Dissected Sentences
The following disarranged sentences are used:--
FOR THE STARTED AN WE COUNTRY EARLY AT HOUR
TO ASKED PAPER MY TEACHER CORRECT I MY
A DEFENDS DOG GOOD HIS BRAVELY MASTER
These should be printed in type like that used above. The Stanford
record booklet contains the sentences in convenient form.
It is not permissible to substitute written wo
that would make the test harder. All the words should be printed in caps
in order that no clue shall be given as to the first word in a sentence.
For a similar reason the period is omitted.
PROCEDURE. Say: "_Here is a sentence that has the words all mixed up so
that they don't make any sense. If the words were changed around in the
right order they would make a good sentence. Look carefully and see if
you can tell me how the sentence ought to read._"
Give the sentences in the order in which they are listed in the record
booklet. Do not tell the subject to see how quickly he can do it,
because with this test any suggestion of hurrying is likely to produce a
kind of mental paralysis. If the subject has no success with the first
sentence in one minute, read it off correctly for him, somewhat slowly,
and pointing to each word as it is spoken. Then proceed to the second
and third, allowing one minute for each.
Give no further help. It is not permissible, in case an incorrect
response is given, to ask the subject to try again, or to say: "_Are you
sure that is right?_" "_Are you sure you have not left out any words?_"
etc. Instead, maintain absolute silence. However, the subject is
permitted to make as many changes in his response as he sees fit,
provided he makes them spontaneously and within the allotted time.
Record the entire response.
Once in a great while the subject misunderstands the task and thinks the
only requirement is to use all the words given, and that it is permitted
to add as many other words as he likes. It is then necessary to repeat
the instructions and to allow a new trial.
SCORING. _Two sentences out of three must be correctly given within the
minute allotted to each._ It is understood, of course, that if the first
sentence has to be read for the subject, both the other responses must
be given correctly.
A sentence is not counted correct if a single word is omitted, altered,
or inserted, or if the order given fails to make perfect sense.
Certain responses are not absolutely incorrect, but are objectionable as
regards sentence structure, or else fail to give the exact meaning
intended. These are given half credit. Full credit on one, and half
credit on each of the other two, is satisfactory. The following are
samples of satisfactory and unsatisfactory responses:--
(a)
_Satisfactory._
"We started for the country at an early hour."
"At an early hour we started for the country."
"We started at an early hour for the country."
_Unsatisfactory._
"We started early at an hour for the country."
"Early at an hour we started for the country."
"We started early for the country."
_Half credit._
"For the country at an early hour we started."
"For the country we started at an early hour."
(b)
_Satisfactory._
"I asked my teacher to correct my paper."
_Unsatisfactory._
"My teacher asked to correct my paper."
"To correct my paper I asked my teacher."
_Half credit._
"My teacher I asked to correct my paper."
(c)
_Satisfactory._
"A good dog defends his master bravely."
"A good dog bravely defends his master."
_Unsatisfactory._
"A dog defends his master bravely."
"A bravely dog defends his master."
"A good dog defends his bravely master."
"A good brave dog defends his master."
_Half credit._
"A dog defends his good master bravely."
"A dog bravely defends his good master."
"A good master bravely defends his dog."
REMARKS. This is an excellent test. It involves no knowledge which may
not be presupposed at the age in which it is given, and success
therefore depends very little on experience. The worst that can be urged
against it is that it may possibly be influenced to a certain extent by
the amount of reading the subject has done. But this has not been
demonstrated. At any rate, the test satisfies the most important
requirement of a test of intelligence; namely, the percentage of
successes increases rapidly and steadily from the lower to the higher
levels of mental age.
This experiment can be regarded as a variation of the completion test.
Binet tells us, in fact, that it was directly suggested by the
experiment of Ebbinghaus. As will readily be observed, however, it
differs to a certain extent from the Ebbinghaus completion test.
Ebbinghaus omits parts of a sentence and requires the subject to supply
the omissions. In this test we give all the parts and require the
formation of a sentence by rearrangement. The two experiments are
psychologically similar in that they require the subject to relate given
fragments into a meaningful whole. Success depends upon the ability of
intelligence to utilize hints, or clues, and this in turn depends on the
logical integrity of the associative processes. All but the highest
grade of the feeble-minded fail with this test.
This test is found in year XI of Binet's 1908 series and in year XII of
his 1911 revision. Goddard and Kuhlmann retain it in the original
location. That it is better placed in year XII is indicated by all the
available statistics with normal children, except those of Goddard. With
this exception, the results of various investigators for year XII are in
remarkably close agreement, as the following figures will show:--
_Per cent passing at year XII_
Binet 66
Kuhlmann 68
Bobertag 78
Dougherty 64
Strong 72
Leviste and Morle 70
Stanford series (1911) 62
Stanford series (1913) 57
Stanford series (1914) 62
Princeton data 61
This agreement is noteworthy considering that no two experiments seem to
have used exactly the same arrangement of words, and that some have
presented the words of a sentence in a single line, others in two or
three lines. A single line would appear to be somewhat easier.
More
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Alternative Test: Forenoon And Afternoon
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This time, as in year X, only two series are given, one of which must be repeated without error. The two series are: 2-1-8-3-4-3-9 and 9-7-2-8-4-7-5. Note that in none of the tests of repeating digits is it permissible to warn the subject of the num... Are Intelligence Tests Superfluous?
Binet tells us that he often encountered the criticism that intelligence tests are superfluous, and that in going to so much trouble to devise his measuring scale he was forcing an open door. Those who made this criticism believed that the observa... Arithmetical Reasoning
PROCEDURE. The following problems, printed in clear type, are shown one at a time to the subject, who reads each problem aloud and (with the printed problem still before him) finds the answer without the use of pencil or paper. (a) _If a man's ... Arranging Five Weights
Use the five weights, 3, 6, 9, 12, and 15 grams. Be sure that the weights are identical in appearance. The weights may be made as described under V, 1, or they may be purchased of C. H. Stoelting & Co., Chicago, Illinois. If no weights are at hand o... Average Adult Alternative Test 1: Repeating Twenty-eight Syllables
The sentences for this test are:-- (a) _Walter likes very much to go on visits to his grandmother, because she always tells him many funny stories._ (b) _Yesterday I saw a pretty little dog in the street. It had curly brown hair, ... Average Adult Alternative Test 2: Comprehension Of Physical Relations
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It is often said that the schools are made for the average child, but that "the average child does not exist." He does exist, and in very large numbers. About 60 per cent of all school children test between 90 and 110 I Q, and about 40 per cent b... Binet's Conception Of General Intelligence
In devising tests of intelligence it is, of course, necessary to be guided by some assumption, or assumptions, regarding the nature of intelligence. To adopt any other course is to depend for success upon happy chance. However, it is impossible to... Binet's Experiment On How Teachers Test Intelligence
Finally, Binet had three teachers come to his laboratory to judge the intelligence of children whom they had never seen before. Each spent an afternoon in the laboratory and examined five pupils. In each case the teacher was left free to arrive at a... Binet's Questionnaire On Teachers' Methods Of Judging Intelligence
Aroused by the skepticism so often shown toward his test method, Binet decided to make a little study of the methods by which teachers are accustomed to arrive at a judgment as to a child's intelligence. Accordingly, through the cooeperation of the ... Border-line Cases (usually Between 70 And 80 I Q)
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What do the above I Q's imply in such terms as feeble-mindedness, border-line intelligence, dullness, normality, superior intelligence genius, etc.? When we use these terms two facts must be borne in mind: (1) That the boundary lines between such ... Comparison Of Lines
PROCEDURE. Present the appropriate accompanying card with the lines in horizontal position. Point to the lines and say: "_See these lines. Look closely and tell me which one is longer. Put your finger on the longest one._" We use the superlative as ... Comparison Of Weights
MATERIALS. It is necessary to have two weights, identical in shape, size, and appearance, weighing respectively 3 and 15 grams.[50] If manufactured weights are not at hand, it is easy to make satisfactory substitutes by taking stiff cardboard pill-b... Comprehension First Degree
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The questions for this year are:-- (a) "_What ought you to say when some one asks your opinion about a person you don't know very well?_" (b) "_What ought you to do before undertaking (beginning) something very important?_" (c)... Comprehension Second Degree
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The questions for this year are:-- (a) "_What's the thing for you to do when you have broken something which belongs to some one else?_" (b) "_What's the thing for you to do when you notice on your way to school that you are in da... Copying A Diamond
PROCEDURE. On a white cardboard draw in heavy black lines a diamond with the longer diagonal three inches and the shorter diagonal an inch and a half. The specially prepared record booklet contains the diamond as well as many other conveniences. ... Copying A Square
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PROCEDURE. The procedure is the same as in the test of counting four pennies (year IV, test 3). If the first response contains only a minor error, such as the omission of a number in counting, failure to tally with the finger, etc., a second trial i... Defining Abstract Words
PROCEDURE. The words to be defined are _pity_, _revenge_, _charity_, _envy_, and _justice_. The formula is, "_What is pity? What do we mean by pity?_" and so on with the other words. If the meaning of the response is not clear, ask the subject to ex... Dependence Of The Scale's Reliability On The Training Of The Examiner
On this point two radically different opinions have been urged. On the one hand, some have insisted that the results of a test made by other than a thoroughly trained psychologist are absolutely worthless. At the opposite extreme are a few who seem ... Description Of Pictures
PROCEDURE. Use the same pictures as in III, 3, presenting them always in the following order: Dutch Home, River Scene, Post-Office. The formula for the test in this year is somewhat different from that of year III. Say: "_What is this picture about?... Desirable Range Of Testing
There are two considerations here of equal importance. It is necessary to make the examination thorough, but in the pursuit of thoroughness we must be careful not to produce fatigue or ennui. Unless there is reason to suspect mental retardation, ... Detecting Absurdities
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PROCEDURE. Use the forms supplied with this book. First, place the circle of the duplicate set at "X", and say: "_Show me one like this_," at the same time passing the finger around the circumference of the circle. If the child does not respond, say... Dissected Sentences
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In this group are included those children who would not, according to any of the commonly accepted social standards, be considered feeble-minded, but who are nevertheless far enough below the actual average of intelligence among races of western E... Duration Of The Examination
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The most important effect of the revision is to reduce the mental ages secured in the lower ranges of the scale, and to raise considerably the mental ages above 10 or 11 years. This difference also obtains, though to a somewhat smaller extent, betw... Enumeration Of Objects In Pictures
PROCEDURE. Use the three pictures designated as "Dutch Home," "River Scene," and "Post-Office." Say, "_Now I am going to show you a pretty picture._" Then, holding the first one before the child, close enough to permit distinct vision, say: "_Tell m... Essential Nature Of The Scale
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There are innumerable grades of mental deficiency ranging from somewhat below average intelligence to profound idiocy. In the literal sense every individual below the average is more or less mentally weak or feeble. Only a relatively small proport... Finding Mental Age
As there are six tests in each age group from III to X, each test in this part of the scale counts 2 months toward mental age. There are eight tests in group XII, which, because of the omission of the 11-year group, have a combined value of 24 mont... Finding Omissions In Pictures
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PROCEDURE. Say to the child: "_You know what a rhyme is, of course. A rhyme is a word that sounds like another word. Two words rhyme if they end in the same sound. Understand?_" Whether the child says he understands or not, we proceed to illustrate ... Frequency Of Different Degrees Of Intelligence
Before we can interpret the results of an examination it is necessary to know how frequently an I Q of the size found occurs among unselected children. Our tests of 1000 unselected children enable us to answer this question with some degree of def... General Value Of The Method
In a former chapter we have noted certain imperfections of the scale devised by Binet and Simon; namely, that many of the tests were not correctly located, that the choice of tests was in a few cases unsatisfactory, that the directions for giving... Genius And Near Genius
Intelligence tests have not been in use long enough to enable us to define genius definitely in terms of I Q. The following two cases are offered as among the highest test records of which the writer has personal knowledge. It is doubtful whether m... Getting Into Rapport
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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
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