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IntelligenceBinet's Questionnaire On Teachers' Methods Of Judging IntelligenceCopying A Diamond Aesthetic Comparison Guiding Principles In Choice And Arrangement Of Tests Correlation Between I Q And The Teachers' Estimates Of The Children's Intelligence Method Of Arriving At A Revision Keeping The Child Encouraged Influence Of The Subject's Attitude Arranging Five Weights Scattering Of Successes Desirable Range Of Testing Induction Test: Finding A Rule How To Find The I Q Of Adult Subjects Repeating Four Digits Reversed Superior Adult 2: Binet's Paper-cutting Test Arithmetical Reasoning Special Characteristics Of The Binet-simon Method Alternative Test: Forenoon And Afternoon General Value Of The Method Intelligence Tests For Vocational Fitness |
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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