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| In Figurative Language we employ words in such a way that they differ somewhat from their ordinary signification in commonplace speech and convey our meaning in a more vivid and impressive manner than when we use them in their every-day s... Read more of FIGURATIVE LANGUAGE at Speaking Writing.com | Informational Privacy |
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IntelligenceThe Importance Of TactArithmetical Reasoning Getting Into Rapport Necessity Of Securing Attention And Effort Problem Questions Giving Differences Between A President And A King Using Three Words In A Sentence Average Intelligence (i Q 90 To 110) Method Of Arriving At A Revision Three Commissions Other Conceptions Of Intelligence Alternative Test 1: Repeating Six Digits Giving Differences From Memory Superior Adult 6: Ingenuity Test Naming Colors Alternative Test 1: Naming The Days Of The Week Comprehension First Degree Repeating Five Digits Presence Of Others Giving Similarities; Two Things |
Presence Of OthersA 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, however quiet and unobtrusive, is sometimes a disturbing element. Though something of a convenience, the assistant is by no means necessary, after the examiner has thoroughly mastered the procedure of the tests and has acquired some skill in the use of abbreviations in recording the answers. If an assistant or any other person is present, he should be seated somewhat behind the child, not too close, and should take no notice of the child either when he enters the room or at any time during the examination. At all events, the presence of parent, teacher, school principal, or governess is to be avoided. Contrary to what one might expect, these distract the child much more than a strange personality would do. Their critical attitude toward the child's performance is very likely to cause embarrassment. If the child is alone with the examiner, he is more at ease from the mere fact that he does not feel that there is a reputation to sustain. The praise so lavishly bestowed upon him by the friendly and sympathetic examiner lends to the same effect. As Binet emphasizes, if the presence of others cannot be avoided, it is at least necessary to require of them absolute silence. Parents, and sometimes teachers, have an almost irrepressible tendency to interrupt the examination with excuses for the child's failures and with disturbing explanations which are likely to aid the child in comprehending the required task. Without the least intention of doing so, they sometimes practically tell the child how to respond. Parents, especially, cannot refrain from scolding the child or showing impatience when his answers do not come up to expectation. This, of course, endangers the child's success still further. The psychologist is not surprised at such conduct. It would be foolish to expect average parents, even apart from their bias in the particular case at hand, to adopt the scientific attitude of the trained examiner. Since we cannot in a few moments at our disposal make them over into psychologists, our only recourse is to deal with them by exclusion. This is not to say that it is impossible to test a child satisfactorily in the presence of others. If the examiner is experienced, and if the child is not timid, it is sometimes possible to make a successful test in the presence of quite a number of auditors, provided they remain silent, refrain from staring, and otherwise conduct themselves with discretion. But not even the veteran examiner can always be sure of the outcome in demonstration testing. Next: Getting Into Rapport Previous: Quiet And Seclusion
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