Keeping The Child Encouraged
Nothing contributes more to a satisfactory _rapport_ than praise of the child's
efforts. Under no circumstances should the examiner permit himself to show displeasure
at a response, however absurd it may be. In general, the poorer the response, the
better satisfied one should appear to be with it. An error is always to
be passed by without comment, unless it is painfully evident to the
child himself, in which case the examiner will do well to make some
excuse for it; e.g., "You are not quite old enough to answer questions
like that one; but, never mind, you are doing beautifully," etc.
Exclamations like "fine!" "splendid!" etc., should be used lavishly.
Almost any innocent deception is permissible which keeps the child
interested, confident, and at his best level of effort. The examination
should begin with tests that are fairly easy, in order to give the child
a little experience with success before the more difficult tests are
reached.
More
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Giving Similarities; Two Things
PROCEDURE. Say to the child: "_I am going to name two things which are alike in some way, and I want you to tell me how they are alike. Wood and coal: in what way are they alike?_" Proceed in the same manner with:-- _An apple and a peach._ ... Giving The Date
PROCEDURE. Ask the following questions in order:-- (a) "_What day of the week is it to-day?_" (b) "_What month is it?_" (c) "_What day of the month is it?_" (d) "_What year is it?_" If the child misunderstands and gives the day of the ... Giving The Family Name
PROCEDURE. The child is asked, "_What is your name?_" If the answer, as often happens, includes only the first name (Walter, for example), say: "_Yes, but what is your other name? Walter what?_" If the child is silent, or if he only repeats the firs... Giving The Number Of Fingers
PROCEDURE. "_How many fingers have you on one hand?_" "_How many on the other hand?_" "_How many on both hands together?_" If the child begins to count in response to any of the questions, say: "_No, don't count. Tell me without counting._" Then rep... Guiding Principles In Choice And Arrangement Of Tests
In choosing his tests Binet was guided by the conception of intelligence which we have set forth above. Tests were devised which would presumably bring into play the various mental processes thought to be concerned in intelligence, and then these te... How The Scale Is Used
By means of the Binet tests we can judge the intelligence of a given individual by comparison with standards of intellectual performance for normal children of different ages. In order to make the comparison it is only necessary to begin the examin... How The Scale Was Derived
The tests were arranged in order of difficulty, as found by trying them upon some 200 normal children of different ages from 3 to 15 years. It was found, for illustration, that a certain test was passed by only a very small proportion of the younge... How To Find The I Q Of Adult Subjects
Native intelligence, in so far as it can be measured by tests now available, appears to improve but little after the age of 15 or 16 years. It follows that in calculating the I Q of an adult subject, it will be necessary to disregard the years he h... Induction Test: Finding A Rule
PROCEDURE. Provide six sheets of thin blank paper, say 81/2 x 11 inches. Take the first sheet, and telling the subject to watch what you do, fold it once, and in the middle of the folded edge tear out or cut out a small notch; then ask the subject t... Influence Of Social And Educational Advantages
The criticism has often been made that the responses to many of the tests are so much subject to the influence of school and home environment as seriously to invalidate the scale as a whole. Some of the tests most often named in this connection are... Influence Of The Subject's Attitude
One continually meets such queries as, "How do you know the subject did his best?" "Possibly the child was nervous or frightened," or, "Perhaps incorrect answers were purposely given." All such objections may be disposed of by saying that the comp... Intelligence Tests As A Basis For Grading
Not only in the case of retarded or exceptionally bright children, but with many others also, intelligence tests can aid in correctly placing the child in school. The pupil who enters one school system from another is a case in point. Such a pupi... Intelligence Tests For Vocational Fitness
The time is probably not far distant when intelligence tests will become a recognized and widely used instrument for determining vocational fitness. Of course, it is not claimed that tests are available which will tell us unerringly exactly what on... Intelligence Tests Of Delinquents
One of the most important facts brought to light by the use of intelligence tests is the frequent association of delinquency and mental deficiency. Although it has long been recognized that the proportion of feeble-mindedness among offenders is ra... Intelligence Tests Of Retarded School Children
Numerous studies of the age-grade progress of school children have afforded convincing evidence of the magnitude and seriousness of the retardation problem. Statistics collected in hundreds of cities in the United States show that between a third ... Intelligence Tests Of Superior Children
The number of children with very superior ability is approximately as great as the number of feeble-minded. The future welfare of the country hinges, in no small degree, upon the right education of these superior children. Whether civilization mov... Intelligence Tests Of The Feeble-minded
Thus far intelligence tests have found their chief application in the identification and grading of the feeble-minded. Their value for this purpose is twofold. In the first place, it is necessary to ascertain the degree of defect before it is possi... Interpretation Of Fables (score 4)
The following fables are used:-- (a) _Hercules and the Wagoner_ _A man was driving along a country road, when the wheels suddenly sank in a deep rut. The man did nothing but look at the wagon and call loudly to Hercules to come and ... Interpretation Of Pictures
PROCEDURE. Use the same pictures as in III, 1, and VII, 2, and the additional picture _d_. Present in the same order. The formula to begin with is identical with that in VII, 2: "_Tell me what this picture is about. What is this a picture of?_" This... Is The I Q Often Misleading?
Do the cases described in this chapter give a reliable picture as to what one may expect of the various I Q levels? Does the I Q furnish anything like a reliable index of an individual's general educational possibilities and of his social worth? ... Keeping The Child Encouraged
Nothing contributes more to a satisfactory _rapport_ than praise of the child's efforts. Under no circumstances should the examiner permit himself to show displeasure at a response, however absurd it may be. In general, the poorer the response, the... List Of Tests
The following is the list of tests as arranged by Binet in 1911, shortly before his untimely death:-- _Age 3:_ 1. Points to nose, eyes, and mouth. 2. Repeats two digits. 3. Enumerates objects in a picture. 4. Gives family name. ... Making Change
PROCEDURE. Ask the following questions in the order here given:-- (a) "_If I were to buy 4 cents worth of candy and should give the storekeeper 10 cents, how much money would I get back?_" (b) "_If I bought 13 cents worth and gave the st... Material For Use In Testing
It is strongly recommended that in testing by the Stanford revision the regular Stanford record booklets be used. These are so arranged as to make testing accurate, rapid, and convenient. They contain square, diamond, round field, vocabulary list, ... Method Of Arriving At A Revision
The revision of the scale below the 14-year level was based almost entirely on the tests of the above-mentioned 1,000 unselected children. The guiding principle was to secure an arrangement of the tests and a standard of scoring which would cause ... Naming Colors
MATERIALS. Use saturated red, yellow, blue, and green papers, about 2 x 1 inch in size, pasted one half inch apart on white or gray cardboard. For sake of uniformity it is best to match the colors manufactured especially for this test. PROCEDURE.... Naming Familiar Objects
PROCEDURE. Use a key, a penny, a closed knife, a watch, and an ordinary lead pencil. The key should be the usual large-sized doorkey, not one of the Yale type. The penny should not be too new, for the freshly made, untarnished penny resembles very l... Naming Four Coins
PROCEDURE. Show a nickel, a penny, a quarter, and a dime, asking each time: "_What is that?_" If the child misunderstands and answers, "Money," or "A piece of money," we say: "_Yes, but what do you call that piece of money?_" Show the coins always i... Naming Sixty Words
PROCEDURE. Say: "_Now, I want to see how many different words you can name in three minutes. When I say ready, you must begin and name the words as fast as you can, and I will count them. Do you understand? Be sure to do your very best, and remember... Nature Of The Stanford Revision And Extension
Although the Binet scale quickly demonstrated its value as an instrument for the classification of mentally-retarded and otherwise exceptional children, it had, nevertheless, several imperfections which greatly limited its usefulness. There was a de... Necessity Of Securing Attention And Effort
The child's intelligence is to be judged by his success in the performance of certain tasks. These tasks may appear to the examiner to be very easy, indeed; but we must bear in mind that they are often anything but easy for the child. Real effort... Order Of Giving The Tests
The child's efforts in the tests are sometimes markedly influenced by the order in which they are given. If language tests or memory tests are given first, the child is likely to be embarrassed. More suitable to begin with are those which test kno... Other Conceptions Of Intelligence
It is interesting to compare Binet's conception of intelligence with the definitions which have been offered by other psychologists. According to Ebbinghaus, for example, the essence of intelligence lies in comprehending together in a unitary, mean... Other Fallacies In The Estimation Of Intelligence
Another source of error in the teacher's judgment comes from the difficulty in distinguishing genuine dullness from the mental condition which results sometimes from unfavorable social environment or lack of training. _V. P. Boy, age 7._ Had a... Other Uses Of Intelligence Tests
Another important use of intelligence tests is in the study of the factors which influence mental development. It is desirable that we should be able to guard the child against influences which affect mental development unfavorably; but as long a... Personality Of The Examiner
Doubtless there are persons so lacking in personal adaptability that success in this kind of work would be for them impossible. The wooden, mechanical, matter-of-fact and unresponsive personality is as much out of place in the psychological clinic ... Pointing To Parts Of The Body
PROCEDURE. After getting the child's attention, say: "_Show me your nose._" "_Put your finger on your nose._" Same with eyes, mouth, and hair. Tact is often necessary to overcome timidity. If two or three repetitions of the instruction fail to br... Presence Of Others
A still more disturbing influence is the presence of other persons. Generally speaking, if accurate results are to be secured it is not permissible to have any auditor, besides possibly an assistant to record the responses. Even the assistant, howev... Problem Of The Enclosed Boxes
PROCEDURE. Show the subject a cardboard box about one inch on a side. Say: "_You see this box; it has two smaller boxes inside of it, and each one of the smaller boxes contains a little tiny box. How many boxes are there altogether, counting the big... Problem Questions
PROCEDURE. Say to the subject: "_Listen, and see if you can understand what I read._" Then read the following three problems, rather slowly and with expression, pausing after each long enough for the subject to find an answer:-- (a) "_A man who...