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IntelligenceInterpretation Of PicturesReliability Of Repeated Tests Giving The Number Of Fingers I Ntelligence Of The Different Social Classes Quiet And Seclusion How To Find The I Q Of Adult Subjects Alternative Test 2: Repeating Three Digits Reversed Alternative Test 1: Naming The Months Border-line Cases (usually Between 70 And 80 I Q) Superior Adult 5: Repeating Seven Digits Reversed Guiding Principles In Choice And Arrangement Of Tests Very Superior Intelligence (i Q 120 To 140) Drawing Designs From Memory Superior Adult 2: Binet's Paper-cutting Test The Relation Between I Q And Grade Progress Desirable Range Of Testing Dependence Of The Scale's Reliability On The Training Of The Examiner Distinguishing Right And Left Arranging Five Weights The Ball-and-field Test (score 2 Inferior Plan) |
Alternative Test: Forenoon And AfternoonPROCEDURE. If it is morning, ask: "_Is it morning or afternoon?_" If it is afternoon, put the question in the reverse form, "_Is it afternoon or morning?_" This precaution is necessary because of the tendency of some children to choose always the latter of two alternatives. Do not cross-question the child or give any suggestion that might afford a clue as to the correct answer. SCORING. The test is passed if the correct response is given with apparent assurance. If the child says he is not sure but _thinks_ it forenoon (or afternoon, as the case may be), we score the response a failure even if the answer happens to be correct. However, this type of response is not often encountered. REMARKS. It is interesting to follow the child's development with regard to orientation in time. This development proceeds much more slowly than we are wont to assume. Certain distinctions with regard to space, as up and down, come much earlier. As Binet remarks, schools sometimes try to teach the events of national history to children whose time orientation is so rudimentary that they do not even know morning from afternoon! The test has two rather serious faults: (1) It gives too much play to chance, for since only two alternatives are offered, guesses alone would give about fifty per cent of correct responses. (2) We cannot be sure that the verbal distinction between forenoon and afternoon always corresponds the two divisions of the day. It is possible that the temporal discrimination precedes the formation of the correct verbal association. This test was included in the year VI group of the 1908 scale, but was omitted from the 1911 revision. Nearly all the data except Bobertag's show that it is rather easy for year VI, though too difficult for year V. Bobertag's figures would place the test in year VII. Possibly the corresponding German words are not as easy to learn as our _morning_ and _afternoon_. Next: Giving The Number Of Fingers Previous: Repeating Sixteen To Eighteen Syllables
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