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IntelligenceRepeating Four Digits
The Necessity Of Standards
Presence Of Others
Are Intelligence Tests Superfluous?
Alternative Test 2: Repeating Three Digits Reversed
Vocabulary; Twenty Definitions 3600 Words
Naming Familiar Objects
Other Conceptions Of Intelligence
Superior Intelligence (i Q 110 To 120)
Giving Differences Between A President And A King
Giving Similarities Three Things
Special Characteristics Of The Binet-simon Method
Counting Thirteen Pennies
Alternative Test 1: Naming The Days Of The Week
Giving Definitions Superior To Use
Dull Normals (i Q Usually 80 To 90)
Differences Between Abstract Terms
Alternative Test 2: Repeating Twenty To Twenty-two Syllables
The sentences for this year are:--
(a) "_The apple tree makes a cool, pleasant shade on the ground
where the children are playing._"
(b) "_It is nearly half-past one o'clock; the house is very
quiet and the cat has gone to sleep._"
(c) "_In summer the days are very warm and fine; in winter it
snows and I am cold._"
PROCEDURE and SCORING exactly as in VI, 6.
REMARKS. It is interesting to note that five years of mental growth are
required to pass from the ability to repeat sixteen or eighteen
syllables (year VI) to the ability to repeat twenty or twenty-two
syllables. Similarly in memory for digits. Five digits are almost as
easy at year VII as six at year X. Two explanations are available: (1)
The increased difficulty may be accounted for by a relatively slow
growth of memory power after the age of 6 or 7 years; or (2) the
increase in difficulty may be real, expressing an inner law as to the
behavior of the memory span in dealing with material of increasing
length. Both factors are probably involved.
This is another of the Stanford additions to the scale. Average children
of 10 years ordinarily pass it, but older, retarded children of 10-year
mental age make a poorer showing. In the case of mentally retarded
adults, especially, the verbal memory is less exact than that of school
children of the same mental age.
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