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| The Rev. D. W. G. Gwynne, M.D., was a physician in holy orders. In 1853 he lived at P--- House, near Taunton, where both he and his wife "were made uncomfortable by auditory experiences to which they could find no clue," or, in common English,... Read more of "put Out The Light!" at Scary Stories.ca | Informational Privacy |
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IntelligenceThe Necessity Of StandardsAverage Intelligence (i Q 90 To 110) Superior Adult 6: Ingenuity Test Quiet And Seclusion Are Intelligence Tests Superfluous? Copying A Diamond Superior Adult 5: Repeating Seven Digits Reversed Nature Of The Stanford Revision And Extension The Use Of The Intelligence Quotient Differences Between Abstract Terms Duration Of The Examination Supplementary Considerations Comprehension Third Degree Using A Code Naming Sixty Words Intelligence Tests Of The Feeble-minded Average Adult Alternative Test 2: Comprehension Of Physical Relations Special Characteristics Of The Binet-simon Method Problem Questions Comprehension Fourth Degree |
Alternative Test 1: Naming The Days Of The WeekPROCEDURE. Say: "_You know the days of the week, do you not? Name the days of the week for me._" Sometimes the child begins by naming various annual holidays, as Christmas, Fourth of July, etc. Perhaps he has not comprehended the task; at any rate, we give him one more trial by stopping him and saying: "_No; that is not what I mean. I want you to name the days of the week._" No supplementary questions are permissible, and we must be careful not to show approval or disapproval in our looks as the child is giving his response. If the days have been named in correct order, we check up the response to see whether the real order of days is known or whether the names have only been repeated mechanically. This is done by asking the following questions: "_What day comes before Tuesday?_" "_What day comes before Thursday?_" "_What day comes before Friday?_" SCORING. The test is passed if, within _fifteen seconds_, the days of the week are _all named in correct order_, and if the child succeeds in at least _two of the three check questions_. We disregard the point of beginning. REMARKS. The test has been criticized as too dependent on rote memory. Bobertag says a child may pass it without having any adequate conception of "week," "yesterday," "day before yesterday," etc. This criticism holds if the test is given according to the older procedure, but does not apply with the procedure above recommended. The "checking-up" questions enable us at once to distinguish responses that are given by rote from those which rest upon actual knowledge. The test has been shown to be much more influenced by age, apart from intelligence, than most other tests of the scale. Notwithstanding this fault, it seems desirable to keep the test, at least as an alternative, because it forms one of a group which may be designated as tests of time orientation. The others of this group are: "_Distinguishing forenoon and afternoon_" (VI), "_Giving the date_" and "_Naming the months_" (IX). It would be well if we had even more of this type, for interest in the passing of time and in the names of time divisions is closely correlated with intelligence. One reason for the inferiority of the dull and feeble-minded in tests of this type is that their mental associations are weaker and less numerous. The greater poverty of their associations brings it about that their remembered experiences are less definitely located in time with reference to other events. The test was located in year IX of the 1908 scale, but was omitted from the 1911 revision. Kuhlmann also omits it, while Goddard places it in year VIII. The statistics from every American investigation, however, warrant its location in year VII. It may be located in year VIII only on the condition that the child be required to name the days backwards, and that within a rather low time limit. Next: Alternative Test 2: Repeating Three Digits Reversed Previous: Copying A Diamond
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