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IntelligenceOrder Of Giving The TestsGiving Similarities Three Things Reading For Eight Memories Three Commissions Aesthetic Comparison Alternative Test 2: Writing From Dictation The Ball-and-field Test (superior Plan) Using A Code Giving Sex Influence Of The Subject's Attitude Comparison Of Weights Tying A Bow-knot Average Intelligence (i Q 90 To 110) Border-line Cases (usually Between 70 And 80 I Q) Effects Of The Revision On The Mental Ages Secured Influence Of Social And Educational Advantages How To Find The I Q Of Adult Subjects Dependence Of The Scale's Reliability On The Training Of The Examiner Naming Sixty Words How The Scale Was Derived |
Adhering To FormulaIt cannot be too strongly emphasized that unless we follow a standardized procedure the tests lose their significance. The danger is chiefly that of unintentionally and unconsciously introducing variations which will affect the meaning of the test. One who has not had a thorough training in the methods of mental testing cannot appreciate how numerous are the opportunities for the unconscious transformation of a test. Many of these are pointed out in the description of the individual tests, but it would be folly to undertake to warn the experimenter against every possible error of this kind. Sometimes the omission or the addition of a single phrase in giving the test will alter materially the significance of the response. Only the trained psychologist can vary the formula without risk of invalidating the result, and even he must be on his guard. All sorts of misunderstandings regarding the correct placing of tests and regarding their accuracy or inaccuracy have come about through the failure of different investigators to follow the same procedure. One who would use the tests for any serious purpose, therefore, must study the procedure for each and every test until he knows it thoroughly. After that a considerable amount of practice is necessary before one learns to avoid slips. During the early stages of practice it is necessary to refer to the printed instructions frequently in order to check up errors before they have become habitual. The instructions hitherto available are at fault in not defining the procedure with sufficient definiteness, and it is the purpose of this volume to make good this deficiency as far as possible. It is too much, however, to suppose that the instructions can be made "fool-proof." With whatever definiteness they may be set forth, situations are sure to arise which the examiner cannot be formally prepared for. There is no limit to the multitude of misunderstandings possible. After testing hundreds of children one still finds new examples of misapprehension. In a few such cases the instruction may be repeated, if there is reason to think the child's hearing was at fault or if some extraordinary distraction has occurred. But unless otherwise stated in the directions, the repetition of a question is ordinarily to be avoided. Supplementary explanations are hardly ever permissible. In short, numberless situations may arise in the use of a test which may injure the validity of the response, events which cannot always be dealt with by preconceived rule. Accordingly, although we must urge unceasingly the importance of following the standard procedure, it is not to be supposed that formulas are an adequate substitute either for scientific judgment or for common sense. Next: Scoring Previous: Order Of Giving The Tests
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