeter leaflet and should be asked first of all to write their names1 ages and other necessary information on the title page4 ,when this information has been obtained the examiner should read the following directions3 8,i shall pronounce to you a list of fifty words4 ,you are to listen carefully and then to write on the blank provided for it the word which ,i pronounce4 ,be very careful to form your letters distinctly in order that ,i may know whether or not you know how to spell these words4 ,do not ask any questions1 for ,i shall not answer them4 ,each word will be pronounced only twice1 so listen carefully in order not to make it necessary to ask for a further repetition40 ,the examiner should pronounce each word very distinctly4 ,he should1 before pronouncing the word1 give the serial number of the word in order that it may be recorded on the proper blank by the candidate4 ,the formula to be used should be as follows3 8,the first word is #8go1'--go40 ,after waiting for ten or not more than fifteen seconds1 the next word should be pronounced as follows3 8,the second word is #8at1'--at40 ,it is the intention that each individual shall have ample opportunity to understand the word to be spelled and to write his spelling of it1 but that the conditions shall remain uniform for all4 ,,list ,a #a4 go #b4 at #c4 can #d4 run #e4 ten #f4 bed #g4 good #h4 little #i4 like #aj4 book #aa4 make #ab4 hand #ac4 tell #ad4 five #ae4 spring #af4 plant #ag4 game #ah4 hard #ai4 week #bj4 mile #ba4 summer #bb4 express #bc4 railroad #bd4 ticket #be4 death #bf4 learn #bg4 district #bh4 pleasure #bi4 prison #cj4 family #ca4 factory #cb4 president #cc4 illustrate #cd4 education #ce4 century #cf4 difference #cg4 organize #ch4 estimate #ci4 foreign #dj4 difficulty #da4 reference #db4 secretary #dc4 athletic #dd4 ,february #de4 preliminary #df4 annual #dg4 decision #dh4 principle #di4 judgment #ej4 recommend ,,list ,b #a4 ,christmas #b4 interest #c4 popular #d4 treasure #e4 search #f4 complete #g4 against #h4 consider #i4 tomorrow #aj4 general #aa4 distribute #ab4 injure #ac4 service #ad4 article #ae4 feature #af4 manner #ag4 increase #ah4 convention #ai4 together #bj4 diamond #ba4 common #bb4 purpose #bc4 director #bd4 attention #be4 already #bf4 according #bg4 provision #bh4 object #bi4 different #cj4 prefer #ca4 busy #cb4 vessel #cc4 prepare #cd4 wreck #ce4 promise #cf4 illustrate #cg4 secure #ch4 adopt #ci4 success #dj4 toward #da4 machine #db4 publication #dc4 visitor #dd4 salary #de4 entertain #df4 wear #dg4 education #dh4 avenue #di4 combination #ej4 forenoon ,directions for ,scoring the ,test4 ,no word should be given credit unless it is spelled correctly4 ,if a word is so illegible that the examiner cannot easily tell whether or not it is correctly spelled it should be counted as wrong4 ,the total number of words correctly spelled should be entered in the lower right-hand corner of the title page of the test leaflet1 and should be followed by a notation of the list used4 ,in ,list ,a ,scores from #j to #bj indicate ,inferior ,ability ,scores from #ba to #ce indicate ,low ,average ,ability ,scores from #cf to #de indicate ,average ,ability ,scores from #df to #ej indicate ,high ,average or ,superior ,ability ,in ,list ,b ,scores from #j to #aj indicate ,inferior ,ability ,scores from #aa to #bd indicate ,low ,average ,ability ,scores from #be to #dj indicate ,average ,ability ,scores from #da to #df indicate ,high ,average ,ability ,scores from #dg to #ej indicate ,superior ,ability ,it is not to be expected that an individual's score will be the same exactly in ,list ,a as in ,list ,b or that his classification based on this score will be just the same4 ,the two lists are not perfectly adjusted in this matter and if they were it would still be possible for a person of 8,average ,ability0 in ,list ,a to obtain 8,low ,average0 scores in ,list ,b4 ,in public school work teachers will probably find ,list ,a more instructive than ,list ,b1 although ,list ,b will be almost as useful in classifying pupils1 especially when used in connection with the following table of average results4 ,the average ,second ,grade pupil should spell #f words in ,list ,b ,the average ,third ,grade pupil should spell #ad words in ,list ,b ,the average ,fourth ,grade pupil should spell #be words in ,list ,b ,the average ,fifth ,grade pupil should spell #cc words in ,list ,b ,the average ,sixth ,grade pupil should spell #dj words in ,list ,b ,the average ,seventh ,grade pupil should spell #dd words in ,list ,b ,the average ,eighth ,grade pupil should spell #dg words in ,list ,b ,,mentimeter ,,no4 #ah ,,range ,,of ,,information ,character of the ,test4 ,this test is a very entertaining and useful task for any group to work upon4 ,it is based upon the assumption that general intelligence will result in the extension of one's general knowledge and information about affairs in many fields4 ,the test requires1 for its perfect solution1 knowledge of all sorts of facts in a great variety of fields4 ,the ,general ,information test used in the ,army ,alpha series was very frequently subject to criticism from officers and men because not a sufficient number of questions was asked about matters which pertained to their own field of work4 ,the physicians1 for example1 expressed regret that there were so few questions referring to medicine or anatomy1 while the engineers were just as much inclined to believe that the test would have been improved had it included a larger number of questions applying directly to their field4 ,of course the purpose of the test is to avoid specializing in any particular field and to cover just as wide a range as possible of general information4 ,an effort has been made to graduate the difficulty of the questions asked in the ,mentimeter form of this test1 in order to obtain as much additional merit as possible in the measurement of intellectual capacity4 ,this test will be useful in almost any educational or industrial organization4 ,it is probable1 however1 that its usefulness in school will not be as great as in life outside of the schools4 ,as little of the material has been drawn from educational experiences as seemed possible4 ,a great deal of amusement can be obtained in a social group by reading aloud the answers checked by members of the group4 ,directions for ,giving the ,test4 ,when the candidates are comfortably seated and provided with pencils1 the examiner should distribute the booklets to them with the request that they be not opened until directions are given4 ,when the information blanks on the title page have been filled out satisfactorily1 the examiner should ask the candidates to read silently the directions printed on the title page while he reads them aloud4 8,on the inside of this booklet1 when you are told to open it1 you will find #dj different sentences1 at the end of each one of which there is a list of words from which you are to choose the proper one to be the last word4 ,when you are told to turn the page1 begin with the first sentence and make a check mark 77 in the little square in front of the best word to use as an ending4 ,choose the word which will make the truest sentence4 ,choose only one word for each ending4 ,if you are not absolutely certain which is the most truthful1 make a guess and try the next sentences4 ,ready6 ,go60 7,,for ,,tests ,,see ,,pages #bjd-bjg7 ,make a check mark 77 in the square in front of that one of the four words which makes the best sentence and tells the most exact truth4 #a4 ,the ,,jersey is a kind of ,,cow ,,dog ,,cat ,,horse #b4 ,,golf is played with ,,cards ,,dice ,,clubs ,,buttons #c4 ,,fatima is the name of a ,,cigar ,,cloth ,,pipe ,,cigarette #d4 ,a ,,saw is used by a ,,painter ,,plumber ,,carpenter ,,plasterer #e4 ,an ,,emerald is ,,green ,,red ,,blue ,,black #f4 ,,detroit is noted for its ,,brewing ,,textiles ,,automobiles ,,printing #g4 ,a ,,spaniel is a kind of ,,sheep ,,goat ,,dog ,,mule #h4 ,,maude ,,adams is noted as a ,,dancer ,,actress ,,nurse ,,writer #i4 ,,candy is made by ,,ford ,,huyler ,,colgate ,,macmillan #aj4 ,the ,,civil ,,war began in #ahdh #ahfj #ahfa #ahfe #aa4 ,the ,,sheriff is an officer of the ,,city ,,county ,,state ,,nation #ab4 ,,rubens is famous as a ,,poet ,,scientist ,,cartoonist ,,painter #ac4 ,the ,,harley ,,davidson is an ,,automobile ,a,,roplane ,,motorcycle ,,kite #ad4 ,,meredith ,,nicholson is a ,,humorist ,,novelist ,,poet ,,musician #ae4 ,,built ,,like ,a ,,skyscraper is an 8ad0 for a ,,bed ,,trunk ,,filing-,,case ,,stove #af4 ,the ,,kilometer measures ,,electricity ,,distance ,,gas ,,water #ag4 ,the ,,tibia is in the ,,leg ,,arm ,,chest ,,head #ah4 ,,coral is found in ,,trees ,,reefs ,,mollusks ,,mines #ai4 ,,clysmic is a kind of ,,wine ,,cloth ,,water ,,metal #bj4 ,,uncle ,,tom',s ,,cabin was written by ,,poe ,,stowe ,,hawthorne ,,irving #ba4 ,,john ,,hay was a ,,banker ,,engineer ,,preacher ,,statesman #bb4 ,,vassar ,,college is at ,,poughkeepsie ,,ithaca ,,boston ,,cambridge #bc4 ,a ,,subpoena is used in ,,insurance ,,medicine ,,law ,,war #bd4 ,the number of a ,,bantu',s legs is ,,one ,,two ,,four ,,eight #be4 ,,sampson ,,brass is a character in ,,scott ,,poe ,,dickens ,,burns #bf4 ,the ,,handley-,,page plane is made in ,,france ,,japan ,,england ,,america #bg4 ,the ,,falcon is an ,,insect ,,bird ,,tool ,,stone #bh4 ,,dribble is a term used in ,,hunting ,,theology ,,law ,,athletics #bi4 ,,phez is a ,,fabric ,,dance ,,game ,,drink #cj4 ,,higgins manufactures ,,furniture ,,books ,,glassware ,,ink #ca4 ,,guava is a kind of ,,fish ,,bird ,,animal ,,fruit #cb4 ,an ,,equilateral ,,triangle is also ,,right ,,isosceles ,,scalene ,,acute #cc4 ,the ,,battle ,,of ,,hastings was in #ajff #abae #adec #afjg #cd4 ,the ,,aorta originates in the ,,head ,,feet ,,alps ,,heart #ce4 ,,endive is a kind of ,,stone ,,tool ,,plant ,,animal #cf4 ,,seoul is in ,,persia ,,korea ,,india ,,syria #cg4 ,,joseph ,,priestley discovered ,,pongee ,,australia ,,oxygen ,,printing #ch4 ,the ,,oboe is used in ,,music ,,medicine ,,geology ,,religion #ci4 ,,challis is a kind of ,,dish ,,drink ,,dance ,,cloth #dj4 ,a ,,rhesus is a kind of ,,fish ,,bird ,,animal ,,reptile ,at the end of four minutes the examiner should call 8,stop6 ,the time is up60 ,he should use care to see that no answers are checked after the signal to stop has been given4 ,directions for ,scoring the ,test4 ,the score in this test is the number of sentences in which the right conclusion has been checked4 ,credit should not be given for checking any other word than the correct one4 ,the use of the stencil1 which is provided with each package of test booklets1 will save a great deal of eye strain1 mental fatigue1 and time in marking these tests4 ,this stencil makes it possible for an ordinary clerk to score the #dj sentences accurately in a fraction of a minute4 ,the total score in the test should be entered at the lower right-hand corner of the title page of the test booklet4 ,scores from #j to #c indicate ,inferior ,ability ,scores from #d to #aj indicate ,low ,average ,ability ,scores from #aa to #bc indicate ,average ,ability ,scores from #bd to #cj indicate ,high ,average ,ability ,scores from #ca to #dj indicate ,superior ,ability ,,mentimeter ,,no4 #ai ,,reading ,,vocabulary ,character of the ,test4 ,one of the most valuable measures of any individual or group of individuals is the extent of the vocabulary found necessary for communication and social activities4 ,the ,vocabulary test which is used in connection with the ,stanford ,revision of the ,binet test1 and which is quite similar to ,mentimeter ,no4 #ad1 has been shown to be unusually reliable as a measure of general intelligence4 ,the ,reading-,vocabulary test is probably not so widely usable as the ,speaking-,vocabulary test1 but it can be applied as a group test and is therefore probably destined to much more extensive usefulness than the individual test4 ,the ,reading-,vocabulary test cannot1 of course1 be given to individuals whose ability in reading is less than that ordinarily possessed by third-grade public school children4 ,the candidate must not only be able to recognize the words that appear in the test and to know their meanings1 but he must also be able to classify them as belonging to a particular group of objects4 ,the method of the test requires the child to make a check mark under the family name which would include the particular word appearing on the vocabulary list4 ,the instructions will not be understood except by fairly intelligent persons1 but for those who can understand the instructions and who do their best on the test1 a very useful measure will be the result4 ,although this test would seem at first glance to be particularly well adapted to the selection of clerical workers1 past experience has convinced the writers that it is also useful in the selection of organizers and directors of men as well as of organizers and directors of thought4 ,the relationship between the score in this test and the general efficiency of an employee is unusually high4 ,teachers will find the ,reading ,vocabulary a splendid index of the advancement attained by new pupils coming into their rooms for the first time or of the pupils who have been with them for some time4 ,it is useless to try to have pupils explain the meaning of magazine articles or of selections from their geographies when they do not even understand the words used in these discussions4 ,it would be very much worth while for a teacher1 when she has employed this test1 to compare the difficulty of the words which cause the majority of her class to stumble and fail with the difficulty of the words used in the ordinary text-books of the school4 ,in any social group the classification of the forty words in this list would be found rather interesting particularly when the errors made by different members of the group were read aloud for the amusement of the entire group4 ,it should not be suggested1 when the test is to be used in this way1 that there is any distinct relationship between achievement in the test and achievement in life1 else some of the group will be very much disappointed in their scores4 ,every effort should be made to have such a group feel that this was simply a new type of puzzle4 ,the results obtained under such conditions should not be compared with the results obtained under the standard conditions outlined below4 ,directions for ,giving the ,test4 ,the candidates to be examined should be comfortably seated and provided with well-sharpened pencils4 ,the examiner should then announce that the booklets which he would distribute were not to be opened until instructions to that effect were issued4 ,booklets should be distributed unopened1 one to each individual4 ,further directions should be issued as soon as each candidate is supplied with the booklet1 authorizing each individual to write his name1 his age1 and such other information as is desirable on the title page of the booklet4 ,when these preliminaries have been finished the examiner should say3 8,when ,i ask you to open your booklet1 you will find on the inside a list of forty different words4 ,the test is to determine how many of these words you can read and identify4 ,at the top of the page you will find the words1 ,animal1 ,body1 ,bird1 ,colour1 ,clothes1 ,fish1 ,time1 ,tool1 and ,war4 ,each of the forty words to be identified is connected with or is a kind of ,animal1 ,body1 ,bird1 ,colour1 or other kind of thing mentioned at the top of the page4 ,the page is ruled both ways4 ,you are to look at each word in the column on the left and to make a check mark at the right of it1 under the general word showing whether the word you are marking is an ,animal1 a ,body1 a ,bird1 or something else4 ,you will be allowed exactly four minutes in which to check the words4 ,mark as many of the words as you possibly can but be sure to check them correctly4 ,ready6 ,go60 ,indicate the meaning of each of the forty words in the column on the left by making a mark 77 under the proper word4 ,,connected ,,with1 ,,or ,a ,,kind ,,of ,,animal,,body,,bird,,colour,,clothes,,f ish,,time,,tool,,war arm #a cow #b stocking #c yellow #d sparrow #e shirt #f calf #g hammer #h shin #i saw #aj wren #aa tan #ab cod #ac troops #ad year #ae conquer #af stag #ag minnow #ah month #ai kimono #bj rampart #ba thigh #bb carmine #bc partridge #bd sturgeon #be ratchet #bf interim #bg peccary #bh mauve #bi citadel #cj ephemeral #ca tartan #cb peritoneum #cc petrel #cd tench #ce vomer #cf burgonet #cg burin #ch desman #ci tinamou #dj ,at the end of exactly four minutes the examiner should call 8,stop6 ,time up6 ,close your papers and hand them to me40 ,all papers should be collected at once4 ,directions for ,scoring the ,test4 ,the total score in this test is the number of words correctly checked4 ,the work of checking the accuracy of marks made by the candidates is very much simplified by the stencil which accompanies each package of examination booklets4 ,this stencil indicates exactly where a check should be made in each case4 ,the total number of words correctly checked should be entered in the lower right-hand corner of the title page of the examination booklet4 ,scores from #j to #h indicate ,inferior ,ability ,scores from #i to #ad indicate ,low ,average ,ability ,scores from #ae to #bd indicate ,average ,ability ,scores from #be to #bi indicate ,high ,average ,ability ,scores from #cj to #dj indicate ,superior ,ability ,,mentimeter ,,no4 #bj ,,reading3 ,,directions ,character of the ,test4 ,in the ,united ,states ,army an officer frequently calls one of his orderlies to his desk and issues orders somewhat as follows3 8,present my compliments to ,lieutenant ,smith and ask him to report at my office to-morrow afternoon at #c4ae for his orders regarding the disposition of garbage from the kitchen of ,company ,e4 ,tell ,corporal ,jones in ,barracks #ag to take a detail of four men and report at #e4jj o'clock this evening to ,sergeant ,katz at the ,second ,battalion ,officers' ,mess4 ,deliver this package to the ,adjutant of the ,base ,hospital and ask him to let me know at once what should be done with the ,s4 ,c4 ,d4 papers brought to me this morning by ,lieutenant ,johnson40 ,the orderly must be able to carry out these orders without their repetition or explanation4 ,he should reply1 8,yes1 sir10 by way of making it clear that he has understood and will obey the directions1 but should say nothing more4 ,the first test in the ,alpha series used in the ,army was intended to measure how complicated a series of directions could be grasped by the soldier and executed without errors4 ,the ,mentimeter test differs from its military counterpart in that the directions are to be printed rather than spoken1 and in that the increasing difficulty arises from the increasing complexity and obscurity of the words employed rather than from the length of the directions to be held in mind4 ,whether these changes will increase or decrease the value of the test cannot be stated in advance of actual trials4 ,directions for ,giving the ,test4 ,as soon as the candidates have been provided with pencils1 writing surfaces1 and comfortable seats1 the examiner should distribute the examination leaflets with the instruction that the blanks at the top of the title page be filled out at once and that no one should turn the leaflet until the direction to do so be given4 ,the test should be introduced by the request from the examiner that everyone look at the directions on the title page while they are being read aloud1 8,when you are told to turn your leaflet and go to work1 you will find on the other side very full directions as to what you are to do4 ,this is a test to find out how well you can understand directions1 so read them carefully and do exactly what they tell you to do4 ,ready6 ,turn your leaflets and go to work40 ,exactly three minutes should be allowed for this work4 ,at the end of three minutes the examiner should call 8,stop6 ,the time is up6 ,turn over your leaflet and hand it to me40 ,the test sheets should be collected at once4 ,do what it says4 #a4 ,write your name on this line4 4444444444 #b4 ,make a cross in the square4 #c4 ,make a cross in the circle and a dot in the square4 #d4 ,make a figure #a under the letter ,m and a figure #b under the letter ,w4 ,a ,n ,w ,v ,h ,m ,z ,u ,y #e4 ,if ,decoration ,day comes in the winter1 write the word 8,no40 ,if not1 write the word 8,yes40 4444444444 #f4 ,cross out the shortest word in this sentence and draw two lines around the ninth word4 #g4 ,look at the three blanks printed below4 ,on the first blank write the number of days in a week1 on the second the number of months in a year1 and on the third the number of years in a century4 #h4 ,write in the square on the left the right answer to the question3 8,how many dimes make a dollar80 ,in the second square make a small circle1 and in the third triangle write the letter 8,c40 #i4 ,if a peck is a greater magnitude than a bushel1 cross out the word 8pint0 unless a pint holds a smaller quantity than a quart1 in which case draw a line under the first word after bushel4 ,,quart ,,bushel ,,peck ,,pint #aj4 ,if a centimeter is more than half as long as an inch1 write in the square the number of inches in a yard4 ,if a meter is more than three feet1 then write in the circle the number of meters in a kilometer4 #aa4 ,if the oscillations of a pendulum were not facilitated by any other force than gravity1 what would be the effect upon their amplitude8 ,check the best reply3 ,it would gradually be augmented4 flagellated4 diminished4 swaged4 #ab4 ,if ontogeny invariably ingeminates phylogeny1 circumscribe the word giving the location of the ,,ourcq2 if not1 underscore the word that locates the ,,mandible4 ,england ,foot ,utah ,face ,peru ,france ,arm ,india ,directions for ,scoring the ,test4 ,the score is the number of directions which were perfectly obeyed without error4 ,a failure to do any part of the thing directed or the performance of extra things not asked should act to withhold credit for an element4 ,the total number of credits should be entered in the lower right-hand corner of the title page of the test leaflet4 ,scores from #j to #b indicate ,inferior ,ability ,scores from #c to #e indicate ,low ,average ,ability ,scores from #f to #h indicate ,average ,ability ,scores from #i to #aj indicate ,high ,average ,ability ,scores from #aa to #ab indicate ,superior ,ability ,,mentimeter ,,no4 #ba ,,reading3 ,,interpretation ,character of the ,test4 ,this test is a specially devised method of determining the ability of an individual to secure from the printed page the ideas which are expressed in sentences and paragraphs4 ,it is probable that no single test of reading can be devised which would measure all phases of the subject equally well4 ,this particular test attempts to measure the special ability to interpret the meanings of sentences and paragraphs1 although it assumes that the words of which these larger units are composed are recognized and understood by the reader4 ,the test is arranged with very simple sentences at the beginning followed by more and more difficult sentences until at the last there are statements the meaning of which very intellectual people might fail to grasp at first sight4 ,the questions which are asked regarding the paragraphs likewise increase in difficulty so that the ultimate score obtained by the candidate indicates rather distinctly how difficult are the sentences or paragraphs he is able to understand and answer questions about4 ,it is not probable that a great field of usefulness will be found for this test in industrial life1 although it might very well be used in any establishment where the question of the degree of literacy in the employee was of any importance4 ,tests fashioned on this order would be tremendously valuable as a basis for classifying according to degree of literacy the immigrants entering this country4 ,some such objective measure as this is very much needed in the taking of the census4 ,where at present almost any man or woman who can barely write his or her name is entered on the census records as being able to read and write1 the crude examination for literacy which was employed by the psychologists in the ,u4 ,s4 ,army illustrates conclusively that about three times as many people are unable to make any practical use of reading and writing as the census figures would lead one to believe4 ,it seems certain from the facts obtained in the ,army that at least one half of the population of the ,united ,states would be unable to answer more than eight of the sixteen questions included in this ,mentimeter4 ,directions for ,giving the ,test4 ,it is particularly desirable that the room in which the test is given should be well lighted and comfortable4 ,before distributing the tests the usual caution1 8,do not open this booklet until you are told to do so10 should be given4 ,one test booklet should then be given to each candidate4 ,as soon as all have received their blanks the examiner should give the directions for filling out the information blanks on the title page of the booklet4 ,if very young children or very dull adults are being examined it will be necessary to give specific directions about these blanks4 ,as soon as the blanks are filled the examiner should ask the group to read silently the directions as he reads them aloud4 8,when you are told to turn the page you will find on the inside three paragraphs of printed matter4 ,you are to read these paragraphs very carefully and then1 turning the page once more1 you will find sixteen questions about the three paragraphs you have just read4 ,you are to write the answers to the questions on the blank lines provided for the purpose4 ,you may turn back to the printed matter and look for the answers as often as you need to1 but you will only have ten minutes in which to do your reading and the answering of the questions1 so be sure to answer all the questions you can4 ,the first questions are easier than those which follow1 so answer them in the order in which they come4 8,remember that when ,i say #8,go' you are to begin reading and to read as fast as you can1 then to answer as many questions as you can on the next page4 ,ready1 ,go40 ,exactly ten minutes after saying 8,go0 the examiner should call 8,stop6 ,the time is up6 ,close your papers and hand them to me40 ,all papers should be collected at once4 ,,find ,,the ,,answers ,,to ,,the ,,questions ,,by ,,reading ,,what ,,it ,,says ,,below ,boys like to run and play in the street4 ,girls like to stay in the house and play with their dolls4 ,as the girls grow older some of them learn to cook and to help their mothers in the home1 while others learn to work in shops1 mills1 and offices4 ,some boys learn as they grow up to work on the farms1 while others obtain positions in stores1 mines1 and factories4 ,even before they grow to be men and women1 people differ in the things they enjoy and in the things they are able to do4 ,it is fortunate that people are so different1 for the world has all sorts of work that must be done4 ,wheat1 corn1 and cattle must be raised to supply the world with food4 ,cotton and wool must be made into clothing to keep us warm1 while wood and stone must be made into houses to protect us from the rain and the snow4 ,the work of the world requires that some people be farmers1 others manufacturers1 others merchants1 others doctors1 and so on4 ,if we were all exactly alike in our tastes and abilities1 much of the world's work would have to be done by persons whose inclinations and capacities were in fields of endeavour entirely different from those in which they would be required to labour4 ,the fact that people are so different makes possible an adjustment whereby the ability and interest of the labourer may be in proportion to the difficulty of the undertaking to which he is assigned4 ,perhaps nothing makes a larger contribution to the happiness and contentment of the world than this adjustment of the individual to his vocation1 and yet the problem of securing such an adjustment is complicated by an enormous number of practical difficulties4 ,one of the most annoying elements in this problem of adjustment has been the impossibility of making expeditiously an effectual classification of candidates according to native capacity and endowment4 ,psychologists and statisticians have1 however1 during the past decade evolved methods of intellectual measurement which demonstrate the feasibility and economic utility of the procedure and adumbrate to some extent the social satisfactions that will ensue when the science of personnel engineering has been consummated4 ,,write ,,the ,,answers ,,to ,,these ,,questions #a4 ,who like to play in the street8 #b4 ,where do little girls like to play8 #c4 ,who learn to help their mothers8 #d4 ,where do older boys find jobs8 #e4 ,in what two ways are people said to differ early in life8 #f4 ,what kinds of food are mentioned8 #g4 ,for what purpose do people work with wool and cotton8 #h4 ,what reason is given for building houses8 #i4 ,what is the topic of the first paragraph8 #aj4 ,why are differences between people spoken of in the second paragraph as a wise provision of nature8 #aa4 ,check the right answer to this question3 ,what does the second paragraph suggest as the probable result upon the world's work if all people were just alike8 ,it would not be done4 ,some of it would be improved4 ,it would be well done4 ,much of it would be poorly done4 #ab4 ,what characteristic of a task needs to correspond to the ability of the worker8 #ac4 ,what is suggested in the third paragraph as the probable result of failing to place men in positions suited to their abilities8 #ad4 ,it is quite common to determine a man's ability by trying him out in the job4 ,what objection to this plan does any word in the third paragraph suggest8 #ae4 ,what procedure is said to be a practical means of saving time and money in the selection of men for positions8 #af4 ,what is stated as a probable cause for general gratification at some future time8 ,directions for ,scoring the ,test4 ,the score in this test is the number of questions correctly answered4 ,a stencil is provided with each set of test booklets by the aid of which it is fairly simple to mark an answer as right or wrong4 ,an answer should be considered wrong if it does not prove in itself that the candidate had read the paragraph and obtained his information from it4 ,any answer which is true in general life but which is not suggested by the reading material on the previous page1 should not be accepted4 ,scores from #j to #c indicate ,inferior ,ability ,scores from #d to #g indicate ,low ,average ,ability ,scores from #h to #ab indicate ,average ,ability ,scores from #ac to #ad indicate ,high ,average ,ability ,scores from #ae to #af indicate ,superior ,ability ,,mentimeter ,,no4 #bb ,,disarranged ,,sentences ,character of the ,test4 ,publishers and editors have for many years insisted upon having intelligent compositors and type-setters4 ,the printer's pi is probably as comprehensive a test of intelligence as any in the ,mentimeter series4 ,in the ,binet tests1 one of the most interesting parts of the examination is where children are asked to take certain words and rearrange them to make a sentence4 ,this is not exactly the same problem that the type-setter faces with pi1 but it is related to it4 ,a disarranged sentence test was used in the military examinations1 but in order to make the scoring simple and to include elements of intellectual capacity other than ability to rearrange words1 the soldiers were asked to check the resulting sentence as 8true0 or 8false40 ,here again1 without being able to read a single word of the sentences which had been disarranged1 the soldiers would be able to make check marks in the correct place by mere chance in half the cases4 ,the method of scoring used in the ,army was calculated to overcome this difficulty1 but even then the results were not as reliable as they should be in the case of the ,mentimeter form presented below4 ,this test contains twenty-five sentences in each one of which the words have been mixed up and disarranged so that a real amount of imagination is necessary in order to guess what the sentence was in the first place4 ,the first sentence contains only three words and is very easily arranged1 while the later sentences are quite complicated and difficult4 ,in order to indicate what the true arrangement of the original sentence was1 each candidate is asked to place a period at the end of the word which would be last if the sentence were properly arranged4 ,the resulting score may be taken as a fairly reliable index of ability to 8unscramble0 words in sentences4 ,this test is very closely related to several of the other tests which appear in the ,mentimeter series in that it involves the ability to think about words and the things for which words stand and the relationships between these words and these things4 ,the type of ability necessary for this test is the sort which makes for success in education and the learned professions1 provided social and personal qualities are equal to the intellectual attainments4 ,this test is also very entertaining as a parlour game and may be used without offense to any one1 if no mention is made of the relationship of the results to mental ability4 ,directions for ,giving the ,test4 ,when the candidates have been seated and supplied with pencils1 the examiner should distribute copies of the test booklets with the direction that none be opened until the instruction to do so is given4 ,after having the identifying information called for on the blanks of the title page filled out by the candidates1 the examiner should ask that all candidates look carefully at their papers and read silently the directions while he reads them aloud3 8,a sentence is a list of words which says something that we can understand4 ,when you open the papers1 you will find on the inside twenty-five sets of words which are not good sentences as they stand1 but which would make good sentences and would sound sensible if they were changed around and put in a different order4 ,look at the samples given below3 ,sample ,a3 ,,kill ,,mice ,,cats ,sample ,b3 ,,has ,,book ,,it ,,pictures ,,the ,,in 8,sample ,a would make a good sentence if it were arranged in the order #8,,cats ,,kill ,,mice' and therefore there should be a period after the word #8mice' to show the end of the sentence4 ,in ,sample ,b1 we should have a good sentence if the words were changed around to read3 #8,,the ,,book ,,has ,,pictures ,,in ,,it4' ,the end of the sentence is #8it1' and therefore there should be in sample ,b a period after the word #8it4' 8,when you turn the page1 begin with the first set of words and study out what the sentence would be1 then put a period after the word which would come last4 ,work right down the page until time is called4 ,you will have two minutes in which to put in the periods of as many sentences as possible4 ,ready6 ,open your books6 ,go to work40 ,exactly two minutes after saying the word1 8work10 the examiner should call 8,stop6 ,close your books6 ,give them to me40 ,the papers should be collected at once4 ,put a period at the end of the word which would come last if the words on each line were arranged in a sentence4 #a4 ,,is ,,white ,,snow #a #b4 ,,the ,,is ,,bird ,a ,,robin #b #c4 ,,water ,,in ,,fish ,,swim #c #d4 ,,white ,,in ,,live ,,houses ,,people #d #e4 ,,with ,,to ,,are ,,hear ,,ears ,,our #e #f4 ,,the ,,in ,,sets ,,west ,,sun ,,the #f #g4 ,,good ,,fight ,,country ,,soldiers ,,their ,,for #g #h4 ,,winter ,,the ,,coldest ,,the ,,are ,,months #h #i4 ,,is ,a ,,milk ,,and ,,food ,,healthful ,,good #i #aj4 ,,from ,,earth ,,diamonds ,,the ,,mined ,,are #aj #aa4 ,,food ,,valuable ,,potatoes ,,as ,,are ,a #aa #ab4 ,,and ,,on ,,grow ,,oranges ,,trees ,,apples #ab #ac4 ,,fought ,,france ,,germany ,,and ,,against ,,england #ac #ad4 ,,always ,,deeds ,,should ,,bad ,,punished ,,be #ad #ae4 ,,several ,,ocean ,,the ,,takes ,,days ,,cross ,,to ,,it #ae #af4 ,,few ,,making ,a ,,impossible ,,avoid ,,it ,,to ,,is ,,mistakes #af #ag4 ,,can ,,nights ,,on ,,be ,,many ,,not ,,the ,,seen ,,moon #ag #ah4 ,,clothing ,,useful ,,are ,,for ,,and ,,making ,,wool ,,silk #ah #ai4 ,,by ,,commonly ,,is ,,debaters ,,very ,,method ,,irony ,a ,,used #ai #bj4 ,,extremely ,,poisonous ,,warfare ,,many ,,the ,,of ,,are ,,in ,,used ,,gases #bj #ba4 ,,unfortunate ,,it ,,manual ,,considered ,,is ,,that ,,sometimes ,,labour ,,degrading #ba #bb4 ,,certain ,,the ,,are ,,of ,,and ,,crimes ,,names ,,bigamy ,,legal ,,perjury #bb #bc4 ,,the ,,between ,,by ,,and ,,are ,,differences ,,studied ,,reasoning ,,psychologists ,,habit ,,being #bc #bd4 ,,more ,,traits ,,desirable ,,character ,,stealing ,,timidity ,,of ,,and ,,are ,,meekness ,,than #bd #be4 ,,fact ,,can ,,observed ,,may ,,kind ,,methods ,,to ,,applied ,,every ,,statistical ,,that ,,be ,,of #be ,directions for ,scoring the ,test4 ,the score in this test is the number of sentences in which the period has been correctly placed4 ,if a mark appears to be accidental1 it should not be held against the credit of the candidate4 ,the stencil provided with the test leaflets simplifies very greatly the marking of this test4 ,the total number of points credit should be entered in the lower right-hand corner of the title page of the test leaflet4 ,scores of #j to #c indicate ,inferior ,ability ,scores of #d to #g indicate ,low ,average ,ability ,scores of #h to #af indicate ,average ,ability ,scores of #ag to #bj indicate ,high ,average ,ability ,scores of #ba to #be indicate ,superior ,ability ,,mentimeter ,,no4 #bc ,,completion ,,of ,,sentences ,character of the ,test4 ,this is one of the most satisfactory group tests available for persons with a reading knowledge of the ,english language4 ,the test consists of a series of sentences in each of which certain words have been omitted4 ,dotted lines appear at those places where words are missing4 ,the persons being examined are asked to write on the dotted lines the words which have been left out4 ,the blanks left in the sentences are all of the same length in order not to suggest the word to be used4 ,the ,mentimeter form of the test contains #bj sentences1 graduated in difficulty1 from very simple sentences which the average second-grade public school pupil can complete easily1 to very difficult sentences which the average college student will be unable to complete satisfactorily within the time limit4 ,the ease with which one can understand what is to be done in this test makes it particularly useful with children in the elementary schools1 and with adults of little education1 as a measure of language ability and general intellectual capacity in the manipulation of ideas and words4 ,although it has been used by many teachers and supervisors as a test of reading ability1 it should probably be classified rather as an intelligence test than as an educational measuring instrument4 ,teachers do not and should not give direct instruction in the art of writing missing words1 for almost no situation will arise in practical life where this sort of skill would be necessary4 ,it is very difficult to determine just what mental powers are tested by the sentence completion test4 ,quite certainly the result obtained is a complex effect4 ,the person who is successful in this test must first of all be able to read and understand the words which are actually present in any sentence2 he must have certain habits of associating other words not present with those which do appear2 from all of the words which come to his mind as associates of the printed words1 he must choose those which fit most aptly the thought expressed2 and from those words which would fit into the thought of the sentence he must use good judgment in selecting and writing the one which makes the smoothest and best sentence4 ,lack of mental ability or of familiarity with the ,english language will result in a poor showing at almost any step of the process and in a low score in the test as a whole4 ,this test will probably be found most useful in selecting those commercial and industrial workers who in the course of their work will be called upon to make extensive use of language and printed symbols1 although it has been used successfully in many parts of the country in the selection of salesmen1 shop foremen1 firemen1 policemen1 and other non-clerical workers4 ,the relationship between success in this test and general success in life is extraordinarily close4 ,in the public schools this test is particularly valuable as a first means of identifying pupils of unusual ability4 ,any child who makes five or more points above the average for his grade should be further tested with the ,number ,series ,completion 7,mentimeter ,no4 #i7 and the ,analogies tests 7,mentimeter ,no4 #bd74 ,if his scores in these tests are distinctly above the average1 he should be sent to the psychologist for special examination1 and if the psychologist's findings agree with the findings of these tests1 as they usually will1 then the child should be given special opportunities for rapid progress and more varied activities in school4 ,similarly1 if a pupil obtains a score which is five or more points below the average for his grade1 he should be examined with the ,completion of ,form ,series test 7,mentimeter ,no4 #f7 and the ,pictorial ,absurdities test 7,mentimeter ,no4 #b71 and if his scores in these tests are also below the average1 he should be referred to the psychologist for special examination and recommendations as to type of instruction best suited to his mental abilities4 ,directions for ,giving the ,test4 ,when all candidates have been seated and provided with convenient writing materials1 one copy of the examination booklet should be given to each candidate4 ,a general announcement should be given either before distributing the booklets or while they are being distributed1 to the effect that no one is to open the booklet or turn it over until directed to do so4 ,the candidates may be instructed to fill out the blanks on the title page if they are intelligent enough to understand what is wanted on these blanks4 ,if young children are being examined1 the examiner should state very clearly just what is to be done4 ,for example3 8,write your name on the dotted line after the word #8,name4' ,write your age at your last birthday on the dotted line which follows the words #8,age at ,last ,birthday'40 ,care should be taken that no child gets an unfair advantage by opening his book and beginning work before the following directions have been read aloud by the examiner while the children read them silently from their booklets4 8,when you open your booklets you will find on the inside twenty sentences1 from each of which one or more words have been left out4 ,you are to guess what words were left out and to write them on the dotted lines which show where these words should be4 ,be very careful to write the best word you can think of on each blank4 ,write only one word on each of the blanks4 ,make each sentence sound just as sensible as you can4 ,you will have ten minutes in which to write4 ,work rapidly and carefully4 ,ready6 ,go60 ,exactly ten minutes after saying1 8,go60 the examiner should call 8,stop6 ,time up6 ,give me your papers60 ,all papers should be collected at once4 ,write only one word on each blank4 #a4 ,the dog's name 4444444444 ,jack4 #b4 ,little children go 4444444444 bed early4 #c4 ,the boy 4444444444 two dollars to the ,red ,cross4 #d4 ,the little 4444444444 likes 4444444444 play with her dolls4 #e4 ,puppies 4444444444 kittens grow to be 4444444444 and cats4 #f4 ,the best children 4444444444 the most friends4 #g4 ,one should 4444444444 be rude to his 4444444444 #h4 ,the poor 4444444444 was hurt when he slipped and 4444444444on the street4 #i4 ,it 4444444444 amusing 4444444444 watch men chasing their hats on a4444444444day4 #aj4 ,almost any man 4444444444 if he really tries4 #aa4 ,the elephant is a favourite 4444444444 with children because of 4444444444 4444444444 and shape4 #ab4 ,the 4444444444 who 4444444444 a club and 4444444444 a uniform was a policeman4 #ac4 4444444444 a hot day nothing 4444444444 thirst so well as a 4444444444 of 4444444444 water4 #ad4 4444444444 is more than merely 4444444444 a flag and cheering when the soldiers 4444444444 4444444444 home4 #ae4 ,anything 4444444444 is not 4444444444 doing 4444444444 is hardly worth 4444444444 at all4 #af4 ,one 4444444444 not 4444444444 money to 4444444444 worthy charity4 #ag4 4444444444 learning a new operation it is sometimes 4444444444 not to 4444444444 4444444444 all than to practise the 4444444444 way of 4444444444 it4 #ah4 ,those things 4444444444 4444444444 no fear 4444444444 sometimes 4444444444 harmful4 #ai4 4444444444 drink 4444444444 one is 4444444444 is a 4444444444 pleasure4 #bj4 4444444444 one 4444444444 their presence 4444444444 not1 4444444444 does 44444444441 4444444444 a rule1 4444444444 one's guests4 ,directions for ,scoring the ,test4 ,the score in this test is the number of sentences completed perfectly within the time limit4 ,no credit should be given for any sentences in which the language is not smooth and meaningful1 although errors in spelling should not be counted against the person tested4 ,this test is intended to measure ability to complete sentences rather than ability to spell words4 ,no credit should be allowed unless every blank in a sentence has been properly filled4 ,one error in any one of the blanks will leave the sentence imperfectly done and therefore without credit4 ,the stencil for scoring this test is less convenient than those furnished with the majority of the ,mentimeter tests4 ,the reason for this is the very great possibility of new variations appearing1 even after long experience in scoring the test4 ,when more than one blank appears in a single sentence the question as to whether or not a certain word is proper for one of the later blanks depends entirely upon what choice was made in the first blank4 ,it should be held in mind by those who score this test that the stencil does not give all of the possibilities1 but only suggests the type of completion which should be considered correct4 ,anything that is as good as the completions appearing in the stencil should be given full credit1 while anything which is not as perfect should be considered incorrect4 ,the final score obtained by counting the number of sentences perfectly completed should be entered in the lower right-hand corner of the title page of the booklet4 ,scores from #j to #e indicate ,inferior ,ability ,scores from #f to #i indicate ,low ,average ,ability ,scores from #aj to #af indicate ,average ,ability ,scores from #ag to #ah indicate ,high ,average ,ability ,scores from #ai to #bj indicate ,superior ,ability ,,mentimeter ,,no4 #bd ,,analogies ,,or ,,mixed ,,relations ,,test ,character of the ,test4 ,the ,analogies test lends itself easily to wholesale or group administration4 ,it cannot be used with illiterate candidates but requires at least three years of educational background in order to give a satisfactory index of mental capacity4 ,the test blank presents the tasks to be done in a manner so easily understood that little explanation needs to be given orally by the examiner4 ,it is also simple in its method of scoring and yields a very reliable measure of an individual's clearness of thought about the relations of words and the things for which the words stand4 ,psychologists have used various forms of this test for many years and have found it unusually accurate and reliable4 ,it is considered particularly valuable as a test of ability to adapt one's self quickly and accurately to new situations1 which is undoubtedly one of the most important elements in what is called 8general intelligence40 ,the method of the ,analogies test is known as the 8controlled-association method40 ,two words are presented having a very definite relation to each other4 ,a third word is then presented1 followed by a blank space upon which the candidate is to write a fourth word which will have the same relation to the third word as the second word has to the first4 ,the relation between the first two or key words in each element of the test differs from the relation between the key words of the previous element1 resulting in a constant change in the problem to be solved1 which requires quick readjustments in the candidate's thought processes4 ,the candidate must be intellectually alert to discover the true relation between the key words1 his mind must be well supplied by experience with words and ideas associated with the third word1 and then he must use good judgment and discrimination in the selection of that word which has the proper relation to the third word4 ,a slip at any of these points will mean failure4 ,the value of the present series as a test of intelligence is greatly increased by the fact that there is a progressive increase in the difficulty of the elements presented1 so that the number of elements correctly supplied has a very definite relation to the difficulty of the tasks the candidate can do4 ,because of its relation to intelligence1 the ,analogies test will be found very useful in the classification of candidates for clerical and administrative positions in industry4 ,any group of tests selected for classifying such employees should contain a list of graded analogies such as that here supplied4 ,unless a candidate makes a record of at least fifteen correct responses out of a possible thirty in the three minutes' time allowed in the test1 he should be studied very carefully before being entrusted with a task where ideas and symbols must be handled quickly4 ,such a man might be able to work with things and people1 but he will probably be found slow in his grasp of abstract principles and ideas4 ,in the schoolroom1 the ,analogies test may be used with some confidence in classifying pupils for instruction4 ,if it is found that a pupil is far below his grade in ability in this test1 and if he is also found below his grade in the ,completion of ,sentences and ,number series1 it may be assumed that the pupil will probably not succeed in the abstract work of the school4 ,such pupils should be sent to the clinical psychologist for special study1 and a special type of training should be prescribed upon the basis of the psychologist's diagnosis4 ,in the same manner1 pupils unusually brilliant in the handling of abstractions may be located through the use of this and other tests of this nature4 ,the ,analogies test is also a very entertaining type of parlour amusement1 especially when some of the absurd answers are read aloud for the amusement of the group4 ,when it is so used1 however1 no suggestion should be made of the relation between ability in this test and general intellectual quickness1 lest someone should take offence4 ,if the test is given without the exact and formal directions1 and if the spirit of fun is introduced by the examiner1 certain clever persons are quite certain to write words which have very amusing associations with the words which serve to set the problems in the various lines4 ,directions for ,giving the ,test4 ,all candidates should be furnished with pencils and writing surfaces--either tables1 chair-arms1 or writing boards4 ,one test booklet should be supplied to each candidate1 the blank being presented unopened and with the title page up4 ,the examiner should announce clearly as the papers are distributed that1 8,the booklets are not to be turned over or opened up until the signal is given to do so40 ,candidates should also be directed to sign their names1 ages1 group numbers1 and locations on the blank spaces provided on the cover of the booklet for this information4 ,when each candidate has properly filled out the information blanks on the outside of the test booklet the examiner should speak as follows3 8,this test is to find out how carefully and how rapidly you can think about the relations of words and of the things for which these words stand4 ,now look at your papers and read silently the directions1 while ,i read them aloud4 8,when you are told to open your booklets1 you will find on the inside thirty lines of words--three words and a blank space being printed on each line4 ,in each of these lines1 the first two words are related to each other in a certain way which you are to study out4 ,you are then to write1 in the blank space at the end1 a fourth word which has the same relation to the third word as the second word has to the first4 8,look1 for example1 at the first sample1 in which the second word is the plural of the first4 ,boxes means more than one ,box1 so the fourth word should be ,cats1 meaning more than one ,cat4 ,write a fourth word which fits the third in the same way the second word fits the first4 #ast ,sample3 ,,box ,boxes ,,cat 44444444 #bnd ,sample3 ,,down ,up ,,in 44444444 #crd ,sample3 ,,eyes ,see ,,ears 44444444 8,in the second sample1 the fourth word should be ,out1 because ,up is the opposite of ,down1 and ,out is the opposite of ,in4 8,in the third sample1 the fourth word should be ,hear1 for ,see tells what ,eyes are used for1 and ,hear tells for what ,ears are used4 8,you will have three minutes in which to write the fourth word in the thirty lines on the next pages4 ,work as rapidly as you can without making mistakes4 ,be sure to stop as soon as ,i call #8,time up4' ,now turn your papers and begin40 ,allow exactly three minutes 7#ahj seconds7 after saying 8,begin10 and then say 8,stop6 ,time up6 ,turn your papers over40 ,all papers should be collected at once to avoid corrections with resulting unfairness4 ,write a fourth word which fits the third in the same way the second word fits the first4 ,,first ,,second ,,third ,,fourth #a4 ,,car ,cars ,,dog 44444444 #a #b4 ,,front ,back ,,near 44444444 #b #c4 ,,hat ,head ,,shoe 44444444 #c #d4 ,,boy ,boy's ,,cat 44444444 #d #e4 ,,ice ,cold ,,fire 44444444 #e #f4 ,,bird ,flies ,,fish 44444444 #f #g4 ,,men',s ,man ,,hens' 44444444 #g #h4 ,,bread ,eat ,,water 44444444 #h #i4 ,,actor ,theater ,,teacher 44444444 #i #aj4 ,,he ,him ,,she 44444444 #aj #aa4 ,,priest ,religion ,,attorney 44444444 #aa #ab4 ,,cat ,kitten ,,horse 44444444 #ab #ac4 ,,do ,did ,,buy 44444444 #ac #ad4 ,,sculptor ,statue ,,painter 44444444 #ad #ae4 ,,boy ,man ,,lamb 44444444 #ae #af4 ,,top ,bottom ,,ceiling 44444444 #af #ag4 ,,water ,fish ,,air 44444444 #ag #ah4 ,,train ,engineer ,,automobile 44444444 #ah #ai4 ,,stand ,stood ,,be 44444444 #ai #bj4 ,,cattle ,herd ,,fish 44444444 #bj #ba4 ,,work ,day ,,sleep 44444444 #ba #bb4 ,,threw ,thrown ,,rose 44444444 #bb #bc4 ,,goose ,gander ,,duck 44444444 #bc #bd4 ,,bantam ,fowl ,,merino 44444444 #bd #be4 ,,girl ,girls' ,,woman 44444444 #be #bf4 ,,wrong ,right ,,steal 44444444 #bf #bg4 ,,foot ,feet ,,aviatrix 44444444 #bg #bh4 ,,houses ,house ,,criteria 44444444 #bh #bi4 ,,queen ,queens' ,,jones 44444444 #bi #cj4 ,,pessimist ,optimist ,,exoteric 44444444 #cj ,scoring the ,test4 ,the ,analogies test is scored according to the number of lines in which the candidate has written the proper fourth word4 ,with each package of test blanks a stencil is furnished by means of which any one may score the results very quickly4 ,the stencil is to be placed along the page next to the written column of words1 and where the written word on the page corresponds to the word or words printed on the stencil at that level the written word stands as correct4 ,where there is disagreement between the written word and the words printed at that level on the stencil1 a diagonal line 7_/7 should be drawn through the number at the end of the written word to indicate that an error has been made4 ,where no word has been written on the blank1 the number at the end of the blank may be circled to indicate the omission4 ,the final score should be written in the lower right-hand corner of the front cover of the test booklet4 ,this final score is found by adding all the correct responses 7the numbers not crossed out or circled74 ,since there are thirty lines1 the maximum score possible is #cj4 ,scores from #j to #e indicate ,inferior ,ability ,scores from #f to #ab indicate ,low ,average ,ability ,scores from #ac to #bc indicate ,average ,ability ,scores from #bd to #bf indicate ,high ,average ,ability ,scores from #bg to #cj indicate ,superior ,ability ,about #cj per cent4 of a group of college graduates should be expected to secure ,superior ratings1 about #ej per cent4 ,high ,average1 and the remainder only ,average ratings4 ,mentimeter ,no4 #be ,,handwriting ,character of the ,test4 ,many pseudo-scientists have claimed the ability to interpret character and intelligence1 and the past and the future1 by means of an individual's handwriting4 ,the present test has no relation to such misguided efforts4 ,this test is designed to measure accurately the speed at which one can write1 and to indicate the general quality of the product produced at that speed4 ,large groups of individuals may be examined at the same time by this test1 although it may be used as a test of an individual if necessary4 ,it is quite certain that an individual who works at such a task as that set by this test in the company of other people will succeed better than if he works at it alone4 ,the results obtained when an individual is tested alone are not exactly comparable1 therefore1 to the results which would be attained if he were tested in a group4 ,the general quality of one's handwriting has very little relation to his general intellectual ability4 ,some of our most intelligent men write a hand which is hardly legible1 and the authors have seen some beautiful handwriting produced by feeble-minded children4 ,it is1 nevertheless1 worth while for many employers to have in their records of the qualifications of employees an exact record of the speed and quality of each employee's handwriting4 ,this record may never be of any use1 but1 on the other hand1 it may at some time be of very great value unexpectedly4 ,in the public schools1 measurements of handwriting quality may be crudely done with the present ,mentimeter or more accurately done with the scales of ,thorndike1 ,ayres1 or ,starch4 ,it seems probable that by the time children have attained the 8,average0 quality contained in the ,mentimeter and are writing at 8,high ,average0 speed it would be worth while for the teacher to excuse them from further drill as long as they maintain that standard in their every-day work4 ,it will hardly be found necessary in practical life outside the school to write a better quality than 8,average0 except in a very few specialized occupations4 ,directions for ,giving the ,test4 ,candidates should be supplied with pen and ink and seated at a convenient table or desk4 ,the test leaflet should then be passed out and explanations given of how to fill out the blanks on the title page4 ,when all of the identifying information has been entered on the title page1 the examiner should direct as follows3 8,this test is intended to discover how rapidly and how well you can write with pen and ink4 ,turn your papers over and notice at the top of the page the two printed lines3 8,mary had a little lamb ,its fleece was white as snow4 8,when you are told to begin you are to copy these two lines over and over again just as many times as you possibly can before ,i call #8,stop4' ,try to use your very best handwriting every time you copy4 ,i shall allow you two minutes in which to write4 ,as soon as ,i say #8,stop1' ,i want you to hold your pen up so that ,i can see you have obeyed the command4 ,remember that when ,i say #8,write1' you are to copy the two lines over and over again as rapidly and as well as you can4 ,ready1 ,write40 ,exactly two minutes 7#abj seconds7 after saying 8,write0 the examiner should call 8,stop6 ,hold up your pens6 ,now lay them down on the table4 ,blot your paper and hand it to me40 ,all papers should be collected at once to avoid unfair work4 ,directions for ,scoring the ,test4 ,each handwriting leaflet is to receive two scores1 one for quality of handwriting and one for speed4 ,the score in speed should be obtained by counting the number of letters written and dividing the result by two1 this will be simplified somewhat by remembering that the sentence1 8,mary had a little lamb0 contains #ah letters and that the sentence1 8,its fleece was white as snow0 contains #bc letters1 which makes #da letters for each time the two sentences are repeated4 ,the score in speed thus obtained by taking half of the total number of letters written should be entered on the proper blank at the lower right-hand corner of the title page4 ,speed score from #j to #cj indicates ,inferior ,ability ,speed score from #ca to #ej indicates ,low ,average ,ability ,speed score from #ea to #ge indicates ,average ,ability ,speed score from #gf to #ij indicates ,high ,average ,ability ,speed score from #ia and upward indicates ,superior ,ability ,the score in quality of handwriting is to be determined by comparing the candidate's handwriting with samples on the ,mentimeter for ,handwriting ,quality3#c a grade of 8,a10 indicating superior quality1 should be assigned if the candidate's handwriting is as smooth1 beautiful and legible as the sample marked 8,a10 or if the quality more nearly approaches the quality of sample 8,a0 than the quality of sample 8,b40 ,the sample should be given a rating as quality 8,c0 if its general beauty and quality be nearer to the printed sample 8,c0 than to printed samples 8,b0 or 8,d40 ,give to any sample that grade which indicates the printed quality that most nearly equals it in beauty1 legibility1 and general merit4 ,footnote #c3 ,the samples in the ,mentimeter are selected from the ,thorndike list and have the following values on the ,thorndike ,scale ,e1 8,inferior0 equals #h4j2 ,d1 8,low ,average0 equals #aj4e2 ,c1 8,average0 equals #ab4b2 ,b1 8,high ,average0 equals #ac4d2 ,a1 8,superior0 equals #af4 ,in making a record of any candidate's performance in the handwriting test both quality and speed should be recorded4 8,c-#ga0 would mean that in the ,mentimeter test this individual had written quality 8,c0 at a speed of #ga letters per minute4 ,the speed and quality together are necessary in order to know the entire truth about one's handwriting1 for many people produce a beautiful handwriting by taking great pains and wasting much time4 ,illustration3 ,mentimeter for ,handwriting ,quality ,,mentimeter ,,no4 #bf ,,english ,,composition ,character of the ,test4 ,only persons who have had the benefit of a fairly complete elementary school education will succeed very emphatically in this test of ability to write a composition in the ,english language4 ,the test may be given to large numbers of people at the same time just as readily as to a single individual4 ,the result of the test is1 however1 a very good index of the general intellectual capacity of the individual1 unless he is handicapped by lack of familiarity with the language4 ,the most common use which most of us have for ability at composing in ,english is in writing letters to our friends or to those with whom our business brings us into contact4 ,for this reason1 the test consists in the statement of a condition under which any one of us might find ourselves and in asking the candidates to write an appropriate letter4 ,the result is graded into one of five groups1 according to its general quality4 ,the problem presented to the candidate is fairly complex4 ,first of all1 he must be able to understand the situation described by the examiner and to appreciate what type of letter would be most appropriate under these circumstances4 ,he must also be able to write the words which would express his feelings in the described situation1 and in order to make his feelings clearly understood he should be able to punctuate and organize his sentences effectively4 ,the result is a useful index of the general efficiency and maturity of any candidate who has been taught to write in ,english4 ,in industrial life there are many types of positions for which persons whose ability to compose written ,english need not be better than 8,inferior10 although there are other positions which would require 8,high ,average0 quality of ,english composition4 ,the advantage of the following ,mentimeter lies in the possibility it gives of identifying more exactly just what quality is meant when one speaks of 8,high ,average0 composing ability4 ,in the public schools the ,mentimeter will serve as a crude basis for classifying the general quality of the compositions written1 but for highly scientific work it would be desirable to secure some form of the 8,hillegas ,scale0 which is much more exact and well standardized4 ,a very entertaining evening could be enjoyed by giving this test to a group of people gathered together for social purposes1 especially with a group which had tired of the ordinary means of entertainment4 ,reading the products written should in such a case be entrusted to some one or two individuals of good reading ability and wise judgment4 ,frequently the results would contain very amusing paragraphs4 ,directions for ,giving the ,test4 ,each candidate should be comfortably seated and provided with writing material before any instructions are given4 ,it will usually be well to furnish paper on which there are lines1 as many people find the lack of ruling a distinct hindrance to the flow of their thoughts4 ,when everyone is ready1 the examiner should direct that each individual write his or her name1 age1 address1 and any other information which seems desirable4 ,the following directions should then be given3 8,this test is planned to discover how well you can use the ,english language in expressing your thoughts and feelings4 ,imagine yourself employed in a large business house in the city4 ,while you are waiting to find out whether or not you are going to be one of those fortunate people who will be granted a vacation1 imagine that you receive a letter from a friend in the country asking you to spend your vacation on the farm4 ,since you do not know that you will have a vacation1 it is impossible for you to accept the invitation at once1 but it is necessary for you to acknowledge the fact that you have received the invitation4 ,write a letter to this friend in the country saying that the invitation has been received and that you appreciate it4 ,you need not make the letter long1 but write it just as well as you can40 ,at least twenty minutes should be allowed for the writing of this letter4 ,at the end of twenty minutes all papers should be collected1 whether the letters are complete or not--enough will have been written to demonstrate the quality of letter each can write4 ,,mentimeter ,,for ,,quality ,,of ,,english ,,compositions ,quality3 ,superior1 ,a4 ,,my ,,dear ,,jean3-- ,your letter made me peculiarly happy this morning4 ,the joys of last ,summer so wrapt themselves about me that1 instead of hurrying down ,broadway to business1 ,i was sitting on the veranda with you and little ,bobby at sunset watching the ,hudson creep slowly in and out among the hills4 ,one by one the little villages dropt out of sight as the fog came down from the ,catskills1 crept across the river1 up through the woods and finally nestled among the neighbour's fir trees4 ,black crows cawed as they flew lazily over the house1 and the little birds came up close to the edge of the woods to sleep in the barberry bushes4 ,bobby said they came up close so we would hear if anything got them4 ,the little dear6 ,tell him ,i have saved a number of stories for him--two new ones about light-houses4 ,i am rather doubtful as to whether ,i will be granted a vacation this year4 ,business conditions are so far from normal1 and we are very short of help4 ,however1 ,i may be lucky1 and if ,i am nothing would make me so happy as to spend every day of it with you and little ,bobby4 ,i expect to know definitely by the end of next week concerning my vacation and shall write to you immediately4 ,i thank you more than ,i can say1 ,jean4 ,your invitation has made me very happy4 ,sincerely1 ,quality3 ,high ,average1 ,b4 ,,my ,,dear ,,mr4 ,,smith3 ,i appreciate your invitation expressing the desire to entertain me again at your farm during my ,summer vacation4 ,i should enjoy coming back this ,summer1 although ,i have occasionally been afraid that ,i was something of a hindrance to your work4 ,it is such a change for me to get to the country that ,i shall certainly come if possible4 ,i shall let you know just as soon as ,i find out whether or not ,i am to have a vacation this ,summer4 ,thanking you for your kind invitation1 ,i remain1 ,sincerely yours1 ,quality3 ,average1 ,c4 ,,my ,,dear ,,friend3 ,your letter of ,june #ajth has been received1 and in reply ,i would say that ,i am not sure that ,i will get my vacation this summer4 ,the boss hasn't said anything about vacations yet4 ,i would like to come just as much as you would like to have me1 but ,i can't promise until the old man lets us know4 ,i'll write to you just as soon as ,i learn what to expect4 ,thanks for your invitation4 ,yours1 ,quality3 ,low ,average1 ,d4 ,,dear ,,friend ,i got your letter alright1 but it don't look like ,i was going to get any vacation this summer4 ,we have all been tryin to hint to the boss about how tired we all was but he has to be knocked down to take a hint ,i guess4 ,i sure do hope he lets me off4 ,you know how ,i'd like to come and ,i want you to keep plenty of green truck growin in the gardin for me to eat4 ,yours truly ,quality3 ,inferior1 ,e4 ,,der ,,frend id lik to cum out to yer farm ef the flise ant tou bad but i got to wate the boss hant told us we can tak ar vakashins yit hous the frut burys this yere il cum ef i can ,directions for ,scoring the ,test4 ,each composition should be compared with the five contained on the ,mentimeter for ,english ,composition quality4 ,give the written composition a mark as 8,average10 8,superior10 or 8,low ,average0 according to its quality4 ,if a composition seems to be better than the one on the ,mentimeter which is called 8,average0 but poorer than the one called 8,high ,average10 try to decide which it is nearer in general quality4 8,average10 therefore1 will mean that a composition is nearer in its quality to the sample printed as 8,average0 than it is to the sample printed as 8,high ,average10 or to the sample printed as 8,low ,average40 ,any composition which is distinctly better than 8,superior0 should be rated as 8,superior10 and any composition which seems poorer than the one printed as 8,inferior0 should be rated as 8,inferior40 ,,mentimeter ,,no4 #bg ,,poetic ,,discrimination ,,test ,character of the ,test4 ,differences in the intellectual abilities of people manifest themselves in three fairly distinct ways3 first1 in ability to accomplish results2 second1 in ability to think clearly about the situations in which they find themselves2 and third1 in the feelings which these situations arouse4 ,practically all of the tests now available for measuring educational achievements or intellectual ability are concerned primarily with the ability to do or to think about situations4 ,this member of the ,mentimeter family is concerned chiefly with the way in which one feels about different types and qualities of poetic expression4 ,the test cannot be given to illiterate or foreign language speaking persons4 ,it is planned as a group test of persons who read and understand ,english readily4 ,the test consists of six short stanzas selected from recognized ,english poets4#d ,two false versions of each stanza have been prepared and appear on the same page with the original4 ,the group being examined are asked to read each version1 trying to think how it would sound if read aloud1 and to choose the one which they like 8best0 and the one which they consider the 8poorest0 poetry4 ,the differences between the false versions and the true in the first set are smaller than the differences found in the succeeding ones4 ,the score obtained by any individual therefore depends upon how small a difference he can notice4 ,footnote #d3 ,the ,best ,version in each set is selected from the writings of recognized poets3 ,set ,i ,william ,wordsworth in 8,she ,dwelt ,among40 ,set ,,ii ,agnes ,millay in 8,my ,tavern40 ,set ,,iii ,percy ,bysshe ,shelley in 8,to----0 ,set ,,iv ,algernon ,charles ,swinburne in 8tude ,raliste40 ,set ,v ,edward ,coote ,pinkney in 8,health40 ,set ,,vi ,james ,thompson in 8,sunday ,up the ,river40 ,mr4 ,earl ,hudelson contributed the ,middle and ,poorest ,versions for ,set ,,ii4 ,one of the present authors is responsible for the mutilated forms of the other selections4 ,a much more scientific and accurate instrument for measuring poetic discrimination is being developed by ,prof4 ,allan ,abbott and one of the present authors4 ,although this test is very interesting and entertaining its reliability is not determined and its usefulness is as yet questionable4 ,it certainly would have no great value in industrial life and only small importance in public school work2 its chief service will be entertainment in the home and at social gatherings4 ,it is surprising how poor the judgment of many people is regarding the quality of poetic products4 ,it would be interesting at social affairs at which this test is used to make a tabulation of just how many of those present have selected each different version4 ,directions for ,giving the ,test4 ,the examiner should distribute the examination booklets and writing materials with the following instruction3 8,do not open this booklet until ,i tell you to do so4 ,notice on the title page a number of blanks for your name1 your age1 and the like4 ,fill out these blanks at once but do not look inside the booklet40 ,as soon as the blanks on the title page have been filled the examiner should ask the candidates to read carefully the directions while he reads them aloud4 8,when you open your book you will find six different sets of poetic stanzas4 ,each set appears in three different versions4 ,you are to read each version carefully1 trying to think how it would sound if read aloud1 and then to record on the blank space provided for it which version you think is #8best1' which version you think is #8poorest' and which version you think is of #8middle' value4 ,if you decide that version ,y is best then write #8,y' after the word ,best4 ,if ,z is the worst1 then write #8,z' after the word ,poorest1 and #8,x' after the word ,middle4 8,think carefully about each set and choose the one which you really think is the best poetry4 ,you will be allowed fifteen minutes in which to read and decide about the six sets4 ,begin with set ,no4 ,i and take them in order4 ,ready6 ,open your papers and begin work40 ,exactly fifteen minutes after saying 8,begin0 the examiner should call1 8,stop6 ,the time is up4 ,let me have your papers40 ,all papers should be taken up at once4 ,,set ,i ,read each version carefully and try to think how it would sound if it were read aloud4 ,which version is the poorest poetry1 and which is the best poetry8 ,best 44444444 ,middle 44444444 ,poorest 44444444 ,version ,x ,once there was a violet1 ,growing near a stone2 ,it reminded me of a star ,all alone in the sky4 ,version ,y ,a violet grew by a mossy stone1 ,where it was hard to see2 ,it looked like a star1 for it shone ,as pretty as could be4 ,version ,z ,a violet by a mossy stone ,half hidden from the eye6 --,fair as a star1 when only one ,is shining in the sky4 ,,set ,,ii ,read each version carefully and try to think how it would sound if it were read aloud4 ,which version is the poorest poetry1 and which is the best poetry8 ,i'll keep a little tavern ,below the high hill's crest1 ,wherein all gray-eyed people ,may set them down and rest4 ,best 44444444 ,middle 44444444 ,poorest 44444444 ,version ,x ,there shall be plates a-plenty1 ,and mugs to melt the chill ,of all the gray-eyed people ,who happen up the hill4 ,ay1 'tis a curious fancy-- ,but all the good ,i know ,was taught me out of two gray eyes ,a long time ago4 ,version ,y ,there shall be dishes a-plenty1 ,and something to take off the chill ,of as many gray-eyed people ,as are willing to climb the hill4 ',tis truly an odd fancy1 ,but everything good that ,i know ,i learned out of two gray eyes ,many years ago4 ,version ,z ,and when those gray-eyed people ,have entered in the gate1 ,we'll pass the cheering mug around1 ,and also pass the plate4 ,it may sound rather funny1 ,but ,i was helped a lot ,by someone who had gray eyes ,when ,i was a little tot4 ,,set ,,iii ,read each version carefully and try to think how it would sound if it were read aloud4 ,which version is the poorest poetry1 and which is the best poetry8 ,best 4444 ,middle 4444 ,poorest 4444 ,version ,x ,music1 when faint voices cease1 ,continues in the memory-- ,odours1 when the violets fade1 ,linger where their smell was made4 ,version ,y ,music lives in the memory1 ,though the songster's voice is done4 ,sweet odours haunt the nose1 ,though the violets that waked them are gone4 ,version ,z ,music1 when soft voices die1 ,vibrates in the memory-- ,odours1 when sweet violets sicken1 ,live within the sense they quicken4 ,,set ,,iv ,read each version carefully and try to think how it would sound if it were read aloud4 ,which version is the poorest poetry1 and which is the best poetry8 ,best 4444 ,middle 4444 ,poorest 4444 ,version ,x ,no rosebud yet has e'er been seen1 ,or flower in tropic lands1 ,to equal these1 more beauteous e'en-- ,a baby's hands4 ,version ,y ,no rosebuds yet by dawn impearled ,match1 even in loveliest lands1 ,the sweetest flowers in all the world-- ,a baby's hands4 ,version ,z ,no flower that grows1 ,in this or any other lands1 ,compares with these1 of daintiest rose-- ,a baby's hands4 ,,set ,v ,read each version carefully and try to think how it would sound if it were read aloud4 ,which version is the poorest poetry1 and which is the best poetry8 ,best 4444 ,middle 4444 ,poorest 4444 ,version ,x ,she speaks in tones of silver ,with the voice of morning birds1 ,and every word that's spoken of her ,echoes the music of her words4 ,version ,y ,her every tone is music's own1 ,like those of morning birds1 ,and something more than melody ,dwells ever in her words4 ,version ,z ,her tones are pure as silver chimes1 ,her notes of birdlike beauty2 ,the words she speaks are at all times ,replete with life and beauty4 ,,set ,,vi ,read each version carefully and try to think how it would sound if it were read aloud4 ,which version is the poorest poetry1 and which is the best poetry8 ,best 4444 ,middle 4444 ,poorest 4444 ,version ,x ,a pipe and a book1 ,by the side of the brook1 ,with the world and her troubles forgot2 ,just to read and to smoke1 ,man forgets that he's broke1-- ,and he finds1 after all1 that he's not4 ,version ,y ,give a man a pipe he can smoke1 ,give a man a book he can read2 ,and his home is bright with a calm delight1 ,though the room be poor indeed4 ,version ,z ,let a man smoke1 ,and let a man read2 ,a pipe and a book in any old nook1 ,lend peace which is wealth indeed4 ,directions for ,scoring the ,test4 ,the score in this test is determined in a somewhat more complicated manner than is the case of any other of the ,mentimeter series4 ,two points are allowed each candidate for selecting as 8,best0 the original version in any set and one point of credit is allowed for selecting the poorest version as 8,poorest40 ,it will be observed that the maximum score on any set will be three points if the candidate arranges the versions in the correct order1 two points for selecting the best and one point for selecting the worst4 ,this makes the total maximum score1 for six sets1 eighteen points4 ,the correct order of merit for each set of selections has been determined by the judgment of approximately one hundred competent judges4 ,it is as follows3 ,,set ,i ,,ii ,,iii ,,iv ,v ,,vi ,best ,z ,x ,z ,y ,y ,y ,middle ,y ,y ,x ,x ,z ,z ,poorest ,x ,z ,y ,z ,x ,x ,write the final score obtained on the total of the six sets in the lower right-hand corner of the title page of the examination booklet4 ,scores from #j to #c indicate ,very ,inferior ,ability ,scores from #d to #g indicate ,inferior ,ability ,scores from #h to #aa indicate ,average ,ability ,scores from #ab to #ad indicate ,superior ,ability ,scores from #ae to #ah indicate ,very ,superior ,ability ,,mentimeter ,,no4 #bh ,,arithmetic ,,reasoning ,character of the ,test4 ,teachers in schools have for a long while based a large part of their judgment about any individual's intellectual ability almost exclusively upon the facility with which he solved arithmetic problems4 ,although the ability to solve arithmetic problems has not been so frequently recognized by investigators as an index of intellectual ability as has ability in ,english1 the teachers have found it much easier to estimate intellectual ability upon the basis of showing in arithmetic1 because it is easier to judge of success in arithmetic than to judge of success in ,english or other fields4 ,a child can either solve the problem or else he cannot4 ,this objective nature of the subject of arithmetic has made it a very important subject for the teacher in deciding upon promotions4 ,in practical life1 arithmetic has been recognized as being of value because the training in arithmetic was supposed to enable a student to keep other people from cheating him in financial transactions4 ,the writers have known employers1 on a small scale1 who used certain tricky arithmetic problems as the basis upon which to judge the intellectual ability of prospective employees4 ,arithmetic problems have had and will continue to have a distinctive place in the measurement of intellectual capacity4 ,it is probable that this place is well deserved4 ,directions for ,giving the ,test4 ,as soon as the candidates are seated1 they should be supplied with pencils1 and the examination leaflet should be distributed with the instruction that it is not to be turned over until special instructions are given to that effect4 ,in order to keep the candidates busy1 the examiner should ask them to fill out the blanks on the title page1 giving name1 age1 etc4 ,when this information has been obtained1 the examiner should ask the candidates to read the directions silently while he reads them aloud4 8,on the other side of your papers you will find fourteen problems in arithmetic4 ,the first problems are simple and easy and the last ones are more difficult4 ,begin with the first problem and solve as many as you can in the four minutes after ,i say #8,go6' ,write your answer at the right-hand side of the questions on the dotted lines provided for the answers4 ,you may figure on the left-hand side or on the back of the blank1 if you wish4 ,solve as many problems as you can but be sure to get the answer right4 ,ready6 ,go60 ,allowing exactly four minutes after saying the world 8,go60 the examiner should call 8,stop6 ,turn your papers over4 ,give them to me40 ,all papers should be collected immediately4 ,write the answers to these problems on the blanks ,use the other side of the sheet to figure on ,,answers #a4 ,how many are #e men and #c men8 4444444444 #b4 ,if you earn #b dollars each day1 how much do you earn in #f days8 4444444444 #c4 ,if you have #aj nickels and lose #c of them1 how many would you have after you found #b of those that were lost8 4444444444 #d4 ,how many benches will be needed in order to seat #bj people at a picnic1 if #d people sit on each bench8 4444444444 #e4 ,if ,james sold #c ,sunday papers for #e cents each and then bought an apple for #c cents and an orange for #d cents1 how much money had he left8 4444444444 #f4 ,how much change should you get from a dollar bill after buying #ci cents' worth of potatoes1 #ab cents' worth of celery1 and #bf cents' worth of butter8 4444444444 #g4 ,if the price of lemons is #b for #e cents1 how many can you buy for #dj cents8 4444444444 #h4 ,if #bi merchants each bought #cd quarts of canned peas at a wholesale house which had previously sold #b1chg quarts of the same brand1 what was the total number of quarts of this brand sold8 4444444444 #i4 ,if a wholesale merchant sold for #ej sugar which he had purchased for #de and thereby gained #a cent per pound1 how many pounds of sugar were there8 4444444444 #aj4 ,if four and a half pounds of fancy onions cost #bg cents1 how much will eight and a half pounds cost8 4444444444 #aa4 ,half of the people in a certain city block were born of ,american parents1 one eighth have ,american fathers and foreign-born mothers1 one eighth have ,american mothers and foreign-born fathers1 and both parents of the rest are foreign-born4 ,of the #a1bjj people living in this block1 how many have ,american fathers8 4444444444 #ab4 ,a factory used #a1bhh tons of coal in #bc days4 ,during the first ten days after a new addition to the factory was opened1 the average daily coal consumption was #gh tons4 ,how many more tons were burned per day than previously8 4444444444 #ac4 ,a man spent for cigars and tobacco one sixteenth of his wages for one day4 ,he spent five times as much for food1 and half of what remained for repairs on his watch1 which left him a dollar and a half4 ,how much did he receive per day8 4444444444 #ad4 ,at the middle of the month a merchant had #a1bjj in the bank4 ,he deposited #cj each day for six days and on ,monday morning wrote checks for two thirds as much as his deposits for the week4 ,tuesday afternoon he deposited a check one fourth as large as his balance in the bank4 ,what was his balance on ,tuesday night8 4444444444 ,directions for ,scoring the ,test4 ,the score in this test is the number of problems with absolutely correct answers4 ,no credit should be given for partially correct answers4 ,the total score of the test should be entered on the blank at the lower right-hand corner of the title page4 ,scores from #j to #c indicate ,inferior ,ability ,scores from #d to #g indicate ,low ,average ,ability ,scores from #h to #aj indicate ,average ,ability ,scores of #aa and #ab indicate ,high ,average ,ability ,scores of #ac and #ad indicate ,superior ,ability ,,mentimeter ,,no4 #bi ,,practical ,,judgment ,,test ,character of the ,test4 ,this test is applicable to all persons who can read ,english as readily as the average third-grade public school pupil4 ,for persons of less ability to read but of good ability to understand ,english1 the questions may be asked orally in an individual examination4 ,the results obtained when the questions are asked orally should not be compared with the results obtained when the printed test booklets are employed in a group examination4 ,it is very strongly recommended that the test be used primarily as a group test1 according to the instructions given here1 in order that direct comparisons may be readily made between the results obtained in various places by different examiners4 ,the present form of the test is a lengthening of the form used in the ,army ,alpha series4 ,twenty-four elements are contained in the ,mentimeter form1 while only sixteen elements were used in the ,army form4 ,another advantage of the present form over the military edition is the more definite attempt at arrangement of the elements in the test according to their difficulty4 ,having the series graduated in difficulty1 from easy to hard1 is a distinct advantage1 particularly with young or dull persons1 who quickly stop trying unless their first efforts are successful4 ,the use of questions1 in the answering of which thoughtful judgment about every-day affairs would be required1 has always been a favourite method of discovering the degree of intelligence possessed by a child or by an adult4 ,binet1 the ,french psychologist who developed the mental age scale for testing feeble-minded subjects1 included in his series a number of test questions of this type4 ,the ,stanford ,revision of the ,binet tests includes three such questions in the ,eight-,year-,old series1 and three other more difficult questions in the ,ten-,year-,old list4 ,the chief modification of the method in adapting it for group testing was the supplying of three or four answers from which the subject should select the correct reply4 ,this change makes the markings of the results quite simple1 but it takes from the test itself some of its virtue as a measure of the richness of ideas possessed by the person tested4 ,instead of having to think out an appropriate answer1 one needs only to read the answers printed and to use good judgment in selecting the one to be checked as 8best40 ,the ,mentimeter form of the test1 although superior in its length and arrangement to the military version1 is nevertheless not yet ideal as an intelligence test4 ,the simplest questions and answers that can be printed are too difficult for first- and second-grade school pupils to read and understand1 while the most difficult questions and answers one could devise would not be general enough in their subject matter to be included in a 8general intelligence0 test4 ,in other words1 the range of ability that this test will measure is not so wide as that measured by some other ,mentimeter tests1 with the result that the speed of reading and of making judgments plays a larger part in determining the final score than it would in a perfect intelligence test4 ,in spite of the large part played by speed1 the test is a useful index of ability to learn in certain lines of work where rapid decisions on practical problems are necessary4 ,it is probable that the ,practical ,judgment test will be found more useful in the measurement of intelligence among school children and clerical workers than in the classification of general employees1 although the reader may find unexpected relationships between this test and certain routine occupations4 ,reliance should be placed upon it only after it has demonstrated in actual trials that it has a close relationship to the special ability desired4 ,its use in social gatherings as a form of entertainment will be greatest where each person marks the papers of some other member of the group and reports the judgments found incorrect4 ,most persons are surprised1 when they come to look over their booklets carefully1 to find how many foolish errors have crept into their records while working at high speed4 ,in order to increase the number of imperfect records and thereby add somewhat to the amusement of the group1 the examiner may announce and use two minutes as the time limit1 and urge everyone to try to work all of the #bd questions in that time4 ,the general confusion will be increased if the examiner signals the end of the first minute and the end of a minute and a half4 ,under such conditions1 of course1 no serious use can be made of the results obtained4 ,the score on the test is not to be used seriously except where the instructions and procedure are exactly as specified below4 ,directions for ,giving the ,test4 ,candidates should be comfortably seated at a table or supplied with a convenient writing board4 ,a well-sharpened pencil 7or pen with ink7 should be in the hands of each candidate before any blanks are passed out4 ,the test booklets should then be distributed1 the announcement being clearly made beforehand that 8no one will be allowed to open the booklet or turn it over until the signal is given to do so40 ,when each candidate has been supplied with a test booklet1 title page up1 the examiner should say3 8,now1 write your name on the blank following the word ,name40 ,after a pause long enough to allow this direction to be carried out1 the examiner should continue with a similar instruction for each of the other pieces of information required by the title page blanks4 8,age at last birthday0 should be insisted upon1 if there is any question of reporting age in any other way4 ,group numbers and locations may be left blank where only small numbers of persons are being tested and where there is no probability of getting the papers from one place mixed with those from some other place4 ,the name of the school1 factory1 or city will usually be sufficient for the blank headed 8,location40 ,after the necessary identifying information has been entered at the top of the title page1 the examiner should ask the candidates to read silently the directions while he reads them aloud4 ,he should then read slowly and distinctly3 8,the following pages contain #bd questions and #d answers to each question4 ,you are to vote for the best answer to each question by making a check mark 77 in the square that stands before it4 ,the questions are not hard1 and you will be allowed #c minutes to check the best answers1 but be sure to work carefully and rapidly4 ,vote only for the one best answer to each question4 ,turn the page6 ,go60 ,at the end of exactly #c minutes after saying 8,go60 the examiner should call 8,stop6 ,close your booklets and pass them to me40 ,all papers should be collected at once in order to avoid unfairness and cheating4 ,,mark 77 ,,the ,,square ,,in ,,front ,,of ,,the ,,best ,,answer ,,to ,,each ,,question #a4 ,what should one do when he is thirsty8 ,cry until someone gives him a drink4 ,eat a piece of salt pork4 ,get a drink of water4 ,read a ,coca ,cola advertisement4 #b4 ,why do children like to eat candy8 ,it makes them fat4 ,it tastes good4 ,it is good for them4 ,it is a cheap food4 #c4 ,what should one do if it is raining when he starts to work8 ,put on lighter clothing4 ,wear a raincoat4 ,call up the office4 ,stay at home all day4 #d4 ,what is the thing to do when your house catches fire8 ,try to find out how it started4 ,ring the alarm and try to put out the fire4 ,run in the other direction4 ,watch it burn and calculate your insurance4 #e4 ,what should one do if he accidently steps on someone else's toes8 ,call for help4 ,run for the doctor4 ,ask the person's pardon4 ,take his own part4 #f4 ,why do the leaves fall off the trees in the autumn8 ,the frost has killed them4 ,to protect the flowers from freezing4 ,to enrich the ground4 ,so that one can see farther4 #g4 ,why do people wear heavier clothing in ,january than in ,june8 ,to protect them from the colder weather4 ,because it looks better with furs4 ,everybody else does it1 especially in ,january4 ,it makes a good impression on other people4 #h4 ,where might one expect to find the largest number of expert swimmers8 ,at the circus4 ,at the beach of a summer resort4 ,at a ,sunday ,school picnic4 ,at a moving picture show4 #i4 ,what should a person do when he is late getting started to work in the morning8 ,wait until the next day4 ,think up some excuse to make4 ,try to make time by hurrying4 ,blame it on the street cars4 #aj4 ,why do school houses usually have flag-poles8 ,for the boys to exercise on4 ,to show where to have a flag drill4 ,to display the flag and inspire patriotism4 ,to decorate the school yard4 #aa4 ,why does water freeze in winter8 ,it is warm in summer and we need ice4 ,so the children can skate4 ,water always becomes solid at low temperatures4 ,so it can be put in refrigerators4 #ab4 ,what is the best way to stop up a hole by which mice enter the kitchen8 ,stuff it with paper4 ,place a pile of rags in front of it4 ,put a corn cob in it4 ,nail a piece of tin over it4 #ac4 ,why is milk a good thing to feed young children8 ,it comes from cows that eat fresh grass4 ,it is an easily digested and wholesome food4 ,it is so pure and white to look at4 ,it can be bought in pint or quart bottles4 #ad4 ,what kind of light is best for a reading table8 ,a tallow candle4 ,a mercury vapour lamp4 ,a coal oil lantern4 ,an incandescent electric bulb4 #ae4 ,what is the purpose of advertising food products8 ,to make people hungry4 ,to decorate street cars and magazines4 ,to make people think about eating4 ,to create a demand for special brands4 #af4 ,why is harness put on horses8 ,so that their strength may be utilized4 ,so that their beauty will be recognized4 ,to match the colour of the carriage4 ,to keep them warm4 #ag4 ,why do people put food in refrigerators8 ,to get it out of the way4 ,the low temperature keeps it fresh4 ,to help ice men make a living4 ,because the law requires it4 #ah4 ,why are fire escapes more frequently put on tall buildings than on one-story buildings8 ,a tall building is more likely to burn down4 ,they would spoil the looks of a low building4 ,low buildings have fire extinguishers4 ,one could jump from one-story buildings4 #ai4 ,what should one do with a baby when it cries8 ,discover and remove the cause of its crying4 ,spank it and put it to bed4 ,get it a drink of water and rock its cradle4 ,give it a bottle of milk or sing to it4 #bj4 ,why is country air considered more healthful than city air8 ,it has fewer impurities in it4 ,trees and grass grow in the country4 ,more people die in the city4 ,the wind is stronger in the country4 #ba4 ,why do railroads use electric engines in some cities8 ,they run faster than steam engines4 ,they look better than steam engines4 ,to avoid making the city smoky4 ,in order to make less noise4 #bb4 ,what is the main purpose of lightning rods8 ,to decorate the roof of the house4 ,to make the lightning strike somewhere else4 ,to show which way the wind blows4 ,to remove the electricity from the air4 #bc4 ,what is the safest altitude and speed for flying in an airplane8 ,low and slowly4 ,low and rapidly4 ,high and rapidly4 ,high and slowly4 #bd4 ,what is the chief purpose of newspaper headlines8 ,to make the paper attractive4 ,to show what actually happened4 ,to help one decide where to read4 ,to guide public opinion wisely4 ,directions for ,scoring the ,test4 ,the score in this test is the number of questions correctly answered4 ,a stencil is furnished with each package of tests1 which makes it possible to check up at a very rapid rate the accuracy of the votes cast1 without ever reading a single word of the answers4 ,the stencil is merely to be adjusted to the page1 according to directions given on its face1 and where the check mark made by the candidate corresponds to the printed mark on the stencil the question has been correctly answered1 while if there is not agreement between stencil and candidate's check no credit is to be allowed on the question4 ,any fairly careful clerical worker can learn in two minutes to score such a test with a stencil as rapidly and accurately as a thoroughly trained psychologist could do it4 ,the final score should be entered in the lower right-hand corner of the front or title page1 where it will be easily associated with the name and other information about the candidate4 ,scores from #j to #c indicate ,inferior ,ability ,scores from #d to #h indicate ,low ,average ,ability ,scores from #i to #ad indicate ,average ,ability ,scores from #ae to #ai indicate ,high ,average ,ability ,scores from #bj to #bd indicate ,superior ,ability ,,mentimeter ,,no4 #cj ,,logical ,,conclusions ,,test ,character of the ,test4 ,this test is to be given to large groups of individuals at the same time1 although it may be given as a part of an individual examination4 ,it will not be found worth while to give this test to individuals who have not had at least the equivalent of an elementary school education4 ,the solution of the problems contained is so difficult that not more than half of the pupils of the sixth or seventh grade of the elementary school would be able to answer correctly more than five or six of the problems4 ,the method of the test is to present a short hypothesis1 introduced by the word 8if0 and followed by four different conclusions introduced by the word 8then40 ,the individual being examined should read carefully the first part of the statement and understand exactly what it means1 and should then put a check mark before the conclusion which would logically follow the hypothesis4 ,there are twelve of these problems1 beginning with one which is quite simple and elementary1 and progressing to more difficult and more complex statements of a similar nature4 ,the explanations by which this test is introduced are illustrated by an example and are not difficult to understand4 ,the difficulty of the test lies in keeping clearly in mind just what are the implications of the introductory statement or hypothesis4 ,the present test is almost entirely new1 both in its form and in its content4 ,the nearest approach to this particular test was made by ,dr4 ,agnes ,l4 ,rogers at the suggestion of ,professor ,thorndike1 when she prepared a list of six problems of which the following is a good sample3 8,p is larger than ,q1 ,r is smaller than ,q1 therefore ,p is 44444444 ,r40 ,the blank is to be filled in4 ,it will be observed that the present ,mentimeter differs from ,doctor ,rogers's test in that names of familiar persons or objects are used in place of the capital letters and that four conclusions are stated from which the subject is to select the proper one1 rather than leaving to the subject the formulation of his own conclusion4 ,because of its newness1 it will be impossible to state here just what is measured by this test1 but certainly the ability to read and understand the words is one factor1 and the ability to think clearly about the logical implications of these words is another very important element making for success4 ,the ability to see the relations between the words is probably as near to what may be called 8logical ability0 or 8reasoning0 as to any other popularly recognized 8mental qualification40 ,although ,doctor ,rogers found a coefficient of correlation of 4#fe between her form of the logical reasoning test and a composite measure of mathematical ability1 the present ,mentimeter is so different that its true value can only be indicated by the comparisons which its users will be able to make between their results and the most accurate measures obtainable of special ability4 ,this test will probably have very little usefulness in commercial or industrial fields1 although it may be very helpful for a professional group such as lawyers1 educators1 etc41 in the selection of clerical or professional assistants4 ,in the public schools1 it is quite certain that it should not be used below the high school grades4 ,even in the high school1 it is probable that only those with very great ability in handling abstract ideas and symbols of ideas will be able to make a high score4 ,the subject matter of those statements which appear in the test is such as would not be found in ordinary life and has very little value in itself4 ,as an entertainment feature1 this test will not be successful except among a very specially selected group of people who believe themselves to be extraordinarily keen intellectually4 ,it might be held in reserve as a special 8stunt0 for any persons who seem to think that they have demonstrated their 8high-brow0 qualities by making high scores in other tests4 ,shortening the time limit from five minutes to three minutes would further add to the consternation of such persons4 ,directions for ,giving the ,test4 ,the examiner should distribute one test booklet to each candidate1 announcing at the beginning of the distribution that the booklets should not be opened or turned over until an order to that effect is given4 ,since the blanks on the front cover of the booklet will be self-explanatory to any person capable of taking the test1 the examiner may direct that each candidate fill out the blanks on the title page of his booklet as soon as he receives it4 ,when the information blanks have been filled satisfactorily the examiner should ask the candidates to read the directions silently while he reads them aloud4 ,this reading should be at a very deliberate rate and in good1 clear tones3 8,the following pages contain twelve sentences1 each sentence being printed with four different endings4 ,only one of these endings can be true if the first part of the sentence is true4 ,you are to decide which ending or conclusion is truest or agrees best with the first part1 and to make a mark in the square standing in front of that best ending4 ,notice the example3 8,if roses cost more than violets1 then violets cost more than roses cost as much as roses do not cost as much as roses do not cost less than roses 8,the only one of the four endings which can be true1 if the first part of the sentence is true1 is the third1 #8violets do not cost as much as roses1' so the square in front of this third conclusion should be check-marked4 8,you will have five minutes in which to read and mark the twelve sentences4 ,think carefully and get all of your marks correctly placed4 ,ready6 ,go60 ,at the end of five minutes exactly1 call 8,stop6 ,time up6 ,give me your papers40 ,all papers should be collected at once4 ,,mark 77 ,,the ,,square ,,in ,,front ,,of ,,the ,,truest ,,ending ,,to ,,each ,,sentence #a4 ,if ,john is older than ,james1 then ,john is younger than ,james older than ,james not as old as ,james not older than ,james #b4 ,if ,mary is younger than ,will1 then ,will is younger than ,mary not older than ,mary not as old as ,mary older than ,mary #c4 ,if ,dot is taller than ,pet1 then ,pet is as tall as ,dot shorter than ,dot not shorter than ,dot taller than ,dot #d4 ,if ,may is heavier than ,jean1 then ,jean is not lighter than ,may as heavy as ,may not heavier than ,may heavier than ,may #e4 ,if ,walter runs faster than ,william1 and ,william runs faster than ,david1 then ,david runs faster than ,walter as fast as ,william as fast as ,walter slower than ,william #f4 ,if ,edna is smarter than ,bertha1 and ,bertha is not as smart as ,mabel1 then ,mabel is not as smart as ,edna not as smart as ,bertha smarter than ,edna smarter than ,bertha #g4 ,if ,mr4 ,jones is wealthier than ,mr4 ,smith1 and ,mr4 ,smith is poorer than ,mr4 ,brown1 then ,mr4 ,smith is not as poor as ,mr4 ,jones richer than ,mr4 ,jones not as rich as ,mr4 ,jones not poorer than ,mr4 ,jones #h4 ,if ,robert is noisier than ,harold and ,harold is as noisy as ,george1 then ,george is not noisier than ,robert noisier than ,robert noisier than ,harold not as quiet as ,robert #i4 ,if ,henry drives faster than ,joseph1 and ,joseph drives no more slowly than ,peter1 and ,peter drives more rapidly than ,edgar1 then ,edgar drives as rapidly as ,henry no more slowly than ,joseph as swiftly as ,peter less rapidly than ,henry #aj4 ,if ,monday was cooler than ,wednesday1 and ,tuesday was cooler than ,monday1 and ,thursday was hotter than ,wednesday1 then ,monday was not hotter than ,tuesday not cooler than ,thursday not warmer than ,thursday cooler than ,tuesday #aa4 ,if ,mrs4 ,brown is exactly as extravagant as ,mrs4 ,smith1 and ,mrs4 ,smith is less extravagant than ,mrs4 ,jones1 then ,mrs4 ,jones is more frugal than ,mrs4 ,brown not as frugal as ,mrs4 ,brown less extravagant than ,mrs4 ,smith not more extravagant than ,mrs4 ,smith #ab4 ,if there were four parades in a month1 and the first was larger than the fourth1 and the third was smaller than the second1 and the second was not smaller than the first1 then the fourth was larger than the second equal to the second not smaller than the second not larger than the second ,directions for ,scoring the ,test4 ,the score in this test is the number of sentences for which the correct conclusion is checked4 ,the stencil furnished with the test booklets makes this process of counting the number correct so simple that a child can do it almost at a glance4 ,the degree of intellectual capacity is indicated roughly by the score as follows3 ,scores #j to #a indicate ,low ,average or ,inferior ,ability ,scores #b to #e indicate ,average ,ability ,scores #f to #h indicate ,high ,average ,ability ,scores #i to #ab indicate ,superior ,ability ,attention should be invited here again to the fact that this is a new test and that its reliability and implications will need to be carefully tested and measured before one can be sure what it measures or how accurate it is4 ,,chapter ,,xi ,,trade ,,tests ,,or ,,tests ,,of ,,skill ,while the determination of individual skill in the performance of a given operation is not1 strictly speaking1 a test of intelligence or of mental capacity1 it has been established that the most accurate and speedy method of discovering the precise degree of skill possessed by any artisan is closely analogous to the scientific method of mental measurement4 ,it has been found1 moreover1 that there is quite a close relation between an individual workman's skill at his trade and the degree of mental capacity disclosed by the ,mentimeter or similar scientific tests2 the more intelligent the worker1 the greater his skill if he has any natural aptitude for his trade4 ,many persons view with skepticism the idea that a workman's degree of skill at his trade can be determined by tests that require but a few minutes4 ,a month1 they argue1 is little enough for an expert foreman to classify justly the men under him1 after observing their skill with his own eyes4 ,when it is proposed that those who apply the tests for any trade need not themselves be skilled in it and may1 in fact1 know nothing about it1 it is no wonder that they doubt the practicality of a method so foreign to previous conceptions and practice4 ,psychologists have long realized that the same methods by which mental qualities1 abilities1 and capacities are determined1 analyzed1 and measured1 could be applied to the measurement of manual dexterity or the combination of manual dexterity1 judgment1 perception1 adaptability1 and patience that1 taken together1 make the skilled workman4 ,for1 as the reader who has perused this book thus far will long since have recognized1 there is included in the foregoing list of qualities a predominance of those which come quite definitely under the classification of mental abilities or capacities4 ,as has been previously pointed out1 it is impossible to separate mental and physical powers1 and psychologists do not regard the mind as a separate entity1 but merely as a convenient term for the definition of certain of the higher physical powers and their manifestations4 ,and just as a certain type of nervous 7physical7 organism manifests itself in the development of abilities which we are accustomed to term 8intellectual0 or 8mental10 so the abilities which we call 8physical0 or 8manual0 are merely other manifestations of a different type of nervous organism4 ,the principal distinction1 scientifically1 between a trade test and an intelligence test1 is in the purpose to be served by the test4 ,in the intelligence test the aim is to ascertain the subject's general capacity2 in the trade test1 to discover his present ability or degree of skill in some special direction4 ,capacity1 as has been previously pointed out1 is only to be measured in terms of demonstrable ability1 so that in the application of trade tests1 although limited in their scope to a single class or kind of ability1 there is also obtainable as a by-product a partial measure of the subject's mental capacity4 ,while trade tests devised by psychologists had been demonstrated1 in a number of industries1 to be superior to any other method1 both in picking the most skilful workers from among all applicants for positions1 and in transferring workers from one department to another in large industries1 it was in the classification and placement of the personnel of the ,army during the war that the first really large-scale demonstration of the precision and effectiveness of scientifically devised trade tests was made4 ,while one group of psychologists1 working under the direction of the ,surgeon-,general's ,office1 was engaged in classifying the ,army personnel by means of intelligence tests the ,personnel ,branch of the ,operations ,division of the ,general ,staff1 organized and officered by trained psychologists1 was undertaking the task of determining the special technical and vocational ability of the millions of men drawn into the ,army through the medium of the selective draft4 ,this personnel organization had a multiplex duty to perform4 ,first1 it had to ascertain with precision what particular kinds of work had to be done in the preparation of an army for battle and in its transport and maintenance4 ,this involved not only finding out just what needed to be done but translating this need into terms of trades and occupations4 ,for example1 the ,army might report that it needed a number of men capable of making all sorts of repairs to electric generators and motors4 ,the ,personnel ,division proceeded to analyze the special qualifications required of electricians to enable them to meet this demand4 ,these were listed1 along with the qualifications required for every other army occupation1 in a thick book entitled ,trade ,specifications ,index4 ,there were #bci pages in this book and in it were set forth in specific detail the exact qualifications needed by #efe different kinds of trade and technical experts4 ,chauffeurs1 for instance1 were classed as auto drivers1 auto drivers with pigeon experience1 motorcycle drivers with pigeon experience1 plain motorcyclists1 heavy auto-truck drivers1 motor truck drivers1 and plain chauffeurs4 ,there were sixteen different classes of electricians1 each of which required a man with special experience and knowledge4 ,nine different kinds of chemists were used in the ,army4 ,it was a big job1 in the first place1 to determine exactly how men should be classified4 ,after the classification had been decided upon1 it then became necessary to devise simple1 rapid1 and accurate methods of placing every enlisted man in the ,army in his proper classification1 and then of so indexing three or four millions of men that any particular demand could be met4 ,for example1 one camp might ask for three farriers1 nine sanitary engineers1 two car carpenters1 six boilermakers1 and a pipe fitter4 ,it was necessary that some system be perfected to permit of the filling of this order instantly by taking the men qualified to perform these duties out of the camps where they were undergoing military training4 ,the whole system had as its basis a card for each soldier1 on which1 by a simple system of marginal numbers1 punch holes1 and coloured index tags the record of each man's precise ability was kept4 ,every man1 as he was inducted into the service1 was required first to make a preliminary1 rough classification of himself--that is to say1 he recorded himself as a tailor1 a blacksmith1 or a milk wagon driver4 ,but the ,trade ,specifications ,index was as precise in its detail as a dictionary4 ,it was1 in fact1 a collection of definitions of what was meant by occupational titles which had vague or various meanings in different parts of the country4 ,thus1 a man might have classified himself as a tailor who1 if called upon to make a uniform1 would have been unable to do so4 ,tailoring had to be subdivided1 from simple pressing and repairing up to expert fitting4 ,one might be a good coat maker while another had never worked on anything but trousers4 ,so there was devised a system of trade and occupational tests to which every man claiming skill at a trade was subjected1 and which determined1 as nearly as it is humanly possible to do1 exactly the degree and kind of vocational skill possessed by every man in the ,army4 ,when the problem of formulating tests was analyzed1 it was seen that certain requirements were fundamental4 ,trade tests to be absolutely satisfactory1 #a4 ,must differentiate between the various grades of skill2 #b4 ,must produce uniform results in various places and in the hands of individuals of widely different characteristics2 #c4 ,must consume the least amount of time and energy consistent with the best results4 ,now it must be recognized that trades useful in the ,army are of many kinds and of widely differing requirements4 ,trade ability in any one of them1 however1 means about the same thing4 ,it means that the workman is not simply the possessor of a single item of information1 nor simply able to execute one particular movement required by the trade1 but that he has many items of information more or less systematized together with the ability to execute various movements not only singly but in combinations4 ,while there are all degrees of trade ability among the members of any trade1 it is convenient to classify them in a few main groups4 ,ordinarily the terms ,novice1 ,apprentice1 ,journeyman1 and ,journeyman ,expert 7or ,expert7 are employed4 ,the ,novice is a man who has no trade ability whatever1 or at least none that could not be paralleled by practically any intelligent man4 ,the ,apprentice has acquired some of the elements of the trade but is not sufficiently skilled to be entrusted with an important task4 ,the ,journeyman is qualified to perform almost any work done by members of the trade4 ,the ,expert can perform quickly and with superior skill any work done by men in the trade4 ,it is sometimes desirable that the ,trade test should differentiate between the skill of different members of the same group1 for instance1 of the journeyman group4 ,it is essential that it should differentiate between the journeyman and the apprentice and the apprentice and the novice4 ,trade tests devised to make this classification are of three kinds3 oral1 picture1 and performance4 ,the oral tests are most generally used because they are of low cost and they may be applied to a large number of men in a comparatively short time and without much equipment4 ,they are satisfactory in determining the presence or absence of trade ability and in many instances determine the degree of ability with such accuracy that no other tests are required4 ,as a preliminary to the preparation of a trade test1 there is required a thorough inquiry into the conditions of the trade4 ,this inquiry has a threefold purpose3 #a4 ,to determine the feasibility of a test in this field4 ,does the trade actually exist as a recognized trade8 ,it was found1 for example1 that the trade of gunsmith was not a recognized trade1 though there were gun repairers4 #b4 ,to determine the elements which require and permit of testing4 ,in other words1 can men be graded in it according to degrees of skill8 ,in some trades it was found that the trade required simply the performance of a single set of operations and there were no gradations among the members of the trade4 #c4 ,to determine the kinds of tests that can be used4 ,some trades1 such as truck driving and typewriting1 are mainly matters of skill1 and for them performance tests are better than oral tests4 ,other trades1 such as interior wiring and power-plant operation1 are mainly matters of knowledge4 ,for these trades oral and picture tests are best4 ,after having discovered by inquiry that the trade is a recognized trade and can be tested1 information is collected from all available sources4 ,in the ,army's preparation of trade tests experts in the trade1 trade union officials1 the literature of the trade1 trade school authorities1 employers1 and the like were consulted4 ,in this way it was discovered what are the elements of the trade and what constitutes proficiency in it4 ,as a result of this collection of information it was possible to compile a number of questions1 usually from forty to sixty1 each of which called for an answer that showed knowledge of the trade4 ,experience in the formulation of such questions has shown that a good question meets the following requirements3 #a4 ,it must be in the language of the trade4 #b4 ,it must be a unit1 complete in itself and requiring no further explanation4 #c4 ,it must not be a chance question that could be answered by a good guess4 ,the extreme example would be a question calling for the answer 8yes0 or 8no40 #d4 ,it must be as short as possible and must be capable of being answered by a very short answer4 #e4 ,it must not be ambiguous2 the meaning must be unmistakable4 ,after the large number of questions originally formulated has been sifted down by application of the requirements stated above and others of less importance they are used in a preliminary sampling on a number of artisans engaged in the trade1 usually from nine to twelve1 whose answers indicate the merits of the different questions and their grades1 from easy to difficult4 ,in this sampling1 tradesmen from different shops or plants are tried in order to guard against specialized methods or modes of expression confined to a single locality4 ,at least two examiners worked on each set of questions at this stage1 in the ,army's work1 to get the benefit of more than one point of view for revision4 ,this preliminary sampling affords a means of checking on the following points3 #a4 ,is the test applicable to trade conditions8 #b4 ,does the test represent good trade practice8 #c4 ,in what way can parts be profitably modified1 supplemented1 or eliminated8 #d4 ,does the test represent the whole range of the trade1 from the novice to the expert8 #e4 ,is it a representative sampling of the whole range of trade processes8 ,in the light of the answers to these questions1 the test is revised during this sampling process and is then ready to be formulated4 ,this formulation consists of limiting the questions to a small enough number to be handled in a short space of time and to a wide enough range to represent every possible degree of trade skill4 ,the questions are tabulated and are then ready to be used in the final sampling process4 ,final sampling is made by testing twenty men who are known to be typical representatives of each group 7novice1 apprentice1 journeyman1 expert74 ,among the novices tested are some highly intelligent and mature men of good general knowledge but no trade ability4 ,three testing stations were used in the ,army's work3 one in ,cleveland1 one in ,newark1 and one in ,pittsburgh1 in order to get the benefit of wide geographical distribution4 ,examinations were given to men whose record in the trade was already known and who were tested as nearly as possible in the same manner as men in the camps4 ,the results of this final sampling are turned over to experts who make a careful study of the results and of the answers to each question4 ,this enables them to determine the relative value of each individual question and the selection that makes a proper balance4 ,if a trade test is good1 a known expert1 when tested1 is able to answer all1 or nearly all1 the questions correctly2 a journeyman is able to answer the majority2 an apprentice a smaller part1 and a novice practically none4 ,this does not mean that each question should be answered correctly by all the experts1 a majority of the journeymen1 some apprentices but no novices4 ,there are a few questions which show this general result4 ,a graphic curve when plotted for such a question is almost a straight line4 ,other types of questions1 however1 are more common4 ,some show a distinct line of cleavage between the novice and the apprentice4 ,novices fail1 but apprentices1 journeymen1 and experts alike answer correctly4 ,there are likewise questions that are answered correctly by nearly all journeymen and experts but only a few apprentices1 and questions that only an expert can answer correctly4 ,each type of question has its value in a good test4 ,the main requirement is that the tendency of the curve should be upward2 a question which is answered correctly by more journeymen than experts or more apprentices than journeymen is undesirable and is at once discarded4 ,a proper balance is made of the others4 ,one task still remains2 namely1 that of calibrating the test4 ,as each question is allowed four points1 it becomes necessary to determine how many points should indicate an expert1 how many a journeyman1 etc4 ,obviously the way to do this is to note how many points were scored by the known experts and the known journeymen when they were tested4 ,ordinarily the expert scores higher than the journeyman and the journeyman higher than the apprentice4 ,it frequently happens that a few journeymen score as high as the lowest of the experts and a few apprentices as high as the lowest of the journeymen4 ,there are consequently certain overlappings between the classes4 ,in calibrating1 the object is to draw the dividing line between classes so that the overlapping shall be as small as possible4 ,when these dividing lines1 or critical scores as they are usually called1 are established1 the test is ready for editing1 printing1 and distribution to camps4 ,picture tests are made in practically the same way as oral tests4 ,the peculiar characteristic of picture tests is that the questions making up the tests relate to illustrations of trade tools and appliances4 ,the performance tests are now being used in many trades for those who make a satisfactory showing in the oral or picture tests4 ,these performance tests are devised by conference with experts in the trade4 ,they consist of some apparently simple tasks that can be performed quickly and with a small amount of apparatus but that nevertheless indicate clearly the degree of skill of the performer4 ,as a result of experience the following have been drawn up as the requirements for a good performance test3 #a4 ,it should require the smallest possible quantity of tools and materials and these should be capable of standardization2 #b4 ,a journeyman should not require more than #de minutes to perform it2 #c4 ,it should be typical of the work required2 #d4 ,the operations should be exact so that a correct standard form of product is always obtainable4 ,performance tests undergo much the same processes of sampling as do the oral and picture tests and they are calibrated in the same way4 ,the principle followed here1 as elsewhere1 is that the value of a test lies not in its theoretical exactness but in its proved ability to pick out and classify correctly men of all degrees of skill within the trade4 ,if the test does classify men in the groups in which they are known to belong1 then it can be relied upon to classify correctly men about whom nothing is known in advance4 ,the method which the ,army pursued is adaptable for any private enterprise4 ,the work done under the direction of the ,army ,general ,staff in analyzing the essentials of nearly seven hundred trades and subdivisions of trades and in preparing tests for a large proportion of these was pioneer work1 the results of which1 in the shape of the tests themselves1 while not issued for general distribution1 are available as a time-saving guide to those who are interested in the building and application of trade tests4 ,,appendices ,,appendix ,a ,,intelligence ,,ratings ,,in ,,the ,,army ,reprinted from ,the ,personnel ,manual 7,vol4 ,,ii of ,the ,personnel ,system of the ,united ,states ,army7 ,purpose of the ,intelligence ,tests4--,under the direction of the ,division of ,psychology1 ,medical ,department1 and in accordance with provisions of ,general ,order ,no4 #gd1 mental tests are given all recruits during the two-weeks detention period4 ,these tests provide an immediate and reasonably dependable classification of the men according to general intelligence4 ,their specific purposes are to aid3-- 7#a7 ,in the discovery of men whose superior intelligence suggests their consideration for advancement2 7#b7 ,in the prompt selection and assignment to ,development ,battalions of men who are so inferior mentally that they are suited only for selected assignments2 7#c7 ,in forming organizations of uniform mental strength where such uniformity is desired2 7#d7 ,in forming organizations of superior mental strength where such superiority is demanded by the nature of the work to be performed2 7#e7 ,in selecting suitable men for various army duties or for special training in colleges or technical schools2 7#f7 ,in the early formation of training groups within a company in order that each man may receive instruction and drill according to his ability to profit thereby2 7#g7 ,in the early recognition of slow-thinking minds which might otherwise be mistaken for stubborn or disobedient characters2 7#h7 ,in eliminating from the army those men whose low-grade intelligence renders them either a burden or a menace to the service4 ,nature of the ,tests4--,the tests were prepared by a special committee of the ,american ,psychological ,association4 ,before being ordered into general use they were thoroughly tried out in four ,national ,army ,cantonments1 and from time to time have undergone revision to increase their practical usefulness4 ,between ,may #a and ,october #a1 #aiah1 approximately one million three hundred thousand men were tested4 ,three systems of test are now in use3-- 7#a7 ,alpha4 ,this is a group test for men who read and write ,english4 ,it requires only fifty minutes1 and can be given to groups as large as #ejj4 ,the test material is so arranged that each of its #bab questions may be answered without writing1 merely by underlining1 crossing out1 or checking4 ,the papers are later scored by means of stencils1 so that nothing is left to the personal judgment of those who do the scoring4 ,the mental rating which results is therefore wholly objective4 7#b7 ,beta4 ,this is a group test for foreigners and illiterates4 ,it may be given to groups of from #ge to #cjj and requires approximately fifty minutes4 ,success in ,beta does not depend upon knowledge of ,english1 as the instructions are given entirely by pantomime and demonstration4 ,like ,alpha1 it measures general intelligence1 but does so through the use of concrete or picture material instead of by the use of printed language4 ,it is also scored by stencils and yields an objective rating4 7#c7 ,individual ,tests4 ,three forms of individual tests are used3 ,the ,yerkes-,bridges ,point ,scale1 the ,stanford-,binet ,scale1 and the ,performance ,scale4 ,an individual test requires from fifteen to thirty minutes4 ,the instructions for the ,performance ,scale are given by means of gestures and demonstration1 and a high score may be earned in it by an intelligent recruit who does not know a word of ,english4 ,all enlisted men are given either ,alpha or ,beta according to their degree of literacy4 ,those who fail in ,alpha are given ,beta1 and those who fail to pass ,test ,beta are given an individual test4 ,as a result of the tests1 each man is rated as ,a1 ,b1 ,c1 ,c1 ,c1 ,d1 ,d or ,e4 ,the letter ratings are reported to the ,interviewing ,section of the ,personnel ,office1 and are there copied on the ,qualification ,cards 7in the square marked ,intelligence74 ,the ,psychological ,report1 after the grades have been copied on the ,qualification ,cards1 is forwarded from the ,interviewing ,section to the ,mustering ,section of the ,personnel ,office1 where each soldier's letter rating is copied on the second page of his ,service ,record4 ,a copy of the ,psychological ,report is also sent by the ,psychological ,examiner to the ,company ,commander1 who uses it in the organization of his company4 ,in some camps the entering of ,intelligence ,grades on ,service ,records has been left to company commanders1 but accuracy and uniformity is secured by having these grades entered in the ,mustering ,section of the ,personnel ,office when the ,service ,records are being started4 ,the psychological staff in a camp is ordinarily able to test #b1jjj men per day and to report the ratings to the ,personnel ,office within #bd hours4 ,personnel ,adjutants will coperate in arranging the schedule of psychological examinations so as to secure from them maximum value 7,see ,chapter ,,iv for the proper cordination of the work of the ,psychological ,examiner with the work of other officers in a camp47 ,explanation of letter ratings4--,the rating a man earns furnishes a fairly reliable index of his ability to learn1 to think quickly and accurately1 to analyze a situation1 to maintain a state of mental alertness1 and to comprehend and follow instructions4 ,the score is little influenced by schooling4 ,some of the highest records have been made by men who had never completed the eighth grade4 ,the meaning of the letter ratings is as follows3 ,a4 ,very ,superior ,intelligence4 ,this grade is earned by only four or five soldiers out of a hundred4 ,the 8,a0 group is composed of men of marked intellectuality4 8,a0 men are of high officer type when they are also endowed with leadership and other necessary qualities4 ,b4 ,superior ,intelligence4 8,b0 intelligence is superior1 but less exceptional than that represented by 8,a40 ,the rating 8,b0 is obtained by eight to ten soldiers out of a hundred4 ,the group contains a good many men of the commissioned officer type and a large amount of non-commissioned officer material4 ,c4 ,high ,average ,intelligence4 ,this group includes about fifteen to eighteen per cent4 of all soldiers and contains a large amount of non-commissioned officer material with occasionally a man whose leadership and power to command fit him for commissioned rank4 ,c4 ,average ,intelligence4 ,includes about twenty-five per cent4 of soldiers4 ,excellent private type with a certain amount of fair non-commissioned officer material4 ,c4 ,low ,average ,intelligence4 ,includes about twenty per cent4 ,while below average in intelligence1 8,c0 men are usually good privates and satisfactory in work of routine nature4 ,d4 ,inferior ,intelligence4 ,includes about fifteen per cent4 of soldiers4 8,d0 men are likely to be fair soldiers1 but are usually slow in learning and rarely go above the rank of private4 ,they are short on initiative and so require more than the usual amount of supervision4 ,many of them are illiterate or foreign4 ,d and ,e4 ,very ,inferior ,intelligence4 ,this group is divided into two classes 7#a7 8,d0 men1 who are very inferior in intelligence but are considered fit for regular service2 and 7#b7 8,e0 men1 those whose mental inferiority justifies their recommendation for ,development ,battalion1 ,special ,service ,organization1 rejection1 or discharge4 ,the majority of 8,d0 and 8,e0 men are below ten years in 8mental age40 ,the immense contrast between 8,a0 and 8,d0 intelligence is shown by the fact that men of 8,a0 intelligence have the ability to make a superior record in college or university1 while 8,d0 men are of such inferior mentality that they are rarely able to go beyond the third or fourth grade of the elementary school1 however long they attend4 ,in fact1 most 8,d0 and 8,e0 men are below the 8mental age0 of ten years and at best are on the border-line of mental deficiency4 ,most of them are of the 8moron0 grade of feeble-mindedness4 8,b0 intelligence is capable of making an average record in college1 8,c0 intelligence cannot do so well1 while mentality of the 8,c0 grade is rarely equal to high school graduation4 ,evidence that the ,tests ,measure ,military ,value4--,it has been thoroughly demonstrated that the intelligence ratings are very useful in indicating practical military value4 ,the following investigations are typical3 #a4 ,commanding officers of ten different organizations representing various arms in a camp were asked to designate3 7a7 ,the most efficient men in the organization2 7b7 ,men of average value2 7c7 ,men so inferior that they were 8barely able0 to perform their duties4 ,the officers of these organizations had been with their men from six to twelve months and knew them exceptionally well4 ,the total number of men rated was #ife1 about equally divided among 8best10 8average10 and 8poorest40 ,after the officers' ratings had been made1 the men were given the usual psychological test4 ,comparison of test results with officers' ratings showed3 7a7 ,that the average score of the 8best0 group was approximately twice as high as the average score of the 8poorest0 group4 7b7 ,that of men testing below 8,c0 #gj per cent4 were classed as 8poorest0 and only #d4d per cent4 as 8best40 7c7 ,that of men testing above 8,c10 #ae per cent4 were classed as 8poorest0 and #ee4e per cent4 as 8best40 7d7 ,that the man who tests above 8,c0 is about fourteen times as likely to be classed 8best0 as the man who tests below 8,c40 7e7 ,that the per cent4 classed as 8best0 in the various letter groups increased steadily from #j per cent4 in 8,d0 to #eg4g per cent4 in 8,a10 while the per cent4 classed as 8poorest0 decreased steadily from #hj per cent4 in 8,d0 to #aa4e per cent4 in 8,a40 ,the following table shows the per cents4 for each letter group3 ,d ,d ,c ,c ,c ,b ,a ,total number #bi #fj #aba #bca #bbi #aia #ajd ,classed with 8best0 #j4j #f4g #ai4j #bf4j #ci4c #ec4d #eg4g ,classed with 8poorest0 #gi4c #ff4j #eg4i #ca4b #bd4i #af4g #aa4e ,considering that low military value may be caused by many things besides inferior intelligence1 the above findings are very significant4 #b4 ,in an infantry regiment of another camp were #gfe men 7,regulars7 who had been with their officers for several months4 ,the company commanders were asked to rate these men as #a1 #b1 #c1 #d1 or #e according to 8practical soldier value10 8#a0 being highest1 and 8#e0 lowest4 ,the men were then tested1 with the following results3 7a7 ,of #gf men who earned the grade ,a or ,b1 none was rated 8#e0 and only #i were rated 8#c0 or 8#d40 7b7 ,of #bch 8,d0 and 8,d0 men1 only one received the rating 8#a0 and only #g received a rating of 8#b40 7c7 ,psychological ratings and ratings by company commanders were identical in #di4e per cent4 of all cases4 ,there was agreement within one step in #hh4d per cent4 of cases1 and disagreement of more than two steps in only #g_/aj of #a per cent4 of cases4 #c4 ,in another camp the company officers of a regiment were asked to designate the ten 8best0 and ten 8poorest0 privates in each company4 ,the officers had been with their men long enough to know them thoroughly4 ,comparison of the officers' estimates with the results of intelligence tests brought out the following facts3 7a7 ,of #aef men classed with the ten 8best0 in their respective companies1 only #i tested below ,c4 7b7 ,of #acc men classed with the 8poorest0 ten in their respective companies1 only #d tested above ,c4 7c7 ,men above ,c are #g4c times as likely as men below ,c to be classed with the ten 8best40 7d7 ,men below ,c are #aj4h times as likely as men above ,c to be classed with the ten 8poorest40 7e7 ,an 8,a0 man is #aa4g times as likely as a man below ,c to be rated 8best02 but a man below ,c is #ac4e times as likely as an 8,a0 to be rated 8poorest40 #d4 ,the same experiment was made in still another camp4 ,officers of #cf different companies picked the ten 8best0 and the ten 8poorest0 men in each company4 ,of the 8poorest10 #fb4bb per cent4 tested below ,c and only #c4jf per cent4 above ,c4 ,of the 8best10 #ch per cent4 tested above ,c and only #i4gb per cent4 below ,c4 ,according to this investigation1 a man below ,c is #f4d times as likely to be 8poorest0 as to be 8best40 ,a man above ,c is #ab4e times as likely to be 8best0 as to be 8poorest40 ,a man rating ,a is #fb times as likely to be 8best0 as to be 8poorest40 ,a man rating ,d is #bi4c times as likely to be 8poorest0 as to be 8best40 #e4 ,where commissioned officers are selected on the basis of trying out and 8survival of the fittest0 it is ordinarily found that about #hj per cent4 are of the ,a or ,b grade1 and only about #e per cent4 below the ,c grade4 ,of non-commissioned officers chosen by this method1 about #ge per cent4 are found to grade ,a1 ,b1 or ,c1 and only #e per cent4 below ,c4 ,moreover1 there is a gradual rise in average score as we go from privates up through the ranks of privates first class1 corporals1 sergeants first class1 ,o4 ,t4 ,s4 candidates1 and commissioned officers4 ,this is seen in the following table3 ,,per ,,cent4 ,,earning ,,each ,,letter ,,rating ,various ,groups 7,whites7,d or ,a and ,e ,d ,c ,c ,c ,b ,a ,b #h1hai ,commissioned ,officers #j4j #j4ja 4#be #b4ibac4h #cd4f #dh4d #hc4 #i1bdj ,o4,t4,s4 ,candidates#j4j #j4ad 4#ih #f4afai4e #cf4d #cf4h #gc4b #c1cic ,sergeants #j4j #a4je #d4jead4b #bg4c #cb4e #bj4i #ec4d #d1jbc ,corporals #j4j #a4cc #g4ccbj4ccca4c #bf4 #ac4g #ci4g #ha1aad ,literate ,privates #j4bb #aj4bdba4dhbh4gibj4dhab4ch #f4cgah4ge #aj1hjc ,illiterate ,privates #g4h #da4afbi4aaad4fg #d4dc #a4ie 4#eb #b4dg #f4 ,experience shows that 8,d0 candidates admitted to ,officers' ,training ,schools almost never make good1 and that the per cent4 of elimination among the 8,c0 and 8,c0 students is several times as high as among 8,a0 students4 ,for example1 in one of the ,fourth ,officers' ,training ,schools #ajj per cent4 of the 8,d0 men were eliminated as unsatisfactory1 #ee per cent4 of the 8,c0 men1 #ad4h per cent4 of the 8,b0 men1 but only #b4g per cent4 of the 8,a0 men4 ,in another ,fourth ,officers' ,training ,school #gf4b per cent4 of the men rating below ,c were eliminated in the first six weeks1 #ea4e per cent4 of the 8,c0 men1 and none at all of the 8,a0 or 8,b0 men4 ,these findings are typical4 ,the psychological ratings are valuable not so much because they make a better classification than would come about in the course of time through natural selection1 but chiefly because they greatly abbreviate this process by indicating immediately the groups in which suitable officer material will be found1 and at the same time those men whose mental inferiority warrants their elimination from regular units in order to prevent the retardation of training4 ,speed counts in a war that costs fifty million dollars per day and requires the minimum period of training4 ,directions for the ,use of ,intelligence ,ratings4--,in using the intelligence ratings the following points should be borne in mind3 #a4 ,the mental tests are not intended to replace other methods of judging a man's value to the service4 ,it would be a mistake to assume that they tell us infallibly what kind of soldier a man will make4 ,they merely help to do this by measuring one important element in a soldier's equipment1 namely1 intelligence4 ,they do not measure loyalty1 bravery1 power to command1 or the emotional traits that make a man 8carry on40 ,however1 in the long run these qualities are far more likely to be found in men of superior intelligence than in men who are intellectually inferior4 ,intelligence is perhaps the most important single factor in soldier efficiency apart from physical fitness4 #b4 ,commissioned officer material is found chiefly in the ,a and ,b groups1 although of course not all high-score men have the other qualifications necessary for officers4 ,men below ,c should not be accepted as students in ,officers' ,training ,schools unless the score on the ,officers' ,rating ,scale indicates exceptional power of leadership and ability to command4 #c4 ,since more than one fourth of enlisted men rate as high as ,c1 there is rarely justification for going below this grade in choosing non-commissioned officers4 ,this is especially the case in view of the likelihood of promotion from non-commissioned rank4 ,even apart from considerations of promotion1 it is desirable to avoid the appointment of mentally inferior men 7below ,c7 as non-commissioned officers4 ,several careful studies have shown that 8,c0 and 8,d0 sergeants and corporals are extremely likely to be found unsatisfactory4 ,the fact that a few make good does not justify the risk taken in their appointment4 #d4 ,men below ,c are rarely equal to complicated paper work4 #e4 ,in selecting men for tasks of special responsibility the preference should be given to those of highest intelligence rating who also have the other necessary qualifications4 ,if they make good they should be kept on the work or promoted2 if they fail they should be replaced by men next on the list4 ,to aid in selecting men for occupational assignment1 extensive data have been gathered on the range of intelligence scores found in various occupations4 ,this material has been placed in the hands of the ,personnel ,officers for use in making assignments4 ,it is suggested that those men who have an intelligence rating above the average in an occupation should be the first to be assigned to meet requirements in that occupation1 and after that men with lower ratings should be considered4 #f4 ,in making assignments from the ,depot ,brigade to permanent organizations it is important to give each unit its proportion of superior1 average1 and inferior men4 ,if this matter is left to chance there will inevitably be 8weak links0 in the army chain4 ,exceptions to this rule should be made in favour of certain arms of the service which require more than the ordinary number of mentally superior men2 e4 g41 ,signal ,corps1 ,machine ,gun1 ,field ,artillery and ,engineers4 ,these organizations ordinarily have about twice the usual proportion of 8,a0 and 8,b0 men and very much less than the usual proportion of 8,d0 and 8,d0 men4 ,the first two columns in the following table illustrate the distribution of intelligence grades typical of infantry regiments and also the extreme differences in the mental strength of organizations which are built up without regard to intelligence ratings4 ,the last column to the right shows a balanced distribution of intellectual strength which might have been made to each of these two regiments4 ,,intelligence ,,interpretation ,,actual ,,distribution ,,balanced ,,rating ,,distribution #ast ,regiment #bnd ,regiment ,a ,very ,superior #a4j #f4j #c4e ,b ,superior #c4j #ab4j #g4e ,c ,high ,average #g4j #bj4j #ac4e ,c ,average #ae4j #bh4j #ba4e ,c ,low ,average #be4j #ai4j #bb4j ,d ,inferior #ca4j #ac4j #bb4j ,d ,very ,inferior #ah4j #b4j #aj4j ,unless intelligence is wisely distributed certain regiments and companies will take training much more slowly than others and thus delay the programme of the whole organization4 #g4 8,d0 and 8,d0 men are rarely suited for tasks which require special skill1 resourcefulness1 or sustained alertness4 ,it is also unsafe to expect 8,d10 8,d0 or 8,e0 men to read or understand written directions4 #h4 ,only high-score men should be selected for tasks that require quick learning or rapid adjustments4 #i4 ,it should not be supposed that men who receive the same mental rating are necessarily of equal military worth4 ,a man's value to the service should not be judged by his intelligence alone4 #aj4 ,the intelligence rating is one of the most important aids to the ,personnel ,office in the rapid sorting of the masses of men in the ,depot ,brigade4 ,in no previous war has so much depended on the prompt and complete utilization of the mental ability of the individual soldier4 ,it is expected1 therefore1 that the psychological ratings will be regularly used as an aid in the selection1 assignment1 and classification of men4 ,,appendix ,b ,,the ,,army 8,,alpha0 ,,and 8,,beta0 ,,tests ,with ,instructions and ,method of ,scoring ,instructions for giving ,alpha ,test #a4 7,to be read aloud by ,examiner47 ,,test #a1 ,,form #h4 #a4 8,attention6 #8,attention' always means #8,pencils up4' ,look at the circles at #a4 ,when ,i say #8go1' but not before1 make a figure #b in the second circle and also a cross in the third circle4--,go60 7,allow not over #e seconds47 #b4 8,attention6 ,look at #b1 where the circles have numbers in them4 ,when ,i say #8go' draw a line from ,circle #a to ,circle #d that will pass below ,circle #b and above ,circle #c4--;,go60 7,allow not over #e seconds47 #c4 8,attention6 ,look at the square and triangle at #c4 ,when ,i say #8go' make a figure #a in the space which is in the square but not in the triangle1 and also make a cross in the space which is in the triangle and in the square4--,go60 7,allow not over #aj seconds47 #d4 8,attention6 ,look at #d4 ,when ,i say #8go' make a figure #b in the space which is in the circle but not in the triangle or square1 and also make a figure #c in the space which is in the triangle and circle1 but not in the square4--,go60 7,allow not over #aj seconds47 ,n4 ,b4 ,examiner4--,in reading #e1 don't pause at the word 8circle0 as if ending a sentence4 #e4 8,attention6 ,look at #e4 ,if #8taps' sounds in the evening1 then 7when ,i say #8go'7 put a cross in the first circle2 if not1 draw a line under the word ,no4--,go60 7,allow not over ten seconds47 #f4 8,attention6 ,look at #f4 ,when ,i say #8go' put in the first circle the right answer to the question3 #8,how many months has a year8' ,in the second circle do nothing1 but in the fifth circle put any number that is wrong answer to the question that you just answered correctly--,go60 7,allow not over #aj seconds47 #g4 8,attention6 ,look at #g4 ,when ,i say #8go' cross out the letter just after ,f and also draw a line under the second letter after ,i4--,go60 7,allow not over #aj seconds47 #h4 8,attention6 ,look at #h4 ,notice the three circles and the three words4 ,when ,i say #8go' make in the first circle the last letter of first word2 in the second circle the middle letter of the second word1 and in the third circle the first letter of the third word4--,go60 7,allow not over #aj seconds47 #i4 8,attention6 ,look at #i4 ,when ,i say #8go' cross out each number that is more than #ej but less than #fj4--;,go60 7,allow not over #ae seconds47 #aj4 8,attention6 ,look at #aj4 ,notice that the drawing is divided into five parts4 ,when ,i say #8go' put a #d or a #e in each of the two largest parts and any number between #f and #i in the part next in size to the smallest part4--,go60 7,allow not over #ae seconds47 #aa4 8,attention6 ,look at #aa4 ,when ,i say #8go' draw a line through every odd number that is not in a square1 and also through every odd number that is in a square with a letter4--,go60 7,allow not over #be seconds47 #ab4 8,attention6 ,look at #ab4 ,if #d is more than #b1 then 7when ,i say #8go'7 cross out the number #c unless #c is more than #e1 in which case draw a line under the number #d4--;,go60 7,allow not over #aj seconds47 8,during the rest of this examination don't turn any page forward or backward unless you are told to4 ,now turn over the page to ,test #b40 ,,form #h ,,group ,,examination ,,alpha ,,group ,,no4 ,name ,rank ,age ,company ,regiment ,arm ,division ,in what country or state born8 ,years in ,u4 ,s48 ,race ,occupation ,weekly ,wages ,schooling3 ,grades1 #a4 #b4 #c4 #d4 #e4 #f4 #g4 #h3 ,high or ,prep4 ,school1 ,year #a4 #b4 #c4 #d3 ,college1 ,year #a4 #b4 #c4 #d4 ,illustration3 ,,test #a ,division of ,psychology1 ,medical ,department ,u4 ,s4 ,a4 ,authorized by the ,surgeon ,general1 ,feb4 #h1 #aiah4 ,edition1 ,may #bj1 #aiah4 #ajj1jjj ,instructions for ,giving ,alpha ,test #b4 ,,test #b4--;,,arithmetical ,,problems 8,attention6 ,look at the directions at the top of the page while ,i read them4 ,get the answers to these examples as quickly as you can4 ,use the side of this page to figure on if you need to4 ,i will say stop at the end of five minutes4 ,you may not be able to finish all of them1 but do as many as you can in the time allowed4 ,the two samples are already answered correctly4--,ready--,go60 ,after #e minutes1 say 8,stop6 ,turn over the page to ,test #c40 ,,test #b ,get the answers to these examples as quickly as you can4 ,use the side of this page to figure on if you need to4 ,,samples #a ,how many are #e men and #aj men8 ,answer 7 #ae7 #b ,if you walk #d miles an hour for #c hours1 how far do you walk8 ,answer 7 #ab7 #a ,how many are #fj guns and #e guns8 ,answer 7 7 #b ,if you save #i a month for #c months1 how much will you save8 ,answer 7 7 #c ,if #dh men are divided into squads of #h1 how many squads will there be8 ,answer 7 7 #d ,mike had #aa cigars4 ,he bought #b more and then smoked #g4 ,how many cigars did he have left8 ,answer 7 7 #e ,a company advanced #h miles and retreated #b miles4 ,how far was it then from its first position8 ,answer 7 7 #f ,how many hours will it take a truck to go #db miles at the rate of #c miles an hour8 ,answer 7 7 #g ,how many pencils can you buy for #fj cents at the rate of #b for #e cents8 ,answer 7 7 #h ,a regiment marched #dj miles in five days4 ,the first day they marched #i miles1 the second day #f miles1 the third #aj miles1 the fourth #f miles4 ,how many miles did they march the last day8 ,answer 7 7 #i ,if you buy #b packages of tobacco at #h cents each and a pipe for #fe cents1 how much change should you get from a two-dollar bill8 ,answer 7 7 #aj ,if it takes #d men #c days to dig a #abj-;foot drain1 how many men are needed to dig it in half a day8 ,answer 7 7 #aa ,a dealer bought some mules for #b1jjj4 ,he sold them for #b1djj1 making #ej on each mule4 ,how many mules were there8 ,answer 7 7 #ab ,a rectangular bin holds #bjj cubic feet of lime4 ,if the bin is #aj feet long and #e feet wide1 how deep is it8 ,answer 7 7 #ac ,a recruit spent one-eighth of his spare change for post cards and twice as much for a box of letter paper1 and then had #a4jj left4 ,how much money did he have at first8 ,answer 7 7 #ad ,if #c tons of clover cost #ad1 what will #f tons cost8 ,answer 7 7 #ae ,a ship has provisions to last her crew of #gjj men #b months4 ,how long would it last #djj men8 ,answer 7 7 #af ,if an aeroplane goes #bej yards in #aj seconds1 how many feet does it go in a fifth of a second8 ,answer 7 7 #ag ,a ,u-boat makes #h miles an hour under water and #bj miles on the surface4 ,how long will it take to cross a #ajj-mile channel1 if it has to go two-fifths of the way under water8 ,answer 7 7 #ah ,if #acd squads of men are to dig #c1fah yards of trench1 how many yards must be dug by each squad8 ,answer 7 7 #ai ,a certain division contains #e1jjj artillery1 #ae1jjj infantry1 and #a1jjj cavalry4 ,if each branch is expanded proportionately until there are in all #bc1ajj men1 how many will be added to the artillery8 ,answer 7 7 #bj ,a commission house which had already supplied #a1hig barrels of apples to a cantonment delivered the remainder of its stock to #cg mess halls4 ,of this remainder each mess hall received #ed barrels4 ,what was the total number of barrels supplied8 ,answer 7 7 ,instructions for ,giving ,alpha ,test #c4 ,,test #c4--,,practical ,,judgment 8,attention6 ,look at the directions at the top of the page while ,i read them4 #8,this is a test of common sense4 ,below are sixteen questions4 ,three answers are given to each question4 ,you are to look at the answers carefully2 then make a cross in the square before the best answer to each question1 as in the sample3 8#8,why do we use stoves8 ,because they look well they keep us warm they are black 8#8,here the second answer is the best one and is marked with a cross4 8#8,begin with ,no4 #a and keep on until time is called4'--,ready--,go60 ,after #a minutes1 say 8,stop6 ,turn over the page to ,test #d40 ,,test #c ,this is a test of common sense4 ,below are sixteen questions4 ,three answers are given to each question4 ,you are to look at the answers carefully2 then make a cross in the square before the best answer to each question1 as in the sample3 ,,sample ,why do we use stoves8 ,because they look well they keep us warm they are black ,here the second answer is the best one and is marked with a cross4 ,begin with ,no4 #a and keep on until time is called4 #a ,it is wiser to put some money aside and not spend it all1 so that you may prepare for old age or sickness collect all the different kinds of money gamble when you wish #b ,shoes are made of leather1 because it is tanned it is tough1 pliable and warm it can be blackened #c ,why do soldiers wear wrist watches rather than pocket watches8 ,because they keep better time they are harder to break they are handier #d ,the main reason why stone is used for building purposes is because it makes a good appearance it is strong and lasting it is heavy #e ,why is beef better food than cabbage8 ,because it tastes better it is more nourishing it is harder to obtain #f ,if some one does you a favor1 what should you do8 try to forget it steal for him if he asks you to return the favor #g ,if you do not get a letter from home which you know was written1 it may be because it was lost in the mails you forgot to tell your people to write the postal service has been discontinued #h ,the main thing the farmers do is to supply luxuries make work for the unemployed feed the nation #i ,if a man who can't swim should fall into a river1 he should yell for help and try to scramble out dive to the bottom and crawl out lie on his back and float #aj ,glass insulators are used to fasten telegraph wires because the glass keeps the pole from being burned the glass keeps the current from escaping the glass is cheap and attractive #aa ,if your load of coal gets stuck in the mud1 what should you do8 leave it there get more horses or men to pull it out throw off the load #ab ,why are criminals locked up8 to protect society to get even with them to make them work #ac ,why should a married man have his life insured8 ,because death may come at any time insurance companies are usually honest his family will not then suffer if he dies #ad ,in ,leap ,year ,february has #bi days because ,february is a short month some people are born on ,february #bith otherwise the calendar would not come out right #ae ,if you are held up and robbed in a strange city1 you should apply to the police for help ask the first man you meet for money to get home borrow some money at a bank #af ,why should we have ,congressmen8 ,because the people must be ruled it insures truly representative government the people are too many to meet and make their laws ,instructions for ,giving ,alpha ,test #d4 ,,test #d4--,,synonym--,,antonym 8,attention6 ,look at the directions at the top of the page while ,i read them40 7,examiner4--,read slowly47 8#8,if the two words of a pair mean the same or nearly the same draw a line under 8same40 ,if they mean the opposite or nearly the opposite1 draw a line under 8opposite40 ,if you cannot be sure1 guess4 ,the two samples are already marked as they should be4'--,ready--,go60 ,after #a minutes1 say 8,stop6 ,turn over the page to ,test #e40 7,pause47 8,now you have to turn your books around this way40 7,examiner illustrates the necessary rotation47 ,,test #d ,if the two words of a pair mean the same or nearly the same1 draw a line under same4 ,if they mean the opposite or nearly the opposite1 draw a line under opposite4 ,if you cannot be sure1 guess4 ,the two samples are already marked as they should be ,,samples good--bad same--opposite little--small same--opposite #a no--yes same--opposite #a #b day--night same--opposite #b #c go--leave same--opposite #c #d begin--commence same--opposite #d #e bitter--sweet same--opposite #e #f assume--suppose same--opposite #f #g command--obey same--opposite #g #h tease--plague same--opposite #h #i diligent--industrious same--opposite #i #aj corrupt--honest same--opposite #aj #aa toward--from same--opposite #aa #ab masculine--feminine same--opposite #ab #ac complex--simple same--opposite #ac #ad sacred--hallowed same--opposite #ad #ae often--seldom same--opposite #ae #af ancient--modern same--opposite #af #ag enormous--gigantic same--opposite #ag #ah confer--grant same--opposite #ah #ai acquire--lose same--opposite #ai #bj compute--calculate same--opposite #bj #ba defile--purify same--opposite #ba #bb apprehensive--fearful same--opposite #bb #bc sterile--fertile same--opposite #bc #bd chasm--abyss same--opposite #bd #be somber--gloomy same--opposite #be #bf vestige--trace same--opposite #bf #bg vilify--praise same--opposite #bg #bh finite--limited same--opposite #bh #bi contradict--corroborate same--opposite #bi #cj immune--susceptible same--opposite #cj #ca credit--debit same--opposite #ca #cb assiduous--diligent same--opposite #cb #cc transient--permanent same--opposite #cc #cd palliate--mitigate same--opposite #cd #ce execrate--revile same--opposite #ce #cf extinct--extant same--opposite #cf #cg pertinent--relevant same--opposite #cg #ch synchronous--simultaneous same--opposite #ch #ci supercilious--disdainful same--opposite #ci #dj abstruse--recondite same--opposite #dj ,instructions for ,giving ,alpha ,test #e4 ,,test #e4--;,,disarranged ,,sentences 8,attention6 ,look at the directions at the top of the page while ,i read them40 7,examiner4--,read slowly47 8,the words a eats cow grass in that order are mixed up and don't make a sentence2 but they would make a sentence if put in the right order3 a cow eats grass1 and this statement is true4 8,again1 the words horses feathers have all would make a sentence if put in the order all horses have feathers1 but this statement is false4 8,below are #bd mixed-up sentences4 ,some of them are true and some are false4 ,when ,i say #8go1' take these sentences one at a time4 ,think what each would say if the words were straightened out1 but don't write them yourself4 ,then1 if what it would say is true draw a line under the word #8true'2 if what it would say is false1 draw a line under the word #8false4' ,if you cannot be sure1 guess4 ,the two samples are already marked as they should be4 ,begin with ,no4 #a and work right down the page until time is called4 #8,ready--,go6'0 ,after #b minutes1 say 8,stop6 ,turn over the page to ,test #f40 ,,test #e ,the words ,a ,,eats ,,cow ,,grass in that order are mixed up and don't make a sentence2 but they would make a sentence if put in the right order3 ,a ,,cow ,,eats ,,grass1 and this statement is true4 ,again1 the words ,,horses ,,feathers ,,have ,,all would make a sentence if put in the order3 ,,all ,,horses ,,have ,,feathers1 but this statement is false4 ,below are twenty-four mixed-up sentences4 ,some of them are true and some are false4 ,when ,i say 8go10 take these sentences one at a time4 ,think what each would say if the words were straightened out1 but don't write them yourself4 ,then1 if what it would say is true1 draw a line under the word 8true02 if what it would say is false1 draw a line under the word 8false40 ,if you can not be sure1 guess4 ,the two samples are already marked as they should be4 ,begin with ,no4 #a and work right down the page until time is called4 ,,samples a eats cow grass true false horses feathers have all true false #a oranges yellow are true false #a #b hear are with to ears true false #b #c noise cannon never make a true false #c #d trees in nests build birds true false #d #e oil water not and will mix true false #e #f bad are shots soldiers all true false #f #g fuel wood are coal and for used true false #g #h moon earth the only from feet twenty the is true false #h #i to life water is necessary true false #i #aj are clothes all made cotton of true false #aj #aa horses automobile an are than slower true false #aa #ab tropics is in the produced rubber true false #ab #ac leaves the trees in lose their fall true false #ac #ad place pole is north comfortable a the true false #ad #ae sand of made bread powder and is true false #ae #af sails is steamboat usually by propelled a true false #af #ag is the salty in water all lakes true false #ag #ah usually judge can we actions man his by a true false #ah #ai men misfortune have good never true false #ai #bj tools valuable is for sharp making steel true false #bj #ba due sometimes calamities are accident to true false #ba #bb forget trifling friends grievances never true false #bb #bc feeling is of painful exaltation the true false #bc #bd begin a and apple acorn ant words with the true false #bd ,instructions for ,giving ,alpha ,test #f4 ,,test #f4--,,number ,,series ,,completion 7,n4 ,b4 ,examiner4--,give these instructions very slowly74 8,attention6 ,look at the first sample row of figures at the top of the page--#b1 #d1 #f1 #h1 #aj1 #ab1 the two numbers that should come next are1 of course1 #ad1 #af4 8,look at the second sample--#i1 #h1 #g1 #f1 #e1 #d2 the two numbers that should come next are #c1 #b4 8,look at the third sample--#b1 #b1 #c1 #c1 #d1 #d2 the two numbers that should come next are #e1 #e4 8,now look at the fourth sample--#a1 #g1 #b1 #g1 #c1 #g2 the next two numbers would1 of course1 be #d1 #g4 8,look at each row of numbers below and on the two dotted lines write the two numbers that should come next4--,ready--,go60 ,after #c minutes1 say 8,stop6 ,turn over the page to ,test #g40 ,,test #f ,,samples #b #d #f #h #aj #ab #ad #af #i #h #g #f #e #d #c #b #b #b #c #c #d #d #e #e #a #g #b #g #c #g #d #g ,look at each row of numbers below1 and on the two dotted lines write the two numbers that should come next4 #c #d #e #f #g #h 44444 44444 #h #g #f #e #d #c 44444 44444 #aj #ae #bj #be #cj #ce 44444 44444 #i #i #g #g #e #e 44444 44444 #c #f #i #ab #ae #ah 44444 44444 #h #a #f #a #d #a 44444 44444 #e #i #ac #ag #ba #be 44444 44444 #h #i #ab #ac #af #ag 44444 44444 #bg #bg #bc #bc #ai #ai 44444 44444 #a #b #d #h #af #cb 44444 44444 #ai #af #ad #aa #i #f 44444 44444 #aa #ac #ab #ad #ac #ae 44444 44444 #b #c #e #h #ab #ag 44444 44444 #ah #ad #ag #ac #af #ab 44444 44444 #bi #bh #bf #bc #ai #ad 44444 44444 #bj #ag #ae #ad #aa #i 44444 44444 #ha #bg #i #c #a 44444 44444 #a #d #i #af #be #cf 44444 44444 #af #ag #ae #ah #ad #ai 44444 44444 #c #f #h #af #ah #cf 44444 44444 ,instructions for ,giving ,alpha ,test #g4 ,,test #g4--;,,analogies 8,attention6 ,look at the first sample at the top of the page3 ,sky--blue grass--table1 green1 warm1 big4 8,notice the four words in heavy type4 ,one of them--green--is underlined4 ,grass is green just as the sky is blue4 8,look at the second sample3 ,fish--swims man--paper1 time1 walks1 girl4 8,here the word walks is underlined4 ,a man walks and a fish swims4 8,look at the third sample3 ,day--night white--red1 black1 clear1 pure4 8,here the word black is underlined because black is the opposite of white just as night is the opposite of day4 8,in each of the lines below the first two words are related to each other in some way4 ,what you are to do in each line is to see what the relation is between the first two words and underline the word in heavy type that is related in the same way to the third word4 ,begin with ,no4 #a and mark as many sets as you can before time is called4--,ready--,go60 ,after #c minutes1 say 8,stop6 ,turn over the page to ,test #h40 ,,test #g ,,samples sky--blue grass-- table green warm big fish--swims man-- paper time walks girl day--night white-- red black clear pure ,in each of the lines below1 the first two words are related to each other in some way4 ,what you are to do in each line is to see what the relation is between the first two words1 and underline the word in heavy type that is related in the same way to the third word4 ,begin with ,no4 #a and mark as many sets as you can before time is called4 #a shoe--foot hat-- kitten head knife penny #a #b pup--dog lamb-- red door sheep book #b #c spring--summer autumn-- winter warm harvest rise #c #d devil--angel bad-- mean disobedient defamed good #d #e finger--hand toe-- body foot skin nail #e #f legs--frog wings-- eat swim bird nest #f #g chew--teeth smell-- sweet stink odor nose #g #h lion--roar dog-- drive pony bark harness #h #i cat--tiger dog-- wolf bark bite snap #i #aj good--bad long-- tall big snake short #aj #aa giant--large dwarf-- jungle small beard ugly #aa #ab winter--season ,january-- ,february day month ,christmas #ab #ac skating--winter swimming-- diving floating hole summer #ac #ad blonde--light brunette-- dark hair brilliant blonde #ad #ae love--friend hate-- malice saint enemy dislike #ae #aj egg--bird seed-- grow plant crack germinate #af #ag dig--trench build-- run house spade bullet #ag #ah agree--quarrel friend-- comrade need mother enemy #ah #ai palace--king hut-- peasant cottage farm city #ai #bj cloud-burst--shower cyclone-- bath breeze destroy ,west #bj #ba ,washington--,adams first-- president second last ,bryan #ba #bb parents--command children-- men shall women obey #bb #bc diamond--rare iron-- common silver ore steel #bc #bd yes--affirmative no-- think knowledge yes negative #bd #be hour--day day-- night week hour noon #be #bf eye--head window-- key floor room door #bf #bg clothes--man hair-- horse comb beard hat #bg #bh draw--picture make-- destroy table break hard #bh #bi automobile--wagon motorcycle-- ride speed bicycle car #bi #cj granary--wheat library-- read books paper chairs #cj #ca ,caucasian--,english ,mongolian-- ,chinese ,indian negro yellow #ca #cb ,indiana--,united ,states part-- hair ,china ,ohio whole #cb #cc esteem--despise friends-- ,quakers enemies lovers men #cc #cd abide--stay depart-- come hence leave late #cd #ce abundant--scarce cheap-- buy costly bargain nasty #ce #cf whale--large thunder-- loud rain lightning kill #cf #cg reward--hero punish-- ,god everlasting pain traitor #cg #ch music--soothing noise-- hear distracting sound report #ch #ci book--writer statue-- sculptor liberty picture state #ci #dj wound--pain health-- sickness disease exhilaration doctor #dj ,instructions for ,giving ,alpha ,test #h4 ,,test #h4--;,,information 8,attention6 ,look at the directions at the top of the page while ,i read them40 7,examiner4--,read slowly47 8,notice the sample sentences3 ,people hear with the--eyes--ears--nose--mouth4 ,the correct word is ears1 because it makes the truest sentence4 ,in each sentences below you have four choices for the last word4 ,only one of them is correct4 ,in each sentence draw a line under the one of these four words which makes the truest sentence4 ,if you cannot be sure1 guess4 ,the two samples are already marked as they should be--,ready--,go60 ,after #d minutes1 say 8,stop6 ,turn over the page to ,test #a again4 ,in the upper right-hand corner1 where it says #8,group ,no4 --1' put the number #aja0 7or #ajb1 #ajc1 etc41 according to the number of this group in the examiner's series of groups74 ,,test #h ,notice the sample sentence3 ,people hear with the eyes ears nose mouth ,the correct word is ears1 because it makes the truest sentence4 ,in each of the sentences below you have four choices for the last word4 ,only one of them is correct4 ,in each sentence draw a line under the one of these four words which makes the truest sentence4 ,if you can not be sure1 guess4 ,the two samples are already marked as they should be4 ,,samples ,people hear with the eyes ears nose mouth ,france is in ,europe ,asia ,africa ,australia #a ,the apple grows on a shrub vine bush tree #a #b ,five hundred is played with rackets pins cards dice #b #c ,the ,percheron is a kind of goat horse cow sheep #c #d ,the most prominent industry of ,gloucester is fishing packing brewing automobiles #d #e ,sapphires are usually blue red green yellow #e #f ,the ,rhode ,island ,red is a kind of horse granite cattle fowl #f #g ,christie ,mathewson is famous as a writer artist baseball player comedian #g #h ,revolvers are made by ,swift ,co4 ,smith ,wesson ,w4 ,l4 ,douglas ,b4 ,t4 ,babbitt #h #i ,carrie ,nation is known as a singer temperance agitator suffragist nurse #i #aj 8,there's a reason0 is an 8ad0 for a drink revolver flour cleanser #aj #aa ,artichoke is a kind of hay corn vegetable fodder #aa #ab ,chard is a fish lizard vegetable snake4 #ab #ac ,cornell ,university is at ,ithaca ,cambridge ,annapolis ,new ,haven #ac #ad ,buenos ,ayres is a city of ,spain ,brazil ,portugal ,argentina #ad #ae ,ivory is obtained from elephants mines oysters reefs #ae #af ,alfred ,noyes is famous as a painter poet musician sculptor #af #ag ,the armadillo is a kind of ornamental shrub animal musical instrument dagger #ag #ah ,the tendon of ,achilles is in the heel head shoulder abdomen #ah #ai ,crisco is a patent medicine disinfectant tooth-paste food product #ai #bj ,an aspen is a machine fabric tree drink #bj #ba ,the sabre is a kind of musket sword cannon pistol #ba #bb ,the mimeograph is a kind of typewriter copying machine phonograph pencil #bb #bc ,maroon is a food fabric drink colour #bc #bd ,the clarionet is used in music stenography book-binding lithography #bd #be ,denim is a dance food fabric drink #be #bf ,the author of 8,huckleberry ,finn0 is ,poe ,mark ,twain ,stevenson ,hawthorne #bf #bg ,faraday was most famous in literature war religion science #bg #bh ,air and gasolene are mixed in the accelerator carburetor gear case differential #bh #bi ,the ,brooklyn ,nationals are called the ,giants ,orioles ,superbas ,indians #bi #cj ,pasteur is most famous in politics literature war science #cj #ca ,becky ,sharp appears in ,vanity ,fair ,romola ,the ,christmas ,carol ,henry ,,iv #ca #cb ,the number of a ,kaffir's legs is two four six eight #cb #cc ,habeas corpus is a term used in medicine law theology pedagogy #cc #cd ,ensilage is a term used in fishing athletics farming hunting #cd #ce ,the forward pass is used in tennis hockey football golf #ce #cf ,general ,lee surrendered at ,appomattox in #ahab #ahfe #ahhf #ahcb #cf #cg ,the watt is used in measuring wind power rainfall water power electricity #cg #ch ,the ,pierce ,arrow car is made in ,buffalo ,detroit ,toledo ,flint #ch #ci ,napoleon defeated the ,austrians at ,friedland ,wagram ,waterloo ,leipzig #ci #dj ,an irregular four-sided figure is called a scholium triangle trapezium pentagon #dj ,directions for ,scoring in ,alpha ,test4 ,,general ,,rules #a4 ,each item is scored either right or wrong4 ,no part credits are given4 #b4 ,in general1 items evidently corrected stand as corrected4 #c4 ,in tests where the score is 8,number ,right10 only wrong items need be checked in scoring4 ,in ,tests #d and #e1 where the score is 8,right minus ,wrong10 wrong and omitted items must be separately checked4 #d4 ,indicate the last item attempted by drawing a long line under that item and out into the margin4 #e4 ,enter the score for each test in lower right-hand corner of the test page and encircle it4 ,when the test has been rescored1 a check mark may be made beside the circle4 #f4 ,red or blue pencil increases accuracy of scoring4 ,,test #a4 7,score is number right47 #a4 ,no credit is given for any item in which more is done than the instructions require4 #b4 ,in an item where something is to be written 8in0 a given space1 give credit if a mark crosses a line from haste or awkwardness3 give no credit if the position is really ambiguous4 #c4 ,where something is to be underlined or crossed out1 give credit if two or three underlinings are made in the required place1 and give credit for any method of crossing out4 #d4 ,item #b4--,the pencil line must begin and end either on the circumference or within the circles indicated4 ,it may touch the intermediate circles1 but must not cut through them4 #e4 ,item #f4--;,in the circle marked 8not #ab0 there must be some number which is not #ab1 such as #e1 #j1 #bg4 #f4 ,item #i4--,the proper numbers must be crossed out to receive credit4 #g4 ,item #aj4--;,in ,form #e1 8#b0 alone and 8#c0 alone1 but not 8#b or #c10 in each of the two largest parts2 8#e0 alone and 8#f0 alone1 but not 8#e or #f10 in the next to the smallest part1 are correct4 ,similarly for other forms4 #h4 ,item #aa4--,the lines must cross1 or at least touch1 the proper numbers2 they may or may not cut the accompanying letters4 ,mere indication of the square1 triangle1 etc41 is not sufficient4 #i4 ,item #ab4--,underlining in place of crossing out is wrong4 ,,test #b4 7,score is number right47 #a4 ,answer may be written on dotted line or elsewhere near its problem4 #b4 ,if two answers are given to any problem count as wrong4 #c4 ,if it seems clear that1 by a slip1 one answer has been put in the wrong bracket1 and the next answers are all thus misplaced1 give credit for the answers that are right even if misplaced4 #d4 ,omission of dollar sign is permissible4 #e4 ,omission of decimal point is permissible in items1 #b1 #i1 #ac1 and #ad4 ,fraction may be expressed as decimal in item #ae4 ,,test #c4 7,score is number right47 #a4 ,any clear method of indicating answer is given full credit--underlining1 checking1 etc4 #b4 ,if two answers are marked1 count as wrong unless one is clearly indicated as final4 ,,test #d4 7,score is number right minus number wrong47 #a4 ,any clear method of indicating answer is given credit4 #b4 ,when both 8,same0 and 8,opposite0 are underlined1 counts as omitted1 not as wrong4 #c4 ,if only 8,same0 is underlined right down the column1 score for the test is zero4 ,similarly if 8,opposite0 is underlined right down the column4 ,,test #e4 7,score is number right minus number wrong47 ,same rules as for ,test #d4 ,,test #f4 7,score is number right47 #a4 ,if only one number is written1 give no credit4 #b4 ,if only one of the numbers is right1 give no credit4 #c4 ,if four numbers are written1 as frequently happens with certain items 7i4 e41 #cc1 #aa instead of #c1 #c71 give full credit4 ,,test #g 7,score is number right47 #a4 ,any clear indication other than underlining receives full credit4 #b4 ,underlining of any of the first three words of an item does not remove credit4 #c4 ,if two or more of the last four words are marked1 give no credit4 ,,test #h4 7,score is number right47 ,same rules as for ,test #g4 ,,total ,,score ,,and ,,rating ,the result of examination ,alpha is expressed in a total score which is the sum of the raw scores of the several tests4 ,the raw scores are obtained as follows3 ,,test ,,method ,,of ,,scoring ,,maximum ,,raw ,,score #a ,r #ab #b ,r #bj #c ,r #af #d ,r ,w #dj #e ,r ,w #bd #f ,r #bj #g ,r #dj #h ,r #dj ------ ,total #bab ,letter ratings are assigned on examination ,alpha as follows3 ,,rating ,,score ,a #ace-bab ,b #aje-acd ,c #ge-ajd ,c #de-gd ,c #be-dd ,d #ae-bd ,d#e #j-ad ,footnote #e3 ,recalled for further examination4 ,all ratings above 8,d0 are entered and reported at once4 ,men whose scores are below 8,d0 are recalled for examination ,beta4 ,ratings of 8,d0 may not be given in ,alpha1 unless recall of the men for ,beta is impossible4 ,method of ,giving the ,army ,beta ,tests4 ,in practice the ,beta tests1 reproduced in facsimile on pages #cac to #cbb following1 are given with the assistance of a blackboard chart on which the different tests are painted in white1 so that the examiner can show them to the entire group before they see them on their examination papers4 ,there are also required for giving the ,beta tests a set of cardboard cubes for the examiner's use in explaining ,test #b1 and a set of cardboard pieces cut to the shapes of the figures in ,test #g1 though of much larger size4 ,the assistance of a demonstrator is also required4 ,procedure4 ,it is most important that examination ,beta be given in a genial manner4 ,the subjects who take this examination sometimes sulk and refuse to work4 ,e4 and his assistants will find it necessary to fill out most of the headings for the men before the examination begins4 ,the time required for this preparatory work may be used to advantage in making the men feel at ease4 ,as the demonstration preparatory to each test requires some time1 the 8pencils up0 command is omitted in examination ,beta4 ,the examiner's platform should be so high that he can readily see whether or not the subjects are working4 ,great care should be taken to prevent the overanxious from beginning work before the command 8,go40 ,seating conditions should be such that subjects cannot copy from one another and the rule that copying shall not be allowed should be enforced strictly4 ,the blackboard should at all times be kept clean so that the visual conditions may be excellent and constant4 ,the blackboard figures for ,test #a should be exposed when the subjects enter the examining room4 ,as soon as a test has been demonstrated and the men have been told to go ahead1 the blackboard should be covered and kept covered until time is called4 ,it should not be turned to the next test until the men have been ordered to stop work on a given test4 ,care should be taken to have the physical conditions of examination reasonably uniform4 ,with the exception of the brief introductory statements and a few orders1 instructions are to be given throughout by means of gestures instead of words4 ,these gestures accompany the samples and demonstrations and should be animated and emphatic4 ,it is absolutely necessary that directions be followed closely and procedure kept uniform and definite4 ,variations of procedure are more likely to occur in ,beta than in ,alpha1 and there is serious risk that if allowed they will lessen the value of results4 ,e4 should especially guard against using more or fewer gestures or words for one group than for another4 ,oral languages should be rigidly limited to the words and phrases given in the procedure for the different tests4 ,whether the men get the idea of the test and enter into it with the proper spirit will depend chiefly on the skill with which the examiner1 the demonstrator1 and the orderlies carry out their respective parts4 ,examiner and demonstrator especially should be selected with the greatest care4 ,an examiner who succeeds admirably in giving ,alpha may prove to be entirely unadapted for ,beta4 ,both examiner and demonstrator must be adept in the use of gesture language4 ,in the selection of a demonstrator the ,personnel ,office should be consulted4 ,one camp has had great success with a 8window seller0 as demonstrator4 ,actors should also be considered for the work4 ,the orderlies should be able to keep the subjects at work without antagonizing them and to keep them encouraged without actually helping them4 ,the demonstrator should have the single task of doing before the group just what the group is later to do with the examination blanks4 ,the blackboard is his ,beta blank4 ,before examination ,beta can be given satisfactorily the demonstrator must be letter perfect in his part4 ,both ,e4 and demonstrator must be very careful to stand at the side of the blackboard in order not to hide the drawings4 ,as soon as the men of a group have been properly seated1 pencils should be distributed and also examination blanks with ,test #h up4 ,while this is being done ,e4 should say 8,here are some papers4 ,you must not open them or turn them over until you are told to40 ,holding up ,beta blank1 ,e4 continues3 8,in the place where it says name1 write your name2 print it if you can4 7,pause47 ,fill out the rest of the blank about your age1 schooling1 etc41 as well as you can4 ,if you have any trouble we will help you40 ,the instructions given under segregation may be used for filling out the ,beta blank4 ,e4 should announce the group number and see that it as well as the other necessary information is supplied4 ,before the examination proceeds each paper should be inspected in order to make sure that it is satisfactorily completed4 ,after the initial information has been obtained1 ,e4 makes the following introductory remarks3 8,attention6 ,watch this man 7pointing to demonstrator74 ,he 7pointing to demonstrator again7 is going to do here 7tapping blackboard with pointer7 what you 7pointing to different members of group7 are to do on your papers 7here ,e4 points to several papers that lie before men in the group1 picks up one1 holds it next to the blackboard1 returns the paper1 points to demonstrator and the blackboard in succession1 then to the men and their papers74 ,ask no questions4 ,wait till ,i say #8,go ahead6'0 ,in general1 when instructing the group to turn from test to test1 ,e4 holds up a ,beta blank before group and follows his own instructions as he gives them4 ,as soon as he has turned to desired test or page he says1 8,this is test ,x here2 look60 7,pointing to the page47 ,to suggest to the group the necessity of working rapidly the demonstrator1 after proceeding very deliberately with the early samples of each test1 hurries as soon as he has worked out the last sample problem4 7#a7 to record his response as fast as he can1 7#b7 then to catch ,e4's eyes for approval and 7#c7 finally1 to slip away from blackboard1 drawing curtain as he does so4 ,after the personal data called for on page #a of blank have been gathered and recorded1 the orderlies' vocabulary in ,beta is rigidly restricted to the following words1 or their literal equivalents in ,italian1 ,russian1 etc43 ,yes1 ,no1 ,sure1 ,good1 ,quick1 ,how many8 ,same1 ,fix it4 ,under no circumstances may substitutional explanations or directions be given4 ,,test #a--,,maze 8,now turn your papers over4 ,this is ,test #a here 7pointing to page of record blank74 ,look40 ,after all have found the page1 ,e4 continues1 8,don't make any marks till ,i say #8,go ahead4' ,now watch40 ,after touching both arrows ,e4 traces through first maze with pointer and then motions the demonstrator to go ahead4 ,demonstrator traces path through first maze with crayon1 slowly and hesitatingly4 ,e4 then traces second maze and motions to demonstrator to go ahead4 ,demonstrator makes one mistake by going into the blind alley at upper left-hand corner of maze4 ,e4 apparently does not notice what demonstrator is doing until he crosses line at end of alley2 then ,e4 shakes his head vigorously1 says 8,no--no10 takes demonstrator's hand and traces back to the place where he may start right again4 ,demonstrator traces rest of maze so as to indicate an attempt at haste1 hesitating only at ambiguous points4 ,e4 says 8,good40 ,then1 holding up blank1 8,look here10 and draws an imaginary line across the page from left to right for every maze on the page4 ,then1 8,all right4 ,go ahead4 ,do it 7pointing to men and then to books74 ,hurry up40 ,the idea of working fast must be impressed on the men during the maze test4 ,e4 and orderlies walk around the room1 motioning to men who are not working1 and saying1 8,do it1 do it1 hurry up1 quick40 ,at the end of #b minutes ,e4 says1 8,stop6 ,turn over the page to ,test #b40 ,illustration3 ,test #a ,,test #b--;,,cube ,,analysis 8,this is ,test #b here4 ,look40 ,after everyone has found the page--8,now watch40 ,the order of procedure is as follows3 7#a7 ,e4 points to the three-cube model on the blackboard1 making a rotary movement of the pointer to embrace the entire picture4 7#b7 ,with similar motions he points to the three-cube model on shelf4 7#c7 ,e4 points next to picture on blackboard and asks1 8,how many80 7#d7 ,e4 turns to cube model and counts aloud1 putting up his fingers while so doing1 and encouraging the men to count with him4 7#e7 ,e4 taps each cube on the blackboard and motions to demonstrator1 asking him 8,how many80 ,illustration3 ,test #b 7#f7 ,demonstrator 7pointing7 counts cubes on blackboard silently and writes the figure #c in proper place4 ,in the second sample of this test1 when ,e4 counts cubes of model he 7#a7 counts the three exposed cubes2 7#b7 touches the unexposed cube with pointer2 and 7#c7 without removing pointer turns model1 so that hidden cube comes into view of group4 ,in other respects procedure with second and third samples is the same as with first4 ,in counting the #ab-;cube model1 ,e4 7#a7 counts the top row of cubes in the model 7left to right71 7#b7 counts the exposed bottom row 7right to left71 7#c7 taps with pointer the end cube of hidden row1 7#d7 turns the entire model around and completes his counting4 ,e4 then holds model in same place as drawing and counts 7in the same order as above7 the cubes on blackboard1 counting lines between front and top row as representing the hidden row4 ,he then asks demonstrator 8,how many80 ,demonstrator counts the cubes on blackboard 7pointing but not speaking7 and writes the response4 ,throughout the demonstration the counting is done deliberately1 not more rapidly than one cube per second4 ,at end of demonstration ,e4 points to page and says1 8,all right4 ,go ahead40 ,at the end of #b minutes he says1 8,stop6 ,look at me and don't turn the page40 ,,test #c--,x-,o ,,series 8,this is ,test #c here4 ,look40 ,after everyone has found the page--8,now watch40 ,e4 first points to the blank rectangles at the end1 then traces each 8,o0 in chart1 then traces outline of 8,o's0 in remaining spaces4 ,demonstrator1 at a gesture1 draws them in4 ,e4 then traces first 8,x0 in next sample1 moves to next 8,x0 by tracing the arc of an imaginary semicircle joining the two1 and in the same manner traces each 8,x10 moving over an arc to the next4 ,he then traces outlines of 8,x's0 in the proper blank spaces1 moving over the imaginary arc in each case1 and motions to demonstrator to draw them in4 ,demonstrator1 at a gesture1 fills in remaining problems very slowly1 standing well to the right of the blackboard and writing with his left hand4 ,e4 points to page and says1 8,all right6 ,go ahead4 ,hurry up60 ,at end of #a minutes he says1 8,stop6 ,turn over the page to ,test #d40 ,illustration3 ,test #c ,,test #d--;,,digit--,,symbol 8,this is ,test #d here4 ,look40 ,after everyone has found the page--8,now watch40 ,e4 points to first digit of key on blackboard and then points to the symbol under it4 ,same for all nine digits in key4 ,e4 then 7#a7 points to first digit of sample1 7#b7 to the empty space below digit1 7#c7 points to corresponding digit of key1 7#d7 points to proper symbol under digit in key1 and 7#e7 traces the outline of the proper symbol in the blank space under the digit in the sample4 ,same for first five samples4 ,demonstrator1 at a gesture1 fills in all the samples1 working as follows3 7#a7 ,touches the number in first sample with index finger of right hand2 7#b7 holding finger there1 finds with index finger of left hand the corresponding number in key2 7#c7 drops index finger of left hand to symbol for number found2 7#d7 holding left hand in this position writes appropriate symbol in the lower half of sample4 ,illustration3 ,test #d ,similarly with the other samples4 ,while working1 demonstrator should stand as far as possible to the left1 doing all the samples from this side4 ,at the end of demonstration ,e4 says1 8,look here0 and points to key on page1 repeating the gestures used in pointing on the blackboard at the beginning of the demonstration4 ,then1 8,all right4 ,go ahead4 ,hurry up60 ,orderlies point out key to men who are at a loss to find it4 ,at the end of #b minutes1 ,e4 says3 8,stop6 ,but don't turn the page40 ,,test #e--,,number ,,checking 8,this is ,test #e here40 ,after everyone has found the page1 8,now watch40 ,in this demonstration ,e4 must try to get 8,yes0 or 8,no0 responses from the group4 ,if the wrong response is volunteered by group1 ,e4 points to digits again and gives right response1 8,yes0 or 8,no0 as the case may be4 ,e4 points to first digit of first number in left column1 then to first digit first number in right column1 then to second digit first number in left column and second digit first number in right column2 nods head1 says 8,yes0 and makes an imaginary cross at end of number in right column4 ,motions to demonstrator1 who makes an 8,x0 there4 ,e4 does the same for second line of figures1 but here he indicates clearly by shaking head and saying 8no0 that certain digits are not identical4 ,e4 repeats for three more sets and after each1 looks at group1 says 8,yes80 in questioning tone and waits for them to say 8,yes0 or 8,no40 ,he repeats correct reply with satisfaction4 ,demonstrator checks each after group has responded1 or at signal from ,e4 if group does not respond4 ,demonstrator then works out remaining items1 pointing from column to column and working deliberately4 ,e4 summarizes demonstrator's work by pointing to the whole numbers in each set and saying 8,yes0 7indicating ,x7 or 8,no02 if 8,no10 he shows again where the numbers are unlike4 ,e4 then points to page and says 8,all right4 ,go ahead4 ,hurry up60 ,at the end of #c minutes ,e4 says 8,stop6 ,turn over the page to ,test #f40 ,test #e #fej #fej #jda #jdd #begi #begi #cbha #cbha #eeaij #eeajb #ciaij #ciaij #fehjdi #fejhdi #cbiejag #cbijeag #fcjaeiia #fcjaiiia #cijjgajf #cijjgajf #fiicajhg #fiicajhg #beajjdhah #beajjddah #biijefjac #biijefjac #cfjaeiib #cfjaeeiib #ciajjffdhb #ciajjfdhb #heajbgccja #heajbgccja #bfcacfiif #bfcacfiif #deaaebijc #deaaebijc #cbeijafbge #cbiejafgbe #ehbjciadd #ehbjciadd #faeehebi #faehhebi #baaiaehhc #baiiaehhc #fgjdachbb #fgjadchbb #agaiheia #agaiheia #ajbdcehf #ajbdcehf #feijabecd #feijbaced #chhagbijb #chahgbijb #fcajbgeid #fcajbgeid #bdiiijaced #bdiiijaecd #bbfajeicaj #bbfafeicaj #biaajchbbg #biaajchbbg #caccgggeb #caccgggeb #ajabichefg #ajabichefg #gaffbbjihh #gafbbbjihh #caggfbhddi #caggfhbddi #dfhfgbffc #dfhfgbffc #iajdebijjc #iaidebijjc #cdhdfeabj #cdhdfegbaj #hehhagbeef #hehagbbeef #cabjafffga #cabjafffga #gfaacdhhgi #gfaaacdehgi #bfeegbciafd #bfeegbciafd #hhaijjbcda #hhaijjbcda #fegajahjcd #fegajahjcd #chggigfbead #chggigfebad #cijjhabfeeg #cijjhabffeg #gefehajjcih #gefehajjcih #daahaijjgbf #daahaijjgbf #fedcibjhag #fedcibjhga #fedcibjhag #fedcibjhga ,,test #f--,,pictorial ,,completion 8,this is ,test #f here4 ,look4 ,a lot of pictures40 ,after everyone has found the page1 8,now watch40 ,e4 points to hand and says to demonstrator3 8,fix it40 ,demonstrator does nothing1 but looks puzzled4 ,e4 points to the picture of the hand1 then to the place where finger is missing and says to demonstrator3 8,fix it4 ,fix it40 ,demonstrator then draws in finger4 ,e4 says1 8,that's right40 ,e4 then points to fish and place for eye and says1 8,fix it40 ,after demonstrator has drawn missing eye1 ,e4 points to each of the four remaining drawings and says1 8,fix them all40 ,demonstrator works samples out slowly and with apparent effort4 ,when the samples are finished ,e4 says1 8,all right4 ,go ahead4 ,hurry up60 ,during the course of this test the orderlies walk around the room and locate individuals who are doing nothing1 point to their pages1 and say 8,fix it4 ,fix them10 trying to set everyone working4 ,at end of #c minutes ,e4 says1 8,stop6 ,but don't turn over the page40 ,illustration3 ,test #f ,,test #g--;,,geometrical ,,construction 8,this is ,test #g here4 ,look40 ,after everyone has found the page1 8,now watch40 ,examiner points to the first figure on blackboard4 ,he then takes the two pieces of cardboard1 fits them on to the similar drawings on blackboard to show that they correspond and puts them together in the square on blackboard to show that they fill it4 ,then1 after running his finger over the line of intersection of the parts1 ,e4 removes the pieces and signals demonstrator1 who draws solution in the square on blackboard4 ,the same procedure is repeated for the second and third sample4 ,demonstrator works out fourth sample1 after much study1 pointing from the square to the forms4 ,demonstrator first draws the two small squares in the upper half of the large square1 then the two triangles in the remaining rectangle4 ,each small figure is drawn in by tracing its entire circumference1 not merely the necessary dividing lines4 ,while drawing each small figure in the large square1 demonstrator points with index finger of left hand to the corresponding small figure at left of square1 taking care not to obstruct the view4 ,at end of demonstration ,e4 holds up blank1 points to each square on the page and says1 8,all right4 ,go ahead4 ,hurry up60 ,at end of #b minutes1 8,stop6 ,turn over the page40 ,papers are then collected immediately4 ,scoring the ,beta ,tests4 ,,general ,,rules #a4 ,in general1 items evidently corrected stand as corrected4 ,the only exception to this rule is in the maze test4 #b4 ,in tests where the score is number right1 only wrong items need be checked in scoring4 ,in ,test #e1 where the score is right minus wrong1 wrong and omitted items must be separately checked4 #c4 ,enter the score for each test in lower right-hand corner of the test page and encircle it4 ,when the test has been rescored a check may be made beside the circle4 ,illustration3 ,test #g #d4 ,red or blue pencil increases accuracy of scoring4 ,,test #a4 #a4 ,one half point for each correctly completed half of maze4 ,a half maze is correct if drawn line does not cross any line of maze 7except through awkwardness7 nor an imaginary straight line across the opening of a wrong passage4 #b4 ,allow much leeway in the cutting of corners4 #c4 ,spur running into any blind passage counts wrong for that half-item1 even though erased4 #d4 ,when two lines are drawn1 one straight across the page1 the other correct1 full credit is given4 ,,test #b4 ,score is number right4 ,,test #c4 #a4 ,score is number right4 #b4 ,any incomplete item receives no credit4 #c4 ,count any item correct if intended plan is carried out4 ,disregard additional unnecessary marks1 such as circles between the crosses of items #b and #d in first part of line1 etc4 ,,test #d4 #a4 ,score is one third of number of correct symbols4 #b4 ,use leniency in judging form of symbol4 #c4 ,credit symbol for #b even though reversed4 ,,test #e4 #a4 ,score is right minus wrong 7number of items checked that should be checked minus number of items checked that should not be checked74 #b4 ,if other clear indication is used instead of crosses1 give credit4 #c4 ,if numbers which should not be checked are marked by some other sign than is used to check similar pairs1 count as though not marked4 #d4 ,if all items are checked1 the score for the test is zero4 ,,test #f4 #a4 ,score is number right4 #b4 ,allow much awkwardness in drawing4 ,writing in name of missing part or any way of indicating it receives credit1 if idea is clear4 #c4 ,additional parts do not make item wrong1 if proper missing part is also inserted4 #d4 ,rules for individual items3 ,item #d4--;,any spoon at any angle in right hand receives credit4 ,left hand1 or unattached spoon1 no credit4 ,item #e4--;,chimney must be in right place4 ,no credit for smoke4 ,item #f4--;,another ear on same side as first receives no credit4 ,item #h4--,plain square1 cross1 etc41 in proper location for stamp1 receives credit4 ,item #aj4--,missing part is the rivet4 ,line of 8ear0 may be omitted4 ,item #ac4--,missing part is leg4 ,item #ae4--;,ball should be drawn in hand of man4 ,if represented in hand of woman1 or in motion1 no credit4 ,item #af4--,single line indicating net receives credit4 ,item #ah4--;,any representation intended for horn1 pointing in any direction1 receives credit4 ,item #ai4--;,hand and powder puff must be put on proper side4 ,item #bj4--;,diamond is the missing part4 ,failure to complete hilt on sword is not an error4 ,,test #g4 #a4 ,score is number right4 #b4 ,allow considerable awkwardness in drawing4 #c4 ,extra subdivisions1 if not erased1 make item wrong4 #d4 ,rules for individual items3 ,item #a4--,line of division may be slightly distant from true centre1 and need not be straight4 ,item #c4--,lines of semi-circumference must start from or near corners of square4 ,item #d4--,line must not start from corner4 #d4 ,,total ,,score ,,and ,,rating ,the result of examination ,beta is expressed as a 8total score10 which is the sum of the raw scores of the several tests4 ,the raw scores are obtained as follows3 ,,test ,,method ,,of ,,scoring ,,maximum ,,score #a ,half point for each half maze #e #b ,number right #af #c ,number right #ab #d ,one third of number right #cj #e ,right minus wrong #be #f ,number right #bj #g ,number right #aj ------ ,total #aah ,letter ratings are assigned on examination ,beta as follows3 ,,rating ,,scores ,a #ajj-aah ,b #ij- #ii ,c #hj- #hi ,c #fe- #gi ,c #de- #fd ,d #bj- #dd ,d#f #j- #ai ,footnote #f3 ,recalled for individual examination4 ,all ratings above ,d are entered and reported at once4 ,men whose scores fall below ,d are recalled for individual examination4 ,ratings of ,d may not be given in examination ,beta1 unless recall of the men for individual examination is impossible4 ,,appendix ,c ,,method ,,of ,,calculating ,,the ,,coefficient ,,of ,,co,,rdination 7,see ,pages #ie-ig7 ,a simple method of determining precisely the degree to which the mental test of #bh school children reflects or is related to their scholarship records and the teacher's estimate1 as shown in the table on ,page #if1 is to plot the relationship graphically1 which has been done in the accompanying diagrams4 ,in each diagram a heavy diagonal line shows approximately where the plotted points would fall if the relationship were perfect between the numbers of errors in the educational measurements and the other measure of ability4 ,it is clear that the relationship shown in each diagram is far from perfect1 but it is not clear from the diagrams which rating of the teacher is most nearly approximated by the educational measurement scores4 ,to discover this relative degree of relationship1 a mathematical calculation must be made4 ,for the purposes of testing the correspondence between the scores in the various ,mentimeter tests and the production records or supervisor's ratings of the group of persons tested1 it is sufficient to calculate what is best called 8a coefficient of cordination40#g ,footnote #g3 ,calculated by a somewhat more complex formula1 approximately the same measure of relationship might be found1 called by the more familiar name 8coefficient of correlation40 ,the first step in the calculation of a coefficient of cordination is the transformation of the original scores into figures indicating order of merit4 ,in the case of the sixth-grade class here referred to1 the teacher's ratings of intelligence need not be changed1 for they are exactly the kind of ratings necessary3 #a indicating the brightest and #bh the dullest pupil1 so far as the teacher was able to judge her pupils at the end of a year's work4 ,since the educational measurements scores reported are the number of errors made by each child1 the rank of the child making the smallest numbers of errors will be #a1 while the rank of the pupil making the largest number of errors will be #bh4 ,on the other hand1 the scholarship marks are the summaries of the teacher's percentage marks for a half year1 hence the best pupil is the one making the highest percentage4 ,in scholarship1 then1 the highest percentage should get the rank of #a and the lowest percentage a rank of #bh4 ,illustration3 ,graphic picture of relation between test results and intelligence ratings given by teacher ,illustration3 ,graphic picture of relation between test results and scholarship marks given by teacher ,the first three columns of the following table give ranks in the place of the original figures which indicated numbers of errors in measurements and percentage in scholarship4 ,where two or more individuals are entitled to the same rank1 the figure used is the middle value of the ranks4 ,thus in the case of the educational measurements scores1 two girls made #af4e errors4 ,there are but two pupils making better showings1 and therefore ,ruth and ,helen would normally rank third and fourth1 but since we have no evidence as to which should rank third and which fourth1 each is given a rank of #c4e4 ,similarly it will be observed that ,alexander1 ,la,monte1 and ,leo each obtained a percentage of #ic in scholarship1 therefore the three boys named share equally the fourth1 fifth1 and sixth rank1 each being given #e as a rank2 and the next highest pupil1 ,amelia with a percentage of #ib1 is given #g as a rank4 ,,ranking ,,of ,,sixth-,,grade ,,pupils ,name of ,a ,b ,c ,pupil ,educational ,teacher's ,scholarship ,measurements ,ranking ,marks ,adelaide #ab #ai #ah4e ,ruth #c4e #ae #i ,alexander #i #g #e ,la,monte #ad #f #e ,earl #bh #ah #bd ,joseph #f #bj #ah4e ,amedeo #bg #ad #ah4e ,leo #af #c #e ,william #ag #i #ba ,isabel #h #ba #be ,ida #ac #d #c ,hazel #a #aj #i ,frederick #bc #bf #af ,charles #bj #ac #ah4e ,edward #aa #a #b ,benjamin #bb #bd #bf ,bruce #ai #bb #ad ,alden #ah #ab #ad ,george #ba #ag #ad ,alice #aj #aa #ab ,almira #b #e #a ,helen #c4e #b #i ,elizabeth #bd #bc #bg ,amelia #g #h #g ,edwin #e #af #aa ,robert #be #bh #bh ,edna #ae #bg #bc ,samuel #bf #be #bb ,,differences ,,in ,,rankings ,name of ,a to ,b ,a to ,c ,b to ,c ,pupil d d#b d d#b d d#b ,adelaide #g4 #di4 #f4e #db4be #j4e #j4be ,ruth #aa4e #acb4be #e4e #cj4be #f4 #cf4 ,alexander -#b4 #d4 -#d4 #af4 #b4 #d4 ,la,monte -#h4 #fd4 -#i4 #ha4 #a4 #a4 ,earl -#aj4 #ajj4 -#d4 #af4 -#f4 #cf4 ,joseph #ad4 #aif4 #ab4eaef4be #a4e #b4be ,amedeo -#ac4 #afi4 #h4e #gb4be #d4e #bj4be ,leo -#ac4 #afi4 -#aa4 #aba4 -#b4 #d4 ,william -#h4 #fd4 #d4 #af4 -#ab4 #add4 ,isabel #ac4 #afi4 #ag4 #bhi4 -#d4 #af4 ,ida -#i4 #ha4 -#aj4 #ajj4 #a4 #a4 ,hazel #i4 #ha4 #h4 #fd4 #a4 #a4 ,frederick #c4 #i4 -#g4 #di4 #aj4 #ajj4 ,charles -#g4 #di4 -#a4e #b4be #e4e #cj4be ,edward -#aj4 #ajj4 -#i4 #ha4 -#a4 #a4 ,benjamin #b4 #d4 #d4 #af4 -#b4 #d4 ,bruce #c4 #i4 -#e4 #be4 #h4 #fd4 ,alden -#f4 #cf4 -#d4 #af4 -#b4 #d4 ,george -#d4 #af4 #g4 #di4 #c4 #i4 ,alice #a4 #a4 #b4 #d4 -#a4 #a4 ,almira #c #i4 -#a4 #a4 #d4 #af4 ,helen -#a4e #b4be #e4e #cj4be -#g4 #di4 ,elizabeth -#a4 #a4 #c4 #i4 -#d4 #af4 ,amelia #a4 #a4 #j #j #a4 #a4 ,edwin #aa4 #aba4 #f4 #cf4 #e4 #be4 ,robert #c4 #i4 #c4 #i4 #j #j ,edna #ab4 #add4 #h4 #fd4 #d4 #af4 ,samuel -#a4 #a4 -#d4 #af4 #c4 #i4 d#b #agij4e #adaa4e #faa4j ,the coefficient of cordination1 being an index number to show the closeness with which two rankings correspond1 is dependent upon the differences between the rankings of the various individuals in the two measures being compared4 ,the formula used is 7#f;d#b7_/n7n#b #a71 where stands for the coefficient of coordination1 d stands for the difference between an individual's rank in the two measures1 and n stands for the number of individuals ranked in the two traits4 ,the capital sigma1 1 stands for the sum of whatever follows it1 in this case the squares of the differences between the two rankings4 ,we may now employ the formula to find the coefficient of cordination between rank in educational measurements and rank in the teacher's judgment as to intelligence4 ,the difference between the ranks in column ,a and column ,b of the above table is given in the fourth column4 ,adelaide had a #ab in column ,a and a #ai in column ,b1 so the difference 7#g7 appears in the fourth column and its square 7#di7 in the fifth column4 ,similarly the difference between ,ruth's #c4e and her #ae is #aa4e1 the square of which is #acb4be4 ,finding the squares of all the differences between rank in ,a and rank in ,b1 and adding these squares together at the bottom of the table gives #agij4e1 which may now be substituted in the formula for d#b4 n1 the number of pupils is in this case #bh1 and therefore n7n#b #a7 is #bh 7#bh squared less #a7 #bh 7#ghd #a7 #bh #ghc #baibd4 ,the substitution in the formula then goes as follows2 #a 7#f;d#b7_/7n7n#b #a77 #a 7#f #agij4e7_/7bh #ghc7 #a #ajgdc4_/baibd4 #a 4#dij 4#eaj ,the coefficient of coordination between rank in the educational measurements and rank in the teacher's estimate of intelligence for the sixth grade class is 4#ea1 which suggests the question of how to interpret a coefficient after it is found4 ,a coefficient of #a4jj would mean perfect cordination and would only be found when there were no differences whatever between the two rankings considered4 ,such a perfect relationship will probably never be found1 except by some freak of chance1 for even when a group of persons is retested with the same test there is almost certain to be some change in their relative standings4 ,a coefficient of #j4jj would indicate no relation whatever between the two rankings1 while a coefficient of -#a4jj would mean perfect correlation of a negative sort1 the person getting highest in one measure getting lowest in the other1 the person scoring next to the highest in one scoring next to the lowest in the other1 and so on4 ,perfect negative correlation is as infrequent as perfect positive correlation4 ,the coefficient found between the teacher's estimates of intelligence and the results of educational measurements1 4#ea1 indicates a really useful degree of cordination4 ,unless a ,mentimeter test shows a coefficient of coordination of 4#be or more with the production records 7or other reliable measure of true ability71 it may be considered as having little value in helping to select and differentiate men for that particular line of work4 ,if the coefficient is above 4#e1 the test is quite useful1 and the nearer the coefficient approaches #a4jj the more confidence one may place in the test as a means of selecting and classifying men in that particular field4 ,the sixth column of the table on page #cbi gives the difference between the test results rankings and the scholarship marks rankings1 and the seventh column gives the squares of these differences1 the sum of these squares being given at the bottom of the seventh column as #adaa4e4 ,by substituting in the formula1 #a 7#f;d#b7_/7n7n#b #a77 #a 7#f #adaa4e7_/7bh #ghc7 #a #hdfi4_/baibd4 #a 4#chf 4#fad1 it appears that the tests more closely correspond with the average of the scholarship marks given by the teacher than with the teacher's estimate of intelligence4 ,this is partly to be explained by the fact that the tests given were measurements of ability in school subjects rather than tests of intelligence1 and still more by the fact that the teacher gave scholarship marks on the basis of relatively objective examinations while her estimates of intelligence are always wholly subjective4 ,the eighth and ninth columns on page #h give the differences between the ranks in the teacher's estimates of intelligence and the ranks in the scholarship marks given during a half year4 ,the coefficient of cordination worked out from these differences is 4#hcc 7 #a 7#f #faa7_/7bh #ghc7 #a #cfff_/baibd #a 4#afg 4#hcc7 which would seem to indicate that the teacher drew very heavily on her knowledge of the relative scholarship of her pupils in making her estimates of their intellectual capacities4 ,the three coefficients worked out above for #bh pupils in a sixth grade are typical of the mathematical relationships the reader will wish to work out between known degrees of ability in a certain type of work and the results of the ,mentimeter tests4 ,the coefficients of cordination for the sixth-grade pupils studied above are1 between ,educational ,measurements and ,estimated ,intelligence 4#ea ,educational ,measurements and ,scholarship ,averages 4#fa ,estimated ,intelligence and ,scholarship ,averages 4#hc ,no method of forecasting degree of success in one line of work from quality of performance in another task 7or in a test7 will give a perfect coefficient of coordination of #a4jj1 but the nearer the coefficient approaches #a4jj the more reliance one may put in the test which furnishes such a ranking of the individuals4 ,,appendix ,d ,,correct ,,answers ,,for ,,mentimeter ,,tests ,the advantages of a carefully standardized test over an ordinary examination which any one might prepare for his own use are chiefly the characteristics implied in the word 8standard40 ,a standard test is one which has been carefully prepared after extensive experience with similar tests2 one which is made exact and objective by the most minute specifications as to how it shall be applied1 marked1 scored1 and interpreted2 and one on which many persons of varying degrees of proved ability have been tested and reported1 for comparison with the results to be obtained later from testing other persons of undetermined degrees of ability4 ,the purpose of this section of the appendix is to make definite and unmistakable the answers to the questions asked in the ,mentimeter tests1 in order that each reader may mark and interpret the results of these tests in exactly the same way1 that is1 in the 8standard0 way4 ,as was stated in the body of the discussion1 each package of test booklets sold is accompanied by a 8stencil0 which fits over the pages of the printed test in such a manner as to bring the correct answer directly alongside the answer checked or written by the candidate examined1 with the result that there is small opportunity for errors in the judgment of the persons marking the answers4 ,if the word checked or written corresponds with the word or words printed on the stencil at that point1 the question has been answered correctly1 while if the word checked or written by the candidate is less applicable than the one appearing on the stencil1 the response is to be marked incorrect4 ,with the aid of the stencils the ,mentimeter tests may be marked correctly by inexpensive clerical assistants in from one third to one tenth of the time that would be required for the same work by the most intelligent men working without the stencils4 ,no attempt has been made to print here an exhaustive list of correct answers to each question4 ,the answers printed as correct are merely typical in most cases of the quality of replies that should be accepted4 ,anything as appropriate as or more appropriate than the printed answer may be given full credit1 while anything less satisfactory is to be given no credit at all4 ,to print here all of the correct answers to each question would take more pages than can be allowed for this section of the ,appendix and would in many cases cause more confusion than clearness of thought4 ,it is suggested that any question of right or wrong answers which is difficult to decide should be settled arbitrarily by the reader and that a note be kept of just how the matter was decided1 in order that any later investigator may have the benefit of his judgment4 ,in some of the tests new solutions will continually be appearing1 even after it seems certain that all of the correct answers have been found and catalogued4 ,,mentimeter ,,no4 #a3 ,typical ,performances of ,young ,children4 ,success in this test is measured by performances in response to situations created by the examiner to a much greater degree than by answers to questions asked by the examiner4 ,the directions themselves give the answers in most cases1 and in the other cases the correct answers depend upon such facts as the name or sex of the individual being tested4 ,no set of answers is printed here for these tests1 therefore1 since to do so would be to reprint exactly the directions appearing on pages #aae to #abh1 which the reader should consult carefully and even commit to memory before undertaking to apply the tests to any infants or young children4 ,,mentimeter ,,no4 #b3 ,pictorial ,absurdities4 ,in order to receive credit the check mark on each picture should be placed in such a way as to indicate unmistakably the part of the picture which is incorrect--in such a way as to leave no doubt whatever as to the candidate's having found and identified the incongruous element4 ,the following are the elements that should be checked in each picture3 #a4 ,the front leg or foot4 #b4 ,the lower spout on the water pitcher4 #c4 ,the mouth on the forehead4 #d4 ,the horns 7either one may be checked7 on the horse's head4 #e4 ,the candle on the right arm of the electric fixture4 #f4 ,the rat's ears4 #g4 ,either end of the spy-glass4 #h4 ,the next window to the rear on the third floor4 #i4 ,the postage stamp4 #aj4 ,the sock used as a necktie4 #aa4 ,the long stem of the lowest leaf4 #ab4 ,the flag 7flying in the opposite direction from the smoke and weather vane74 #ac4 ,either of the lights on the ,ford4 #ad4 ,the left front foot4 #ae4 ,the man between first and second base 7third man from the right74 #af4 ,the space between #d and #e4 #ag4 ,the claw hammer with which the man is driving the spike4 #ah4 ,either of the five fingers of the right hand4 #ai4 ,the driver 7facing the tail74 #bj4 ,the ball being played by the man at the right4 #ba4 ,the incandescent electric bulb4 #bb4 ,either of the roller skates4 #bc4 ,the knife in the man's right hand4 #bd4 ,either of the counterbalance weights on the drivewheels4 ,,mentimeter ,,no4 #c3 ,maze ,threading4 ,no list of correct answers can be printed for this test4 ,the stencil provided with the test blanks shows exactly what the correct and most economical threading of each maze is1 but the reader can find this solution for himself if he will take the time and make the effort4 ,no credit should be given for any maze not completely traced or for any maze in which a printed line has been crossed4 ,a candidate who has gotten into a 8blind alley0 but has retraced his way and ultimately been successful in getting through the maze should have full credit for that particular maze4 ,,mentimeter ,,no4 #d3 ,dot ,pattern ,correction4 ,here again1 the only way of giving the correct solution of each problem is by means of the transparent stencil furnished with each package of test blanks4 ,that dot which can be 8cut out0 and still leave a perfectly symmetrical figure is the one which should be circled in each pattern4 ,this is frequently at the very centre of the pattern1 although the centre is not the correct one if by removing it the pattern is left unsymmetrical4 ,,mentimeter ,,no4 #e3 ,dividing ,geometric ,figures4 ,only a transparent stencil can give a clear impression of the correct solution of each figure4 ,in dividing a circle into two equal parts it makes no difference in what direction the diameter is run--in other words1 any correct solution should be accepted and given full credit4 ,,mentimeter ,,no4 #f3 ,completion of ,form ,series4 ,only the stencil supplied with the test blanks can represent adequately the correct completion of each series4 ,no credit is given in a series unless each blank is correctly filled4 ,,mentimeter ,,no4 #g3 ,checking ,identity of ,numbers4 #a4 ,same #b4 ,different #c4 ,different #d4 ,different #e4 ,same #f4 ,different #g4 ,same #h4 ,same #i4 ,different #aj4 ,same #aa4 ,different #ab4 ,same #ac4 ,different #ad4 ,different #ae4 ,same #af4 ,different #ag4 ,different #ah4 ,different #ai4 ,same #bj4 ,different #ba4 ,different #bb4 ,same #bc4 ,same #bd4 ,same #be4 ,same #bf4 ,different #bg4 ,same #bh4 ,same #bi4 ,different #cj4 ,same ,,mentimeter ,,no4 #h3 ,digit-,symbol ,substitution4 ,the reader may1 by reference to the ,key printed at the top of the test sheet1 determine for himself the correctness of any symbol written by a candidate4 ,the stencil furnished with the ,test ,blanks makes it possible for one to score this test very accurately with a very small expenditure of time and effort4 ,in scoring this test with the stencil the correctness of the entire list of #ajj characters can be checked in less than a minute by an ordinary clerk4 ,,mentimeter ,,no4 #i3 ,completion of ,number ,relation ,series4 ,no credit is to be given on any line unless all of the missing numbers are correctly supplied4 ,the score is the number of lines completed correctly in every detail4 ---- ---- ---- ---- ---- #f ---- ---- ---- ---- ,series #a ---- ---- #ad ---- ---- #bj ---- ---- ---- ---- ,series #b ---- ---- ---- #i ---- ---- #f #e ---- ---- ,series #c ---- ---- #e ---- ---- ---- ---- ---- ---- #ai ,series #d #da ---- ---- ---- ---- ---- ---- #bg ---- ---- ,series #e ---- ---- ---- #aj ---- ---- ---- ---- ---- #di ,series #f ---- ---- ---- ---- ---- #a ---- #d ---- ,series #g ---- ---- #bb ---- ---- ---- #ej ---- ---- ---- ,series #h ---- #aa ---- ---- ---- ---- #be ---- ---- ---- ,series #i ---- #aj ---- ---- #ad ---- ---- ---- ---- #aj ,series #aj ---- #h ---- ---- ---- ---- #af #ag #ai ---- ,series #aa #a ---- ---- ---- ---- #cf #di ---- ---- ---- ,series #ab #b ---- ---- ---- ---- #cd #cg #gd ---- ---- ,series #ac ---- #cc #cj #ca ---- ---- ---- ---- #bd ---- ,series #ad ---- ---- ---- #ae #af #af ---- ---- ---- #f ,series #ae ---- ---- #ea #dh ---- ---- #de ---- ---- #ea ,series #af ,,mentimeter ,,no4 #aj3 ,addition ,tests ,test ,a3 ,addition ,knowledge or ,power4 #a4 #e #b4 #h #c4 #ag #d4 #gi #e4 #ef #f4 #hh #g4 #adb #h4 #bdh #i4 #acig #aj4 #affd #aa4 #eega #ab4 #ejcfbedg ,test ,b3 ,addition ,speed #a4 #f #b4 #ag #c4 #f #d4 #aa #e4 #f #f4 #aa #g4 #c #h4 #i #i4 #ae #aj4 #aj #aa4 #ac #ab4 #g #ac4 #aj #ad4 #g #ae4 #c #af4 #e #ag4 #af #ah4 #d #ai4 #ab #bj4 #aa #ba4 #ac #bb4 #g #bc4 #h #bd4 #ac #be4 #ad #bf4 #f #bg4 #aa #bh4 #h #bi4 #ab #cj4 #ac #ca4 #ae #cb4 #ah #cc4 #e #cd4 #ac #ce4 #ac #cf4 #ad #cg4 #aj #ch4 #ae #ci4 #ae #dj4 #ab #da4 #aa #db4 #ad #dc4 #aa #dd4 #aa #de4 #af #df4 #aa #dg4 #ae #dh4 #ab #di4 #i #ej4 #ad #ea4 #d #eb4 #i #ec4 #e #ed4 #ag #ee4 #aa #ef4 #g #eg4 #g #eh4 #i #ei4 #ac #fj4 #ab ,,mentimeter ,,no4 #aa3 ,memory for ,numbers4 #a4 #ef #b4 #bg #c4 #ice #d4 #daf #e4 #gdic #f4 #dheg #g4 #iegch #h4 #fhabd #i4 #bfhcei #aj4 #fceibg #aa4 #iehcfbd #ab4 #haiebfc #ac4 #cebfhcdi #ad4 #bheicfad #ae4 #fcidhagbe #af4 #gadifcebh ,,mentimeter ,,no4 #ab3 ,repeating ,numbers ,backward4 #a4 #he #b4 #df #c4 #bec #d4 #idh #e4 #dicg #f4 #hfbe #g4 #cebia #h4 #fihbd #i4 #gebfch #aj4 #gdfiea #aa4 #dhegcfb #ab4 #egdfbhc ,,mentimeter ,,no4 #ac3 ,memory for ,sentences4 #a4 ,it snows in the winter4 #b4 ,men usually have more dignity than boys4 #c4 ,there is no excuse for being thoughtless about the rights of other people4 #d4 ,the price of peace may sometimes be much greater than a nation can afford to pay4 #e4 ,it is unfortunate that war should ever be necessary among civilized nations4 #f4 ,their harbour is a shallow body of water1 connected with1 but protected from1 the open sea4 #g4 ,conscience asserting itself as the voice divine within the human soul is nothing less than a real actuality4 #h4 ,each state appoints a number of electors equal to the whole number of senators and representatives4 #i4 ,these discoveries--gunpowder1 printing-press1 compass1 and telescope--were the weapons before which the old science trembled4 #aj4 ,the use of italic type is indicated in the author's manuscript by underscoring the letters1 words1 phrases1 or sentences that are to be italicized4 ,,mentimeter ,,no4 #ad3 ,speaking-,vocabulary ,test4 ,any explanation1 which demonstrates conclusively that the candidate knows the nature and use of the word or object mentioned by the examiner1 should be accepted and given credit1 regardless of the logical or grammatical form of the statements4 ,the explanatory words and phrases given below are not intended to serve as logical definitions or as exhaustive explanations1 but merely to indicate the various types of thing that a given word might signify4 ,in examining very intelligent adults1 meanings not listed below but nevertheless correct and appropriate may be encountered4 ,if any standard dictionary lists as authentic the meaning given by a candidate1 it should be accepted without challenge4 ,repetitions by the candidate of the word to be explained should not be accepted as an explanation4 ,for example1 8buy0 is not explained by 8,buy is when you buy something40 ,an explanation1 to be satisfactory1 should be in terms entirely different from the thing to be explained1 although explanations otherwise quite simple are acceptable here4 #a4 ,an article of clothing1 a covering or something to wear4 #b4 ,obtaining possession or rights in an object in exchange for a price or other consideration4 #c4 ,written or printed matter1 usually bound in covers for convenience in reading4 #d4 ,a supply of goods or a place where such goods are kept4 ,to lay away or deposit such supplies4 #e4 ,a musical instrument or term4 #f4 ,to have or gain temporary possession or rights1 in return for some price or favour4 ,the price paid for such rights4 ,an opening or torn place1 especially in cloth4 #g4 ,the flesh of cattle1 especially when used as food4 #h4 ,a custom or rule established by a legislature or governing authority1 or by the nature of the facts concerned4 #i4 ,a malady1 illness1 or infirmity1 frequently accompanied by pain or weakness4 #aj4 ,uncertainty or hesitation in belief2 dread1 fear1 distrust1 or suspicion4 #aa4 ,an officer who decides disputes or acts as umpire4 ,to decide1 pass judgment1 or compare the relative merits of ideas1 opinions1 or objects4 #ab4 ,the coming or occurrence of something considered desirable but not foreseen as certain4 ,lucky4 #ac4 ,one who attends to letters1 papers1 or business matters for another individual or group of individuals4 ,a writing desk4 #ad4 ,kingly or magnificent4 ,characteristic of or related to a king or ruler4 #ae4 ,a watercourse or channel1 usually artificial4 ,a tube or duct4 #af4 ,an eager desire or longing1 usually of a selfish nature4 #ag4 ,a person of fair hair1 skin1 and eyes4 ,light coloured4 #ah4 ,property or possessions having money value4 ,riches4 ,goods4 #ai4 ,to allow1 let1 authorize1 or give consent4 ,a license or permission4 #bj4 ,sagacity1 knowledge1 discretion4 ,ability to judge or discern1 especially in matters of conduct4 #ba4 ,to direct or control action4 ,to manage1 supervise1 or exercise authority4 #bb4 ,authority or permission to do or act4 ,excess of freedom or abuse of liberty4 ,to authorize or grant permission4 #bc4 ,to strive for the same prize or object4 ,to contend in rivalry4 #bd4 ,the largest of the planets4 ,a ,roman god4 #be4 ,humility1 self-control1 diffidence4 ,proper delicacy and propriety about self and actions4 #bf4 ,a scheme or plan to be followed4 ,procedure based on material interest rather than on higher principles4 ,a certificate of insurance or of money due under certain conditions4 #bg4 ,the act or instrument used in determining the exact degree or quantity of a thing4 ,the unit of amount4 ,a division or part of a tune or other object4 ,to determine degree or quantity4 #bh4 ,inspiration1 ecstasy1 emotion1 eagerness1 or the object of such manifestations4 #bi4 ,rate of interest1 commission1 or discount4 ,number of parts concerned in a hundred4 #cj4 ,a measure of distance or area4 ,an agreement between two parties for accomplishing a common task4 ,to combine for mutual support4 #ca4 ,a theory or system of social reorganization4 ,social reform through political agencies4 ,a theoretically ideal society or state4 #cb4 ,the science of exact reasoning4 ,the laws or method of abstract thought4 ,a treatise on thinking or reasoning4 #cc4 ,to regard with reverence1 respect1 or veneration4 ,to adore4 #cd4 ,satire1 ridicule1 contemptuous remarks1 bitter taunts4 #ce4 ,sarcastic reproach1 invective4 ,to deride1 revile1 or reproach with insulting words4 #cf4 ,not transparent1 dark1 impervious to rays of light4 ,unintelligible1 stupid4 #cg4 ,one making a first appearance in society or before the public4 #ch4 ,act of repairing or restoring4 ,giving satisfaction or compensation for a wrong or injury4 #ci4 ,to take the tenth part of or to destroy a considerable proportion of a group4 #dj4 ,an instrument used to regulate an electric current4 #da4 ,knowing all things4 ,infinitely wise4 ,one who is possessed of universal knowledge4 #db4 ,to curse or treat basely4 ,used in imprecations1 frequently with little meaning4 #dc4 ,a cat-like animal resembling the leopard found in ,india1 ,persia1 and ,africa4 #dd4 ,a very large and strong animal--especially one mentioned in the ,bible4 #de4 ,a bay window1 particularly one which projects from the face of a wall4 #df4 ,one of the great stones or boulders used in prehistoric monuments4 #dg4 ,a soft1 white substance that forms a protecting sheath about the centre of medullated nerve fiber4 #dh4 ,an ancient manner of writing4 ,ancient writings1 or the study of such writings4 #di4 ,the branch of surgery that treats of adding artificial parts to the body to replace natural parts which are wanting4 #ej4 ,the dried tubers of various orchids1 used for food1 like tapioca4 ,,mentimeter ,,no4 #ae3 ,word ,discrimination4 ,any real difference named by the candidate between the two words to be compared should be given credit whether it appears in the following list or not4 ,the list merely points out some of the outstanding differences between the words of each pair1 but does not attempt to list all of the possible differences4 ,any difference mentioned by the candidate which is confirmed by any standard dictionary should be sufficient to give full credit4 #a4 ,a bird lives in the air 3 ,a fish lives in the water flies swims has feathers has scales #b4 ,a snake is long 3 ,a fly is short is a reptile is an insect crawls flies has no wings or legs has wings and legs #c4 ,a pen writes only when it has 3 ,a pencil writes without ink ink is made of steel or is made of lead or soft hard metal material does not have to be has to be sharpened sharpened #d4 ,an eagle flies very high and 3 ,a chicken flies very low and but long distances a short distance is wild is domestic is not good for food is good for food #e4 ,a book usually has a hard cover 3 ,a magazine has a paper cover is usually one story1 is several stories1 by by one author different people is published once is published periodically #f4 ,an orange has a reddish yellow 3 ,a lemon has a bright yellow colour colour is spherical in shape is oblong in shape is usually larger than is usually smaller than a lemon an orange is usually sweet is usually sour #g4 ,a teacher works in a school 3 ,a preacher works in a church usually teaches usually addresses children grown-ups deals primarily with deals primarily with academic subjects religious subjects #h4 ,luck comes to a person by chance 3 ,pluck is part of a person's character is a temporary is a permanent advantage advantage comes to everyone is characteristic of a few #i4 ,stone is a natural product1 made 3 ,china is made artificially of of mineral matter fine earth or clay is used for buildings is used for dishes is thick and coarse is thin and fragile #aj4 ,a balloon depends on the wind 3 ,an airplane is run by a motor for motion has a large gas bag has no gas bag moves slowly moves rapidly #aa4 ,to plod is to work or travel 3 ,to plot is to scheme or plan1 slowly but steadily usually for evil to someone else is to toil1 to drudge is to conspire1 to intrigue #ab4 ,to wither is to fade1 to lose 3 ,to shrivel is to dry up1 to draw freshness into wrinkles is to languish is to shrink flowers wither vegetables shrivel #ac4 ,to surprise is to come upon one 3 ,to astonish is to strike one unawares1 or unexpectedly with sudden wonder or amazement #ad4 ,rash means overhasty in counsel 3 ,reckless means careless1 utterly or action heedless of consequences means undertaking a means indifferent or matter without thoughtless sufficient reflection #ae4 ,lonely is to be without desired 3 ,solitary is to be absolutely companions alone remote from society #af4 ,sorrow is pain of mind from loss 3 ,sadness is being downcast or or disappointment unhappy is deep seated1 lasting may be transient1 passing #ag4 ,plutocrat is one whose wealth 3 ,autocrat is an absolute gives him power or influence sovereign1 having usually inherited authority #ah4 ,a rascal is a mean1 tricky 3 ,a rogue is an idle1 mischievous person person #ai4 ,to plunder is to take goods by 3 ,to devastate is to lay waste1 to force1 to pillage desolate1 to ravage #bj4 ,to relinquish is to abandon the 3 ,to resign is to formally return thing which has been or give up an office1 to possessed1 or the object of submit1 to acquiesce1 to pursuit abdicate #ba4 ,shrewd means artful1 malicious1 3 ,sagacious means one of keen cunning1 of less dignity than penetration and judgment1 one sagacious with a comprehensive as well a penetrating mind #bb4 ,dormant means sleeping1 not in 3 ,quiescent means resting1 in a action state of repose #bc4 ,reconstruction means to form 3 ,rehabilitation means to invest anew again with some right or dignity means to build over again deals more largely with deals largely with material things mental and spiritual things #bd4 ,reparation means restoration1 3 ,indemnity means immunity from renewing1 repairing damage loss or damage done remuneration for injury has more of the idea of has more of the idea of replacing things paying for things destroyed destroyed ,,mentimeter ,,no4 #af3 ,naming ,opposites4 ,except in special cases indicated below1 no credit should be allowed for adding 8not0 or 8un0 or any other negative prefix to the printed word4 ,an entirely different word should be used as the opposite of the printed word4 ,those words printed in parentheses in the following list should not be given credit as being satisfactory opposites4 ,words not printed below but as satisfactory opposites as those printed should be given full credit1 while words as unsatisfactory as those printed in parentheses should not be given credit4 #a4 bad1 poor 7not good7 #b4 poor1 needy1 indigent #c4 big1 large1 great 7tall7 #d4 old1 ancient #e4 easy1 soft #f4 light 7white7 #g4 clean1 pure #h4 well1 healthy #i4 south #aj4 full1 filled #aa4 pull #ab4 right1 correct #ac4 end1 ending #ad4 wide #ae4 evening1 afternoon 7night7 #af4 somewhere1 everywhere #ag4 fresh #ah4 idle #ai4 to sink 7to swim7 #bj4 rough1 ragged #ba4 tame1 domestic #bb4 weakness #bc4 guilty #bd4 ignorance1 stupidity #be4 negative1 uncertain #bf4 superior #bg4 modern1 new #bh4 cause #bi4 generous1 liberal #cj4 concrete1 specific #ca4 justice1 impartiality #cb4 dilatory1 sluggish #cc4 extravagant1 wasteful1 uneconomical #cd4 genuine1 real #ce4 depression1 melancholy #cf4 delay1 impede1 hamper #cg4 confident1 bold1 immodest #ch4 heterogeneous #ci4 cowardly1 irresolute1 fearful #dj4 slanderous1 scurrilous1 vilifying ,,mentimeter ,,no4 #ag3 ,spelling ,tests4 ,the word lists themselves furnish the correct answers and therefore no further set of answers is needed here4 ,see pages #aii-bjj for the lists4 ,,mentimeter ,,no4 #ah3 ,range of ,information4 #a4 ,,cow #b4 ,,clubs #c4 ,,cigarette #d4 ,,carpenter #e4 ,,green #f4 ,,automobiles #g4 ,,dog #h4 ,,actress #i4 ,,huyler #aj4 #ahfa #aa4 ,,county #ab4 ,,painter #ac4 ,,motorcycle #ad4 ,,novelist #ae4 ,,filing-,,case #af4 ,,distance #ag4 ,,leg #ah4 ,,reefs #ai4 ,,water #bj4 ,,stowe #ba4 ,,statesman #bb4 ,,poughkeepsie #bc4 ,,law #bd4 ,,two #be4 ,,dickens #bf4 ,,england #bg4 ,,bird #bh4 ,,athletics #bi4 ,,drink #cj4 ,,ink #ca4 ,,fruit #cb4 ,,isosceles #cc4 #ajff #cd4 ,,heart #ce4 ,,plant #cf4 ,,korea #cg4 ,,oxygen #ch4 ,,music #ci4 ,,cloth #dj4 ,,animal ,,mentimeter ,,no4 #ai3 ,reading ,vocabulary4 #a4 ,,body1 ,,tool #b4 ,,animal #c4 ,,clothes #d4 ,,colour #e4 ,,bird #f4 ,,clothes #g4 ,,animal1 ,,body #h4 ,,tool1 ,,fish #i4 ,,body #aj4 ,,tool #aa4 ,,bird #ab4 ,,colour #ac4 ,,fish #ad4 ,,war #ae4 ,,time #af4 ,,war #ag4 ,,animal #ah4 ,,fish #ai4 ,,time #bj4 ,,clothes #ba4 ,,war #bb4 ,,body #bc4 ,,color #bd4 ,,bird #be4 ,,fish #bf4 ,,tool #bg4 ,,time #bh4 ,,animal #bi4 ,,colour #cj4 ,,war #ca4 ,,time #cb4 ,,clothes #cc4 ,,body #cd4 ,,bird #ce4 ,,fish #cf4 ,,body #cg4 ,,war #ch4 ,,tool #ci4 ,,animal #dj4 ,,bird ,,mentimeter ,,no4 #bj3 ,reading1 ,directions4 #a4 ,the name should be written on the line4 #b4 ,there should be a cross or an x in the square4 #c4 ,there should be a cross or an x in the circle and a dot or period in the square4 #d4 ,there should be a #a under the letter ,m and a #b under the letter ,w1 in the list of capital letters beginning ,a1 ,n1 etc4 #e4 ,the word 8,yes0 should be written on the dotted line4 #f4 ,the word 8in0 should be crossed out and the word 8and0 should have two lines or circles around it4 #g4 ,the word 8seven0 or the figure #g should be written on the blank at the left1 8twelve0 or #ab on the middle blank1 and 8one hundred0 or #ajj on the blank at the right4 #h4 8,ten0 or #aj should be written in the square on the left1 a small circle should be written in the second square1 and the letter 8,c0 in the triangle at the right4 #i4 ,there should be a line drawn under the word 8,peck40 #aj4 ,the word 8thousand0 or #ajjj should be written in the circle4 #aa4 ,the square in front of the word 8diminished0 should have a check mark or cross on it4 #ab4 ,there should be a line under the word 8,face40 ,,mentimeter ,,no4 #ba3 ,reading1 ,interpretation4 ,answers must show conclusively that the questions and the sentences answering them were read and understood by the candidate4 #a4 ,boys4 #b4 ,in the house4 #c4 ,girls4 #d4 ,on farms1 in stores1 mines1 and factories4 #e4 ,in the things they enjoy and in the things they are able to do4 #f4 ,wheat1 corn1 and cattle4 #g4 ,to make clothing to keep us warm4 #h4 ,to protect us from rain and snow4 #i4 ,differences between people4 #aj4 ,because the world has all sorts of work that must be done1 or it makes possible the adjustment of people to the different tasks to be done4 #aa4 ,much of it would be poorly done4 #ab4 ,the difficulty of the task4 #ac4 ,discontentment and unhappiness4 #ad4 8,expeditiously0 suggests a lack of economy in time and money4 #ae4 ,intellectual measurements4 #af4 ,the consummation of the science of personnel engineering4 ,,mentimeter ,,no4 #bb3 ,disarranged ,sentences4 ,the most frequent arrangement of the words in each sentence is indicated below by the last word4 ,any other arrangement of these words which produces a perfectly logical and grammatical sentence may be accepted4 ,very few sentences will be found that are not already provided for in the concluding words listed below4 #a4 ,,white4 #b4 ,,robin4 ,,bird4 #c4 ,,water4 #d4 ,,houses4 #e4 ,,with4 #f4 ,,west4 #g4 ,,country4 #h4 ,,coldest4 #i4 ,,food4 #aj4 ,,earth4 #aa4 ,,food4 ,,valuable4 #ab4 ,,trees4 #ac4 ,,germany4 ,,england4 ,,france4 #ad4 ,,punished4 #ae4 ,,ocean4 #af4 ,,mistakes4 #ag4 ,,nights4 ,,seen4 #ah4 ,,clothing4 ,,useful4 #ai4 ,,debaters4 #bj4 ,,warfare4 ,,poisonous4 #ba4 ,,degrading4 ,,unfortunate4 #bb4 ,,crimes4 ,,bigamy4 ,,perjury4 #bc4 ,,psychologists4 #bd4 ,,stealing4 #be4 ,,fact4 ,,observed4 ,,applied4 ,,mentimeter ,,no4 #bc3 ,completion of ,sentences4 ,it is impossible for any one to make out a complete list of all the possible completions of any group of twenty sentences such as those included in this test4 ,the list of completions given below is therefore merely suggestive of the perfect sentences which may be made and is not intended in any way to be exhaustive4 ,anything which is as good as the completion listed below should be given full credit4 ,anything which is not so satisfactory should not be given credit4 #a4 ,is or was4 #b4 ,to4 #c4 ,gave1 or gives4 #d4 ,girl or child in the first blank1 and to in the second blank4 #e4 ,and in the first blank1 with dogs in the second blank4 #f4 ,have1 make or gain4 #g4 ,not or never in the first blank1 with parents1 friends1 or sister in the second blank4 #h4 ,boy1 man or child in the first blank1 with fell in the second blank4 #i4 ,is or was in the first blank1 with to in the second blank1 and windy in the third blank4 #aj4 ,succeeds or can4 #aa4 ,animal in the first blank1 his or its in the second blank1 and size in the third blank4 #ab4 ,man in the first blank1 with carried or carries in the second blank1 and wore or wears in the third blank4 #ac4 ,on in the first blank1 quenches in the second blank1 drink in the third blank1 and cold or pure in the fourth blank4 #ad4 ,patriotism in the first blank1 waving or carrying in the second blank1 come or go in the third blank1 and marching in the fourth blank4 #ae4 ,that or which in the first blank1 worth in the second blank1 well in the third blank1 doing in the fourth blank4 #af4 ,does or can in the first blank1 give in the second blank1 every in the third blank4 #ag4 ,when in the first blank1 better in the second blank1 practice in the third blank1 at in the fourth blank1 wrong in the fifth blank1 doing in the sixth blank4 #ah4 ,which or that in the first blank1 cause in the second blank1 are in the third blank1 and very or most in the fifth blank4 #ai4 ,to in the first blank1 when in the second blank1 thirsty in the third blank1 and great or real in the fourth blank4 #bj4 ,whether in the first blank1 likes1 desires or welcomes in the second blank1 or in the third blank1 one in the fourth blank1 not in the fifth blank1 as in the sixth blank1 insult in the seventh blank4 ,,mentimeter ,,no4 #bd3 ,analogies or ,mixed ,relations4 ,as with several of the other lists of answers1 no attempt is made here to give an exhaustive list of the correct solutions4 ,the words which appear below are standard4 ,anything as good as this standard list should be accepted while anything inferior to the printed solutions should not be given credit4 #a4 ,dogs #b4 ,far1 distant #c4 ,foot #d4 ,cat's #e4 ,hot1 warm1 heat #f4 ,swims1 swim #g4 ,hen #h4 ,drink #i4 ,school1 classroom #aj4 ,her #aa4 ,law #ab4 ,colt1 foal #ac4 ,bought #ad4 ,painting1 picture1 portrait #ae4 ,sheep1 ram #af4 ,floor #ag4 ,bird1 birds1 fowl #ah4 ,chauffeur #ai4 ,was1 were1 been #bj4 ,school1 shoal #ba4 ,night #bb4 ,risen #bc4 ,drake #bd4 ,sheep1 animal1 beast #be4 ,women's #bf4 ,give1 donate1 buy1 return #bg4 ,aviatrices #bh4 ,criterion #bi4 ,joneses' #cj4 ,esoteric ,,mentimeter ,,no4 #be3 ,handwriting4 ,the reader will be able to count the number of letters written per minute and thereby obtain the score in this test without any key4 ,for the quality of the results of such a test the reader will compare the handwriting of each candidate with the samples printed on page #bci4 ,,mentimeter ,,no4 #bf3 ,english ,composition4 ,this test1 like the test for handwriting quality1 is a test of the quality of products produced by the candidates rather than of the difficulty of problems solved4 ,therefore1 no set of correct answers is necessary4 ,the quality of the candidate's composition should be compared directly with the quality of the printed samples appearing on pages #bdb to #bdd4 ,,mentimeter ,,no4 #bg3 ,poetic ,discrimination4 ,the correct order as determined by the judgments of scores of capable judges of ,english ,poetry is as follows3 ,best ,middle ,poorest ,in ,set ,no4 #a ,z ,y ,x ,in ,set ,no4 #b ,x ,y ,z ,in ,set ,no4 #c ,z ,x ,y ,in ,set ,no4 #d ,y ,x ,z ,in ,set ,no4 #e ,y ,z ,x ,in ,set ,no4 #f ,y ,z ,x ,,mentimeter ,,no4 #bh3 ,arithmetic ,reasoning4 ,in giving the correct answers below each figure has attached to it the word indicating the commodity concerned4 ,no answer should be considered incorrect1 however1 because it omits the words 8dollars10 8lemons0 or 8men40 #a4 #h men #b4 #ab dollars #h4 #i nickels #d4 #e benches #e4 #h cents #f4 #bc cents #g4 #af lemons #h4 #ccgc quarts #i4 #ejj pounds #aj4 #ea cents #aa4 #gej people #ab4 #bb tons #ac4 #d4hj #ad4 #aege4jj ,,mentimeter ,,no4 #bi3 ,practical ,judgment ,test4 #a4 ,get a drink of water4 #b4 ,it tastes good4 #c4 ,wear a raincoat4 #d4 ,ring the alarm and try to put out the fire4 #e4 ,ask the person's pardon4 #f4 ,the frost has killed them4 #g4 ,to protect them from the colder weather4 #h4 ,at the beach of a summer resort4 #i4 ,try to make time by hurrying4 #aj4 ,to display the flag and inspire patriotism4 #aa4 ,water always becomes solid at low temperatures4 #ab4 ,nail a piece of tin over it4 #ac4 ,it is an easily digested and wholesome food4 #ad4 ,an incandescent electric bulb4 #ae4 ,to create a demand for special brands4 #af4 ,so that their strength may be utilized4 #ag4 ,the low temperature keeps it fresh4 #ah4 ,one could jump from one-story buildings4 #ai4 ,discover and remove the cause of its crying4 #bj4 ,it has fewer impurities in it4 #ba4 ,to avoid making the city smoky4 #bb4 ,to remove the electricity from the air4 #bc4 ,high and rapidly4 #bd4 ,to help one decide where to read4 ,,mentimeter ,,no4 #cj3 ,logical ,conclusions ,test4 #a4 ,older than ,james4 #b4 ,older than ,mary4 #c4 ,shorter than ,dot4 #d4 ,not heavier than ,may4 #e4 ,slower than ,william4 #f4 ,smarter than ,bertha4 #g4 ,not as rich as ,mr4 ,jones4 #h4 ,not noisier than ,robert4 #i4 ,less rapidly than ,henry4 #aj4 ,not warmer than ,thursday4 #aa4 ,not as frugal as ,mrs4 ,brown4 #ab4 ,not larger than the second4 ,,the ,,end ---------------------------------------- -------------------------------- ,,transcriber',s ,,notes #a4 ,p4 #ih1 changed 8to errors0 to 8to make errors04 #b4 ,silently corrected typographical errors and variations in spelling4 #c4 ,anachronistic1 non-standard1 and uncertain spellings retained as printed4 #d4 ,footnotes have been re-indexed using numbers4 #e4 ,enclosed italics font in underscores4 #f4 ,enclosed bold font in equals4 #g4 ,superscripts are denoted by a caret before a single superscript character1 e4g4 ,mr4