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| Jim Shorthouse was the sort of fellow who always made a mess of things. Everything with which his hands or mind came into contact issued from such contact in an unqualified and irremediable state of mess. His college days were a mess: he was ... Read more of A Case Of Eavesdropping at Scary Stories.ca | Informational Privacy |
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IntelligenceGiving Differences Between A President And A KingDefining Abstract Words Alternative Test 1: Naming The Months The Validity Of The Intelligence Quotient Induction Test: Finding A Rule Intelligence Tests Of Superior Children Reading For Eight Memories Giving Similarities Three Things Giving Sex The Validity Of The Individual Tests Superior Adult 6: Ingenuity Test Repeating Six Digits Reversed Superior Adult 1: Vocabulary (seventy-five Definitions 13500 Words) Alternative Test 3: Construction Puzzle A (healy And Fernald) Arranging Five Weights Recording Responses Aesthetic Comparison Detecting Absurdities The Ball-and-field Test (score 2 Inferior Plan) Alternative Test 2: Repeating Twenty To Twenty-two Syllables |
Getting Into RapportThe examiner's first task is to win the confidence of the child and overcome his timidity. Unless _rapport_ has first been established, the results of the first tests given are likely to be misleading. The time and effort necessary for accomplishing this are variable factors, depending upon the personality of both the examiner and the subject. In a majority of cases from three to five minutes should be sufficient, but in a few cases somewhat more time is necessary. The writer has found that when a strange child is brought to the clinic for examination, it is advantageous to go out of doors with him for a little walk around the university buildings. It is usually possible to return from such a stroll in a few minutes, with the child chattering away as though to an old friend. Another approach is to begin by showing the child some interesting object, such as a toy, or a form-board, or pictures not used in the test. The only danger in this method is that the child is likely to find the object so interesting that he may not be willing to abandon it for the tests, or that his mind will keep reverting to it during the examination. Still another method is to give the child his seat as soon as he is ushered into the room, and, after a word of greeting, which must be spoken in a kindly tone but without gushiness, to open up a conversation about matters likely to be of interest. The weather, place of residence, pets, sports, games, toys, travels, current events, etc., are suitable topics if rightly employed. When the child has begun to express himself without timidity and it is clear that his confidence has been gained, one may proceed, as though in continuance of the conversation, to inquire the name, age, and school grade. The examiner notes these down in the appropriate blanks, rather unconcernedly, at the same time complimenting the child (unless it is clearly a case of serious retardation) on the fine progress he has made with his studies. Next: Keeping The Child Encouraged Previous: Presence Of Others
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