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IntelligenceMaterial For Use In TestingHow To Find The I Q Of Adult Subjects The Use Of The Intelligence Quotient The Importance Of Tact Essential Nature Of The Scale Other Uses Of Intelligence Tests Duration Of The Examination General Value Of The Method Superior Intelligence (i Q 110 To 120) Giving The Family Name Reversing Hands Of Clock Defining Abstract Words Alternative Test: Giving Age Superior Adult 2: Binet's Paper-cutting Test Influence Of Social And Educational Advantages Drawing Designs From Memory The Avoidance Of Fatigue Guiding Principles In Choice And Arrangement Of Tests I Ntelligence Of The Different Social Classes Superior Adult 3: Repeating Eight Digits |
Comprehension First DegreePROCEDURE. After getting the child's attention, say: "_What must you do when you are sleepy?_" If necessary the question may be repeated a number of times, using a persuasive and encouraging tone of voice. No other form of question may be substituted. About twenty seconds may be allowed for an answer, though as a rule subjects of 4 or 5 years usually answer quite promptly or not at all. Proceed in the same way with the other two questions: "_What ought you to do when you are cold?_" "_What ought you to do when you are hungry?_" SCORING. There must be _two correct responses out of three_. No one form of answer is required. It is sufficient if the question is comprehended and given a reasonably sensible answer. The following are samples of correct responses:-- (a) "Go to bed." "Go to sleep." "Have my mother get me ready for bed." "Lie still, not talk, and I'll soon be asleep." (b) "Put on a coat" (or "cloak," "furs," "wrap up," etc.). "Build a fire." "Run and I'll soon get warm." "Get close to the stove." "Go into the house," or, "Go to bed," may possibly deserve the score _plus_, though they are somewhat doubtful and are certainly inferior to the responses just given. (c) "Eat something." "Drink some milk." "Buy a lunch." "Have my mamma spread some bread and butter," etc. With the comprehension questions in this year it is nearly always easy to decide whether the response is acceptable, failure being indicated usually either by silence or by an absurd or irrelevant answer. One 8-year-old boy who had less than 4-year intelligence answered all three questions by putting his finger on his eye and saying: "I'd do that." "Have to cry" is a rather common incorrect response. REMARKS. The purpose of these questions is to ascertain whether the child can comprehend the situations suggested and give a reasonably pertinent reply. The first requirement, of course, is to understand the language; the second is to tell how the situation suggested should be met. The question may be raised whether a given child might not fail to answer the questions correctly and yet have the intelligence to do the appropriate thing if the real situation were present. This is at least conceivable, but since it would not be practicable to make the subject actually cold, sleepy, or hungry in order to observe his behavior, we must content ourselves with suggesting a situation to be imagined. It probably requires more intelligence to tell what one ought to do in a situation which has to be imagined than to do the right thing when the real situation is encountered. The comprehension questions of this year had not been standardized until the Stanford investigation of 1913-14. Questions _a_ and _b_ were suggested by Binet in 1905, while _c_ is new. They make an excellent test of 4-year intelligence. Next: Repeating Four Digits Previous: Copying A Square
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