InformationalPrivacy
| Three friends check into a motel for the night and the clerk tells them the bill is $30, payable in advance. So, they each pay the clerk $10 and go to their room. A few minutes later, the clerk realizes he has made an error and overcharged the trio... Read more of The Missing Dollar at Free Jokes.ca | Informational Privacy |
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IntelligenceDetecting AbsurditiesAlternative Test 1: Naming The Days Of The Week Presence Of Others Repeating Four Digits Superior Adult 1: Vocabulary (seventy-five Definitions 13500 Words) Making Change I Ntelligence Of The Different Social Classes Naming Colors The Avoidance Of Fatigue Binet's Conception Of General Intelligence Comprehension First Degree Adhering To Formula Giving The Date Copying A Square Material For Use In Testing Alternative Test 2: Counting The Value Of Stamps How To Find The I Q Of Adult Subjects Nature Of The Stanford Revision And Extension Sex Differences Dissected Sentences |
Order Of Giving The TestsThe 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 knowledge or judgment about objective things, such as the pictures, weights, stamps, bow-knot, colors, coins, counting pennies, number of fingers, right and left, time orientation, ball and field, paper-folding, etc. Tests like naming sixty words, finding rhymes, giving differences or similarities, making sentences, repeating sentences, and drawing are especially unsuitable because they tend to provoke self-consciousness. The tests as arranged in this revision are in the order which it is usually best to follow, but one should not hesitate to depart from the order given when it seems best in a given case to do so. It is necessary to be constantly alert so that when the child shows a tendency to balk at a given type of test, such as those of memory, language, numbers, drawing, "comprehension," etc., the work can be shifted to more agreeable tasks. When the child is at his ease again, it is usually possible to return to the troublesome tests with better success. In the case of 8-year-old D. C., who is a speech defective but otherwise above normal, it was quite impossible at the first sitting to give such tests as sentence-making, naming sixty words, reading, repeating sentences, giving definitions, etc.; at each test of this type the child's voice broke and he was ready to cry, due, no doubt, to sensitiveness regarding his speech defect. Others do everything willingly except the drawing and copying. The younger children sometimes refuse to repeat the sentences or digits. In all such cases it is best to pass on to something else. After a few minutes the rejected task may be done willingly. COAXING TO BE AVOIDED. Although we should always encourage the child to believe that he can answer correctly, if he will only try, we must avoid the common practice of dragging out responses by too much urging and coaxing. The sympathies of the examiner tend to lead him into the habit of repeating and explaining the question if the child does not answer promptly. This is nearly always a mistake, for the question is one which should be understood. Besides, explanations and coaxing are too often equivalent to answering the question for the child. It is almost impossible to impress this danger sufficiently upon the untrained examiner. One who is not familiar with the psychology of suggestion may put the answer in the child's mouth without suspecting what he is doing. Next: Adhering To Formula Previous: Desirable Range Of Testing
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