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 the median mental age of the unselected children of each age group
to coincide with the median chronological age. That is, a correct scale
must cause the _average_ child of 5 years to te
_average_ child at 6 to test exactly at 6, etc. Or, to express the same
fact in terms of intelligence quotient, a correct scale must give a
median intelligence quotient of unity, or 100 per cent, for unselected
children of each age.
If the median mental age resulting at any point from the provisional
arrangement of tests was too high or too low, it was only necessary to
change the location of certain of the tests, or to change the standard
of scoring, until an order of arrangement and a standard of passing were
found which would throw the median mental age where it belonged. We had
already become convinced, for reasons too involved for presentation
here, that no satisfactory revision of the Binet scale was possible on
any theoretical considerations as to the percentage of passes which an
individual test ought to show in a given year in order to be considered
standard for that year.
As was to be expected, the first draft of the revision did not prove
satisfactory. The scale was still too hard at some points, and too easy
at others. In fact, three successive revisions were necessary, involving
three separate scorings of the data and as many tabulations of the
mental ages, before the desired degree of accuracy was secured. As
finally revised, the scale gives a median intelligence quotient closely
approximating 100 for the unselected children of each age from 4 to 14.
Since our school children who were above 14 years and still in the
grades were retarded left-overs, it was necessary to base the revision
above this level on the tests of adults. These included 30 business men
and 150 "migrating" unemployed men tested by Mr. H. E. Knollin, 150
adolescent delinquents tested by Mr. J. Harold Williams, and 50
high-school students tested by the writer.
The extension of the scale in the upper range is such that ordinarily
intelligent adults, little educated, test up to what is called the
"average adult" level. Adults whose intelligence is known from other
sources to be superior are found to test well up toward the "superior
adult" level, and this holds whether the subjects in question are well
educated or practically unschooled. The almost entirely unschooled
business men, in fact, tested fully as well as high-school juniors and
seniors.
Figure 1 shows the distribution of mental ages for 62 adults, including
the 30 business men and the 32 high-school pupils who were over 16 years
of age. It will be noted that the middle section of the graph represents
the "mental ages" falling between 15 and 17. This is the range which we
have designated as the "average adult" level. Those above 17 are called
"superior adults," those between 13 and 15, "inferior adults." Subjects
much over 15 years of age who test in the neighborhood of 12 years may
ordinarily be considered border-line cases.
The following method was employed for determining the validity of a
test. The children of each age level were divided into three groups
according to intelligence quotient, those testing below 90, those
between 90 and 109, and those with an intelligence quotient of 110 or
above. The percentages of passes on each individual test at or near that
age level were then ascertained separately for these three groups. If a
test fails to show a decidedly higher proportion of passes in the
superior I Q group than in the inferior I Q group, it cannot be regarded
as a satisfactory test of intelligence. On the other hand, a test which
satisfies this criterion must be accepted as valid or the entire scale
must be rejected. Henceforth it stands or falls with the scale as a
whole.
When tried out by this method, some of the tests which have been most
criticized showed a high degree of reliability; certain others which
have been considered excellent proved to be so little correlated with
intelligence that they had to be discarded.
After making a few necessary eliminations, 90 tests remained, or 36 more
than the number included in the Binet 1911 scale. There are 6 at each
age level from 3 to 10, 8 at 12, 6 at 14, 6 at "average adult," 6 at
"superior adult," and 16 alternative tests. The alternative tests, which
are distributed among the different groups, are intended to be used only
as substitutes when one or more of the regular tests have been rendered,
by coaching or otherwise, undesirable.
Of the 36 new tests, 27 were added and standardized in the various
Stanford investigations. Two tests were borrowed from the Healy-Fernald
series, one from Kuhlmann, one was adapted from Bonser, and the
remaining five were amplifications or adaptations of some of the earlier
Binet tests.
Following is a complete list of the tests of the Stanford revision.
Those designated _al._ are alternative tests. The guide for giving and
scoring the tests is presented at length in Part II of this volume.
_The Stanford revision and extension_
_Year III._ (_6 tests, 2 months each._)
1. Points to parts of body. (3 to 4.)
Nose; eyes; mouth; hair.
2. Names familiar objects. (3 to 5.)
Key, penny, closed knife, watch, pencil.
3. Pictures, enumeration or better. (At least 3 objects enumerated
in one picture.)
(a) Dutch Home; (b) River Scene; (c) Post-Office.
4. Gives sex.
5. Gives last name.
6. Repeats 6 to 7 syllables. (1 to 3.)
Al. Repeats 3 digits. (1 success in 3 trials. Order correct.)
_Year IV._ (_6 tests, 2 months each._)
1. Compares lines. (3 trials, no error.)
2. Discrimination of forms. (Kuhlmann.) (Not over 3 errors.)
3. Counts 4 pennies. (No error.)
4. Copies square. (Pencil. 1 to 3.)
5. Comprehension, 1st degree. (2 to 3.) (Stanford addition.)
"What must you do": "When you are sleepy?" "Cold?" "Hungry?"
6. Repeats 4 digits. (1 to 3. Order correct.) (Stanford addition.)
Al. Repeats 12 to 13 syllables. (1 to 3 absolutely correct, or 2 with
1 error each.)
_Year V._ (_6 tests, 2 months each._)
1. Comparison of weights. (2 to 3.)
3-15; 15-3; 3-15.
2. Colors. (No error.)
Red; yellow; blue; green.
3. AEsthetic comparison. (No error.)
4. Definitions, use or better. (4 to 6.)
Chair; horse; fork; doll; pencil; table.
5. Patience, or divided rectangle. (2 to 3 trials. 1 minute each.)
6. Three commissions. (No error. Order correct.)
Al. Age.
_Year VI._ (_6 tests, 2 months each._)
1. Right and left. (No error.)
Right hand; left ear; right eye.
2. Mutilated pictures. (3 to 4 correct.)
3. Counts 13 pennies. (1 to 2 trials, without error.)
4. Comprehension, 2d degree. (2 to 3.) "What's the thing for
you to do":
(a) "If it is raining when you start to school?"
(b) "If you find that your house is on fire?"
(c) "If you are going some place and miss your car?"
5. Coins. (3 to 4.)
Nickel; penny; quarter; dime.
6. Repeats 16 to 18 syllables. (1 to 3 absolutely correct, or 2
with 1 error each.)
Al. Morning or afternoon.
_Year VII._ (_6 tests, 2 months each._)
1. Fingers. (No error.) Right; left; both.
2. Pictures, description or better. (Over half of performance
description:) Dutch Home; River Scene; Post-Office.
3. Repeats 5 digits. (1 to 3. Order correct.)
4. Ties bow-knot. (Model shown. 1 minute.) (Stanford addition.)
5. Gives differences. (2 to 3.)
Fly and butterfly; stone and egg; wood and glass.
6. Copies diamond. (Pen. 2 to 3.)
Al. 1. Names days of week. (Order correct. 2 to 3 checks correct.)
Al. 2. Repeats 3 digits backwards. (1 to 3.)
_Year VIII._ (_6 tests, 2 months each._)
1. Ball and field. (Inferior plan or better.) (Stanford addition.)
2. Counts 20 to 1. (40 seconds. 1 error allowed.)
3. Comprehension, 3d degree. (2 to 3.) "What's the thing for you to
do":
(a) "When you have broken something which belongs to some one
else?"
(b) "When you are on your way to school and notice that you are
in danger of being tardy?"
(c) "If a playmate hits you without meaning to do it?"
4. Gives similarities, two things. (2 to 4.) (Stanford addition.)
Wood and coal; apple and peach; iron and silver; ship and
automobile.
5. Definitions superior to use. (2 to 4.)
Balloon; tiger; football; soldier.
6. Vocabulary, 20 words. (Stanford addition. For list of words used,
see record booklet.)
Al. 1. First six coins. (No error.)
Al. 2. Dictation. ("See the little boy." Easily legible. Pen. 1 minute.)
_Year IX._ (_6 tests, 2 months each._)
1. Date. (Allow error of 3 days in _c_, no error in _a_, _b_, or _d_.)
(a) day of week; (b) month; (c) day of month; (d) year.
2. Weights. (3, 6, 9, 12, 15. Procedure not illustrated. 2 to 3.)
3. Makes change. (2 to 3. No coins, paper, or pencil.)
10--4; 15--12; 25--4.
4. Repeats 4 digits backwards. (1 to 3.) (Stanford addition.)
5. Three words. (2 to 3. Oral. 1 sentence or not over 2 cooerdinate
clauses.)
Boy, river, ball; work, money, men; desert, rivers, lakes.
6. Rhymes. (3 rhymes for two of three words. 1 minute for each part.)
Day; mill; spring.
Al. 1. Months. (15 seconds and 1 error in naming. 2 checks of 3 correct.)
Al. 2. Stamps, gives total value. (Second trial if individual values are
known.)
_Year X._ (_6 tests, 2 months each._)
1. Vocabulary, 30 words. (Stanford addition.)
2. Absurdities. (4 to 5. Warn. Spontaneous correction allowed.) (Four
of Binet's, one Stanford.)
3. Designs. (1 correct, 1 half correct. Expose 10 seconds.)
4. Reading and report. (8 memories. 35 seconds and 2 mistakes in
reading.) (Binet's selection.)
5. Comprehension, 4th degree. (2 to 3. Question may be repeated.)
(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) "Why should we judge a person more by his actions than by
his words?"
6. Names 60 words. (Illustrate with clouds, dog, chair, happy.)
Al. 1. Repeats 6 digits. (1 to 2. Order correct.) (Stanford addition.)
Al. 2. Repeats 20 to 22 syllables. (1 to 3 correct, or 2 with 1 error
each.)
Al. 3. Form board. (Healy-Fernald Puzzle A. 3 times in 5 minutes.)
_Year XII._ (_8 tests, 3 months each._)
1. Vocabulary, 40 words. (Stanford addition.)
2. Abstract words. (3 to 5.)
Pity; revenge; charity; envy; justice.
3. Ball and field. (Superior plan.) (Stanford addition.)
4. Dissected sentences. (2 to 3. 1 minute each.)
5. Fables. (Score 4; i.e., two correct or the equivalent in half
credits.) (Stanford addition.)
Hercules and Wagoner; Maid and Eggs; Fox and Crow;
Farmer and Stork; Miller, Son, and Donkey.
6. Repeats 5 digits backwards. (1 to 3.) (Stanford addition.)
7. Pictures, interpretation. (3 to 4. "Explain this picture.")
Dutch Home; River Scene; Post-Office; Colonial Home.
8. Gives similarities, three things. (3 to 5.) (Stanford addition.)
Snake, cow, sparrow; book, teacher, newspaper; wool, cotton,
leather; knife-blade, penny, piece of wire; rose, potato,
tree.
_Year XIV._ (_6 tests, 4 months each._)
1. Vocabulary, 50 words. (Stanford addition.)
2. Induction test. (Gets rule by 6th folding.) (Stanford addition.)
3. President and king. (Power; accession; tenure. 2 to 3.)
4. Problems of fact. (2 to 3.) (Binet's two and one Stanford
addition.)
5. Arithmetical reasoning. (1 minute each. 2 to 3.) (Adapted from
Bonser.)
6. Clock. (2 to 3. Error must not exceed 3 or 4 minutes.)
6.22. 8.10. 2.46.
Al. Repeats 7 digits. (1 to 2. Order correct.)
"AVERAGE ADULT." (_6 tests, 5 months each._)
1. Vocabulary, 65 words. (Stanford addition.)
2. Interpretation of fables. (Score 8.) (Stanford addition.)
3. Difference between abstract words. (3 real contrasts out of 4.)
Laziness and idleness; evolution and revolution; poverty and
misery; character and reputation.
4. Problem of the enclosed boxes. (3 to 4.) (Stanford addition.)
5. Repeats 6 digits backwards. (1 to 3.) (Stanford addition.)
6. Code, writes "Come quickly." (2 errors. Omission of dot counts
half error. Illustrate with "war" and "spy.") (From Healy and
Fernald.)
Al. 1. Repeats 28 syllables. (1 to 2 absolutely correct.)
Al. 2. Comprehension of physical relations. (2 to 3.) (Stanford addition.)
Path of cannon ball; weight of fish in water; hitting distant
mark.
"SUPERIOR ADULT." (_6 tests, 6 months each._)
1. Vocabulary, 75 words. (Stanford addition.)
2. Binet's paper-cutting test. (Draws, folds, and locates holes.)
3. Repeats 8 digits. (1 to 3. Order correct.) (Stanford addition.)
4. Repeats thought of passage heard. (1 to 2.) (Binet's and Wissler's
selections adapted.)
5. Repeats 7 digits backwards. (1 to 3.) (Stanford addition.)
6. Ingenuity test. (2 to 3. 5 minutes each.) (Stanford addition.)
More
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Finding Omissions In Pictures
PROCEDURE. Show the pictures to the child one at a time in the order in which they are lettered, _a_, _b_, _c_, _d_. When the first picture is shown (that with the eye lacking), say: "_There is something wrong with this face. It is not all there. Pa... Finding Rhymes
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
The 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 accomplishin... Giving Definitions In Terms Of Use
PROCEDURE. Use the words: _Chair_, _horse_, _fork_, _doll_, _pencil_, and _table_. Say: "_You have seen a chair. You know what a chair is. Tell me, what is a chair?_" And so on with the other words, always in the order in which they are named above.... Giving Definitions Superior To Use
PROCEDURE. The words for this year are _balloon_, _tiger_, _football_, and _soldier_. Ask simply: "_What is a balloon?_" etc. If it appears that any of the words are not familiar to the child, substitution may be made from the following: _automobi... Giving Differences Between A President And A King
PROCEDURE. Say: "_There are three main differences between a president and a king; what are they?_" If the subject stops after one difference is given, we urge him on, if possible, until three are given. SCORING. The three differences relate to po... Giving Differences From Memory
PROCEDURE. Say: "_What is the difference between a fly and a butterfly?_" If the child does not seem to understand, say: "_You know flies, do you not? You have seen flies? And you know the butterflies! Now, tell me the difference between a fly and a... Giving Sex
PROCEDURE. If the subject is a boy, the formula is: "_Are you a little boy or a little girl?_" If a girl, "_Are you a little girl or a little boy?_" This variation in the formula is necessary because of the tendency in young children to repeat mecha... Giving Similarities Three Things
PROCEDURE. The procedure is the same as in VIII, 4, but with the following words:-- (a) _Snake_, _cow_, _sparrow_. (b) _Book_, _teacher_, _newspaper_. (c) _Wool_, _cotton_, _leather_. (d) _Knife-blade_, _penny_, _piece of wire_. (e) _... 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... Quiet And Seclusion
The tests should be conducted in a quiet room, located where the noises of the street and other outside distractions cannot enter. A reasonably small room is better than a very large one, because it is more homelike. The furnishings of the room s... Reading For Eight Memories
MATERIAL. We use Binet's selection, slightly adapted, as follows:-- _New York, September 5th. A fire last night burned three houses near the center of the city. It took some time to put it out. The loss was fifty thousand dollars, and ... Recording Responses
Plus and minus signs alone are not usually sufficient. Whenever possible the entire response should be recorded. If the test results are to be used by any other person than the examiner, this is absolutely essential. Any other standard of completen... Reliability Of Repeated Tests
Will the same tests give consistent results when used repeatedly with the same subject? In general we may say that they do. Something depends, however, on the age and intelligence of the subject and on the time interval between the examinations. ... Repeating Five Digits
PROCEDURE. Use: 3-1-7-5-9; 4-2-3-8-5; 9-8-1-7-6. Tell the child to listen and to say after you just what you say. Then read the first series of digits at a slightly faster rate than one per second, in a distinct voice, and with perfectly uniform emp... Repeating Five Digits Reversed
The series are 3-1-8-7-9; 6-9-4-8-2; 5-2-9-6-1. PROCEDURE and SCORING. Exactly as in years VII and IX. ... Repeating Four Digits
PROCEDURE. Say: "_Now, listen. I am going to say over some numbers and after I am through, I want you to say them exactly like I do. Listen closely and get them just right--4-7-3-9._" Same with 2-8-5-4 and 7-2-6-1. The examiner should consume nearly... Repeating Four Digits Reversed
The series are 6-5-2-8; 4-9-3-7; 3-6-2-9. PROCEDURE AND SCORING. Exactly as in VII, alternate test 2. ... Repeating Six Digits Reversed
The series used are: 4-7-1-9-5-2; 5-8-3-2-9-4; and 7-5-2-6-3-8. PROCEDURE and SCORING, as in year VII, alternative 2. REMARKS. The test is passed by approximately half of "average adults" and by three fourths of "superior adults." It shows no ef... Repeating Six To Seven Syllables
PROCEDURE. Begin by saying: "_Can you say 'mamma'? Now, say 'nice kitty.'_" Then ask the child to say, "_I have a little dog._" Speak the sentence distinctly and with expression, but in a natural voice and not too slowly. If there is no response, th... Repeating Sixteen To Eighteen Syllables
The sentences are:-- (a) "_We are having a fine time. We found a little mouse in the trap._" (b) "_Walter had a fine time on his vacation. He went fishing every day._" (c) "_We will go out for a long walk. Please give me my pre... Reversing Hands Of Clock
PROCEDURE. Say to the subject: "_Suppose it is six twenty-two o'clock, that is, twenty-two minutes after six; can you see in your mind where the large hand would be, and where the small hand would be?_" Subjects of 12- to 14-year intelligence practi... Scattering Of Successes
It is sometimes a source of concern to the untrained examiner that the successes and failures should be scattered over quite an extensive range of years. Why, it may be asked, should not a child who has 10-year intelligence answer correctly all t... Scoring
The exact method of scoring the individual tests is set forth in the following chapters. Reference to the record booklet for use in testing will show that the records are to be kept in detail. Each subdivision of a test should be scored separately, ... Sex Differences
The question as to the relative intelligence of the sexes is one of perennial interest and great social importance. The ancient hypothesis, the one which dates from the time when only men concerned themselves with scientific hypotheses, took for gra... Some Avowed Limitations Of The Binet Tests
The Binet tests have often been criticized for their unfitness to perform certain services which in reality they were never meant to render. This is unfair. We cannot make a just evaluation of the scale without bearing in mind its avowed limitations... Sources Of Data
Our revision is the result of several years of work, and involved the examination of approximately 2300 subjects, including 1700 normal children, 200 defective and superior children, and more than 400 adults. Tests of 400 of the 1700 normal child... Special Characteristics Of The Binet-simon Method
Psychologists had experimented with intelligence tests for at least twenty years before the Binet scale made its appearance. The question naturally suggests itself why Binet should have been successful in a field where previous efforts had been for ... Summary Of Changes
A comparison of the above list with either the Binet 1908 or 1911 series will reveal many changes. On the whole, it differs somewhat more from the Binet 1911 scale than from that of 1908. Thus, of the 49 tests below the "adult" group in the 1911 sc... Superior Adult 1: Vocabulary (seventy-five Definitions 13500 Words)
PROCEDURE and SCORING, as in previous vocabulary tests. At the "superior adult" level seventy-five words should be known. The test is passed by only one third of those at the "average adult" level, but by about 90 per cent of "superior adults." Ab...