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| Notice the smell, colour, and general appearance, of the matter submitted for examination. The odour may show the presence of prussic acid, alcohol, opium, or phosphorus. The colour may indicate salts of copper, cantharides, etc. Seeds of pla... Read more of Detection Of Poisons at Forensic Medicine.ca | Informational Privacy |
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IntelligenceThe Validity Of The Individual TestsThe Distribution Of Intelligence Distinguishing Right And Left Naming Familiar Objects Problem Of The Enclosed Boxes Counting Four Pennies Copying A Square Counting Backwards From 20 To 1 Discrimination Of Forms Intelligence Tests Of Retarded School Children Other Conceptions Of Intelligence Finding Omissions In Pictures Intelligence Tests Of Delinquents Intelligence Tests Of Superior Children Genius And Near Genius The Ball-and-field Test (superior Plan) Arranging Five Weights The Relation Of The I Q To The Quality Of The Child's School Work Comprehension First Degree Order Of Giving The Tests |
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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