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If you are not located in the United States, you'll -have to check the laws of the country where you are located before using -this ebook. - - - -Title: Measure Your Mind - The Mentimeter and How to Use It - -Author: Marion Rex Trabue - Frank Parker Stockbridge - -Release Date: February 8, 2020 [EBook #61341] - -Language: English - -Character set encoding: UTF-8 - -*** START OF THIS PROJECT GUTENBERG EBOOK MEASURE YOUR MIND *** - - - - -Produced by Richard Tonsing, MFR, and the Online Distributed -Proofreading Team at http://www.pgdp.net (This file was -produced from images generously made available by The -Internet Archive) - - - - - - - - - - MEASURE YOUR MIND - _The Mentimeter and How to Use It_ - - - BY - M. R. TRABUE, PH. D. - AND - FRANK PARKER STOCKBRIDGE - -[Illustration] - - WITH ILLUSTRATIONS - IN TEXT - - GARDEN CITY, NEW YORK, TORONTO - DOUBLEDAY, PAGE & COMPANY - 1922 - - - - - COPYRIGHT, 1920, BY - DOUBLEDAY, PAGE & COMPANY - ALL RIGHTS RESERVED, INCLUDING THAT OF - TRANSLATION INTO FOREIGN LANGUAGES, - INCLUDING THE SCANDINAVIAN - - - PRINTED IN THE UNITED STATES - AT - THE COUNTRY LIFE PRESS, GARDEN CITY, N. Y. - ------------------------------------------------------------------------- - - - - - PREFACE - - -The publishers offer this book primarily as a popular treatise on the -measurement of intelligence by scientific methods. - -Every effort has been made to conform to the soundest scientific -principles, both in the preparation of the Mentimeter tests, around -which the volume is largely written, and in the introductory and -explanatory chapters, in which the principles of applied psychology, as -they bear upon mental tests, are stated in popular language. - -The Mentimeters are based upon Doctor Trabue’s experience (1) as -Assistant in Educational Psychology at Teachers College, Columbia -University, (2) as psychological investigator of the intellectual status -of inmates of charitable institutions and of pupils in the public -schools, (3) as author of various intellectual and educational scales, -widely used by psychologists and educators, (4) as Chief Psychological -Examiner in two of the largest Army camps, directing the intellectual -examination of more than a hundred thousand soldiers, (5) as Captain in -the Adjutant General’s Department, U. S. Army, measuring the -intellectual abilities of men in the Aviation Service, and (6) as -Assistant Professor in Columbia University, giving instruction in the -theory and practice of intellectual measurements and directing the -application of such measurements to tens of thousands of school pupils. - -Frank Parker Stockbridge, Doctor Trabue’s collaborator, is an author and -journalist of a high order. As managing editor of _Popular Mechanics_ -and contributor to the _World’s Work_, _Harper’s_, _Popular Science -Monthly_, etc., he has been thrown into contact with important affairs -in the world of science so that he is especially equipped to work with -Doctor Trabue in presenting this interesting subject. As director of the -publicity campaign of the American Library Association War Fund his -contact with the Army and the results of the biggest experiment in the -way of psychological tests that the world has ever seen was invaluable -to him in this work. The publishers feel that the collaboration is a -particularly happy one. - -The success of the scientific method of testing intelligence among both -officers and men in the Army has directed widespread attention to the -general subject. The Mentimeter is the first comprehensive system of -tests, applicable to the whole range of educational and industrial -requirements, to be offered for general use. - -To employers and those in charge of the selection, grading, and -promotion of workers of every class, in factories, offices, and stores; -to teachers of all grades, from kindergarten to university; to parents -who are interested in ascertaining, and watching the growth of their -children’s mental development and to young men and young women striving -for self-improvement and advancement and desirous of learning something -of their own mental capacities and limitations as a guide to the -intelligent choice of vocations or professions, the publishers offer -this book in the confident belief that it will be found of real service. - - - - - CONTENTS - - - CHAPTER PAGE - I SCIENCE VERSUS GUESSWORK 3 - - II THE APPLICATIONS OF PSYCHOLOGICAL TESTS 16 - - III WHAT THESE TESTS MEASURE 23 - - IV STANDARDS FOR MENTAL TESTS 33 - - V DIFFERENT TYPES OF MENTAL TESTS 44 - - VI MENTAL TESTS IN THE ARMY 53 - - VII PSYCHOLOGICAL TESTS IN EDUCATION 63 - - VIII MENTAL TESTS IN INDUSTRY 76 - - IX HOW TO USE THE MENTIMETER TESTS 88 - - X THE MENTIMETER TESTS 109 - - XI TRADE TESTS OR TESTS OF SKILL 274 - - APPENDICES 287 - - - - - MEASURE YOUR MIND - - - - - CHAPTER I - SCIENCE _VERSUS_ GUESSWORK - - -There are two ways, and only two, in which we can find out what a -machine is capable of doing. One of these is to try it out, to “put it -through its paces” by using it for every sort of work which it is -expected to perform and observing whether or not it does what we want it -to do. The other way is to measure it (or to take the measurements of it -as supplied by its responsible manufacturer) and compare these with the -measurements of the essential parts of machines with the performance of -which we are already familiar. - -Unless it is a brand-new type of machine, designed to do something that -has never before been done by machinery, or to do it by a different -mechanical method, there is obviously a great saving of time and money -in buying a machine from specifications that insure the correct -performance of its expected duty over the other plan of first buying the -machine and then trying it out in practice to see whether it will do -what we want done. - -The manufacturer or business man who would purchase machinery of any -sort without first making certain that its dimensions, speeds, weight, -power-consumption, controls, and the materials used in its construction -were such as to adapt it precisely to the work he expected to do with it -would speedily bankrupt his business. It takes but a moment’s thought -for the reader to prove this to himself. - -On the other hand, however, we find business men constantly employing -men and women to perform specific duties without applying any tests or -measurements, other than the most rudimentary ones, to determine in -advance whether the person so employed is fitted for the work he or she -is expected to do. And as every employer knows, one of the most costly -wastes in almost every business or manufacturing establishment is the -expense of constantly “breaking in” new employees to take the places of -those who have left or have been dismissed because they were found, -after trial, not to be fitted for the duties to be done. - -Because the installation of machinery of any kind involves an initial -outlay of money, it long ago became apparent to everybody that the -“trial and error” method of buying machines or other commodities was -wasteful and ruinous. It was not until recent years, however, that the -closer study of operating costs disclosed the fact that the expense of -“labour turnover,” that is to say the proportion of employees in any -given business whose places have to be filled annually, is one of the -heaviest avoidable drains on income. This was long overlooked because no -capital investment is involved in the initial employment of labour. The -cost of training new employees is much larger, it is now learned, in -most businesses, than is generally understood, not only in the direct -outlay in salary or wages before the new employee has mastered the -duties of the new position as well as he or she is able, but in loss -through spoiled materials, reduced individual output, and often in the -slowing down of an entire chain of manufacturing operations through the -inability of the inexperienced worker to maintain the pace of the rest -of the links in the chain. - -If, then, as so often happens, it is found after experiment that the new -employee is not capable of performing the work efficiently, the whole -process must be repeated. The employee who has failed leaves, is -dismissed, or is transferred to another department, and a new and -equally inexperienced worker employed to fill the vacancy, with the -whole cost of training to be incurred over again. Even though the new -worker may be experienced in the particular class of work to be done, -there is an appreciable loss due to the unavoidable frictions and -hesitations that occur whenever a worker is being fitted into a new -environment. - -There is, moreover, no guarantee that even an experienced person in a -special sort of work is fitted to do that particular work as well as it -can be done or should be done. He or she may have got into that sort of -work by accident. That is usually the way in which a boy or girl begins -a business or industrial career. He or she may have continued in it -merely because the experience gained in the first job enables its -possessor to pass the superficial scrutiny of foremen, managers, or -others who employ “help” in the first instance. But just as all the -experience and training in the world will not make a Paderewski out of a -person who was not born with the precise combination of sensory and -nervous qualities that the master musician possesses, though almost any -one with ten fingers and an ear for harmony can be taught to play the -piano after a fashion, so it is true that while in the all-important -business of earning a living almost anybody can be trained to do most of -the ordinary manufacturing and business operations, after a fashion, it -is only those who were born with certain combinations of nerve endings -and sensory apparatus who can be trained into first-rate salesmen, or -expert tool-makers. And this holds true all the way down the line, to -the simplest and most automatic operations necessary in business -industry. - -Individuals themselves are seldom aware of their own capacities; even -less generally of their own limitations. Occasionally, by accident, a -man or a woman finds at the right time the opportunity to do precisely -the things he or she is best fitted to do. Often the individual’s strong -personal instincts or inclinations lead him or her to seek opportunity -to do certain kinds of work without any clear understanding why that -sort of work appeals while other kinds do not. Few human beings analyze -their inclinations closely. Yet it may be and frequently is the case -that the work one most strongly desires to undertake is not that in -which he or she is best fitted to succeed. The inclination may be -counterbalanced by inhibitions of which neither the possessor nor his or -her employer becomes aware until repeated failure has demonstrated the -lack of adaptability, sometimes after it is, or seems to be, too late to -take up another occupation. Then the worker usually drifts into the -ranks of “casuals,” constantly moving from job to job, chronically “out -of work”; the ready dupe of agitators and the prophets of social unrest -and revolution; disheartened, anti-social, and perennially unhappy; the -most expensive sort of an employee in any position, no matter how small -the wage—yet a human being, and, as such, entitled to liberty and the -pursuit of happiness! - -That is an extreme picture. Yet if such tragedies occur (as every reader -knows from his own observation and experience they _do_ occur too often) -among those who have voluntarily chosen their own lines of work, how -much more frequently must they occur among those whose daily occupations -have been determined for them, not through any voluntary choice or -intelligent guidance but solely through the accident of having been -“thrown into” certain jobs when they were young? - -That is the way in which the vast majority of individuals have their -careers shaped for them. The world of business and industry and of the -professions is full of blacksmiths who ought to be carpenters, -indifferent lawyers who would have made good dentists, teachers who are -failures because they should have been trained as stenographers, good -cooks who have been spoiled to make mediocre shop attendants, and so on -through the list of possible occupations. Within every business -organization, moreover, there are grades and degrees of requirements and -responsibilities into which some employees may fit perfectly, others -less perfectly and others not at all, though all be drawn from the same -group or from those performing the same general class of service. Here, -as in the matter of original employment, the general custom of dealing -with the human element in industry is the wasteful “hire-and-fire” -system, analogous to the purchasing of machinery or equipment without -first ascertaining whether it will do the work, and scrapping it when it -fails. - -We found out long ago that we couldn’t afford to do that sort of thing -with machinery. We are just beginning to find out that it is even more -expensive to do it with the human element in industry. - -It would perhaps be going too far to claim that the whole problem of the -“labour turnover” arises from the effort to fit square pegs into round -holes, but it is certain that a very large share of all human troubles, -industrial unrest, discontent, inefficiency and unhappiness is traceable -to the lack of proper adjustment between the man and the job, and this -in turn is due in large part to the failure to determine in advance the -fitness of the particular individual for the particular task. - -What is needed, obviously, is a measure of human capacities, just as we -have means of measuring every phase of the machine’s capacities. - -Just as we measure a machine by the most precise gauges and tests -available, why not measure the human individual by the most precise -means we are able to apply? - -The word “measure” in the preceding paragraph does not mean, either in -the case of the machine or of the man, the gross dimensions of length, -breadth, and thickness; these are equally immaterial, in most cases, -whether the subject of measurement be a man or a machine. One measures a -machine to determine its _capacity_ for certain work, and is little -concerned about its characteristics that have no bearing upon those -qualities that fit it for those particular duties. So the measurements -of a human being whose capacity for certain duties is to be determined -must be of those qualities which enable him or her to perform according -to a certain pre-determined requirement. - -These qualities, in man, woman, or child, can be measured; not with the -precision with which an engineer measures the parts of a machine that -must fit within a thousandth of an inch, but with sufficient accuracy to -determine quickly, inexpensively, and simply whether a given individual -has the capacity to learn and perform any given task or class of work. - -To explain how these tests can be made, how science can be and is being -substituted for guesswork in the selection of human beings for jobs and -of jobs for human beings, just as science has displaced guesswork in the -selection of material commodities, is the purpose of this book. - -Let us first point out clearly the difference between science and -guesswork. The vast majority of jobs are filled by guesswork. The farmer -who hires a field hand, the housewife who employs a cook, the foreman -who takes on a new “hand” in the factory, and even employers hiring -persons for more responsible positions, all do it, to a greater degree -than they imagine, by guesswork. They may make inquiries, more or less -thorough depending upon the compensation and responsibility involved, of -persons who are reputed to know by observation something of the -candidate’s qualifications. Unless the individual under consideration be -flagrantly and patently unfit the reports thus obtained are almost -always favourable. In many cases no effort is made even to obtain such -reports. - -Many persons who regard themselves as intelligent employ men and women -for all sorts of delicate operations and confidential and responsible -relations as a result of observation alone; yet observation alone will -tell no more about a man or a woman than it will about an automobile—the -shape and the colouring. - -When you observe a human being you can determine certain physical -characteristics, such as size, complexion, colour of eyes and hair, -soundness of teeth, shape of body and head, contour of face, features, -and expression. You make up your mind that you like the person or you do -not. But as for determining by means of anything your unaided -observation discloses whether or not the person under examination is -qualified either to perform or to learn how to perform efficiently a -given task or set of tasks, you might as well expect to discover the -hillclimbing power of an automobile by merely looking at it. - -Yet that is precisely the way in which, in the vast majority of cases, -the supremely important work of fitting individuals and jobs together is -done in the world of business and industry. - -True, the prospective employer usually asks a few questions, but the -applicant’s manner and tone of voice have usually as much to do with the -final decision as the actual replies. - -Men and women are usually hired, in short, on their looks and on the -impressions made at a single short interview. That it is too much to -expect persons so selected to fit into even the simplest sort of a -business or industrial organization should be obvious to every -intelligent person; that sometimes they do fit should be no less -obviously recognized as largely accidental. - -We do not recognize the absurdity of this method of selecting persons -for particular positions, partly because this is the only way most of us -have ever known and partly because there is in almost every human being -a secret or subconscious belief in his own peculiar powers of judging -others by means of surface indications. - -The fallacy of the belief that one may arrive at accurate conclusions as -to individual capacity and characteristics by merely looking at the -individuals concerned has been well set forth by Prof. L. M. Terman of -Stanford University. Much of the popular belief in the efficacy of this -method, Doctor Terman believes, is due to the fact that the public does -not know that the pretensions of the pseudo-science of “phrenology” were -long ago shown to be unwarranted. According to phrenology, definite and -constant relations are believed to exist between certain mental traits -and the contour of the head. Phrenologists teach, for example, that -one’s endowment in such traits as intelligence, combativeness, sympathy, -tenderness, honesty, religious fervour, and courage may be judged by the -prominence of various parts of the skull. While the sincerity of Gall, -the French physiologist of a century ago who invented the so-called -science, and of his followers, is not to be questioned, the pretensions -of phrenology itself have been thoroughly exploded. It has been -demonstrated that traits like those above mentioned do not have separate -and well-defined seats in the brain and that skull contour is not a -reliable index of the brain development beneath. - -“In the underworld of pseudo-science, however,” says Professor Terman, -“phrenology and kindred fakes survive. Hundreds of men and women still -earn their living by ‘feeling bumps on the head,’ reading character from -the lines of the hand, etc. - -“But if the rating of men by pseudo-science is misleading, perhaps -science is still unnecessary. It may be argued that mental traits can be -rated accurately enough for all practical purposes on the basis of -ordinary observation of one’s behaviour, speech, and appearance. We are -constantly judging people by this offhand method, because we are -compelled to do so. Consequently we all acquire a certain facility in -handling the method. For ordinary purposes it is infinitely better than -nothing. A skilful observer can estimate roughly the height of an -airplane; but if we would know its real height we must use the methods -of science and perform a mathematical computation. - -“The trouble with the observational method is its lack of a universal -standard of judgment. One observer may use a high, another a low -standard of comparison. A four-story building in the midst of New York’s -‘sky-scrapers’ looks very low; placed in the midst of a wide expanse of -one-story structures it would look very tall. - -“Moreover, we are easily misled by appearances. The writer knows a young -man who looks so foolish that he is often mistaken by casual -acquaintances for a mental defective. In reality he is one of the half -dozen brightest students in a large university. Another man who in -reality has the mentality of a ten-year-old child is so intelligent -looking that he was able to secure employment as a city policeman. - -“Language is a great deceiver. The fluent talker is likely to be -overrated, the person of stumbling or monosyllabic speech to be -underrated. Similar errors are made in judging the intelligence of the -sprightly and the stolid, the aggressive and the timid, etc. Our -tendency is also to overestimate the intellectual quality of our friends -and to underestimate that of persons we do not like. - -“If the method of offhand judgment were reliable, different judges would -agree in their ratings of the same individual. When the judges disagree -it is evident that not all can be correct. When intelligence is rated in -this way wide differences of opinion invariably appear. Twenty-five -members of a university class who had worked together intimately for a -year were asked to rate the individuals of the class from 1 to 25 in -order of intelligence. The result was surprising. Almost every member of -the class was rated among the brightest by someone, and almost every -member of the class among the dullest by someone. Doubtless the judges -were misled by all sorts of irrelevant matters, such as personal -appearance, fluency of speech, positiveness of manner, personal likes -and dislikes, etc. - -“The method of personal estimate is much better than the method of -external signs (phrenology), but to be reliable it must be supplemented -by a method which is _objective_, that is, a method which is not -influenced by the personal bias of the judge or by such irrelevant -factors as the appearance, speech, or bearing of the one to be rated. -Such is the method of intelligence tests.” - -It would, of course, as Professor Terman points out, be absurd to -contend that it is impossible to arrive at a rough estimate of an -individual’s capacities and character by observation, as it is absurd to -pretend that accurate measurements of an individual’s capacities can be -made by the same method. There are men who have by long experience -learned to judge on very brief contacts the possibilities of applicants -for positions. Actually, what such employers do is to apply, though -crudely and unscientifically, a limited number of tests which might -fairly be classed as psychological. Out of a long experience they have -accumulated an accurate knowledge of the work to be done and of the -general type of individual who has been found best qualified to perform -that work. This sort of ability, however, is acquired solely through -long experience, and even then it can only be acquired by men or women -who themselves possess certain mental qualities, which might easily be -gauged and classified, the possession of which enables them to -accumulate and utilize experience in this manner. - -This sort of ability can by no means be transferred from one individual -to another by description or by mere training. It is precisely like the -ability which an experienced automobile repair man possesses, that -enables him to tell by a quick inspection and after only a few minutes -of observation what are the principal things the matter with a car and -what service it is probably able to perform. But a repair man cannot -tell anybody else how to size up an automobile at a glance, because the -only way any one can learn to do it is by going through the same process -of taking automobiles apart and putting them together again for a period -of years. And as everyone who has ever had occasion to deal with -automobile repairs is aware, the most experienced repair men are seldom -positive that they know just what is wrong and all that is wrong without -applying precise measurements and painstaking tests. - -It is easy enough to determine that a delicate, small-boned, slender -person is not the best type to employ for digging coal, loading freight -cars, or other arduous manual labour. There are, of course, many classes -of occupations the fitness or unfitness for which of a particular -individual must be determined in the first place by that individual’s -physical characteristics. So far the observation method suffices. But -the very fact that every industry and business is full of misfits and -that it is a matter of common knowledge that the most difficult problem -the employer has to face is that of finding the right person for each -particular job that calls for anything more than mere physical strength, -is the best evidence that even the most experienced and accurate -observers are far from infallible in their judgments of individual -capacities. - -For that matter, there is no infallible test. No true scientist claims -infallibility. The possibility of error is always present wherever the -human element is involved. It is a safe assumption that any method or -estimate that purports to be infallible is fraudulent. There is in -almost every human mind a lurking, subconscious belief in the -possibility of perfection. It is this which makes humanity credulous -when claims of infallibility are plausibly presented. - -It is extremely difficult to satisfy by logic and reason the type of -mind that is strongly influenced by glittering generalities and -emphatic, though unsupported, assertions. It is equally difficult to -convince the skeptic whose mind is closed to the introduction of new -thoughts and who, in his self-satisfaction with his own mental -limitations, rejects every fact that does not tally with his -preconceived ideas. - -This book is written neither for the super-skeptical nor the -ultra-credulous. It makes no pretension to infallibility, nor does any -scientifically trained psychologist pretend that there has yet been -evolved a method of measuring every dimension and capacity of the human -mind beyond the possibility of error. The methods described in this book -are the fruit of years of experiment, research, and practical -application of the results of experiment and research, and are designed -to reflect the development of the science of psychology in its -application to mental measurements as closely as it is possible to do so -within the limits of a single volume written primarily for the reader -who has no special scientific training along psychological lines. - -The reader who is not prepared and willing to examine facts and at least -to take all the ascertainable facts into consideration before forming -his conclusions is not likely to be interested. The scientific method of -character analysis or mental measurement is based upon the comparison of -the largest possible collection of ascertained facts. Guess work has no -place in it. Psychology has small dealings with intuition and instinct -nor is it in any way derived from magic or concerned with the occult. -There are no unfathomable mysteries. There is no fact about the -operation of the human mind which cannot be subjected to scientific -investigation and measurement by any intelligent person. The scientific -method requires that every conclusion must square with the results -obtained by the experimental application of all related facts or be -discredited as worthless. Theories have no place in science, except as -something to be disproved if possible, and a single fact which does not -square with any theory disproves the theory. - -The scientific method of mental measurement has passed the theoretical -stage. It has squared with the facts wherever it has been intelligently -applied. It has been demonstrated in a wide range of business and -industrial applications, in education and in its use in determining the -qualities and fitness of officers and men in the Army and Navy. What it -offers is the shortest, simplest, and most accurate means available of -determining human capacities and qualities. - -Professor Terman has admirably summarized the advantages of the -scientific method of testing intelligence, as follows: - -“1. It gives us a universal standard of comparison. The result is -absolutely uninfluenced by the general intellectual level of the group -with which the subject to be rated happens to be associated. It is like -measuring the height of a house instead of estimating it by comparison -with the height of surrounding buildings. - -“2. It multiplies enormously the significance of mental performance. It -does this by making fine distinctions which would be overlooked by the -method of offhand judgment. It is like placing a smeared glass under a -microscope and discovering that the smear is a complicated network of -organic matter. - -“3. The test method is objective; that is, free from the influence of -personal bias. It gives approximately the same verdict to-day, next -week, or next year. It does not change its opinion. More important -still, the verdict will be approximately the same whoever makes the -test, whether a relative, a stranger, a friend, or an enemy, provided -only that the rules of procedure be rigidly followed. - -“4. The test result is little influenced by the subject’s educational -advantages. In this it differs greatly from offhand judgment, which so -easily mistakes the results of schooling for real intelligence. The test -method probes beneath the veneer of education and gives an index of raw -‘brain power.’ For example, a young woman who had been stolen in early -childhood by gypsies and had spent her life with them was given the -Binet-Simon intelligence test. She had never attended school a day in -her life and had only learned to read by bribing a little school girl to -teach her the alphabet; yet she made a higher score than the average -found for two hundred high school pupils who were given the same test. - -“No wonder,” Professor Terman concludes, “mentality tests have acquired -such a wide vogue in the ten years since Binet gave to the world the -first successful intelligence scale. In that time they have demonstrated -their usefulness in the study of the feeble-minded, in the grading of -school children, in determining the mental responsibility of offenders, -and in the selection of employees. Their largest and most useful -applications have been in the mental classification of men in the United -States Army.” - - - - - CHAPTER II - THE APPLICATIONS OF PSYCHOLOGICAL TESTS - - -The intelligent reader has by this time begun to see for himself some of -the possibilities opened up by the use of scientific mental tests, and -to perceive their applicability in a wide diversity of fields. In later -chapters specific examples of such applications are given in detail, and -suggestions offered for still other uses of the tests which are -contained in this book. - -The usefulness of all mental tests, whether those which are offered in -this volume under the general title of “The Mentimeter,” or others that -may be set up with equal scientific precision, depends upon, or at least -is greatly enhanced by, the most complete understanding of the -underlying principles on the part of the person who undertakes to apply -them. The purpose of this and the next three succeeding chapters is to -make these principles so plain that by the time the reader has reached -the tests themselves he will have a perfectly clear understanding, not -only of _what_ the Mentimeter tests are but of _why_ they have been put -into the form in which he finds them, and of _how_ their use will enable -him to gauge human intelligence and capacity with a greater degree of -accuracy than he has found possible by other means. If, perchance, -psychologists find in this volume much that is to them elementary, it -should be kept in mind that it is only through the widest possible -spread of sound understanding of psychological principles that the wider -application of them in the ordinary walks of life can be brought about. -That, the authors take it, is the great end toward which scientific -psychologists are aiming, and that is the aim of this book. - -The general purpose of psychological tests is to determine how -individuals compare with one another in mental capacity, or with -standards based upon the capacities of individuals known to possess -certain qualities. Thus, it may be desirable, as it frequently is, to -determine the relative abilities of the individuals of a certain group, -like a school or college class, clerks employed in a similar form of -work, a number of applicants for a certain position for which only the -most capable among the candidates is desired, or the soldiers of a -particular company or regiment. What is required here is a method of -grading these individuals with reference to one another, by means of -tests which need not necessarily have any relation to any external -standard of mental perfection. - -The process here is as if one were to be told to pick out of all the -automobiles in a garage the best one, the next best, and so on, -classifying these particular cars and no others _with relation to one -another_ and not with respect to any standards of automobile perfection -introduced from outside. None of the cars might be perfect; perhaps the -best one of the lot has leaky piston-rings and none of them will climb a -10 per cent. grade on high gear. It is a comparatively easy matter, -however, to devise a few simple tests that will grade a dozen or fifty -automobiles in regard to their relative ability to climb hills, carry -loads, and perform the other services expected of an automobile. The one -that will climb hills the best may not also be the one that will carry -the heaviest load or travel the most miles on a gallon of gasolene, but -out of such a series of group tests any one interested can readily -determine which of all the automobiles in the group is the best general -purpose car, which the poorest, and about where the others grade with -reference to these two extremes. - -That is about the process that a man engaged in the automobile trucking -business would use in determining which one of the cars he has available -is best adapted for a particular piece of hauling that is to be done. He -wants to know which of his cars he can rely upon for any one of many -different sorts of service, but he particularly wants to know all the -time which of them are worth spending money on for repairs and -improvements and general overhauling and which are either so poorly -constructed in the first place or so hopelessly out of repair that it is -cheaper to scrap them than to spend any more money on trying to make -them fit for service. - -_In other words, the automobile owner needs to know which of his cars, -however poor its present ability, has such inherent qualities as to -justify the belief that it can be made more efficient by proper -attention and reasonable expenditure of money._ - -Now, that is precisely what the employer of workers, the commander of -soldiers, the teacher of a class or any one else charged with -responsibility for the performance of any sort of tasks by any group of -human beings, wants to know about the individuals under his direction. -He should know or be able to determine readily not alone what each of -the individuals can actually do and which ones can do particular tasks -better than the others, but it is important for him to know the relative -_capacities_ of the entire group, so that he can determine, as in the -case of the automobiles which have been used as an illustration, which -of them are most worth spending time and effort upon in the expectation -that they will learn to do even more difficult tasks, and which of them -are so hopelessly incapable that nothing is to be expected of them -except the simplest routine performances. - -Now, the man who operates a fleet of automobile trucks does not stop -when he has made a comparison of the vehicles in his garage with one -another, but is constantly comparing the performance of each with -standards established by other cars, machines of different makes, and -with new machines. There exists, and he is constantly conscious of its -existence, an ideal standard of performance for automobiles to which his -cars must conform as nearly as possible if their service is to be -satisfactory. - -So, in measuring human capacity, it is not enough to compare the -individuals of a group with one another, though this is essential and -for some purposes temporarily sufficient; there are available standards -based upon the actual achievements of individuals of known capacity by -which the mental powers of any and all individuals may be gauged. It -will readily be seen that the employer of a number of persons—engaged, -let us say, in some specific mechanical or clerical operation—needs to -know not only whether some of these are capable of being trained to do -better work and some so incapable of further training that it would be -cheaper to discharge them and fill their places with more intelligent -persons, but also to know how any particular group of employees compares -in average intelligence and how each one of the group compares in -individual intelligence with the average or higher-than-average capacity -of those outside of his own particular business establishment who are -engaged in similar work. - -This is a matter of dollars and cents to the employer. If he can obtain -a standard that is universal or nearly so, that tells him, in fact, what -all of the employers in his line of business have found to be the -average or the limits of mental capacity possessed by workers of a -particular class, then he is in a position to determine whether he is -getting equally good service for the wages which he pays as is obtained -by other employers requiring similar service. - -To illustrate concretely: in an office employing twenty stenographers on -correspondence, it is not only necessary for the employer to know which -of these stenographers is the most competent and which the least and -whether the less competent are incapable merely because they are -beginners or because they lack the necessary mental capacity ever to -become competent. He should also be able to measure the mental capacity -of the entire group by some standard based upon the performance of -thousands and tens of thousands of stenographers of known degrees of -ability. He may discover that the most competent of his entire staff is -only as capable as the average of good stenographers everywhere. -Obviously, his business is handicapped by having a stenographic force -which is inferior in capacity and, consequently, in accuracy, speed, and -other essential requirements, to the average of stenographic office -staffs in business generally. Once this has been determined, the -intelligent employer will proceed to replace the stenographers who are -incapable of improvement, as indicated by the tests applied, with -stenographers who respond to the standard tests with a score well above -the average. - -So, too, with the teacher. It is comparatively easy for the teacher to -classify his or her pupils into bright, stupid, and mediocre, through -observation alone. What is more important, however, is to determine -several things about each pupil which observation alone does not tell. -Are the stupid ones really stupid or merely inattentive? Have they the -necessary mental capacity to perform the assigned work of the class or -are they simply lazy? Few teachers can answer this question; none with -any degree of accuracy without the application of scientific tests of -mental capacity. Are the bright children really bright by comparison -with other children of the same age and school grade or do they merely -shine by contrast with the dull members of the class? This question can -by no means be answered accurately except by the application of mental -capacity tests. In another chapter some of the concrete applications of -mental tests in education are described at length. The point to be -emphasized here is that the measurement of the mental capacities of any -group should be based upon standards that will not only determine the -relative capacities of the members of the group but will, at the same -time, compare them all with standards that reflect the known average and -maximum capacities of all others of similar age and environment. - -The purpose of these tests might be summed up somewhat as follows: - -_To measure, by comparison with the group average or with very carefully -determined standards, some of the infinite number of qualities and -abilities, the possession of which by the individual renders him more or -less susceptible to education and training or more or less capable of -successfully performing certain actions requiring conscious direction -from the mind._ - -It requires no special argument to point out how a general application -of tests that disclose actual mental capacities might profoundly affect -our judgment of men of all classes and walks of life. Were it possible -to ticket and catalogue the whole human race in accordance with the -capacity of each individual as disclosed under properly devised -psychological tests, we would no longer permit the superficial absence -of polish and taste to blind us to the inherent powers and capacities of -the self-made man, nor, on the other hand, would we be so ready to -assume that the well-dressed, fluent talker, no matter how prepossessing -in appearance and manner, was necessarily able and worthy of confidence. -Likewise, once such a classification became universal, it is conceivable -that many business men and others who are prone to criticize the -universities and their products would be more tolerant of the recent -graduate, whose mental capacity is in no wise reflected by the -particular variety of contents with which his mind has been filled in -college. - -Besides the application of scientific mental tests as already indicated, -in business and industry and in education, by the employer or the -teacher, there is another and important use to which standardized tests, -based upon determined capacities of groups and individuals of known -ability, may be put. This is the use of such tests by the individual -upon himself for the purpose of determining his own mental capacity in a -particular direction or of a particular kind as compared with the mental -capacity of others. The man or woman bent on self-improvement or -advancement may thus, within certain limits, assess by the application -of standardized tests his or her own mental quality and capacity. - -Again it is unnecessary to point out the advantage to the young man or -young woman endeavouring to decide upon a career or to determine what -particular course of study to pursue or line of business to enter, in -being enabled to obtain an accurate gauge of his or her own qualities, -powers, and limitations. Taste and inclination are no safe guides to -life unless there is coupled with them inherent capacity for the -competent exercise of the faculties which make the gratification of -one’s individual tastes and inclinations possible. Thus it may be that -the individual’s inclinations and tastes run strongly toward music, -toward art in any of its various forms, but that physical and mental -inhibitions, the presence or absence of which may be readily determined, -make it impossible for the possessor of such tastes to hope to be able -to perform creditably the acts which a successful artist or musician -must perform. - -Properly devised and applied psychological tests may conceivably -disclose the existence of mental powers and capacities unsuspected or -neglected because overshadowed by strong inclinations in other -directions; early knowledge of the possession of such capacities may -easily direct their possessors into fields in which they can thrive and -prosper and achieve far greater happiness and contentment than would -ever be possible through a lifetime of striving to do that for which -they are not fitted by inheritance. - - - - - CHAPTER III - WHAT THESE TESTS MEASURE - - -The most natural question and one that is frequently asked is: - -“What, precisely, do psychological tests measure?” - -It is a question that is easier to ask than to answer. - -It is simple enough to say that mental tests are designed to measure the -natural or inherent mental capacity of the individual, but in order to -approach a clear understanding of just what this means we must first -define what is meant by the term “mental capacity.” - -As a matter of scientific fact, the term “mental capacity” can hardly be -regarded as accurate, although it is the best term we have to describe -the qualities which determine the individual’s ability to perform acts -requiring conscious thought. Psychological and biological science no -longer regard the human mind as something different from or in any way -apart from the human body. The idea that there is such an entity as a -mind that operates even in the slightest degree without reference to and -independent of the physical body must be dismissed, if we are to grasp -clearly the principles and methods of mental tests. - -To the psychologist the mind is merely a specialized organ of the -physical body. The intangible something, which is what is usually meant -when persons speak of the human mind, is merely the sum of all the -sensations, feelings, and judgments resulting from the delicate -adjustment of an almost infinite number of nerve fibres which in -themselves are a part of the physical body. One may have at birth a -plentiful supply or a poor supply of potential nerve endings which are -ready to be organized and coördinated by experience and training, but -unless one has the opportunity to learn from study and experience, the -desirable connections may never be developed. - -The maximum capacity of the mind in any particular field is, therefore, -practically determined by physical inheritance of an abundant supply of -nerve endings. Thus, it may be that one individual is born with two or -three times as many nerve terminals connecting at the point at the back -of the eyeball where the optic nerve—which is simply a bundle or rope of -nerve fibres—is attached to the mechanical apparatus upon which the -reflection of objects passing before the field of vision is registered. -Such an individual’s powers of observation are normally greater than -those of the person of less fortunate heredity in this respect, whose -lesser number of terminals of the optic nerve fibres limit his powers of -optical perception and observation. Thus, one person may see at a glance -a hundred details, all of which register sharply upon his consciousness, -while another sees only the gross outlines and shadows, and in between -is the average person who sees some details but not all. - -It is well known to psychologists and biologists, although not generally -understood by those who have not made a special study of these sciences, -that mental _capacity_ does not change or increase materially after the -individual has reached maturity. It may be diminished through accident -or disease, but the chief increase in adult life is in the volume and -variety of stored-up impressions. The average girl of eighteen or boy of -twenty has reached the approximate limit of his or her mental capacity. -The mental tank will never grow much larger. It may be half empty or -almost entirely vacant, but unless at the average age of university -sophomores scientific mental tests prove the individual to be possessed -of average or better than average mental capacity, it is futile to -expect any great intellectual development to take place in later life. - -But while the maximum capacity of the mind depends upon physical -inheritance, the actual ability which is necessarily reflected in the -scores made by a person subjected to mental tests is determined by the -number and variety of nerve connections that have actually been made by -environment or training. Inheritance sets the maximum limit, but as a -matter of practice this maximum is never reached, or at least is so -seldom reached by any individual that it can hardly be said of any human -being that he has developed his mind in any direction to the utmost -limit of its capacity. What we actually measure in scientific mental -tests is a complex of natural or inherent abilities plus the results of -education and training; because, while it is possible to a considerable -extent to eliminate by properly devised tests a record of the -individual’s acquired knowledge, it is practically impossible to -distinguish between acquired and inherent mental ability. - -Note carefully the distinction between mental _ability_ and mental -_capacity_. Mental ability in any individual is always less than his -mental capacity. If, therefore, the mental ability as determined by -scientific tests reaches the highest point on the scale of measurement, -whatever that may be, it follows that the mental capacity of the -individual making a perfect score is even greater than the scale is -designed to measure, and how much greater can only be determined by -setting up new tests based upon higher standards. - -The result of any scientific test simply indicates the wealth of nerve -connections that are ready to be made when the stimulus necessary to -their establishment is applied. It must be understood that no one having -a sound claim to the possession of scientific knowledge can contend that -there are tests in existence that actually measure with complete -precision the inherited as distinguished from the acquired mental -characteristics. It is not conceded, however, that such precise -measurements cannot be made if at any time it becomes necessary or -desirable to do so. For all practical present-day purposes it is -sufficient that psychological tests shall measure mental qualities which -are manifested by the individual’s ability to express them by action or -speech. The classification of individuals relative to one another and -with reference to the possession of a particular mental ability or group -of abilities is, therefore, necessarily based upon their relative -ability to express in some intelligible and unmistakable fashion their -mental power and qualities. - -Back of this power of expression may lie hidden and undreamed-of -capacities of which the individual himself may be vaguely conscious but -of which he can give no outward manifestation. It may be, for example, -that an individual is gifted with unusual powers of perception through -the eyes, ears, and the senses of touch, smell, and taste but that he is -deficient in nerve fibres and connections controlling the voluntary -muscles by which human beings translate sensations into action and -speech. This is hardly likely, as a physiological fact, to occur; the -individual born with rich nerve endings in one part of the physical body -is more likely to have a proportionate supply of nerve endings in all -other parts of the body than to be deficient in one part and amply -supplied in another. As rare exceptions, however, there are individuals -who in infancy have, through accident or disease, lost certain groups of -nerve connections while retaining unusually rich groups in other parts -of the body. There is, of course, the most famous case in modern -history, that of Helen Keller, whose auditory and optical nerve -connections were lost through disease in early infancy, but whose -unusual inherent mental capacity has been able to demonstrate itself -through other and extraordinary means as a result of training and -education. - -But in ordinary life, if a man or a woman has some mental quality which -does not express itself in an action which other persons can see or hear -and know about, then it is not socially important. It is of consequence -only to the individual and it is of little social service to undertake -to measure these obscure and unexpressed and inexpressible capacities, -as they can never, until they find means of expression, affect the -individual’s ability or efficiency in any occupation. It is not that -these things cannot be measured. The case of Helen Keller is one -demonstration that they can be measured. Anything whatever that makes a -difference in the way different individuals act is conceivably -measurable, although it may not at the present time be capable of exact -calculation because it has not been worth anybody’s time and effort to -undertake to measure it. - -To repeat, and possibly to make the preceding paragraphs more clear, let -us recapitulate the different mental qualities to which reference has -been made. - -First, mental _capacity_. This is what the individual has inherited. It -is the size of the tank into which sensations, perceptions, all that -makes up the sum of knowledge, are poured throughout his life, by his -education and his experience. While this capacity in the case of any -individual can doubtless be measured, it is not necessary to measure it -precisely but merely to determine whether it is large enough for the -purposes in view. - -Second, mental _ability_. This is the sum of experience and education -within the limits of the individual’s mental capacity. It is represented -by the individual’s ability to express himself in speech or action in -the performance of any one of a number of specific acts. This mental -ability can be quite definitely measured, and the possession of a -certain degree of mental ability demonstrates the possession of a mental -capacity greater than the ability which the individual has already -reached. - -Third, _acquired knowledge_. It is not the purpose of tests of mental -capacity to measure acquired knowledge, although for many purposes it is -desirable to measure the individual’s acquired knowledge _in addition_ -to his inherent ability, and in a still larger number of instances the -most practical way of arriving at a fairly accurate estimate of an -individual’s ability involves, among other tests, an examination into -the extent of the knowledge which he has acquired through observation or -training along lines definitely related to his particular occupation or -pursuit in life. - -The ordinary and standardized school and university examinations, -civil-service examinations, etc., which have long been the accepted test -of the individual’s ability, do not, and do not purport to, measure -anything more than this last item, that of acquired knowledge. But while -certain gross dimensions of individual capacity may be roughly estimated -from the results of a written or an oral examination based entirely upon -the subject’s stored-up knowledge, it is a matter of common knowledge, -and almost every reader will be able to furnish examples out of his own -experience, that such tests are frequently totally misleading. Professor -Terman has reported on a comparison of the results of civil-service -examinations for policemen and firemen in a California city with -scientific tests applied to the individuals who successfully passed the -civil-service examinations. The results were in many instances -astounding. Men of such low mental capacity that they might almost be -classed as feeble-minded were found to have passed with a fair degree of -satisfaction the simple knowledge and physical tests set up by the city -and to have obtained appointments to these responsible posts as -guardians of the city’s property and lives. - -While it is, therefore, the object of scientific mental tests to exclude -as far as possible the acquired abilities resulting from education and -environment and the knowledge that has been stored up through -observation and training, it is found in practice that for all ordinary -purposes it is sufficient to measure a complex of native and acquired -abilities. The purpose of these tests is, in short, to discover what the -individual is actually able to do, regardless of the source of that -ability, provided, however, that the test of ability is so devised as to -make a clear distinction between mere feats of memory and the actual -exercise of original thought. - -Now, it must be obvious that for the measurement of anything so complex -and multi-dimensioned as the human mind, no single test or scale can be -established. One cannot measure the power of visual perception, for -example, by the same scale that is used to measure attentiveness or -initiative. As a matter of fact, psychologists no longer attempt to -classify human abilities as narrowly as was once the popular practice. -It is almost impossible for even an expert psychologist to be sure he -knows just what qualities and all the qualities any particular test -measures. This is because modern psychologists no longer group reactions -into general functions such as memory, attention, reason, etc., but -simply describe accurately the stimulus given and the conditions under -which it was given and then describe just as accurately what the -reaction is. The test may be built up, for example, to measure ability -to recognize and classify words, but it will also depend upon ability to -read the directions, ability to attend closely to horizontal and -vertical lines and upon many other correlated abilities. Any test may -measure primarily a particular mental dimension or ability but it is -quite certain that the resulting score will be influenced by numberless -other factors than the one that the examiner is most interested in -measuring. - -But since one of the very best tests of intelligence is, of course, the -degree to which one is able to profit by social contacts and the breadth -and variety of the individual’s stored-up impressions, these extraneous -or collateral qualities, which every test also more or less successfully -measures in addition to the particular quality or mental dimension under -direct examination, furnish useful data in arriving at a conclusion -which is, after all, the main purpose sought, as to the individual’s -actual abilities and potential powers. - -In order, however, to get at a really useful record of the mental -capacity of an individual, we must apply a variety of tests and out of -the sum total of the results of these tests we are able much more -accurately to gauge the degree of possession of the qualities for which -we are seeking than could possibly be done by any single test, no matter -how skilfully constructed. Here again science confronts the popular -human demand for a panacea. But just as in medicine only the quack -offers a cure-all, so, in other fields, science has no single standard -to offer by which all results in a given field may be accomplished, and -psychology cannot now or at any time in the future pretend that by a -single method or a single measurement mental capacity can be gauged. - -To come back to an analogy used in a previous chapter, you cannot -measure all the qualities of an automobile with a ten-foot rod. Your -ten-foot rod will tell you whether the wheel base is 120 inches or more -or less than that. It will not tell you how much above or below 120 -inches. If it be necessary for you to know that, you must provide -yourself with a longer or more minutely graded measuring implement; but -because the ten-foot rod does not at a glance disclose to you all that -you wish to know about a particular automobile, you do not, therefore, -either discredit the ten-foot rod as a measuring implement or declare -that the automobile cannot be measured except by the unaided human eye. - -The limitations of the ten-foot rod are perfectly obvious to you; and -so, too, are the complexities of the automobile, which require a variety -of instruments and tests for their proper gauging and measurement. So -before you undertake to form a judgment as to the ability of a -particular automobile, you either measure it yourself or, as a matter of -practice, you have it measured for you by a competent engineer. You do -not necessarily inquire, if you have confidence in the engineer, as to -precisely what dimensions and what materials he found in every part of -the car, but you respect his conclusions, knowing that they are based -upon the most precise and accurate measurements possible with the aid of -such instruments as science has been able to devise, and you are -satisfied that the conclusions form an accurate estimate of the -machine’s qualities. - -The engineer who sets out to measure an automobile in all of its -capacities and powers must provide himself with tachometers for -measuring the engine’s revolutions, dynamometers for testing its -tractive force, micrometer calipers for gauging the bore and the stroke, -thermometers for measuring its temperature, galvanometers for testing -its magneto and battery, and hundreds of other instruments, the readings -of which must be assembled and studied by means of complex, comparative -mathematical formulas before he can tell you what a particular -automobile will do. - -The human mind, it must be apparent to every reader, is not less complex -than the automobile. On the contrary, it is infinitely more complex and -subject to an infinitely wider range of variations. As has been pointed -out above, it is not necessary for practical, every-day purposes to -measure every possible variation and every one of the infinite number of -dimensions of any human mind in order to ascertain the individual’s -ability to succeed in the ordinary pursuits of life. But even in our -ordinary, every-day affairs and contacts, in the simplest forms of -employment, there are called into play such a number of different sorts -of ability and mental power that there must be applied, if one is really -to know of what a particular individual is capable, a large variety of -tests of different kinds for measuring different powers. And for the -mental measurement of individuals whose work calls for the highest -development and capacity, a still larger variety of tests must be -applied. - -It is not always possible—in fact, it is extremely difficult—to devise -tests that do not to some degree measure the mental content resulting -from education and experience, in the effort to measure the mental -capacity which limits and controls one’s education and experience. The -qualities that determine capacity are inherent in the individual. One is -born with them or is not born with them. In their whole infinite variety -they are not all possessed by any one individual, and the particular -grouping of mental qualities which any one person inherits is probably -not possessed by any other person living or who has ever lived. Yet -while individuals differ so completely that it can truthfully be said -that Nature never cast two persons in the same mold, yet there are -qualities possessed by all intelligent persons, the simpler and more -elemental expressions of which are absolutely essential to intelligent -life and existence, and these can be so grouped, classified, measured, -and standardized as to provide a scale whereby the inherent capacity -with respect to these important and essential qualities may be -determined equally in the case of the totally illiterate, untrained -labourer or artisan and the highly trained, educated product of a -university postgraduate course. - -As a matter of practical, every-day common sense, one does not expect to -find, nor does one find, except as a rare exception, an individual -engaged in menial or purely physical labour who is endowed with inherent -mental capacity comparable to that of the university graduate. A person -possessing such capacities moves out from the ranks of labour in spite -of educational handicaps; the history of American business and industry -is full of the romantic stories of men who have achieved success as -organizers and administrators, though in many cases absolutely -illiterate. Properly applied psychological tests would pass over all or -nearly all of the acquired knowledge of such individuals about their -particular business and related matters, and neglect also, the bulk, at -least, of the acquired knowledge of the university man, and so compare -merely what might be called two naked brains, the native intelligence of -each being the only thing to be measured. As has been pointed out, it is -difficult or almost impossible to devise tests that entirely strip the -layers of acquired knowledge from the raw mental powers beneath them, -but for the practical purposes of the application of psychology and -psychological tests in the affairs of every-day life, this can be done -within a reasonable percentage of error. - - - - - CHAPTER IV - STANDARDS FOR MENTAL TESTS - - -To test or measure mental capacity or any of the dimensions and powers -of the human mind, two preliminary steps are necessary. - -First, it must be determined what particular powers or qualities of the -mind it is desired to measure. - -Second, there must be prepared a standard or scale that is, primarily at -least, adapted to the measurement of those particular qualities. - -While it is, in practice, as has been heretofore pointed out, impossible -entirely to segregate a particular mental quality or power from all the -other abilities and capacities possessed by a particular individual, it -is possible to select certain characteristics or abilities which, by the -degree of their presence or absence, give a fair index of certain mental -dimensions or capacities, and to devise tests that, when taken together, -will measure these “key-abilities” and so reflect the general ability -and capacity of the subject. The standards by which the results of such -tests are gauged must necessarily, therefore, be such as have been -shown, by experiment and experience, to give the closest possible -measurement of the individual’s ability in these particular directions, -by enabling the examiner to compare each subject’s performance under the -test, or series of tests, with the records made under precisely similar -tests by individuals and groups of known ability. - -Mental capacity tests may be devised that will measure certain mental -qualities of an infant who has not yet learned to talk, and by thus -providing a comparison between this particular child’s capacities and -the average of children of the same age, enable parents and physicians -to determine in what direction efforts looking toward its mental -development may most helpfully be undertaken. Thus we may test the -infant’s power of observation and perception of shapes, of colours, of -sounds and familiar objects before it is able to talk, measuring these -by standards derived from experience with similar tests applied to a -large number of healthy, normal infants, and by this means determining -whether the subject is above or below the normal average for its age and -if so in what respects. - -At the other end of the scale of mental development, let us assume, is -the possessor of the degree of Doctor of Philosophy from any of the -great universities, since this is the principal degree the possession of -which tends to show the possession of unusual mental powers, if not -necessarily of wisdom. By applying to a large number of Ph.D.’s tests -which are designed to require for their successful performance the -utmost use of all their inherent mental abilities, and arriving at an -average of performance by tabulating and comparing the degrees or -percentages of perfection achieved by all of the individuals so tested, -a standard is set up by which to measure the mental capacity of any -individual or group of individuals of superior, or presumably superior, -intelligence. By such a standard there may be measured also the mental -capacity of men and women who have never seen the inside of a -university, but whose education has been acquired in the course of their -business and professional activities. This is so because _what is -measured is not acquired knowledge, but the ability to acquire -knowledge_, which is quite a different thing. - -The simplest way to measure the capacity of a circular tank is to pump -it full of water and then measure the water as it is drawn off. But it -would be absurd to contend that because there has never been any water -pumped into the tank it is therefore impossible to determine how much -water it would hold. And what the Doctor of Philosophy has got out of -his university course is comparable to the water in the tank. The -university may have assisted, and if its faculty were competent -undoubtedly did assist him, in discovering earlier in life than he -otherwise would have discovered the actual capacity of his mental tank. -But there are probably as many men of equal mental capacity whose mental -tanks have never been filled with the particular kind of intellectual -fluid that the Ph.D. carries about with him, whose capacity there is no -other means of measuring than by the application of mental tests based -upon the known capacities of Doctors of Philosophy. - -The process of measuring the human mind is, indeed, precisely like the -process of measuring an automobile by an engineer, as was pointed out in -the preceding chapter. Back of the tests that are applied to the -automobile to determine its abilities and capacities there must lie a -mass of very definite, exact knowledge of all automobiles or all types -of automobiles already in existence and whose capacities and limitations -are already definitely known. It is of no service to ascertain that the -engine cylinders are of four-inch bore and that the piston has a -six-inch stroke, unless it is well known what the possession of a given -number of cylinders of that particular bore and stroke signifies as to -the ability or capacity of an automobile engine. That knowledge has been -acquired by the observation and measurement over a period of years of -the performance of many automobiles of varying cylinder sizes and number -of cylinders, and the comparison of each size and type with all the -others. - -Similarly, it is of no service to apply a test of any kind to a human -being unless we have, in the first place, determined just what -particular abilities or capacities we want to measure, and, in the -second place, possessed ourselves of knowledge as to the significance of -these capacities, after they have been measured. - -Here, again, the reader should keep constantly in mind the warnings set -forth in the preceding chapter and try to think of mental abilities and -qualities not as detached, separate, sharply defined parts of a mental -whole (as the engine, transmission and bearings of the wheels of an -automobile are detachable, separate entities) but rather as qualities so -intermingled and connected by an infinite number of attachments to all -the other mental qualities and abilities that no one particular ability -can be measured separately or even positively delimited by any sort of -test. Even if this could be done in the case of one individual, the -process would have to be repeated in each separate, individual case, as -in no two human beings is there found exactly the same combination and -correlation of the manifold manifestations of conscious sensation and -thought that together make up the human intelligence. - -But having determined just what qualities and abilities it is desired to -measure, we must set up a standard of measurement by which to compare -the indicated ability of each individual examined, or we shall have -nothing as a result of our test but a mass of information, of the -significance of which we cannot possibly be aware. This standard, for -some purposes, may be merely a composite record of the performances of a -particular group or class examined simultaneously and under the same -conditions. That is to say, if all that is required is to determine -which individual of a group has the greatest ability in certain -directions (and by inference the greatest capacity for further -development along similar lines) then all that is necessary is to apply -a test that will give a comparative measurement of the intelligence of -this particular group. But if the purpose is to ascertain how a -particular individual, or the average of a group of individuals, -compares in particular kinds of capacity with the average or the most -highly developed persons of the same status, education, occupation, or -age, then the standard by which the subject must be measured must be one -derived from the observation and measurement of the mental capacities of -as large a number as possible of individuals engaged in all sorts of -occupations and of all degrees and grades of educational attainment. And -even where the purpose is merely to determine the relative -qualifications and capacities of a particular limited group, it is as a -matter of practice desirable, it might almost be said necessary, to -compare the performance of each individual of the group with a standard -previously fixed and determined as a result of a much broader series of -observations and experiments than can be made within the limits of any -group to which it is practicable to apply any given set of tests as a -whole. - -This is true for two reasons. First, without such an outside standard of -comparison all that is determined by the application of even the most -carefully devised tests to any group is that certain individuals are -more and certain others are less able in particular ways than the -average of the group. The net result is of service, but of nowhere near -the service of a record of the same individuals’ performances graded in -accordance with their approach to conformity with a universal standard. -For example, one might take two, three, or a dozen automobiles on a -speedway and quite readily determine which was the fastest and which the -slowest, but unless one were possessed of certain standards of -measurements that in themselves have no relation whatever to -automobiles, the net result would be of little consequence and of no -value whatever in comparing any one of these cars with another -automobile that had not taken part in the particular test. In this case, -two standards are requisite, namely, distance and time. The length of -the course must be definitely ascertained. The time required for each -automobile under test to cover the course must be accurately recorded. - -Now we have a record of performance that compares at all times with -universal standards. If we add another automobile to the group we do not -need again to run all the cars, including the new one, along the -speedway to determine where the added member of the group ranks with -reference to the others; we can apply to it alone a test based upon the -universal standards of time and distance with which we have already -compared the others, and the new one falls instantly into its proper -rank among its fellows. So, too, we are enabled by this means to compare -any member of the group with any automobile anywhere in the world, the -performance of which has been gauged by these same universal standards -of time and space, and we are thus able to tell, not only how each -particular car ranks with reference to the limited group of cars, but -how it ranks with reference to all cars of all kinds or of a particular -type so far as these have been tested by the universal standard. - -So in testing groups of individuals as to their intelligence or mental -capacity, the use of universal standards of comparison makes the -relative grading of the members of the group with reference to each -other just as easy and simple as though the only standard were that of -the group’s collective performance, and at the same time furnishes a -record of the performance of each individual member of the group by -which he or she may be readily compared with the members of any new -group to which he or she may be at some subsequent time attached, and at -all times with the general run of men or women of the same or differing -social, economic, vocational, or educational status. - -It is in the determination of these universal standards and the -preparation of tests, the results of which indicate the individual’s -relative approximation to these standards, that the scientific training -of the psychologist comes principally into play. Rough standards for -testing the more obvious mental capacities might be set up by any -intelligent person who would take the pains to collect the essential -data. These standards would not, however, be universal unless they were -based upon research and experimentation covering as broad a field as -that in which the psychologists have been working for many years. Nor -would they, except by accident, be as simple and as accurate as the -universal standards compiled by scientifically trained persons. For just -as the average untrained individual cannot form an accurate or even an -approximately accurate estimate of another person’s character and -abilities by observation alone, so persons untrained in the study of the -human mind are prone to be misled by the obvious and to lay undue -emphasis upon external indications which do not, as a matter of -scientific fact, actually signify what they are popularly believed to -indicate. The scientific psychologist’s training enables him to -eliminate to a large extent the non-essentials and to include, in the -establishment of standards of mental measurement and the preparation of -tests or methods of applying these standards, many facts which, to the -untrained mind, do not at once present themselves as important elements. - -Even in the simplest of mechanical operations every workman knows that -it is not safe to trust to the accuracy of homemade measuring -implements. In the absence of a try-square made by a responsible -manufacturer in conformity with the universal standard right angle, even -the most expert carpenter will refuse to run the risk of error until he -has either obtained a new standard from the hardware store or by the -application of geometrical science and the exercise of careful and -painstaking technical skill constructed for himself a new try-square -that conforms, without the variation of a hair’s-breadth, to the -universal standard to which he must work. Still less would a good -machinist undertake to gauge the close tolerances of an automobile -bearing with a homemade micrometer. He knows it is not sufficient merely -to have a perfect fit of this particular bearing, which might be worked -out by rule of thumb, but that it is essential that the dimensions of -the bearing, down to within a thousandth of an inch, must conform to the -universal standards for automobile bearings, and that the best implement -with which to test the degree of conformity to the universal standard is -the standardized micrometer, prepared by specialized methods and -produced only by the exercise of highly trained technical skill. Once -given such implements of precision, any good workman can readily apply -all the scientific intelligence that went into the devising of the -standards and the preparation of the methods of applying them. - -So, once there are at hand scientifically devised standards with which -the mental qualities of any individual may be gauged and compared, and -tests have been prepared for the scientific measurement of these -qualities with reference to the established standards, the application -of these tests to individuals may be made by anybody sufficiently -intelligent to grasp their purport and follow directions exactly. It is -not necessary, in other words, even for the testing of the most complex -and highly developed mental powers, that the actual application of the -test be made by the scientific psychologist. It is possible, and it has -been the purpose in the preparation of the tests which are presented in -this book, to devise mental tests which, if applied precisely as -indicated in the instructions accompanying them, will yield the same -results in the hands of the wholly untrained examiner as though the -actual administration of the tests had been made by the scientist who -devised them. - -It must not be thought that the result of any test is always 100 per -cent. accurate. Even good workmen sometimes make errors in the use of -the most precise scientific instruments. Even though constructed with -the most painstaking care, according to the truest scientific formulas -and by men of the highest technical training and skill, the mechanical -instruments of precision are occasionally found to be inaccurate. If -this is the case with material implements and dimensions which are -finite, concrete, and tangible, how much greater is the liability to -error in dealing with the intangible, infinite, and more or less -abstract qualities of the human mind. The scientific psychologist is, -after all, merely another human being, and as such equally liable with -all other human beings to human error. Of no man or woman can it be said -that he or she is infallible, and as every one who applies a -psychological test is human, and so liable to error either in its -application or the reading of its result, conclusions drawn from the -results of any particular test should be accepted as accurate only when -they have been checked by the results of other tests applied to the same -subject, and substantial conformity of the results of one to those of -the others has been obtained. For this reason, among others, no single -test can be expected to yield definite and complete information as to -any particular individual’s mental capacity or ability, whether gauged -by the universal standard or by group comparison. It has, therefore, -been necessary to establish, as preliminary to the preparation of the -Mentimeter tests, a variety of standards, and to prepare a considerable -number of tests under each of these standards, all or most of which must -be used in each instance if anything approaching scientific accuracy is -to be reflected in the resulting scores. - -As has previously been pointed out, however, the scientific method is -incomparably freer from the liability to error than any method of -determining human ability and capacity that depends upon unaided -personal observation. How completely this has been demonstrated in -practice in a wide range of fields is set forth in subsequent chapters. -To yield results of maximum accuracy, however, scientific mental tests -must be used only with reference to the standards on which they are -based. - -Lest it has not been made clear already to the reader how the method of -establishing mental standards of comparison operates, let us again -briefly try to point out just what is meant by a universal standard of -mental capacity. - -It is a comparatively simple matter, involving merely a considerable -amount of painstaking search and the expenditure of a good deal of time -to find, let us say, a thousand engineers, each of whom has demonstrated -in the course of his professional practice that he possesses unusual -ability to project and design bridges and viaducts. Let us suppose that -we wish to take the average capacity of these thousand engineers as the -standard by which to measure every budding engineer in the technical -schools with reference to the capacity of each to become a planner and -designer of bridges and viaducts. - -The scientific psychologist must first familiarize himself with the -essentials of that combination of artistic, technical, and mathematical -skill which makes a great engineer. This is not a simple or easy task to -begin with, and to accomplish it calls for the exercise of highly -trained mental powers on the part of the investigator as well as a -thorough understanding of the operation of the various processes of the -human mind. Then there must be devised methods by which, as simply and -yet as precisely as possible, each of these thousand engineers of known -capacity may be tested as to the degree in which he possesses the -various abilities, the sum total of which is the measure of his capacity -as an engineer. It may be necessary to make these tests over a period of -years, and the tests themselves may and probably will require frequent -revision and amendment as it is found in the course of their application -that some of them are unnecessary and others inadequate. If it is found -that any of the tests so applied is readily fulfilled by every subject -examined, the effort is made to increase the difficulty of the test, -until it has reached a stage where the perfect performance of all its -requirements is barely within the reach of the ablest and most competent -of all the engineers under examination. Indeed, some of the tests may be -so difficult that none of those examined may conform precisely to the -set requirements. In respect of some classes of tests this is, in fact, -desirable, as what is being sought is an average of group capacity, and -if any considerable percentage exhibit a capacity greater than can be -measured by the tests set there arises an element of doubt as to the -accuracy of the average combined score, since some of those contributing -to it have obviously greater mental ability than can be measured by the -particular scale used. - -Once, however, tests have been applied to the supposititious thousand -expert engineers, and the performance of each of them in each test has -been given its proper place in the scale, and an average struck, there -has come into existence a preliminary standard; which, however, before -being offered for general use in the testing of engineering students and -others, must first be tried out by experimental application on as many -individuals and groups as are available, and their performance with -reference to the standard checked up by all other means available. It -may be, and quite frequently is, the case that this preliminary try-out -of a standard results in the elimination of some of its elements, the -modification of others, and the necessary preparation of a new series of -tests based upon the altered standards. But in this fashion, in the -course of time and as the result of the combined effort of many trained -minds, there is at last set up a standard which is substantially -universal in its application, and by which it may readily be determined -whether or not any particular individual possesses the mental capacity -and particular abilities that have been found to be necessary if he is -to develop into a competent engineer. - -As psychological tests are more and more widely applied and there is -consequently accumulated an increasing volume of data which can be -collected, classified, and compared, standards become either more firmly -established as a result of experience or subject to modification in the -light of the wider range of knowledge. In science nothing is final. What -psychology offers to-day is a method of mental tests, the soundness of -which in principle is unchallenged, though the application in detail of -these principles is subject to constant improvement and refinement. - - - - - CHAPTER V - DIFFERENT TYPES OF MENTAL TESTS - - -The character of any mental test or series of tests is determined -primarily, of course, by the purpose for which the test is applied, and, -secondarily, by the known or obvious mental limitations of the -individual under examination. - -Mental tests thus classify themselves, in the first instance, into as -many different classes as there are specific purposes to be served by -their use, particular kinds or classes of mental ability and capacity to -be ascertained, or degrees of previously known mental limitations. Each -one of these classifications cuts across all other classifications at -some point, so that it is, as a matter of practice, impossible to -tabulate or catalogue mental tests in such a way as to separate them -into sharply defined or permanently detached groups or classes. - -Broadly, all mental tests subdivide at first into tests devised for use -with persons of normal mental capacity and development and tests for -intelligences that are not fully developed. This is, perhaps, the chief -permanent and fixed classification of intelligence tests that can be -made, for in a group of tests for the sub-normal mind would be included -the entire series of tests adapted for the examination of the mental -powers of children of all ages, from earliest infancy to maturity. In -fact, the standard method of rating or grading adults of undeveloped or -sub-normal intelligence is to classify them by their mental age as -compared with the performance of normal children of the same age. - -Thus, a man or woman of twenty-five who is able to make a high score in -tests which are passed successfully by normal children of eight, but who -fails when subjected to tests which a normal child of ten should pass -easily, is rated approximately as of mental age nine. - -Cutting across this classification is the arbitrary classification of -tests adopted in the psychological work of the United States Army, in -which every officer and enlisted man is classified as to his relative -intelligence by means of scientific mental tests. The Army tests are of -three principal kinds. There is a series of tests, known as the Alpha, -designed to measure the intelligence of individuals who can read and -write the English language. For those who are either illiterate or whose -ability to read or write is confined to some language other than -English, there is the Beta series of tests. These may register as high a -degree of intelligence as the Alpha tests; the results are merely not -expressed in terms of the English language. The third classification in -the Army is the individual tests, applied to those who fail to make a -satisfactory score under either the Alpha or the Beta tests. This is, in -its Army application, a system of tests for the sub-normal adult -intelligence. Thus the broad classification first set forth above, in -substance actually holds in the classification of the Army tests. - -Under each of these two broad classifications, and particularly under -the first (since in general, every-day practice it is of little service -to undertake to analyze minutely the capacities and limitations of the -sub-normal mind except in the application of these tests to growing -children) there are many possible subdivisions of mental tests, based -upon the particular mental qualities which it is desired to measure. - -First and most useful generally are general intelligence tests, which -must usually be subdivided into a series of related tests. Then, for -varying purposes, such as the examination of candidates for particular -classes of employment requiring special ability or capacity, there may -be applied speed tests, accuracy tests, perception tests, coördination -tests, memory tests, mathematical tests, and a wide variety of others. -These are tests which primarily measure the subject’s ability to perform -certain specific acts under pre-determined conditions, the determination -of capacity in excess of that actually demonstrated under test depending -upon the facility and accuracy with which the subject responds to the -conditions of these tests. Of course, every scientific mental test is -based upon the performance of certain acts, since it is only through -action of some sort, whether by speech, writing, or the performance of a -manual operation, that any one is able to express his mental ability at -any time. - -But while it is relatively a simple matter to devise tests that -satisfactorily indicate the subject’s possession of the more obvious -mental powers indicated by such tests as those last listed above, there -is another class of mental tests, designed primarily to indicate or -determine the possession of the more abstract qualities, the -manifestation of which through the individual’s simple and ordinary -actions is less obvious to the untrained observer. This is the class of -tests that are designed to measure the degree in which an individual -possesses such qualities as moral sense, form perception, the power to -reason from cause to effect, poetic discrimination, ability to -understand complicated instructions, judgment, sense of the right -relationship of things and ideas. It is as important, if one is to -arrive at a true measure of any individual’s mental capacity, that he be -tested as to his possession of these more or less abstract qualities, as -it is to determine his possession of concrete abilities. In other words, -the normal mind of an intelligent adult is capable of dealing -intelligently with ideas and abstractions. The mentality that does not -respond with a certain degree of readiness to ideal conceptions is to -that extent sub-normal. The only possible way of determining the -possession of unusual or super-normal mental capacity is by means of the -demonstration that its possessor grasps readily and responds -unhesitatingly to the presentation of abstract concepts. - -The demonstration itself must, of course, be concrete. Unless the -individual possessing extraordinary mental power is able, as Kipling -phrases it, to - - . . . . press the logic of a fact - To its ultimate conclusion in unmitigated act. - -it is of no social consequence whatever that he may possess the mental -catholicity of a Shakespeare. There is no place in the modern world for -“mute, inglorious Miltons.” - -Indeed, it may be questioned whether a “mute, inglorious Milton” ever -existed. The world is full of people who regard themselves as -“unappreciated.” Everyone is familiar with the unfortunate type that is -forever seeking sympathy, constantly on the lookout for friendly -shoulders on which to sob out the sad tale of the world’s harshness. -Under psychological tests the preponderant majority of this type of -individual is clearly demonstrated to be mentally deficient or -sub-normal in some important respect. The occasional individual of -normal mental capacity who fails to demonstrate that capacity by the -performance of specific acts is merely mentally lazy. In other words, it -may be set forth as a sound conclusion, capable of scientific proof, -that mental capacity in the healthy, normal individual always finds -means of expressing itself in concrete and socially useful ways, -whenever its possessor actually desires so to utilize his mental powers. - -In the devising and preparation of tests intended to measure the less -obvious of the mental powers, a considerable degree of ingenuity and the -greatest amount of scientific care and technical skill is required. To -the person untrained in psychology tests designed to measure the -possession of the more abstract powers frequently look childish, if not -positively silly. Since it is essential, in the case of Army officers -and men, to determine as nearly as it may be done by simple and easily -applied tests their possession of a wide variety of mental qualities, -some of the elements of the Army Alpha test appear to the concrete type -of mind to be futile, if not absurd. But any comprehensive system of -mental tests must include, as there have been included in the Mentimeter -tests presented in this volume, a considerable proportion which do not -on their face appear to be directed toward the disclosure of the -ordinary and useful mental capacities. It is of vital importance, if the -results of any given series are to give an adequate picture of the -actual abilities and possibilities of the subject examined, that tests -of this character be included among them. - -Each of the possible classes of mental tests may be set to any one of an -infinite number of standards. General intelligence tests, for example, -may be set to the standard of the average university graduate, so that -the result when applied to any individual gives a fair estimate of the -subject’s intelligence as compared with that of those who have -demonstrated the possession of mental capacity sufficient to complete -satisfactorily a university course. Or the standard may be that of the -average lawyer, the average high school pupil, the average normal child -of any age or school grade, the average skilled mechanic, the average -labourer, or the average child below the age of speech. And, in -practice, what is measured is, after all, general intelligence. - -Intelligence, as has been frequently pointed out, while it does not -depend upon the individual’s ability to read and write, is so generally -accompanied by the definite and intimate knowledge of the symbols which -we call letters, words, and figures, and of their meaning, that in the -great majority of cases in which it is desired to apply the test of -intelligence this can best be done, or at least most readily be done, by -the use of these familiar symbols; in other words, by tests which -involve only the acts of reading and writing. If intelligence may be -defined as the intellectual power of adaptation to environment, a -complete test of intelligence determines the individual’s ability to -recognize the situation in which he finds himself, perceive his own -relation to the situation, analyze it, and arrive at a conclusion as to -what he should do next; then put that conclusion into effect by means of -a concrete act. Thus one may learn a great deal about an individual’s -mental capacity by observing his conduct when he misses a train. But -since it is not practicable to apply this method of inquiry in every -case, the next best thing is to ask the question, “What would you do if -you missed your train?” To ask this question of a subject is next best -to seeing him in such a situation. He must exercise his sense of reality -upon it, size it up and plan his reaction. - -Since all life is made up of situations in which the individual places -or finds himself and from which he must extricate himself, and since the -broader the mental capacity, the more easily will the individual meet -situations as they arise, the ideal mental test is one that presents a -situation such as does or might occur in real life, and requires the -subject to extricate himself, or at least to indicate his first and -immediate impulse toward action should such a situation arise. - -Since the purpose of mental tests is primarily to determine intelligence -rather than the possession of physical qualities, it is conceivable -that, in many situations, properly devised questions may give a fairer -view of the subject’s mental capacity than would observation of the same -individual in action in a real situation. Thus a person of the highest -intelligence and mental capacity might be deficient in physical courage, -so that if we could observe him in action on unexpectedly meeting a -highway robber armed with a revolver we might be able to deduce from his -actions absolutely no criteria upon which to form a sound judgment as to -his mental powers; the same subject, asked the question, “What would you -do if held up by a footpad?” might exhibit in his answer unusual ability -to perceive quickly and reason soundly to an intelligent conclusion—in -other words, to demonstrate his possession of considerable mental -capacity. - -All properly constructed mental tests are, therefore, in effect, -attempts to reproduce or project upon a laboratory scale situations such -as the subject is or may be called upon to meet in actual life. It is -obvious that ability to analyze quickly and propound immediately the -correct course of action when the situation presented is unusual and -outside the range of every-day experience indicates clearly the -possession of mental ability greater than is required to meet only -ordinary and familiar situations. The theory of the mental test as a -reproduction in miniature of actual situations is thus commented on by -Daniel W. La Rue: - -“It is useless to ask a savage what he would do if he missed his train, -or an old bachelor what he would do when the baby cried, or a green -soldier how he will behave when a shell bursts near him. Further, just -which of many millions of situations are so important, or so typical, or -so closely correlated with a web of others, similar or dissimilar, that -they should be admitted among the select few that form a test? The -answer is coming as a slow deposit from the stream of experience and -experiment.” - -Doctor La Rue, pursuing the same theme, points out with sound philosophy -the necessity for grading mental tests to fit the apparent or previously -known mental level of the subject. - -“We must beware how we use a high-level test to measure low-level -intelligence. If our scales are set to weigh nothing less than a hundred -pounds or upward, we cannot tell accurately the weight of an -eighty-pound man. In particular, since devisers of tests are usually -expert in the use of literary symbols, and since ordinary test -conditions limit seriously the possible variety of responses open to the -subject, we slide easily into the belief that a dextrous manipulation of -symbols is the prime display of intelligence. No doubt it is true that -in an ideally developed brain the language centres (tracts) are well -webbed up with every other trait-tract. Ideally, to experience anything -is to be able to utter it. But the stammering lover is matched by the -stammering thinker, and there certainly may be intelligent action -without the power to put it adequately into words. Probably Cæsar is the -only great general who could describe a battle as finely as he could -plan it or fight it. Words without deeds, deeds without words: we must -be prepared for both. Our old test question, ‘Why should we judge a -person by what he does rather than by what he says?’ applies to the test -itself.” - -Because of the fact that there is a percentage of persons who, either -through unfamiliarity with the English language or lack of skill in -expressing themselves through word and number symbols, do not respond to -tests based on the use of words, any comprehensive scheme of mental -tests must contain a proportion of tests the response to which may be -made without the use of written, printed, or spoken words. Of such a -nature were the Army Beta tests, already referred to, and there will be -found in the Mentimeter tests presented in this volume a considerable -number of forms that fall into this class of tests. To the person -accustomed to dealing chiefly with words and ideas, it is not always -readily apparent that proof of a high degree of intelligence can be -obtained by means of tests which do not employ these familiar symbols. -As a matter of practical fact, however, results which check up very -closely with every other means of determining the subject’s intelligence -were quite uniformly obtained through the use of the Beta tests in the -Army, and similar success has been achieved through the application of -tests of the same general character in industry and education. - -There is another general class of tests to which only passing reference -need be made here. This is the class of trade tests, in which by a -combination of oral examination and specific performance the precise -ability or degree of skill of the subject in a given occupation or trade -is determined. Although frequently confused with psychological tests, -this class of tests does not properly come within the scope of mental -tests in the sense of being chiefly measurements of intelligence. It has -been found, however, in practice that the individual’s native -intelligence or inherent mental capacity has, in most occupations, a -very decided bearing upon the degree of skill which he or she can -attain, even in the simpler mechanical operations. Because of this fact, -as well as because the value of trade tests in industry is of increasing -importance, some of the principles underlying the construction of trade -tests and their application are discussed briefly in a later chapter. - - - - - CHAPTER VI - MENTAL TESTS IN THE ARMY - - -The United States of America entered the World War under conditions of -emergency which demanded the maximum of efficiency in the work of -military preparation, with the minimum of effort. France was virtually -broken; England was tired; Russia was demoralized and disrupted, and -Italy was doing very little more than holding her own. The mere drilling -and conditioning of the nearly three millions of men which the Nation -had called to arms were not sufficient to meet the requirements of the -task assumed. America was expected to develop, almost overnight, a -fighting force capable of meeting and defeating a Teutonic military -machine which had come to be known as the most powerful and skillful in -the world. - -The gravity of the situation forbade experiments with hit-or-miss -methods. It was imperative that no round pegs be placed in square holes. -Each one of those nearly three million American soldiers had to be -placed where he would be of greatest service. Some simple, quick method -of distribution was needed. It was perfectly obvious that these men -could not be equally good material for soldiers or officers. Out of so -great a number it was reasonably certain that men could be found -especially qualified to perform each one of the particular tasks which -the infinitely complex scheme of organization of a modern army requires. - -It was in accordance with the law of probabilities that there would be -contained in this mass of soldier material men highly skilled in every -one of the more than seven hundred distinct and specific trades and -handicrafts in which artisans were needed for the successful maintenance -of the fighting forces in the field. The drag-net of the selective -service system was certain to gather in its meshes men who were natural -leaders and many more men who could only follow. From every city block, -every crossroads hamlet, every village street would come those who could -teach and those who could only learn. It was inevitable, moreover, that -in this huge aggregation of human beings there would be a percentage of -the wholly unteachable, the mentally stunted, fit only to be hewers of -wood and drawers of water and sure to be a detriment and handicap to any -military organization whatsoever. - -In a lesser degree the same generalizations applied to the human raw -material admitted to the various officers’ training courses; even though -a fairly high minimum of educational attainment was required of all -candidates, there was bound to be a wide range of military value between -the best and the poorest of this officer material. - -Psychology, the science that deals with the human mind, offered the only -possible short-cut to the ultimate goal of the placement of every -individual in the Army at the point where his efficiency would be -greatest. The processes of the selective draft had weeded out the larger -portion of the physically unfit. The draft questionnaire, as finally -revised, provided for a rough preliminary classification of men -according to their own estimates of themselves. But something more was -needed—some system for passing the entire Army, officers and men, -through a series of graduated sieves, as it were, so cunningly devised, -and operated with such scientific precision as to tag, label, and index -each and every one so exactly that as little as possible would be left -for experience to disclose as to his qualifications for his particular -part of the Army’s job. - -On April 6, 1917, the United States Congress declared the existence of a -state of war with Germany. On that same date there was being held in -Boston a meeting of a group of psychologists known as the -“Experimentalists,” among whom was Dr. Robert M. Yerkes, president of -the American Psychological Association. On receipt of news that America -was at last at war, all regular business of the meeting was suspended -and those present resolved themselves into an informal committee to -consider ways and means by which the psychologists of America could best -serve their country. - -On the evening of that day, as the result of many conferences, the -president of the association asked the council to authorize him to -appoint committees on various phases of applied psychology for the -purpose: first, of enlisting the coöperation of every trained -psychologist in America, including the entire membership of the American -Psychological Association; and, second, of determining precisely what -service the psychologists could best perform. The proposal met with an -immediate response and Doctor Yerkes and his committee went to work. - -The Army General Staff was skeptical at first, but Doctor Yerkes and his -associates overcame this skepticism and by midsummer of 1917 the -Division of Psychology of the Medical Department of the United States -Army, with Doctor Yerkes at its head with the rank of major, was -actively functioning, and the Committee on Classification of Personnel -in the Army had been established and was demonstrating, to the surprise -of the General Staff and the War Department, the possibility of -determining by scientific means the relative military value and proper -military assignment of the officers and men of the Army. By the end of -1917 psychology, as applied to war, had so far justified itself that the -Surgeon General reported complete success in achieving the desired -results, which he stated, concisely, to be: (a) to aid in segregating -the mentally incompetent, (b) to classify men according to their mental -ability, and (c) to assist in selecting competent men for responsible -positions. - -The programme of the Division of Psychology of the Medical Department -included mental tests for all recruits during a two-weeks detention -period. These intelligence ratings, as they were officially termed, -aimed to aid: - -(1) In the discovery of men whose superior intelligence suggested their -consideration for advancement; - -(2) In the prompt selection and assignment to development battalions of -men who were so inferior mentally that they were suited only for special -assignments; - -(3) In forming organizations of uniform mental strength where such -uniformity was desired; - -(4) In forming organizations of superior mental strength where such -superiority was demanded by the nature of the work to be performed; - -(5) In selecting suitable men for various army duties or for special -training in colleges or technical schools; - -(6) In the early formation of training groups within a company in order -that each man might receive instruction and drill according to his -ability to profit thereby; - -(7) In the early recognition of slow-thinking minds which might -otherwise be mistaken for stubborn or disobedient characters; - -(8) In eliminating from the army those men whose low-grade intelligence -rendered them either a burden or a menace to the service. - -In three systems of tests in use between May 1 and October 1, 1918, in -the United States Army, approximately one million three hundred thousand -men were tested. - -The test first applied to all, men and officers, who could read English, -was known as the “Alpha.” This was a group test. It required only fifty -minutes and could be given to groups as large as 500. The test material -was so arranged that each of its 212 questions might be answered without -writing, merely by underlining, crossing out or checking. The papers -later were scored by means of stencils, so that nothing was left to the -personal judgment of those who did the scoring. The mental rating which -resulted therefore was wholly objective. - -The “Beta” test was used for foreigners and illiterates. It could be -given to groups of from 75 to 200 and required approximately fifty -minutes. Success in the Beta test did not depend upon knowledge of -English, as the instructions were given entirely by pantomime and -demonstration. It measured general intelligence through the use of -concrete or picture material instead of the printed language. It also -was scored by stencils and yielded an objective rating. - -Both the Alpha and the Beta tests were known as Group tests because of -the large number of men to whom they could be given simultaneously. -Those men who failed in the Group tests were given Individual tests in -which the instructions were given by a trained psychologist working with -one soldier at a time in a quiet private office. These Individual tests -were of two sorts: one for men who understood English, and the other for -men without education and frequently without knowledge of the English -language. The Individual tests served as a check upon the Group tests -which had preceded them. No man was recommended for discharge or for -labour battalions until after he had been individually examined by a -psychologist who spent from a half hour to an hour and a half with him, -attempting to determine whether or not the results of the Group tests -could be relied upon. - -To determine the relative intelligence of five hundred men in fifty -minutes by a method so completely objective that no part of the -resulting classification is based on the individual judgment or opinion -of either the examiner or any of the men themselves is certainly a -practical application of psychological science. Simple as the Alpha test -was, its practical working out and reduction to an exact scientific -formula was the work of hundreds of highly trained minds for many -months. In its concrete application it looks like a children’s game, but -the results are so reliable as to be almost uncanny in the precision -with which they tally with the conclusions reached in the same cases as -a result of long and intimate observation. - -(For full details of the Alpha test the reader is referred to Appendix B -to this volume.) - -The highest score a man could make in the Alpha test was 212. This is an -absolutely perfect score, a correct answer or response to every one of -the 212 questions or examples; but any man who made a score above 135 -was given the highest possible rating, Grade A, in the mental schedule. -There were seven ratings in all: A, above 135; B, which included those -making 104 to 135; C, _plus_, which took in those down to a score of 75; -C, for those scoring from 45 to 74; C, _minus_, for those with scores of -25 to 44; D, for the ones who gave from 15 to 24 correct answers; and D, -_minus_, for those who were unable to answer correctly more than 14 out -of the 212 questions. - -Now for the proof! Here is an official report of one of many comparisons -made between the results of the psychological tests and the actual -observations and personal knowledge of men by their officers. - -The commanding officers of ten different organizations, representing -various arms of service in one camp, were asked to designate (a) the -most efficient men in their organizations, (b) the men of average value -and (c) the men so inferior that they were barely able to perform their -duties. The officers had been with these men from six to twelve months -and knew them exceptionally well. The total number of men rated was 965, -about equally divided between the three classifications. - -After the officers’ ratings had been made, the men were given the Alpha -test, and the comparison of results showed that the average score -recorded in this test by those men the officers had graded as “best” was -approximately twice as high as those the officers termed their poorest -men. Of men scoring C, _minus_, in the Alpha test, 70 per cent. were -those classed by the officers as their poorest men and only 4.4 per -cent. of those ranked with the ones whom the officers regarded as best. -Of all the men whose scores were above C, _plus_, 55.5 per cent. had -been graded by their officers as their best men and only 15 per cent. as -among their poorest soldiers. - -In another camp 765 men of a regular infantry regiment, who had been -with their officers for several months, were graded by their officers in -five classes, according to their practical military value. Seventy-six -of these men were rated either A or B by the Alpha test; all but nine of -these had been graded “one” and “two” by their officers, and none of -them had been placed in the lowest grade. - -Out of 238 of these soldiers who scored D or D, _minus_, in the -psychological test, all but eight had been placed in the three lowest -grades by their officers. The psychological ratings and the ratings of -the company commanders were identical in 49.5 per cent. of all cases. In -88.4 per cent. of the cases the agreement was within one step, and in -only seven tenths of 1 per cent. was there a disagreement between the -psychological test results and the officers’ ratings of more than two -steps. - -Here is another comparison. Sixty company commanders each named his ten -best and ten poorest privates. Without any knowledge on the part of the -psychological examiners in this or in any other of the comparative tests -as to the ratings the officers had given the men, the Alpha gave the -grade of D or D, _minus_, to 57.5 per cent. of those picked as the -poorest and placed all but a fractional percentage of 1,118 men in the -same classes in which they had been placed by their officers on the -basis of observation and experience. - -Those who failed in the Group tests were given individual attention by -the clinical psychologist. The examination here was frequently by the -Stanford Revision of the Binet test or by the Yerkes-Bridges Point -Scale. For men who could not understand the instructions and the -language necessary for taking these two tests a series of specially -devised performance tests, consisting chiefly of picture puzzles, cubes, -squares, crescents, and other forms cut from wood, were provided. The -assumption was that a man who has not intelligence enough to place a -triangular block in a perfectly obvious triangular hole, or to piece -together the six or seven parts which, when properly assembled, make up -the figure of a man or a ship is so hopelessly deficient mentally as to -be not only of no value, but a positive detriment to the Army. In many -instances fully grown men with the mentality of children seven or eight -years old were thus weeded out from among the recruits who had -successfully passed the physical tests and been inducted into the -service. Men making the D, _minus_, or E score in either the Alpha or -the Beta tests were graded as of very inferior intelligence; D, _minus_, -men were held to be fit for regular service but the E men were -recommended for service in the development battalions or for discharge. - -About 15 per cent. of all the soldiers examined were scored in the D -class. They were ranked as of inferior intelligence, likely to be fairly -good soldiers but slow in learning, short on initiative, requiring more -than the usual amount of supervision, and unable to rise above the grade -of private. Most D, _minus_, and E men were below the mental age of ten -years; few men making a psychological score of D had the intelligence of -the average normal fourteen-year-old boy. About 20 per cent. of the -1,500,000 soldiers examined by the psychological method made the score -of C, _minus_, which indicated low average intelligence. These men were -good soldiers, however, and did satisfactory work in routine matters. -The C men, those of average intelligence, included about 25 per cent. of -the drafted men and furnished a fair proportion of non-commissioned -material. - -Those in the C, _plus_, rating, which indicated high average -intelligence, included from about 15 to 18 per cent. of all the soldiers -examined. This group provided not only a large amount of -non-commissioned officer material, but an occasional soldier whose -qualities of leadership and power to command fitted him for a -commission. - -A man who made a score of B in the Alpha test was graded as of superior -intelligence. Between 8 and 10 per cent. of all soldiers examined made -the B score. This group included a large proportion of men of the -commissioned officer type and a very large proportion of men fit for the -higher non-commissioned officers’ details. - -Only 4 to 5 per cent. of the men in the Army made the score of A in the -Alpha test, which means that they were able to answer in the given time, -correctly, more than 135 of the 212 questions in the test. These were -men of very superior intelligence—indeed, of marked intellectuality. Men -of this mental type who had any leadership ability whatsoever made the -various grades of commissioned officers. - -The practical application of the psychological tests covered a very wide -range. The highest intelligence among enlisted men was required in the -Field Artillery, Machine-Gun Battalions, and Signal Corps. Men of the -lowest grade of intelligence served as labourers, teamsters, and in -other non-combatant service, while men only slightly below the average -performed the duties of an infantryman satisfactorily. - -By the application of the mental tests it was found possible to bring up -the average of particular companies, regiments, and detachments, by -exchanging men of high mentality from one regiment for an equal number -of men of the lower mental grade from another regiment in which the -average of ability was low. A great saving of time and energy was made -possible by being able to determine that a particular soldier, on the -strength of his psychological score, was qualified to become a good -artilleryman, machine gunner, or signal-corps man, or what not. If only -in preventing the loading up of combatant divisions with men qualified -only for the service of supply, the work of the psychologists made -possible the elimination of incalculable delay in getting our overseas -contingent ready to fight. - -The intelligence tests used in the Army were admittedly imperfect at -many points. They were especially designed for and adapted to the -testing of a very much larger group than is ever likely again to be -subjected to any single test or series of tests, and so, for most -civilian purposes, these Alpha and Beta tests cannot be taken as a fair -or complete system of ascertaining all the facts which mental tests -ought to disclose. But at the time and for their particular purpose they -functioned admirably, as all persons familiar with the result obtained -will concede. - - - - - CHAPTER VII - PSYCHOLOGICAL TESTS IN EDUCATION - - -Just as intelligence tests in the Army have developed a new appreciation -of the significance of analyses of intelligence as a means of selecting -the right man for the right place in the military machine, so have -scientifically devised mental tests emphasized the possibilities of more -rapid and satisfactory progress in our educational activities. - -The application of psychology to the measurement of teaching methods in -institutions of learning is of comparatively recent origin. Up to ten -years ago we had been able to make very little use of tests for the -measurement of intelligence in schools, colleges, and universities. We -were fighting blindly, as it were, to overcome the problems which faced -us at every turn. We had no concrete guide, for instance, in our efforts -to select proper courses of study for children and adults of various -mental capacities, nor could we decide upon uniform efforts toward the -disposal of such questions as vocational guidance, schoolroom procedure, -juvenile delinquency, promotional schemes, retardation of children, and -the proper treatment of sub-normal and gifted pupils. - -The retardation problem, for example, has become serious. Statistics -indicate that from one third to one half of the children in the public -schools of the United States fail to advance with the speed expected of -them. Ten to 15 per cent. are retarded two years or more. Five to 8 per -cent. do not come within three years of the state of development set as -a standard. More than 10 per cent. of the $500,000,000 spent every year -in this country for school instruction purposes is used for reteaching -children what they already have been “taught” but have failed to learn. - -Many efforts toward reform have been fruitful but disappointing. The -supposition that evils in existing systems could be completely cured by -adopting new methods of instruction, altering promotion methods, giving -increased attention to children’s health, and adoption of other -innovations, was less effective, experiments have shown, than was -generally anticipated by educators who put these theories into -operation. These reforms were less successful than their authors -expected they would be, for the reason that the reformers fell into the -error of assuming that, under the right conditions, all children would -be equally, or almost equally capable of making satisfactory progress. -They failed to take into account the fact that there are more than two -classes of school children and that they cannot be graded merely as -“feeble-minded” and “normal.” There are all degrees of intelligence, -ranging from idiocy on the one hand to genius on the other, and any -efforts toward improvement of conditions must be applied with full -recognition of such differences. - -There are wide differences among normal human beings in mental -inheritance and these differences affect to a marked degree the capacity -of men, women, and children to profit from instruction. Just as the Army -had to allow for differences in mental capacity, so must the schools -differentiate courses of study in such a way that each pupil will be -allowed to study in a manner that is easy for him, whether that manner -be rapid or slow. - -Dr. Lewis M. Terman, Professor of Education at Stanford University, in -California, who writes with more authority than any other author on the -application of psychological tests in schools, emphasizes the fact that -little progress can be made toward the correction of present evils until -we acquire a more scientific knowledge of the material with which we -deal. This phase of the problem perhaps suggests the only practical way -toward solution. - -Intelligence tests in schools and higher institutions have been given a -wide range of application, but in virtually every instance the results -have justified the claim of superiority for these tests over other -methods of classifying students. In some instances positively startling -developments have been noted. - -Of particular interest, from the viewpoint of educators who already are -convinced of the value of intelligence rating in educational -institutions, is the report of experiments at Public School No. 64, New -York City. The object was to select, group, and train a number of -children of very superior intelligence, in an attempt toward the -solution of the grading problem. - -The experiment was suggested by a survey made several years ago by a -psychologist employed by the Public Education Association. Among a -number of so-called _average_ children was W. H., a boy. W. H.’s mental -age measured about two years ahead of his age in years. His physical -development was superior to the average child of his grade, consequently -he became an interesting subject to study. He was promoted as soon as he -acquired the essential features of the work in each grade, and, without -any conscious effort on his part, he accomplished the work of nine -grades in two years. W. H. was especially fond of athletics and outdoor -sports. He took his school work as a matter of course and showed no -indication of special interest in books or study. By the time he had -reached the fifth-grade several other boys of approximately the same -ability had been discovered. - -One day the psychologist, the principal, and one of the assistants -discussed the possibility of forming a class composed of children -similarly gifted. Special classes for defective children, with a course -of study adapted to their needs, had been in existence for some time. -Why not organize special classes for children at the other end of the -scale, composed of those showing the highest grade of intelligence? -Surely these children, society’s greatest assets, were entitled to -progress at the speed that was desirable and normal to them. If -defective children of ungraded classes were worthy of a course of study -peculiarly adapted to their limitations, certainly an enriched -curriculum must be provided to meet the needs of children whose -capabilities extended to the highest degree of attainment. - -The initial selection of children was made from the 5A class of W. H.’s -associates, from other fifth- and sixth-grade classes in the school, and -from similar grades of Public School No. 15, a neighbouring school for -girls. The aim was to choose an equal number of boys and girls from four -or five grades. The selection was limited to grades 4B through 6B. The -basis of selection was determined by the following factors: - -1—The age-grade standard was considered. Those children were selected -who were below the normal age for the grade and whose school records -showed a standing of general excellence for successive terms. - -2—The evidence of superior ability as displayed in oral recitation -during visits made by the psychologist and the assistant to the -principal. - -3—An analytical inspection of school record cards. - -4—Two boys, H. R. and R. P., had received prizes in Wanamaker’s drawing -competitions. Both of these boys passed the required intelligence tests. - -5—A few interesting incidents were the means of discovering some other -eligible candidates. - -One Sunday evening, while the teacher who later became the instructor of -this new special class was visiting the Christodora House, a -neighbouring settlement, the leader of the evening hour asked the -children the difference between God and guard. A boy, E. R., defined the -words in such concise and perfect English that the attention of the -visitors became centred on him. Later he was promoted from a school he -was attending to Public School No. 64 and was admitted to the class of -children of superior intelligence. - -E. R. was a fatalist. He told an interested visitor, who questioned him -as to how he came to be admitted to the class, that it was fate that he -was chosen. He said he had been indifferent about attending the -“Children’s Hour” at which his ability had been noticed, but that his -brother had urged him to go. “You see,” said E. R., “if I hadn’t gone I -might never have been chosen for this class.” - -A bright, aggressive-looking boy entered the principal’s office one -afternoon and asked the principal if he had room in his class for a -“bright 6A boy.” He said he lived in the district of School No. 64 and -had heard there were classes for children of excellent record. His -report card showed an A-A record and he was admitted. The final issue -was determined by the showing of the pupils in intelligence tests -devised by Dr. Lewis M. Terman, and by their social traits. Two children -who had the necessary qualifications otherwise were not considered -because of several unfavourable traits of character. - -The foregoing instances are cited to indicate some of the ways in which -children were selected for the class. The next factor considered was the -choice of a teacher. It was necessary that she show high intelligence or -she would not be able to attack the problems which such a class would -present. The principal had no standardized test by which to measure her -ability but he was guided by many of the principles of general -excellence that marked the selection of the pupils. - -From a group of eighty-four he tried to select a teacher who showed -initiative, ability to meet new situations, both intellectually and -socially, one who sympathized with and understood the orthodox training -of these children, and who would lead them to follow high standards of -American ideals and customs, and whose scholarship was superior, -especially in language. All these virtues, in addition to a zest and -zeal for the experiment, were embodied in Miss G. - -The next important step was to devise a curriculum for the class, which -became known as the Terman Class, because the tests used in selecting it -had been suggested by Doctor Terman. The grades that represented the -first term were 4B through 6B; the second term 6A through 7B; and the -third term, 7A through 8B. Formal grammar and arithmetic were assigned -sequentially as outlined in the city syllabus. The class in general -studied contemporary history, based upon the World War, from newspapers -and periodicals, and, whenever possible, these events were related to or -associated with past history. Geography was studied in relation to -history and then extended until the world geography as outlined in the -course of study was acquired. - -An extended amount of reading was assigned. The supplementary lists -issued by Professors Baker and Abbott, of Teachers College, Columbia -University; the reading list of the Ethical Culture School; and the list -issued by Doctor Leland, Director of Libraries, were used as guides. - -Music, drawing, and physical training were taken by the class as general -exercises. These covered the grade requirements. The composition of -plays, songs, and dances for special programmes also was undertaken. The -privilege of observing plants and live animals, their care, habits, and -manner of reproduction, was provided in the nature-study room of the -school. Some of the boys were given manual training in the shops of the -prevocational school after the regular session of the academic -department. The class attended the senior assemblies of the school at -least once a week and as many more times as the educational activities -of the school permitted. The privileges enjoyed outside the classroom -educated these children socially in ways that few pupils of large and -congested schools may experience. - -One period a week was spent in the reading and study of assigned -subjects in the Tompkins Square Public Library. Children were made -acquainted with all departments of the library and its facilities. -Reference books, magazines, and newspapers were at their service. The -children were permitted to use a club room in the Christodora House once -a week for musical and social exercises. A gymnasium was at their -disposal in this institution two periods a week, and one of the -Christodora House’s workers was assigned to teach the cooking club of -the class. Another social worker taught a quartette of the class how to -play the violin. Two boys who showed aptitude in art were given -additional instruction after school at the “Boys’ Club,” a neighbouring -institution. The class was taken on excursions to the Metropolitan -Museum of Art, the New York Public Library, the Jumel Mansion, and -Dyckman House—to study colonial furnishings and historical material—the -Museum of Natural History, a sight-seeing yacht trip around Manhattan -Island, theatre parties, campfire parties, and flower shows. - -During the first term of six months the _progress ranged from one to -four grades_. No pressure of any kind was brought to bear. The children -were allowed to advance as soon as they acquired the work of each grade. -The younger children reaped the advantage of the experience of -associating with those a trifle older. This privilege perhaps accounted -for the greater rate of progress by the younger pupils. During the first -term the average progress was two and two thirds grades and during the -subsequent terms _two grades were accomplished each term_. - -The suggestion, of course, is obvious, that the general application of -psychological tests of intelligence to school children everywhere would -reveal similar exceptional mentalities in many schools and classes, and -that we have at last, in tests of this character, an accurate method of -distinguishing between mere parrot-like ability to memorize and repeat -lessons and actual mental capacity. That there must result, from the -wider application of the scientific method of mental measurement, a -general regrading of school pupils, if not indeed a general -reorganization of existing schemes and systems of education, goes almost -without saying. - -The use of intelligence tests for college entrance has shown -satisfactory results in several institutions. In one in particular, the -Carnegie Institute of Technology of Pittsburgh, a group of the freshman -girls in the Margaret Morrison Carnegie School for Girls, was -experimented on with such success that the results have been widely -discussed. - -All of the 114 freshmen were high school graduates. The first-year -course, on which the instructors based their estimates of the students, -contains the following subjects; physics, sewing, history, English, -drawing and colour, hygiene, chemistry, foods, accounting, and social -ethics. - -Six mental tests were used, designed to answer the following questions: - -(1) Can we demonstrate that we can reduce the number of students who are -dropped for poor scholarship or placed on probation for poor scholarship -by the use of our mental tests for admission? - -(2) How do our mental test ratings of all the students compare with the -faculty opinion about the general ability of the students? - -The first criterion referred only to those who were pronounced as -failures and dropped from college for inability to do college work, or -placed on probation as doubtful students with two thirds of the regular -programme. The second criterion had reference to the whole class, -including the good students. A letter was sent to all members of the -faculty asking them to indicate the student’s general ability as -compared to the general ability of the class. A list of names, with ten -numbered spaces after each name, was appended. The tests which agreed -fairly well with the pooled judgment of the faculty were retained. The -tests which failed in this regard were either improved or cancelled. -When the returns were complete the instructor’s estimate was determined -for each student and was used as a criterion for the tests. - -The tests were analyzed both by correlation methods referring to the -group as a whole, and by inspection of scatter diagrams referring to -individual students. By devising a critical score it was possible to -arrive at a mental-test rating. The results of this system of rating -indicated, according to Prof. L. L. Thurstone, of the Carnegie -Institute, that: - -(_a_) Seven out of eleven failures could have been eliminated at the -beginning of the year. - -(_b_) Eight out of seventeen students placed on probation for poor -scholarship should have been eliminated at the beginning of the year. - -(_c_) Not one of the students who were below the critical mental-test -rating was acceptable as a student. All of them should have been spared -the discouragement which comes from failure and should have been advised -to take up some other work. - -(_d_) None of the acceptable students scored below the lower critical -mental-test rating. - -(_e_) All of the freshmen rated high by the faculty were above the -average in the mental-test rating. - -(_f_) Mental tests have been demonstrated to constitute a useful -criterion for admission to college. - -In October, 1918, first-year men in Brown University were given two -series of psychological tests, an interval of several days separating -the administration of Series I and II. Emphasis was placed upon thought -and accuracy, rather than upon speed. Two hundred and ten students of -the same University took the Alpha test of the Army in January, 1919. Of -these men, 103 also had taken the Brown University tests, Series I and -II. This made a comparison possible. - -Two hundred and twelve men took Series I. Both the average and median -were 66 on the basis of 100 as a maximum score. One hundred and -seventy-eight men, all of whom had taken Series I, took Series II. It -was administered after the students had begun military training of a -rigorous nature and when they were far from fresh. The composite score -of Series I and Series II, made from the records of one hundred and -seventy-eight men who had taken both tests, showed that the Brown -University Series proved as good as a measure of scholastic standing as -did the Army test for military fitness. - -Prof. Stephen S. Colvin, of Brown University, writing on these -psychological tests, says that in addition to the evidence obtained by -correlating the test results and the students’ academic marks, as to the -relation between the scores of the psychological tests and academic -standing, there is further indication that the psychological tests -proved of considerable value in showing the probable success of a -student in his academic work. - -During the first half of the year, eighty students were reported as -doing unsatisfactory work. Of these eighty students, thirteen had -received a score of “good” or “very good” in the psychological tests; -fourteen had received an average score: while in the cases of -fifty-three the score was either “poor,” or “very poor.” During the -second term, thirty-four men were reported as doing considerably above -average grade. Of those thus reported, five ranked “superior” in their -psychological tests; nineteen “very good”; seven “good”; two “average”; -and one “poor.” - -Interesting results were noted in intelligence tests at the University -of Illinois on March 6, 1919, when nearly 3,500 students, who were -distributed in twenty-four different halls, were examined -simultaneously. The Army test (Alpha) was used. Various members of the -faculty, including deans, volunteered for special preparatory training -to act as examiners and alternate examiners. It was an interesting -spectacle to witness eminent men voluntarily in the rôle of students and -being “tested.” - -In a summary of the results of the tests, Dr. David Spence Hill says: - -“_The smallness_ of difference between median scores of classes within -each college of the large groups of students _is insignificant_. As -between freshmen, sophomores, juniors, and seniors the extreme -difference was less than 2 per cent. in the college of literature, arts -and sciences; less than 4 per cent. in the colleges of engineering, and -of agriculture; about 5 per cent. in the colleges of commerce, and less -than 3 per cent. in the three years of the graduate school. Differences -as small as these are safely to be accounted for by chance or by -variations of one kind and another.” - -The report of the value as a whole of the intelligence test, signed by -members of the University staff, says, in part: - -“On the whole, the experiment performed by the energetic coöperation of -nearly four thousand university people may be regarded as remarkably -successful for the purposes intended. If for no other reasons, it has -been worth while as a study of a device used already upon nearly two -millions of men engaged as soldiers in the great historic -undertaking—the World War. It has been a means of self-revelation to -many persons on the campus. When the statistics are all worked out in -careful detail we shall obtain new insight into some educational -problems.” - -At Hamline University, St. Paul, Minn., the Alpha test was given to 74 -men and 145 women, but reports on the results of the test are confined -to 61 men and 145 women. The median for the men tested was 129 and 133 -for women. The higher level for women was accounted for by the fact that -there were more seniors and juniors among the women than among the men. -The medians for these two classes of women were 138 and 150 -respectively, but for the men in the same classes, 132 and 130 -respectively. A somewhat higher standing for women was evident when the -entire series of tests were considered, although the mathematical -problems in the tests were harder for the women. - -In questions of practical judgment, disarranged sentences and analogies, -all of which involved nimbleness of wit, the women showed superiority to -the men. In questions of general information, however, the men -established a lead over the women, but of only 2.5 per cent. - -Prof. Gregory D. Walcott, who reports the tests at Hamline, is not -convinced that the Alpha tests, designed for military purposes, are the -best for determining the fitness of students for college work. He says, -however, that the degree of correlation obtained in the Hamline tests -indicates that the Alpha tests are of tremendous value. - -Intelligence tests are being used at regular intervals at the University -of Rochester. The method of application is described as follows by Louis -A. Pechstein, Professor of Psychology at the University. - -“We call our freshmen to the campus a week early. The introductory week -is given largely to lectures on college ethics and problems of study. -During the first day of the week I give all the entrants both the Alpha -and the Otis Group Intelligence tests. The marks and groupings are -turned into the office and, so far as possible, we shall make up several -representative classes of men supposedly of the same general mental -make-up. - -“During the first term we shall test the entire student body and then -begin to correlate with teachers’ opinions and grade records. In no -sense are we committed, but we shall try to influence our programme -making and section determination by the testing results. Then I shall -issue a report to each student regarding his standing, apparent strong -and weak processes, and try to help him in his development.” - -Other reports from schools, colleges, and universities indicate the -widespread adoption of intelligence tests in determining the probable -measure of success which a student will attain in his studies, or -whether he is fitted, mentally, for the career he contemplates. - -The group tests of intelligence have demonstrated their value in -educational work to such an extent that, following the lead of Columbia -University, a large number of prominent American universities and -colleges are employing tests of intellectual ability as at least partial -substitutes for the time-honoured college entrance examinations. Instead -of requiring each prospective student to take an examination in which he -would be required to demonstrate that he remembered the facts learned in -high school, the present scheme is to examine the men who desire to -enter college by means of the psychological tests designed to measure -general fitness and intelligence. The theory behind this movement is -that men should be allowed to enter college provided their intelligence -and mental capacity is such as would enable them to profit by the -instruction, regardless of whether such men could recall the required -percentage of the facts taught them by their high school teachers. - -This same philosophy will undoubtedly spread very widely through the -high schools and elementary schools as well as through the colleges. A -child should be allowed to undertake that work for which he is fitted by -nature and intellectual capacity, regardless of what his past academic -training may have been. It is unreasonable to require young men who, -because of some accident, left school early in life and have continued -their education through their own efforts, to go back and begin with -younger pupils a course of study, which will have very little practical -value to them, before they are allowed to undertake the professional -courses they desire and are capable of undertaking at once. The -group-examination method, which is employed by the majority of the -Mentimeter tests, has been the greatest possible stimulus to the -employment of intelligence examinations, because of the great saving of -time which it affects over the method of individual examinations. - - - - - CHAPTER VIII - MENTAL TESTS IN INDUSTRY - - -The case for scientific mental tests as a prerequisite to the employment -of beginners in business and industry has been well put by Dr. Henry C. -Link. In addressing a convention of California railroad men, Doctor Link -said: - -“Would you, gentlemen, enter into a contract to buy material from a -concern, the excellence of whose product you had grave reason to doubt? -Would you place orders to the extent of three and one half millions of -dollars a year, waive inspection of material, accept whatever was -offered you, and make no effort to get your money’s worth? You would -not—not if you expected to hold your job. And yet, that is what you are -doing with respect to the public education system of California. In 1916 -the railroads of this state paid in operative taxes $7,151,583. Of this -sum 51 per cent., or $3,647,300, was used for purposes of public -education. - -“_The boys and girls sent you from the public schools you take into your -service, sometimes after a perfunctory mental examination, generally -with none_; in other words, _you waive inspection_, and then complain of -the character of material after it has reached you and been paid for.” - -It is, of course, in the case of the untried beginner in business or -industrial life, the boy or girl fresh from school who has as yet had no -opportunity to discover or to demonstrate his or her ability or -capacity, that the application of scientific mental tests is most -essential. - -The skilled worker of long experience, master of his craft or of one or -another of the specialized mechanical operations that enter so largely -into modern industrial processes, has already found a definite place in -the scheme of things and a simple trade or performance test is all that -is required to indicate where that place is. For the present, at least, -we are concerned with the worker of this class only long enough to point -out, in passing, that a generally adopted scheme of intelligence -measurement might have disclosed the possession by any individual of -this group of abilities that would have given him a broader field and a -happier and more useful existence, had he and those responsible for -giving him a start in life been made aware of them early enough. Even -to-day, when he has been engaged in his narrowly limited field of work -for the better part of his active working life, he may have latent or -undeveloped mental capacity such as would qualify him for more -important, better-paid employment were some means provided for -disclosing its existence. - -There is, in fact, no degree or kind of employment for which a more -intelligent and satisfactory selection of employees cannot be made by -means of properly devised mental tests, accurately applied, than by any -other method now in use. Under the direction of Dr. Walter Dill Scott -the Carnegie School of Scientific Salesmanship of Pittsburgh has -demonstrated the usefulness of the scientific method when applied not -only in the selection and training of salesmen but for the choosing of -men qualified for the most important executive positions in large -industrial and business establishments. A large number, possibly as many -as a hundred, of the largest industrial corporations of America have -already (1919) adopted in whole or in part some system of scientific -mental tests for the classification and grading of present employees, -the selection of new employees, and the filling of vacancies by -promotion. It is the unanimous testimony, whenever a properly devised -system of tests has been applied in accordance with scientific methods -and without prejudice, that the actual saving in time and expense as -well as in the disorganization resulting from a heavy “labour turnover” -has in every case been highly profitable from the employer’s viewpoint, -while it almost goes without saying that the benefit to the employee in -being accurately placed in the position in which he is best fitted by -his natural mental endowment and capacity to function makes for -individual contentment and satisfaction and for steadier and presumably -higher earning power than the old hit-or-miss method could possibly do. - -Next to the beginner in industry or business, the boy or girl starting -his or her vocational career, the class to which the application of -scientific mental tests is of the greatest benefit to employer and -worker alike is the large group of unskilled, untrained workers, men and -women of no particular trade, the “floaters” and seasonal workers, who -turn their hands to whatever employment opportunity offers without -developing especial skill at any one recognized trade or occupation. - -In our modern industrial system, a very considerable part of the -personnel of our factories, shops, and stores consists of this class of -untrained workers. They try their hands at many things and fail in most. -They constitute the majority of those who respond to “Help Wanted” -advertisements and are willing to try any sort of work; their chief -occupation in life is hunting for jobs. - -This need not remain forever true. Because there is not in general use -any intelligent or accurate method of determining whether or not any one -of these unskilled, untrained workers possesses the elementary mental -capacities requisite for a particular sort of employment, it is not -surprising that most of them fail to make good in the jobs into which -they are indiscriminately shovelled. Yet the great majority of them do -possess mental capacity of a nature and degree which, once it is -ascertained, indicates their definite fitness for some particular sort -of work no less than it does their definite unfitness for many other -kinds of work which they are prone to undertake. - -Just as war conditions brought into the Army an enormous mass of young -men whose capacity and special abilities had to be determined by -scientific tests before they could be assigned to the places where they -could most usefully serve in the military scheme of things, so the same -exigency of war brought into the industries of the country, largely -centred upon the production of munitions of war, millions of women -without industrial experience or vocational training but upon whose -efforts the nation had mainly to rely for the output of weapons, -ammunition, military equipment and accessories without which the Army -and Navy could not have functioned. In a large class of plants engaged -in munition production the chief demand was for sufficient muscular -strength, with a slight modicum of intelligence, for the operation of -automatic machinery. But in the vitally important work of inspecting, -testing, and sorting the finished product of even the most highly -perfected automatic machines and in many of the more delicate operations -of assembling and adjusting devices and apparatus made up of a number of -more or less complicated parts, intelligence and mental capacity of -several different kinds and ranging up to fairly high degrees were -called for. - -In a number of the larger munitions establishments scientific mental -tests were adopted for the selection and assignment to particular tasks -of the women workers. Wherever this was done it was found that the -output was increased, a higher average of quality maintained, and the -labour turnover greatly reduced. - -In one of the largest groups of munitions plants at Bridgeport, Conn., -there was worked out, under the direction of Dr. Henry C. Link, a system -of scientific mental tests which checked up so closely with the actual -results obtained by the most skilful workers that their adoption for the -examination of all applicants for these positions resulted in very -definite time and money savings and increase in plant efficiency. - -Two types of work, conducted side by side in the same room, were settled -upon as the most fruitful fields for the first experiment. The work -chosen was that of inspecting shells before they had been loaded, and of -gauging them for head-thickness. This work was being done by 330 girls, -two thirds of whom were engaged in inspection and one third in gauging. - -The work of inspecting shells was done at a table constructed like an -upturned, shallow box. Upon this table was dumped a large box of brass -shells, not yet loaded, and all of exactly the same kind. The work of -each girl was to inspect these shells and throw out those that were -defective. A girl would first gather up a handful of shells, being -careful to have them all pointing in the same direction. Then she would -put both hands around the shells and turn them up so as to expose their -insides. She would then look down into every shell for dents, scratches, -stains, and other very minute defects. When any such defect was -discovered the shell was extracted from the pile and thrown into one of -three or four “scrap” boxes. The entire handful was then turned over and -the head of every shell examined for various defects. The shells were -then held in a horizontal position on the left hand and allowed to roll -from the pile into the right hand. Each shell, in rolling, exposed its -lateral surface and was closely scrutinized for scratches, dents, oil -stains, and other defects. The good ones were taken in the right hand -and dropped into a pocket at the right side of the table, through which -they fell into a box below. - -This operation required good eyesight (in order to distinguish defects, -which frequently were so minute as to be indistinguishable to all but -the best of eyes); keen visual discrimination (the ability to determine, -with a few glances, which shells were defective); quick reaction -(ability to extract, as quickly as seen, the defective shell and toss it -into the appropriate box); accuracy of movement (ability to pick out the -right shell from a closely held handful); steadiness of attention -(ability to prevent bad shells from slipping by or unduly lengthening -the operation). - -A set of eight tests was selected for the body of the experiment. The -first was a simple eyesight test. The second was a card sorting test. -The subject was given a pack of 49 cards, upon the face of each one of -which from 7 to 12 letters were distributed promiscuously. Twenty of the -cards contained the letter “O” and the rest did not. The subject was -asked to sort these into two piles, those which had “O” on them and -those which had not. The time required for this performance was taken -and the number of errors recorded. The object of the test was to bring -out the subject’s ability to pick out the essential element from a more -or less heterogeneous collection of elements, and also, in some measure, -to bring out the deftness of the subject in handling cards. - -The third test was a cancellation test. The subject was requested to -cross out, with a pencil, every 7. The fourth was a simple “Easy -Directions” test. The fifth was a number-checking test, in which the -subject was asked to place a check opposite every group which contained -both a 7 and a 1. The sixth test was a tapping test, in which the -subject was required to push down, as rapidly as possible, a telegraph -key to which was attached a counter. The number of recorded thrusts over -a period of one minute constituted a record for that performance. The -seventh test was an accuracy test. This was given with the aid of a -brass plate with nine holes, graduated in size from ½ inch to ⅛ inch in -diameter. The subject was asked to take a brass-pointed pencil and -insert it into each hole, beginning with the largest and continuing -through the smaller ones, until the pointer touched the brass side of -one of them. The brass-pointed pencil was wired in circuit with the -brass plate containing the holes so that, whenever the brass point -touched the side of the hole or any part of the brass plate, an electric -contact was made which produced a click in a telephone receiver which -the subject held to her ear. At the start of the test, the subject was -instructed to put the brass pencil into each hole in succession until -she heard a click in her ear, when she was to start all over again. The -speed of the subject’s movements was controlled by a metronome, so as to -allow thirty trials per minute. This test occupied from two to three -minutes. - -The eighth test was a steadiness test. This consisted of two brass bars -about twelve inches long, set so as to form a long, horizontal V. The -subject was asked to take the brass pointer and pass it along between -these two bars. The farther she went, the narrower became the space -between the bars. As soon as the brass pointer touched one of the bars -it produced a click in the telephone receiver. The point at which this -brass pointer touched was then read on a scale on the lower bar. Each -subject was given fifteen trials and the last ten were averaged and -constituted the subject’s average. - -These eight tests were given to seventy-three girls, fifty-two of whom -were inspectors and twenty-one gaugers. The scores in the tests were -compared with the average daily work of the girls. This average was -obtained by recording the number of pounds of shells inspected by the -girls and the number of hours required for the work. It was found that -the inspectors who inspected the largest number of shells in a given -time attained the largest scores in the tests, thereby indicating the -value of the tests in determining whether an applicant for work as an -inspector had the mental capacity for the work. - -The same tests were given to the twenty-one girls engaged in gauging the -head-thickness of shells. This work does not require the use of the -eyes. The operator simply picks up a handful of shells and, with or -without looking, tries the head of each shell on a gauge. The gauge is a -piece of steel with two notches or openings. The shells which are too -small pass through the first opening and fall into a box of rejects -below. Those that do not fall through are tried on the second opening -and, if they pass through, they are of the right size. If they fail to -pass through they are too large and are thrown aside. The operator sits -in front of her gauge and tries each shell at one opening and then -another, just as rapidly as she can move her hands up and down. - -The tests showed, in this instance, an entirely different set of -correlations. The comparative correlation scores follow: - - ════════════════════════════════╤══════════ - TESTS INSPECTORS│ GAUGERS - ────────────────────────────────┼────────── - Card Sorting .55│ .05 - Tapping .14│ .52 - Cancellation .63│ .17 - General Intelligence .14│ .18 - Number Group Checking .72│ —.19 - ────────────────────────────────┴────────── - -Perfect agreement between average daily work and score in the test would -be indicated by a correlation score of 1.00, while lack of relationship -would be indicated by a correlation of 0 or nearly 0. - -The score of the gaugers in the tapping test (.52) showed that they were -speedier and had greater endurance. This seems reasonable since, in the -operation of gauging, speed of movement and endurance are the chief -factors. In the visual discrimination tests, such as card sorting, -cancellation, and number group checking, the scores of the inspectors -were higher. This quality, however, was not necessary to successful -operation in gauging. - -In other operations the results of these tests proved their value as a -factor in eliminating blunders in the employment office. Girls who -seemed, from observation, to possess the very qualities necessary for -one or another operation, frequently puzzled their superiors by their -failure to perform some highly important operation of their work. The -eight tests would have demonstrated this particular inability and would -have saved thousands of dollars lost through delay and mistakes. Similar -results were obtained in experiments with men workers. - -In almost every industrial enterprise, clerical work of some kind or -another is necessary, and a problem of universal interest has developed -around the selection of clerks. The time required to “break in” new -employees runs from two weeks to two months, according to the nature of -the routine, and this process invariably is very expensive. By means of -standardized mental tests the whole process may be greatly simplified. - -In an experiment recently reported tests were given to fifty-two men and -women engaged in clerical and near-clerical work. An aggregate number of -440 tests was given. The manager of the department had made a study of -these people and had attempted to rate them as to their actual ability. - -The tests were classified under the head of tests for _technique_ and -tests for _intelligence_. By _technique_ is meant the speed and accuracy -shown by clerks in sorting tickets and papers, posting and adding -columns of figures, indexing and filing, and in other routine clerical -operations. The term _intelligence_ is interpreted to designate the -facility and success with which a clerk could master new tasks and -follow directions about new work assigned from time to time. The clerk’s -_technique_ was indicated by steadiness, arithmetic, card sorting, and -substitution-of-letters tests. The _intelligence_ tests included a -“hard-directions” test and an “abstract-relations” test, similar to -those given in the Mentimeter in this volume. - -When all the tests had been given the results were computed and -tabulated so as to bring out the following points: (1) the rank of each -individual with reference to all the rest; (2) the relation of each of -four groups to each other; (3) the relation between technique and -intelligence. The results were then submitted to the office head, who -compared them with his records and with his own opinion of the relative -merits of the various individuals. This comparison showed a very marked -agreement between the testimony of the tests and the rankings of the -office manager. - -The results of these tests so impressed the office manager that he -decided to give them to all incoming clerks. One of the first candidates -to be examined was a young woman who had recently been interviewed by -one of the office heads. The candidate was so unprepossessing in -appearance that in spite of signs testifying to her intelligence, the -office head was in doubt as to the advisability of hiring her. The -psychological tests were applied. When this was done the young woman did -remarkably well in every test. She was then hired, and proved herself so -ready and capable that it was decided to train her for the work of an -office assistant. In six weeks she had mastered the routine of four -different kinds of work. This was a striking instance in which the -testimony of the tests belied the testimony of observation. - -Although there were certain inadequacies in the tests applied, as well -as in the judgments obtained from office heads, the value of the results -became more and more clear with each passing month. For example, 188 -clerks recommended on the basis of the tests and followed up at -intervals of one month for a period of three months were estimated as -follows: - -Percentage of those called good by their superiors - - At the end of one month 75% - At the end of two months 89% - At the end of three months 92% - -Another series of interesting experiments to determine the mental -capacity of workers in industry was directed at stenographers, typists, -and comptometrists. The work of these kinds of workers has been -specialized by the use of a standard machine, and in applying tests to -this kind of work it was necessary, therefore, to take into -consideration two important factors: first, the skill already acquired -by the workers at a certain machine; second, the aptitude which the -worker possessed for improvement in the use of the machine. - -Relevant tests were given to two senior classes of more than three -hundred girls and boys in a commercial high school, to seventy-six -pupils in two business schools, to a group of twenty-two office typists, -to another group of nineteen stenographers, to over four hundred -candidates for positions as typists and stenographers, to three groups -of more than one hundred and forty comptometrists; and finally, to more -than one hundred and twenty candidates for comptometry. More than one -thousand persons were tested and more than five thousand tests were -given. - -Tests for typists included copying, spelling, substitution, and the -Trabue Completion test. In the copying and spelling tests, office forms -were used. A number of words, purposely misspelled in characteristic -fashion, were mingled with words correctly spelled, and the applicant -was asked to check off those incorrectly spelled. It was discovered, in -the substitution test, that if an applicant without much previous -experience in typing does very well in the test, the indication is that -she has the necessary aptitude or potential ability to become a good -typist with practice. The success of the applicant in the Trabue -Completion test indicated his or her ability to complete sentences parts -of which are missing. The ability to do this is a great advantage to the -typist and one which will increase her capacity. - -The Trabue Completion test also proved valuable in determining the -ability of stenographers. The most important test probably, for a -stenographer, is of her ability to take and transcribe dictation. Tests -were given as nearly as possible at the speed which was best adapted to -the applicant’s ability. The results were then graded on the basis of -the total time consumed and the amount of work done correctly. - -In experiments for determining the ability of computing-machine -operators various tests were used. One of the most important was a -mental-arithmetic test. This was designed to determine the applicant’s -fundamental knowledge of arithmetic. Another was a numerical -substitution test. In each of the tests conducted the scores of the -applicants were compared with the rankings made previously by department -heads, and in most instances there was an agreement of sufficient -approximation to indicate the value of the tests. - -Although still in its infancy, as it were, so far as its practical -application in industry goes, the scientific method of mental -measurement, wherever and whenever applied in accordance with true -psychological principles and by standards and methods devised by trained -psychologists, has so completely demonstrated its economic value and -social usefulness that its general adoption, as these facts become more -generally known, seems inevitable. - - - - - CHAPTER IX - HOW TO USE THE MENTIMETER TESTS - - -The Mentimeter tests differ from the Alpha tests, or from the Beta test -of the United States Army, from the Otis test, or from any other system -of tests now available, chiefly in their flexibility. Rather than -present to the public a certain fixed and invariable group of eight or -ten tests which are to be used wherever a measure of general -intelligence is to be employed, as has been done in other cases, the -present authors have chosen to present a wide variety of tests from -which each reader may select those for his use which actually give the -best results. - -It is not probable that exactly the same tests would select men of high -intelligence in the graduate work of a university as would be needed to -select the intelligent men in a logging camp in the wilds of Canada or -our own Northwest. The present authors do not profess to know just how -much of each mental trait is required to make up a perfect superior -intelligence, and for that reason they have not attempted to propose any -single group of tests as the best measure of intelligence. The reader is -asked to “try out” such tests in the Mentimeter series as seem to him to -offer greatest promise of usefulness, and then to make up his own “team -of tests” in such manner as will best reveal the kind of intelligence in -which he is interested. - -For the benefit of those who wish some suggestions as to the tests which -would probably be most useful in the main lines of work to which -intelligence tests may be applied, the authors here propose certain -tentative or suggestive lists which would seem to them to offer great -promise of successful use. For the classification of clerical workers in -business and industry, the following tests should at least be given -thorough trial: - - MENTIMETER NO. TITLE - 6. Completion of Form Series - 7. Checking Identity of Numbers - 8. Digit-Symbol Substitution - 9. Completion of Number Relation Series - 16. Naming Opposites - 23. Completion of Sentences - 24. Analogies - 28. Arithmetic Reasoning - -It is possible, of course, that some employer who makes the trial will -find a half dozen other tests that show more accurate results in -classifying clerical workers than will be shown by any test in the above -list, but such a thing will probably not happen, for the type of test -which has been useful in similar situations will probably prove useful -again. If such a thing did happen, however, the employer would be -foolish and unscientific to retain the list suggested above when he knew -of a better list. - -In the classification of the intelligence of labourers, the authors -would suggest that the following tests be given fair trial: - - MENTIMETER NO. TITLE - 2. Pictorial Absurdities - 3. Maze Threading - 5. Dividing Geometric Figures - 6. Completion of Form Series - 9. Completion of Number Relation Series - 18. Range of Information - 28. Arithmetic Reasoning - 29. Practical Judgment - -For classifying public school pupils according to their general -intellectual power and ability to learn, the authors propose that the -following tests be employed until a different selection has been proved -to be superior: - - MENTIMETER NO. TITLE - 2. Pictorial Absurdities - 3. Maze Threading - 8. Digit-Symbol Substitution - 16. Naming Opposites - 20. Reading Directions - 23. Completion of Sentences - 28. Arithmetic Reasoning - 29. Practical Judgment - -As being more strictly education tests rather than tests of intelligence -the reader’s attention is invited to the following list: - - MENTIMETER NO. TITLE - 10. Addition - 17. Spelling - 19. Reading: Vocabulary - 21. Reading: Interpretation - 25. Handwriting - 26. English Composition - 27. Poetic Discrimination - 28. Arithmetic Reasoning - -The most profitable list from the point of view of social entertainment -would seem to be the following: - - MENTIMETER NO. TITLE - 2. Pictorial Absurdities - 3. Maze Threading - 5. Geometrical Figures - 6. Completion of Form Series - 18. Range of Information - 20. Reading Directions - 22. Disarranged Sentences - 23. Sentence Completion - 24. Analogies - 27. Poetic Discrimination - 29. Practical Judgment - 30. Logical Conclusions - -Whatever the purpose for which the tests are to be used, the best -results can be obtained only by securing from the original publishers -the carefully printed forms prepared by the authors of the tests. -Mimeographed copies of test blanks or privately printed blanks are -certain to differ so much from the true form that the results obtained -therewith cannot be directly compared with the official results. - -Long experience has likewise demonstrated, fairly clearly, that the best -results will be obtained in any industrial organization or educational -staff by making one person chiefly responsible for the proper -administration of the intellectual and educational measurements. If a -personnel director is at hand who can study his tests just as -scientifically as he studies his men, progress and improvement in the -methods and results are inevitable. - -Measurements of intelligence are by no means the only or final criteria -by which the successful personnel manager wins success in his work and -saves money for his employers. He makes use of every piece of -information about his men that it is possible for him to pick up -anywhere. The trade tests particularly offer a wide field in which -measurements of intelligence may be supplemented and made more useful. -Of two men who are to-day working in the same trade, receiving the same -wages and making the same score on their trade tests, that one is more -promising who has the higher intelligence score. On the other hand, of -two equally intelligent men, as measured by the intelligence tests, that -one who has attained within a given time the higher proficiency in his -trade is superior. - -The chief value of the group intelligence tests will probably always be -in the classification of large groups of persons into smaller, -well-defined groups, the members of which groups may then be studied -more carefully and by more exact methods in the hands of a trained -psychologist, if necessary. Until the group method of examination was -developed, making it possible to test the intellectual ability of every -employee without tremendous expense in time and money, it would have -been most foolish to talk about maintaining a continuous inventory of -the mental strength of an organization, and yet such an inventory is now -possible—just as possible as the record of the condition and capacity of -each machine owned by the company. - -Prospective users of the Mentimeters need to bear in mind that mental -powers are far less constant in their amounts than are the dimensions -and measurements of a piece of steel or lumber. Even the length of a -steel rail varies between winter and summer, but the variation that -occurs in the strength of mental connections from day to day or from -hour to hour is very much greater than the variations of the steel rail. -Except by chance one would not obtain exactly the same score a second -time in taking a Mentimeter test, or any other test of mental ability. -Being for the most part constructed on the “increasing difficulty” plan, -however, the Mentimeters will prove much less influenced by recency of -drill and nearness to the lunch hour than will most other tests, -especially less than those speed tests which measure how many simple -tasks one can do within a given time limit. The Mentimeter ideal is to -test power rather than speed. - -No single set of tests should be used as final and conclusive in the -public schools with regard to the kind of work which a given boy or girl -should undertake. The Mentimeter tests may be used as a first -“drag-net,” but those caught in this net should then be carefully -studied by the most refined methods known to psychologists before being -recommended for particular types of special instruction or sent to -special schools. One of the most hopeful signs in the entire educational -field is the number of cities that are employing psychologists to follow -up the results of group examinations in the schools. Many of the state -universities have established bureaus to serve the local communities[1] -in such matters. The very finest measurements are of no avail unless -something is done about the results disclosed. - -Footnote 1: - - There has recently been established in Teachers College, Columbia - University, New York City, a Bureau of Educational Service, the - Director of which would be glad to answer questions or advise with any - one interested in measuring intelligence or educational results, - regardless of the state or community in which one may live. - -For each of the Mentimeter tests, the authors have classified the -possible scores into five general groups: Superior, High Average, -Average, Low Average, and Inferior. This classification is very rough -and should not be wrongly interpreted. An individual who is tested with -three or four or more of the Mentimeter tests should not be expected to -receive the same classification in each test. In the Handwriting test, -for example, a person might well be expected to make a rating of -“Superior” in _quality_ of writing while making only “Low Average” in -_speed_ of writing. The same person might well make a score on the test -of Poetic Discrimination which would classify him as “Inferior.” -Although there is a tendency for people who are superior in one line to -have high abilities in other lines, it is only a general tendency, which -will not hold good in all cases and with regard to all varieties of -ability. - -For the most accurate scientific work the reader will probably disregard -entirely the fivefold classification of scores mentioned above. The -finer distinctions made by the numerical scores will be studied, and -interpretations will be made for the specific purposes of the examiner. -It is probable, for example, that comparatively few children at the age -of eight years would be classified as being better than “Inferior,” if -these rough general classifications were to be the only record kept of -performance on these tests. On the other hand, very few clerical workers -of proved ability and success would make a classification as low as -“Average,” except possibly in a few specialized-ability tests. The -important point to be considered by the teacher of a second-grade class, -or by an employer of clerical workers, or by any other person who wishes -to make serious use of these tests, is the relation of the scores in the -test to the relative abilities of the persons in the special group -tested. The tentative classification of scores made at the end of each -section of the chapter which follows this is for human beings in general -and will not fit well any specialized group of persons. - -In order to assist readers who have no statistical training in the -evaluation for their special purposes of any particular Mentimeter test, -a few pages will be devoted to an elementary statement of how to try out -scientifically the relationship between a test, on the one hand, and -demonstrated ability in any special line of endeavour, on the other. It -may be stated here again that not all traits of mind are important in -every task that must be done in life. Some positions require only a -little intellectual ability while others require a great deal, and some -tasks require very great development of a few traits which may be very -little called for in other equally important tasks. The authors have -used their best judgment as to which tests will probably select the type -of persons needed in a certain type of position, but the judgments of -other equally experienced men would be just as good. The final proof of -reliability in a test can come only by actual trial of that test upon -men of various degrees of demonstrated ability in the trade or -profession concerned. What follows is a statement of how to measure this -correspondence between demonstrated degree of success and score in a -test, or between the scores of the same persons in two or more different -tests. - -No measure of relationship between success in life and success in a test -can be any more accurate than the original measures of success from -which the calculation is made. If the measures of success in life are -unreliable, then the measure of their relationship to success in a test -will be even more unreliable. The more definite and certain one can be -of his measures of success, the more reliable will his measure of -relationship be. - -In productive labour, especially where payment is based upon the number -of standard articles produced in a day, or upon the number of standard -operations performed in a given time, the records of actual performance -are probably the best measures of success available as a standard -against which to judge the reliability of a test. The record for one day -or for one week would be less reliable usually than the record for a -month or a longer period. - -In many business organizations and industries there is no such -satisfactory standard of success as individual production records, and -in such cases it is necessary to make use of the judgments of foremen, -supervisors, or superintendents. These are far less satisfactory records -of efficiency and are subject to gross errors and prejudices, but they -are the only available measures of many workers. If the rating as to -ability is the consensus of the judgments of two or more supervisors, -each making his rating without any reference to that made by any other -person, the result is much more reliable than the rating of any single -supervisor would be. - -Very grave errors creep into a rating of efficiency where the ratings -are made by different supervisors, each supervisor rating only a few -men. Even where a detailed schedule of qualities is listed, each to be -given a definite weight or importance in making up the total rating, as -in the Army Rating Scale, the degree of ability which one man’s -experience leads him to call “Average” will call forth a rating of -“Superior” from another equally able supervisor whose experience has -been with slightly different people. If individuals A, B, and C are -rated by the first supervisor and individuals D, E, and F by the second, -it is not at all safe to assume that C is rated fairly in relation to D. -Only when two individuals are rated by the same supervisors upon the -same scale and under the same conditions is it legitimate or safe to -assume that their relative abilities are well indicated by the ratings. - -Assuming that the reader has obtained a reliable order of merit for the -individuals he is using as a check upon the value of the Mentimeter -tests, no test should be considered useful which does not result in -approximately this same order of merit. The tests are, of course, so -short and so crude that it is not to be expected that any test will, -except by chance, show exactly the same order of ability as the -production records or supervisor’s ratings furnish, but some tests will -show much closer correspondence than others. Those tests which -correspond most closely should be employed, while those tests which do -not correspond at all should not be employed, regardless of any -statement of the authors or any preconceived ideas of the reader as to -what tests ought to foretell ability in any particular line of work. The -proof of a test or of any method of prognostication lies in the degree -to which it actually arranges people in the order of their relative -efficiency in the tasks for which one seeks to foretell success. - -A mere glance at a record such as that shown below for twenty-eight -sixth-grade pupils would show that there was a real relationship between -the scholarship marks, the teacher’s estimate of intelligence, and the -results of educational measurements taken by an outsider. - - SCORES AND RATINGS OF SIXTH-GRADE CLASS - - ═════════════════╤═════════════════╤═════════════════╤═════════════════ - NAME OF PUPIL │ EDUCATIONAL │TEACHER’S RANKING│ SUMMARY OF - │ MEASUREMENTS │ OF INTELLIGENCE │ TEACHER’S MARKS - │ SCORE │(1 IS BRIGHTEST) │ IN SCHOLARSHIP - │ (NO. OF ERRORS) │ │ - ─────────────────┼─────────────────┼─────────────────┼───────────────── - Adelaide │ 36. │ 19│ 85 - Ruth │ 16.5│ 15│ 90 - Alexander │ 25.5│ 7│ 93 - LaMonte │ 46.5│ 6│ 93 - Earl │ 76.5│ 18│ 77 - │ │ │ - Joseph │ 20.5│ 20│ 85 - Amadeo │ 75. │ 14│ 85 - Leo │ 48. │ 3│ 93 - William │ 53.5│ 9│ 82 - Isabel │ 25. │ 21│ 76 - │ │ │ - Ida │ 36.5│ 4│ 94 - Hazel │ 15. │ 10│ 90 - Frederick │ 65. │ 26│ 86 - Charles │ 58.5│ 13│ 85 - Edward │ 30. │ 1│ 95 - │ │ │ - Benjamin │ 62.5│ 24│ 76 - Bruce │ 56. │ 22│ 87 - Alden │ 55. │ 12│ 87 - George │ 60.5│ 17│ 87 - Alice │ 29. │ 11│ 88 - │ │ │ - Almira │ 15.5│ 5│ 96 - Helen │ 16.5│ 2│ 90 - Elizabeth │ 65.5│ 23│ 75 - Amelia │ 24.5│ 8│ 92 - Edwin │ 19. │ 16│ 89 - │ │ │ - Robert │ 67. │ 28│ 71 - Edna │ 47. │ 27│ 78 - Samuel │ 72. │ 25│ 80 - ─────────────────┴─────────────────┴─────────────────┴───────────────── - -The things which are not so evident at a glance are the degrees of -relationship between these three types of measures. Is the relation of -educational measurements to the teacher’s estimates greater than the -relation of the measurements to the marks in scholarship given by the -teacher? In order to measure precisely the relative degrees of -correspondence between various measures and estimates of the abilities -of individuals, it is quite evident that something more accurate and -exact than mere inspection is necessary. - -For an explanation of the method by which the exact relationship may be -worked out mathematically between the results of a test and the true -abilities of the individuals tested, the reader is referred to pages -326–331 in the appendix. The discussion which will be found there of the -method of calculating a coefficient of coördination will not be -difficult to understand nor will the method be difficult of application -for any one who wishes to measure the exact reliability of any of the -Mentimeter tests or of any other test. For many purposes such a record -as is shown on the preceding page, giving the score of the individual in -each test used, will reveal the essential facts regarding the -correspondence between test results and demonstrated ability. The reader -should be cautious, however, about accepting a conclusion drawn from -casual observation of such a table as that shown on the preceding page -without checking up the accuracy of this conclusion by actually working -out the coefficient of coördination according to the method shown in the -appendix. - -When the reader has tried out, upon a fairly large group of persons of -known ability, the Mentimeter tests which seem to him to promise -greatest usefulness, and when he has made his calculations and -discovered which tests actually do classify his people most accurately, -it will then be possible for him to make an intelligent scientific -selection of tests for practical use. Let us suppose, for example, that -an employer wishes to have a set of tests whereby he may select -intelligent sales-girls. By giving the ten or twelve tests which seem -most hopeful for the purpose to fifty or sixty saleswomen, who have been -in his employ long enough to demonstrate their relative degrees of -ability and intelligence, the five or six tests may be chosen whose -results show the closest relation to their demonstrated ability for -intelligent salesmanship. - -The results obtained by the separate tests chosen should also be -compared, for two tests may measure practically the same mental trait -and have a very high coördination with each other. In such a case, it -would seem almost a useless waste to retain in the group two tests which -measured the same phase of ability. The one of the pair which showed the -less close relationship to the true ranking might be dropped from the -list without much loss to the total effectiveness of the group of tests. -A group of tests thus carefully selected would prove very helpful and -effective in the selection of untrained material for training or in the -classification of experienced employees according to their intellectual -qualifications for the type of position held by the people on whom the -validity of the tests had been proved. - -The advantage of such a well-selected “team” of tests is not so much -that it selects various grades of ability more accurately than -supervisors could select it after many months of experience in trying to -train the new material, but that the tests make a satisfactory -classification immediately, which saves the salaries and time of those -applicants who would certainly fail in the training period. Even with -the very best coefficients of coördination between the tests and actual -demonstrated ability in the trade or position, the tests will not be -infallible. On the other hand, no supervisor’s judgment would be -infallible, either. And the supervisor would be much more likely to make -errors through personal likes and dislikes than the impersonal tests -could possibly be. - -The tests are an invaluable aid, when they are themselves chosen with -the scientific care outlined above, although it would be a short-sighted -policy for any firm to trust entirely to the results of intelligence -tests in the employment of its personnel. Appearance, voice, education, -manners, physical size, and many other qualities are sometimes quite as -important as the degree of intelligence, and the intelligence tests do -not measure other elements of personality than the mental qualities. - -Warning should also be given against using a particular set of -intelligence tests, selected because they show high correspondence with -ability in salesmanship, for example, as a measure of the intellectual -qualities of candidates for some other position. Sets of tests, selected -because they have been found accurate in classifying soldiers or school -children for instruction, may not be of maximum usefulness in -classifying machinists or business managers. The Mentimeter tests offer -a wide variety, from which it is proposed that only those shall be used -which have actually proved useful in classifying candidates for the -particular task concerned. There is no reason to believe that exactly -the same type of intelligence is required in all positions. - -Having chosen certain promising tests for experiment, having proved the -validity of these tests by checking up the relation of their results to -the true abilities of a group of old employees or persons whose relative -capacities are known perfectly, and having selected those tests whose -results relate most directly to intellectual ability and least directly -to one another, one may begin to employ the tests thus selected for the -sorting and classification of new recruits or applicants. The question -which will at once confront the reader who is not experienced in the -employment of statistics of this sort is “How shall the test results be -recorded and interpreted?” - -The answer to the question regarding test records is that the exact -score of each person should be kept for each test to which that person -is “exposed.” One difficulty with the records kept of certain other -group intelligence tests is that only the final total score is retained, -while all the wealth of detail furnished by the different tests included -in the series is lost. The total score on a series of six or eight -intelligence tests is worth keeping, but the separate scores on each of -the six or eight may prove to be even more illuminating than the total -score. Two candidates may make the same total score on a series of tests -but the one may make his points chiefly in memory tests with little help -from the tests calling for complex thought, while the other may do very -poorly in the memory work and very well in the thought tests. If only -the total score on the series were retained, the usefulness of the -series would be practically destroyed for many purposes. - -For the interpretation of the result recorded on any test, one will need -to use some short but intelligible scheme for stating the true relation -of the score of any individual to the scores of the remainder of his -group or to the scores of the other group of old employees used as a -standard in selecting the tests to be regularly employed. It is not -always safe to say merely that Mr. K—— is below the average of his -group. As an extreme case of how unjust this might be, let us suppose -that in one of the Mentimeter tests, A made a score of 0; B made a score -of 2; C, a score of 1; D, 2; E, 3; F, 0; G, 10; H, 2; I, 3; J, 9; and K, -3. The average score of this small group, obtained by adding the eleven -scores and dividing by 11, is 3.18. Mr. K—— therefore obtained a score -which was below the average of the group, even though fewer than 20 per -cent. of his group made better scores than he. _The average score is too -much influenced by extremely low or extremely high scores._ - -To arrive at a proper perspective for interpreting the score of any -individual, it is necessary first of all to have a _distribution_ of the -scores made by all the persons in the group with which the individual is -to be compared. Such a distribution should show how frequently each -possible score was made. The table on the left illustrates the idea of a -distribution, using as material the scores quoted above for eleven -individuals tested by a Mentimeter test. This table shows that one -person had a score of 10, that one other had a score of 9, and that 3 -was the next highest score made. The mode, or most common score, in this -distribution is a 2 or a 3, which fact makes K’s score of 3 appear as -quite typical of his group. The modal or most frequent score is a really -useful score with which to compare the record of any individual, -although it is not as safe a measure of the central tendency of a -distribution as is the median score. - - DISTRIBUTION - - ═════════════╤═════════════ - SIZE OF SCORE│ FREQUENCY - ─────────────┼───────────── - 10│ 1 - 9│ 1 - 8│ 0 - 7│ 0 - 6│ 0 - 5│ 0 - 4│ 0 - 3│ 3 - 2│ 3 - 1│ 1 - 0│ 2 - ─────────────┼───────────── - TOTAL │ 11 - ─────────────┴───────────── - -The median score of a distribution is the middle score, than which there -are just as many larger as smaller. The median score is found by -beginning at one end of a distribution and counting through half of the -frequencies. To count through half of the eleven frequencies in the -above distribution would bring us into the midst of the three who had -scores of 2, and therefore 2 is the median score with which K’s score, -or the score of any other individual, should be compared. - -The reader who is mathematically inclined may wish to find the median -point in the distribution, the point which bisects the distribution. To -find this, one needs to study his facts carefully and make such -assumptions as seem most probable for the facts which are not perfectly -apparent. For example, of the three persons who scored 2 points, one -individual may have had the third problem thought out and have been in -the very act of writing the correct answer to it when the time was up, -while another may have just finished problem two without having begun to -read the third problem, and the third person may have been right in the -middle of his thought about problem three. Not knowing what the exact -truth is, we may assume that of the three who had a score of 2, one’s -true score was between 2 and 2.33, another’s was between 2.33 and 2.66 -and that the third’s was between 2.67 and 3.00. - -If we count out the five who scored 3 or higher, we shall still require -half of the distance represented by the next highest individual in order -to have counted out 5.5 (half of 11). If our assumption is true, then, -we shall need to count half way down from 3.00 to 2.67 in order to find -the median point, 2.83. The calculation of the median point is not -necessary, however, unless there is a very large number of cases in the -distribution and unless very accurate comparisons must be made. In -passing it may be said that the calculation of the median point at 2.83 -is just as sensible and just as accurate as the calculation of the -average point at 3.18, and that the median point is a much more useful -measure of the distribution than the more commonly used average. - -The user of the Mentimeter tests will not, under ordinary circumstances, -be satisfied with interpreting an individual’s score merely by -indicating its direction from the median, mode or average of a group. It -will not usually be sufficient to say “He made the modal or most popular -score,” or “His score was lower than the average,” or even “His score -was higher than the median.” Some indication will be desired as to how -much better or poorer a given score is than the median, or just what -percentage of the standard group made better scores. An illustration of -the method to be employed in such calculations and a review of the -method of finding the median is given below in connection with a -distribution of scores on one of the Mentimeter tests. (See Mentimeter -No. 24, page 234.) - - ═════════════════╤═════════════════╤═════════════════╤═════════════════ - I │ II │ III │ IV - ─────────────────┼─────────────────┼─────────────────┼───────────────── - SIZE OF SCORE │FREQUENCY: NO. OF│ TOTAL NO. FROM │ TOTAL % FROM - ANALOGIES TEST │COLLEGE GRADUATES│ LOWEST SCORES │ LOWEST SCORES - ─────────────────┼─────────────────┼─────────────────┼───────────────── - 30│ 2│ 129│ 100 - 29│ 4│ 127│ 98.5 - 28│ 10│ 123│ 95.3 - 27│ 22│ 113│ 87.6 - 26│ 32│ 91│ 70.6 - │ │ │ - 25│ 20│ 59│ 45.8 - 24│ 18│ 39│ 30.3 - 23│ 8│ 21│ 16.3 - 22│ 4│ 13│ 10.1 - 21│ 2│ 9│ 7.0 - │ │ │ - 20│ 1│ 7│ 5.4 - 19│ 2│ 6│ 4.7 - 18│ 1│ 4│ 3.1 - 17│ 1│ 3│ 2.3 - 16│ ...│ ...│ ..... - │ │ │ - 15│ 1│ 2│ 1.6 - 14│ ...│ ...│ ..... - 13│ ...│ ...│ ..... - 12│ 1│ 1│ .8 - 11│ ...│ ...│ ..... - │ ———│ │ - TOTAL │ 129│ │ - ─────────────────┴─────────────────┴─────────────────┴───────────────── - -Having distributed the scores obtained by a group of college graduates -on the Analogies test, the next important step toward their -interpretation is the totaling of the frequencies up to and including -those of each possible size, as shown in the third column of the -accompanying table. The fourth column is then prepared showing the -corresponding _percentages_ of the total number (129) of persons tested, -for each of the total frequencies shown in column III. The table as a -whole is then to be read from left to right. As an example, one may -begin at 20 in the first column and read as follows: “1 college graduate -made a score of exactly 20 points, making in all 7 individuals who -obtained a score of 20 points or less, which (7) is 5.4 per cent. of the -129 individuals tested.” Dropping the eye to the next percentage below -this line in column IV, one can interpret the score of the individual -who made a score of 20 as follows: “This is a poor showing for a college -graduate, for of 129 college graduates tested only 4.7 per cent. made a -lower score.” - -A very popular method of interpreting a score is to tell in what quarter -or, as the statisticians would say, in what “quartile” of the -distribution a given score is found. The upper or first quartile of a -distribution is the range of scores below which 75 per cent. of those -tested have fallen. The second quartile is the range of scores below -which 50 per cent. are found but above which 25 per cent. of those -tested are found. The third quartile is the range below which only 25 -per cent. are found and above which 50 per cent. are found, and the -fourth or lowest quartile is the range of scores in which are found the -lowest 25 per cent. of the scores made. The first and second quartiles -are above the median, while the third and fourth quartiles are below the -median. Obviously the individual who scored 20 points in the Analogies -test, and is included in the lowest 5.4 per cent. is also in the lowest -quartile of the college graduate scores. The point dividing the first -and second quartiles is called the 75 percentile, while the point -dividing the third and fourth quartiles is called the 25 percentile. As -was stated above, the median or 50 percentile divides the second and -third quartiles. - -Columns III and IV in the foregoing table assist one quite materially in -calculating the median and the other percentile points. To find the -median, one will need to count half way through the distribution, in -this case to count out 64.5 scores (129/2 = 64.5). The 20 persons who -scored on 25, in the above distribution, are shown by column III to be -included in the lowest 59 scores and by column IV to be in the lowest -45.8 per cent. To include 64.5 (or 50 per cent.) of the scores, 5.5 of -the 32 individuals who scored on 26 will need to be taken (64.5 − 59 = -5.5); 5.5 is .17 of 32, so it will be necessary to take .17 of the -distance (26.0 up to 27.0) represented by a score of 26. This places the -50 percentile or median point at 26.17, if we assume that the 32 -individuals obtaining a score of 26 were evenly distributed in their -exact values between 26.0 and 27.0, which is the safest assumption one -can make about these scores. - -The 25 percentile is found by counting out one fourth of the -frequencies, beginning with the low-score end of the distribution. In -the case of the college graduates’ distribution on the Analogies test, -the 25 percentile is 24.63. The 75 percentile, which is found by -counting out three fourths of the frequencies from the low-score end or -one fourth from the high-score end of the distribution, is 27.26 in the -case of the analogies distribution shown above. The “middle 50 per -cent.” of the distribution, or the second and third quartiles, lie -between 24.6 and 27.3 according to these calculations. One may therefore -assert that the typical college graduate, meaning one who is within the -two middle quartiles of the college graduate distribution, should be -expected to make a score of 24, 25, 26, or 27 on the Analogies test in -the Mentimeter series. - -Occasionally intellectual measurements are reported by tenths, the first -tenth being the tenth of the distribution having the highest scores, -just as the first quartile is the quarter containing the highest scores. -For practical purposes with the Mentimeter tests, however, it is -recommended (1) that the score made on each test be recorded, (2) that -the median score of the standard group, with which each individual’s -score is to be compared, be calculated, and (3) that the percentage of -the standard group making lower scores than that individual’s score be -used as an interpretation. For these simple interpretations, a table, -such as that shown on page 102 for college graduates in the Analogies -tests, practically completes the necessary calculations,[2] except for -the calculation of the median score. It will be fairly intelligible to -describe Henry Smith’s score as follows: “Smith has a score of 24 points -as compared with the median score of 26.2 points for his group. Only -16.3 per cent. of the college graduates make a poorer score than Smith, -but 69.7 per cent. make a better score.” - -Footnote 2: - - For the purpose of assisting the reader in keeping and interpreting - records of the Mentimeter tests, the authors have prepared a record - booklet which may be used with the tests to excellent advantage. It - will be found economical to use this booklet because of the guide - lines, headings, and practical suggestions which it contains, reducing - copying and memory work in the calculations to a minimum. It is - recommended also that calculating tables or a slide rule be used to - calculate the percentages called for in the final column of the - distribution tables. Such aids are very desirable because of their - contribution to the accuracy of results and to economy of time. - -Assuming now that the reader has a fairly clear idea of how to -administer and record the results of the Mentimeter tests, the next -question to be answered is: “What shall be done about these test -records?” Measurement in any field does not change to any appreciable -degree the material which has been measured. The surveyor, for example, -who measures the area of a field makes very little impression upon the -soil over which he passes. A physician who measures the weight of an -infant does not thereby increase that weight or diminish it. In the same -way the psychologist who applies a Mentimeter test to a filing clerk, -does not by that act increase the efficiency of that clerk. -Measurements, of themselves, are of no value. Something must be done -about the result which is obtained or all of the expense in time and -money is of no avail. - -The real purpose of a measurement is to tell facts about a situation -more exactly and with greater objectiveness than they could be told in a -description. A child may seem, on first appearance, to be under weight, -but in order to know definitely whether or not that is true it is -necessary to measure his age in terms of years, months, and days, to -measure his weight in terms of pounds and ounces, and to measure his -height in terms of feet and inches. All of these measurements taken -together, however, will not hinder the child’s growth or make him -develop more rapidly; they merely indicate what his present condition -is, without reference to what it may have been in the past or what it -may become in the future. - -As a sample of the great benefit which may be obtained from knowing -mental facts exactly, we may consider the traditions and present status -of our public school systems. Education has in the past been pointed, -from the very beginning in the kindergarten toward the high school and -the college and ultimately the professional school in which lawyers, -physicians, ministers, and teachers were to be prepared. The child who -by nature was not inclined toward the consideration of abstract ideas -and theories soon found that the schools were not well adapted to his -interests. - -The percentage of persons in our population who cannot successfully -think and work with abstract symbols and verbal ideas is very much -greater than most of us have been inclined to believe. We have stated or -implied that any boy who would stay in school long enough might fit -himself to become a United States Senator or possibly a great newspaper -editor, or lawyer. Those pupils who found it impossible to assimilate -the type of thing that was offered by the public schools have been -eliminated and sent out into the industrial world to find materials -which would correspond to their interests. - -Educators have still further made the error of saying or implying that -it was the inferior people who were thus forced out of school. The -authors of the present book wish to assert their belief that the mind of -a man whose interests lie in handling people and concrete objects is not -at all inferior on that account to the mind of the man who handles ideas -and abstract conceptions. - -Measures of intelligence have in the past been chiefly those which would -be favourable to the abstract thinker. The Alpha test, used in the Army, -proved conclusively to those who studied the results most carefully, -that fully half of our population can never succeed, even moderately, in -the manipulation of abstract ideas. The large proportion of our boys and -girls who come to school are absolutely doomed to be unsuccessful and to -become discouraged in their attempts to progress in the courses which -are commonly given, and yet the public supports these schools, and the -administrators of these schools try to claim that they offer “equal -opportunity to all.” Actually the kind of opportunity offered can be -used effectively by only a small percentage of the pupils. Unless the -child has the ability to interpret symbols and juggle ideas he is -declared to be inferior and is forced out to learn for himself how to -earn a living and to secure his rights. - -The Mentimeter tests and other measures of intellectual abilities -provide the means whereby pupils may be classified, at the very -beginning of their education, according to the degree to which the -formal academic training will be assimilated. These tests make it -possible to select those who do not think abstractly but who require -concrete objects or persons as the material for their mental activity. -Unless the public recognizes that it owes an appropriate education to -these people just as surely as it does to the academic few, it will not -be long until this great group, in which our present schools develop the -habit of failure and discontent, will arise to overthrow the injustices -which our past aristocratic organization of society has handed on to -them. - -It is not proposed that certain individuals be selected by the -Mentimeter tests and trained psychologists and then condemned to -training of a less respectable order than that which is now offered. -What is proposed is that by the use of intelligence tests students in -schools be classified and placed in classes where they can learn things -which it is within their mental power and interests to grasp and which -will be of practical value and of social significance in the development -of good citizens; rather than to continue, as we have in the past, -condemning this large majority of our population to failure in school -and elimination from the benefits of public taxation for education. - -It is no disgrace for a blind man to be unable to paint beautiful -pictures, nor is it considered a great social injustice for a man of -ordinary size to be denied the opportunity of serving as a giant in a -side show. It should not be considered by any one that being a good -valet or mule driver or boot black or street cleaner is a less -respectable calling for a man whose mind demands concrete objects for -its exercise than the expounding of the gospel or explanation of legal -technicalities is to the man whose mind is inclined toward abstract -ideas and relationships. If we are to have an effective social -organization each person must do the type of thing for which his brain -and his physical body fit him, without feeling that he is thereby either -inferior or superior to any other person. We must help one another, each -supplying that service for which he is best fitted. To continue as we -have in the past, encouraging every child to look for a “white-collar -job” at the end of his educational career is to foster the monster of -discontent and unrest which threatens to destroy the very foundations of -modern society. - -If the Mentimeter tests which follow can do no more than point out for -employers and educators the limits to which those who are dependent upon -them can go in the understanding and use of abstract ideas, they will -thereby have contributed materially to the happiness and contentment of -a weary world. Along with the results of the tests there must, however, -be this feeling of responsibility for one another and the recognition of -the need for “pulling together” for the common good, each man -contributing that for which his inheritance has fitted him, else we -shall continue to force men to learn failure and discontent in our -schools and thereby destroy the social structure we have been so long in -building. - - - - - CHAPTER X - THE MENTIMETER TESTS - - -Tests of the abilities of human beings may be classified upon a great -many different bases. It is possible, first of all, to classify them -according to the qualities of mind and body which they measure. The -reason it is difficult so to classify tests of mental ability is that -the mind refuses to be cut up into different parts, each one responsible -for a specific characteristic. No test can be solved by the use of one -and only one group of intellectual faculties. The results obtained in -any mental examination are the complex effects of an immense number of -different characteristics. No attempt has therefore been made in the -classification of the Mentimeters to say that one measures imagination, -another measures attention, and another some other quality. Almost every -quality enters to some degree in each test. - -It is possible to classify tests according to the subject matter which -they contain. The Mentimeter tests are so arranged, where it is -possible, as to cover a very wide range of subject matter. - -It is possible to classify examinations according to the activity -required of the candidate being examined. A number of the Mentimeter -tests call for _completing_ a series of objects or ideas, while a number -of others call for _memory_ of a certain sort, and still others require -_discrimination_ between certain differing elements. These differences -in the activity of the candidate examined, are not, however, the chief -distinctions to be made between the tests. - -It is possible to classify measurements according to the number of -candidates that may be examined at the same time. Some tests cannot be -given readily to more than one person at a time, while other tests can -be given to several at the same sitting. In so far as possible, the -Mentimeter tests are so arranged that they can be given to large numbers -at the same sitting. This makes for economy of time and of effort on the -part of the examiner. - -It is possible to classify tests according to physical characteristics -of the candidate examined, such as tests for infants, tests for -children, and tests for adults, or tests for the blind and tests for the -deaf. The first test in the Mentimeter series is for infants while the -remainder of the tests are intended to measure older people. - -Tests may further be classified according to the language capacity of -the candidates who are examined. Certain of the Mentimeter tests are for -non-English-speaking persons primarily, while others are primarily for -those who speak English, and still others for those who read English. - -The Mentimeter series of examinations which follows consists of thirty -different tests, the majority of which are modifications of tests which -have been used previously elsewhere. The first test in the series is to -be used as an individual test of very young children. The blank provided -furnishes brief suggestions, at each point, of what the procedure should -be, and also furnishes a place for the examiner to record the result of -his questions and observations. - -Each examination booklet in the Mentimeter series has on its title page -blanks as follows: - - ┌────────────────────────────────────────────┐ - │ │ - │ NAME______________________________________ │ - │ │ - │ AGE AT LAST BIRTHDAY_______LOCATION_______ │ - │ │ - │ __________________________________________ │ - │ │ - └────────────────────────────────────────────┘ - -The space headed “Location” is to be used to indicate the business or -industrial organization or the department of the candidate being -examined; or the grade, class, and school of a school pupil. These -blanks should always be filled out before the examination begins. - -At the middle of the page directions are frequently given with examples -to serve in explaining concretely just what the nature of the test is -going to be. In the lower right-hand corner of the title page there -appears a blank, preceded by the words “Total Score.” This is to be -filled out by the examiner after the candidate has marked his paper and -after the examiner has scored the results. - -Tests numbered from 2 to 10 are classified as tests for -non-English-speaking persons. They were designed originally, and can -best be used, as group tests, although the directions given on the -following pages for these members of the Mentimeter family are usually -in terms of an individual examination. If it had been possible to -prepare and furnish with this book large charts on which the explanatory -samples could be exhibited and the pantomime instructions clearly -demonstrated for a group of people at the same time, the instructions -would have been printed as for a group examination. Within the confines -of a title page of a test booklet only small examples can be presented, -and therefore the instructions are for measuring one individual at a -time. Any employer, teacher, or supervisor who plans to make use of -these tests for non-English-speaking persons would do well to prepare -the demonstration material in enlarged form in order to use it in giving -the tests to groups of individuals at the same time. - -In giving a group test it is practically always necessary to obtain the -identifying information called for on the title page before the booklets -are opened or turned over. There is a distinct tendency for candidates -to try to glance at the pages which follow unless specific directions -are given as the papers are distributed that this must not occur. - -The procedure in giving Mentimeters 2 to 10 to people who can understand -and even read English is very little different from the procedure to be -used with the foreign-language-speaking groups. - -Mentimeters 11 to 15 cannot be given as group tests because of the great -amount of writing which this would entail. Group tests are most -efficient when candidates are required to do nothing other than check -the correct answers without having to write anything. - -Mentimeters 16 to 30 may be given as individual examinations, although -they are planned as group examinations and the results obtained from -their use as group examinations will be superior to the results obtained -from their use as individual examinations. - -In giving all of these tests it is very important that the printed forms -prepared by the publishers be employed and that the directions which -follow be carefully observed. The stencils furnished with the printed -test booklets make it possible for a clerk of average mental capacity to -mark and score the results of these examinations with great rapidity and -with just as much accuracy as could be obtained by specialists working -without such stencils. These stencils and the group method make -psychological examinations economical of administration. - -The list of Mentimeter tests is as follows: - - - THE MENTIMETER TESTS - -TEST FOR INFANTS - - 1. Typical Performance - -TESTS FOR NON-ENGLISH-SPEAKING PERSONS - - 2. Pictorial Absurdities - - 3. Maze Threading - - 4. Dot Pattern Correction - - 5. Dividing Geometric Figures - - 6. Completion of Form Series - - 7. Checking Identity of Numbers - - 8. Digit-Symbol Substitution - - 9. Completion of Number Relation Series - - 10. Addition Tests - -INDIVIDUAL TESTS FOR ENGLISH-SPEAKING PERSONS - - 11. Memory for Numbers - - 12. Repeating Numbers Backward - - 13. Memory for Sentences - - 14. Speaking Vocabulary - - 15. Word Discrimination - -GROUP TESTS FOR PERSONS WHO READ ENGLISH - - 16. Naming Opposites - - 17. Spelling Tests - - 18. Range of Information - - 19. Reading: Vocabulary - - 20. Reading: Directions - - 21. Reading: Interpretation - - 22. Disarranged Sentences - - 23. Completion of Sentences - - 24. Analogies or Mixed Relations - - 25. Handwriting Tests - - 26. English Composition - - 27. Poetic Discrimination - - 28. Arithmetic Reasoning - - 29. Practical Judgment - - 30. Logical Conclusions. - - - MENTIMETER NO. 1 - TYPICAL PERFORMANCES OF YOUNG CHILDREN - - -_Character of the Test._ - -The mental capacity of adult persons is indicated rather accurately by -the number and variety of things they have learned from the school of -life, omitting from the count so far as possible those things directly -taught by the formal schools. The intellectual capacity of an infant is -likewise indicated roughly by the changes which his brief experience in -life has brought about in his ability to control himself and his -immediate surroundings. At birth the child is practically without -control of his own body, except for certain sucking reflexes, certain -crying reflexes, and the reflex which causes it to grasp with its -fingers or toes the finger or pencil which is brought into contact with -them. These reflexes can hardly be said to be a part of the child’s -control of his own body, for the child could not avoid obeying them if -he so desired. The new-born infant is practically helpless even so far -as his own body is concerned. Any degree of control he may later develop -over his body or over other things outside is attained because he has a -system of nerve and brain cells capable of forming connections and being -modified by these connections and their results. - -The degree to which the child’s nervous system is organized and supplied -with potential connections by inheritance is reflected very early in -life by the quickness with which it learns to control itself and its -immediate environment. The most ready method of testing this inherited -capacity is therefore to determine at any particular age just how -complex and adequate a system of control has been developed. The tests -for measuring infants and young children consist, then, in those -performances under specified standard conditions, which are typical for -children at various ages. - -The Mentimeter for young children is based directly upon the findings of -Prof. Lewis M. Terman and his students in their investigations of -children from three to twenty years of age. This investigation was so -carefully devised and executed that to improve on the product, the -Stanford Revision of the Binet tests, would be almost impossible. The -tests for children three and four years of age presented in the -following pages are therefore not claimed to be new or original with the -present authors, who hereby express to Doctor Terman their admiration -for his excellent contributions in the field of psychological -measurements. The tests here suggested for children under three years of -age are modifications of those suggested by Doctor Kuhlmann. All -investigators in this field are, of course, indebted to the pioneers, -the French psychologists, Binet and Simon. - -The method of this test series consists in putting the child into a -well-defined situation and observing how he acts. The situation may -consist partly in words or other noises impressing themselves upon his -ears, or it may consist largely in visual sensations, or even in -sensations of physical well-being in his own body. Under a given -situation a normal child of a given age or older will act in a certain -standard way. The measurement then is in terms of the age for which a -given child’s reactions are typical. - -The test can best be given by one who is fairly familiar with the infant -to be tested, although interest in having the child make a good showing -should never be allowed to change one’s judgment of the facts as to the -child’s performance. Another danger of too great familiarity is that the -examiner may, without intention to do so, drill the child upon those -things which are later to be required in the test. In so far as the -parent knows what performances are to be included in the tests there is -real danger that the child will be “coached up” on these things, even at -as early an age as six months. - - -_List of Typical Performances._ - - - THREE MONTHS (3 tests, credit 1 month each) - - 1. Control of eyes (Both eyes look in same direction. Follows with - eyes the movement of bright objects). - - 2. Hearing (Reacts with sudden start or scream to loud noises, such as - slamming of door, hand clapping. Turns eyes or head in direction - of less startling noises, such as opening of door, footsteps). - - 3. Muscular Control (Moves hand or toy directly to mouth without - striking other parts of body and face. Grasps or curls fingers - about rattle or pencil placed in hands). - - - SIX MONTHS (3 tests, credit 1 month each) - - 1. Muscular Control (Balances head without support. Sits ten minutes - or more when supported). - - 2. Self-Direction (Attempts to catch self when beginning to fall from - sitting posture. Reaches out for toys and near-by objects. - Attempts to pull self to sitting posture if given a hand to - grasp). - - 3. Enjoyment (Plays longer and more persistently with one toy than - with another. Laughs aloud when bounced on bed or when familiars - indulge in strenuous exercise). - - - ONE YEAR (6 tests, credit 1 month each) - - 1. Imitation of Movements (Can learn in half dozen trials to “wave - bye-bye,” put hands above head, or hide face in hands). - - 2. Locomotion (Creeps toward desired objects, or stands beside a chair - without other assistance). - - 3. Understanding (Looks at frequently observed objects when names are - mentioned: dog, ball, mama, flowers). - - 4. Obedience (Understands and usually obeys simple commands: “Lie - down! No, No! Spit it out!”). - - 5. Speech (Repeats simple syllables: “go, go; da, da; ma, ma; - bye-bye”). - - 6. Calls attention (Shouts exclamations, looks or even points to - objects of special interest: dogs, cats, train, carts, etc). - - - TWO YEARS (6 tests, credit 2 months each) - - 1. Speech (Names articles of food desired: milk, cracker, rice, etc). - - 2. Pictures (Points out familiar objects: boy, dog, cat, cow, man). - - 3. Obedience (Put ball in basket. Close the door. Bring the ball). - - 4. Imitation (Imitates actions of other children at play). - - 5. Discernment (Removes wrapping from candy; opens sack to get - cookies). - - 6. Self-Direction (Walks directly to desired locations; rides - “kiddie-kar” forward). - - - THREE YEARS (6 tests, credit 2 months each) - - 1. Parts of Body (Points to nose, eyes, mouth, hair). - - 2. Familiar Objects (Names key, penny, knife, watch, pencil). - - 3. Pictures (Enumerates objects in pictures: Dutch Home, Canoe, and - Post Office). - - 4. Able to tell own sex. - - 5. Gives last name. - - 6. Repeats sentences of 6 or 7 syllables. - - - FOUR YEARS (6 tests, credit 2 months each) - - 1. Discriminates between circles, squares, and triangles. - - 2. Counts four pennies. - - 3. Copies a square. - - 4. Comprehension of described situation. - - 5. Repeats four numbers in order: 4739 2854 7261 - - 6. Repeats sentences of 12 or 13 syllables. - - -_Directions for Giving the Test._ - -A very large part of this test must be given informally. It will be -necessary to spend considerable time with each child examined in order -to make certain that the reactions observed are not merely random -movements which are not typical. For the tests of children three years -of age and above the reader should very carefully study the detailed -directions given by Professor Terman in his book, “The Measurement of -Intelligence,” published by Houghton Mifflin Company, if scientific -accuracy of results is necessary. The materials called for may be -secured from C. H. Stoelting and Company, 3037 Carroll Ave., Chicago. -The directions given below are intended to be elementary and to indicate -what is typical of children at each age rather than to serve as a -perfect guide for the most scientific examinations. - - - THREE MONTHS - -At the age of three months an infant should be able to coördinate his -eyes; that is, to direct both eyes in the same direction and to move -them simultaneously. When bright objects are brought into his field of -vision and moved slowly from one side to the other, he should be able to -follow with his eyes. As a matter of fact, many infants have attained -this degree of control within the first week of their lives, but lack of -control to this extent at the end of three months is an indication that -special medical attention should be sought. - -For several days after birth the infant does not ordinarily hear any of -the sounds or noises which occur in his vicinity. By the time he has -become three months old, it should be apparent, from the sudden start or -scream of the child when a door is slammed or someone in his -neighbourhood suddenly claps his hands, that the child actually hears -these noises. The average child at three months has become so familiar -with life and its evidences that he will be able to turn his eyes in the -direction of such noises as the opening of a door or the sound of -footsteps near his bed. - -The first evidences of the child’s recognition of sounds or sights are -very difficult to interpret because they consist almost entirely in -awkward, random moving of the hands and feet. Gradually the child -develops some control over these movements and by the age of three -months should be able to move his hand, or a toy in his hand, directly -to his mouth without striking other parts of his body or face in the -process. The early tendency of the infant to curl his fingers about a -pencil or rattle which is placed in contact with them seems almost to -disappear during the first month, but by the age of three months the -child is again able to grasp such objects sufficiently to hold them for -periods ranging from thirty seconds upward. - - - SIX MONTHS - -The control of his body has so improved by the time he has reached the -age of six months that the average child can balance his head without -support for several minutes. It is usually possible also for the child -to sit in a chair or on the bed with the support of pillows and bed -clothing for as much as ten minutes. Occasionally, of course, the child -will be able to sit alone as early as six months, but it is not wise to -encourage this practice. The lack of ability to sit when supported at -the age of six months is not necessarily an indication of lack of -intellectual power but may be due entirely to physical weakness. - -Not only has the child at six months arrived at the stage where he can -balance his head and sit quietly when supported, but he has usually -begun to try to assist himself in various ways. Very frequently this -attempt at self-help will be evidenced by pulling movements intended to -bring him to a sitting posture when a hand is offered to him. There is -no hesitation in the ordinary child at six months in his reaching out -for toys or for a hand which is held toward him. Very frequently it will -be observed that such a child puts out its hand to catch itself if it is -beginning to fall from a sitting posture. - -The child has usually begun to show signs of pleasure and displeasure -long before he has reached six months. This phase of development may be -indicated by his playing longer and more persistently with one toy than -with any other. It may be shown by much more animated activity when -certain familiar individuals are present than would be evidenced in the -presence of others equally well known. Very frequently children at this -age indulge in amused laughing aloud when bounced on the bed, or when -some well-known individual indulges in strenuous exercises accompanied -by vociferous exclamations while the baby is watching. - - - ONE YEAR - -By the time a child has become twelve months old it will be possible to -teach it many little tricks and movements of a simple nature. The child -seems to imitate almost spontaneously the actions which are often -repeated by its parents or nurse. Six to twelve trials should be -sufficient to teach the average infant of one year how to “wave bye-bye” -when told to do so, or how to hold its hands above its head when asked -“How big are you?” or to hide its face behind its hands or behind one of -its covers when someone exclaims “Peek-a-boo.” - -Some children never learn to creep before learning to walk. As a matter -of fact, it seems fairly certain that the child who creeps rapidly may -thereby postpone learning to walk. At the age of one year a child should -be able to stand beside a chair without other assistance than the -support given by the chair, or it should be able to creep very rapidly -toward its toys or any other desired objects. Frequently, of course, -children have learned to walk fairly well by the time they have attained -twelve months, but this is rather unusual and is not particularly an -indication of the degree of mental capacity. - -The child of one year understands many common words applying to -frequently observed objects which have been repeatedly called to his -attention. When asked “Where is the dog?—where is the ball?—where are -the flowers?” and such questions the average infant will turn its head -and look toward the object mentioned, sometimes pointing, although this -is somewhat unusual. - -Simple commands such as “Lie down! No-no! Spit it out!” and the like, -can be understood and are usually obeyed by children of this age. - -The speech of a child at this age is of course very simple, consisting -of one syllable words, usually repeated. Such expressions as “ma-ma,” -“bye-bye,” “da-da,” “go-go,” may be expected in the average child. It is -unusual for an infant to combine two such expressions into a crude -sentence at this age. - -The child at one year quite frequently has begun to attempt manipulation -of his environment as well as of his own body. Very frequently this will -be observed in shouts or exclamations accompanied by looking or even -pointing to objects which his familiars have previously pointed out to -him, such as dogs, cats, trains, carts, etc. These objects will -ordinarily not be named by the child, although peculiar sounds fitting -each one may frequently be distinguished. Another manifestation of this -same attempt at altering his environment will be the crying in which the -child will indulge when he desires to change his resting place or to -have something to eat. - - - TWO YEARS - -By the time a child has become two years of age its speech has developed -to such an extent that it will be able to name, although frequently not -with clearness and distinct pronunciation, many of its toys and articles -of food. “Milk,” “rice,” and “cookie,” are examples of the most -frequently named objects. Many children have by this age also progressed -to the point where two or three or more words may be joined together to -form a crude sentence. There are on record children who by two years of -age were able to frame fairly good sentences and even to read from -simple books, but such records are very unusual. - -At this time the child should be able to distinguish pictures of -familiar objects, such as dogs, cats, horses, men and boys. This will be -manifest not only in the child’s being able to name the objects to which -other people point in the picture, but when asked, “Where is the dog?” -the infant should be able to point to it if the picture is at all clear. - -Simple commands should be thoroughly understood and the well-trained -infant will be able to obey without much delay such directions as “Put -the ball in the basket,” “Close the door,” “Bring me the doll,” and -“Show me the book.” - -The average child at two years of age has become distinctly aware of -other children as persons more nearly related to itself than are the -adults with whom it is ordinarily associated. This reveals itself in -imitation of the actions of other children, such as waving the arms when -other children do so, hiding the face against the wall when other -children are playing hide and seek, and stepping rhythmically when other -children dance. - -By the age of two years the average child can distinguish accurately -between that which is food and that which is not fit for eating. The -wrapping from candy or cookies or other well-liked food will be removed -or torn away before an attempt is made to eat the food. Frequently this -will result in great annoyance when the child opens sacks and packages -to which he is not entitled. - -The child at this age has usually learned to walk quite erectly without -hesitation to any desired location. If the child is placed upon a -“kiddie-kar” his first reaction is to run it backward, but by the age of -two years he should be able to guide it well in going forward. Some -attempts will be made at running and a great many attempts at climbing -by the time the child has reached this age. - - - THREE YEARS - -At three years of age a child when asked to point out different parts of -its body (nose, eyes, mouth, and hair) can do so without hesitation. -Familiar objects, such as a key, a penny, a pocketknife (closed), a -watch, and a pencil (common wooden) will be named at once if held out to -the child with the question, “What is this?” - -The pictures used in the Stanford Revision of the Binet test may be -shown to the child with the direction “Tell me what you see in this -picture,” or “Look at the picture and tell me everything you can see in -it.” In response to such questions the child should be able to enumerate -different objects, such as the little girl, the window, the chair, and -the woman in the picture of the Dutch Home; or the men, the basket, and -the newspaper in the picture of the Post office. - -At this age the child has had enough experience to be able to repeat its -last name and to know whether people call it a “girl” or a “boy.” The -question should be asked in the following fashion: “What is your name?” -If the answer is in terms of the given name only, then the question -should be amplified as follows: “Yes, but what is your other name? -Walter what?” If the surname is still not given, a fictitious one may be -framed and the question asked in some such fashion as follows: “Is your -name Walter Smith?” If the child is still unable to reply then it is -probable that he does not know the family name or is too frightened to -give it. In finding whether the child knows his sex the formula for a -boy should be: “Are you a little boy or a little girl?” For a girl the -question should be: “Are you a little girl or a little boy?” - -At the age of three years a child should be able to repeat sentences -containing six or seven syllables. Those used by Terman are: (1) “I have -a little dog.” (2) “In summer the sun is hot.” (3) “The dog runs after -the cat.” In leading up to these repetitions it is well to ask the child -first to say single words, such as “school.” “Can you say school?” “Now -say, ‘I go to school.’” Then ask the child to say “I have a little dog.” - - - FOUR YEARS - -By this time the child should be able to distinguish between circles, -squares, triangles, and other geometric forms. Ten drawings of circles, -squares, and triangles should be presented to the child and he should be -able to find one or two others just like the one to which the examiner -points. - -The child should by this time be able to count pennies or buttons, at -least up to four, without any error. The child should be able to handle -a pencil well enough so that a square one inch each way could be copied -fairly well. The child’s memory has developed to such an extent that if -four numbers are repeated to him at the rate of one per second he should -be able to repeat them in correct order at once. Three trials should be -allowed and at least one of the three should be right. By this time, -also, a sentence of twelve or thirteen syllables should be remembered -correctly. The sentences used by Terman are: (1) “When the train passes -you will hear the whistle blow.” (2) “We are going to have a good time -in the country.” (3) “The boy’s name is John. He is a very good boy.” -The method of getting the child’s attention and leading up to these -longer sentences is the same as was described under Year Three. - -The child’s judgment has developed by this time through experience and -precept to the point where an inquiry from the examiner as to “What must -you do when you are sleepy?” will bring forth a response indicating that -one should go to bed and sleep. The question of “What must you do when -you are cold?” should bring forth some such reply as, “Put on a coat,” -“Build a fire,” or “Stand next to the radiator.” The question, “What -must you do when you are hungry?” should bring forth such answers as -“Buy some lunch,” “Drink some milk,” or “Eat something.” - - -_Directions for Scoring the Test._ - -The method of scoring is briefly indicated in the list of typical -performances printed on pages 115–117. The three tests at age three -months are each to be given one month credit. The three tests at six -months are likewise to be given one month credit for each successful -performance, as are the six tests at one year. The six tests at two -years, the six at three years, and the six at four years, are in each -case to be given a credit of two months each. The child who did -everything in the entire test correctly would then have demonstrated the -mental ability of the average child of four years or older. The child -who completes all of the tests at three months and one of the tests at -six months would then be rated as having mental ability typical of a -four-months-old-child. If the child were to fail on only one of the -tests at one year but to pass all those previous to one year, his mental -age score would be eleven months, according to this system of assigning -credits. It will frequently be found that a child does not pass all of -the one-year tests before being able to do one or two of the two-year -tests and so on. This should not make it more difficult to score the -test, for each particular performance has its value indicated in the -list which was given above. - -It cannot be claimed that these tests, especially those below the -three-year-old level, have been fully standardized. They are, however, -very much better than the average parent or relative would be able to -prepare for him or herself. The mental age score which will result from -the use of these tests is not as reliable as will result from the use of -the Stanford Revision of the Binet tests with older children, but its -reliability is sufficient to point out cases of retardation in -intelligence or of distinct brilliance of mind. - - - THREE MONTHS - -_Control of Eyes._ Both of the eyes should look in the same direction -and the child should be able to follow with its eyes the movements of -bright objects in order to obtain credit in this test. - -_Hearing._ It will not be necessary for the child to react with a start -or scream to loud noises and also to react by turning the eyes in the -direction of less startling noises in order to obtain credit for -hearing. Either evidence, if clear, will be sufficient to warrant giving -credit. - -_Muscular Control._ The grasping of a pencil or rattle should not be -taken as sufficient evidence of muscular control. The ability of the -child, however, to move his hand directly to his mouth as described -above will be in itself abundant evidence that the child merits a credit -in this test. - - - SIX MONTHS - -_Muscular Control._ Either balancing the head or sitting with some -support for as much as ten minutes should be accepted as worthy of -credit. - -_Self-direction._ The attempt to pull himself to a sitting posture -should not be taken by itself as evidence of credit in this test. Only -when it is accompanied by one of the other two evidences should it be -credited. - -_Enjoyment._ Any two of the evidences of pleasure or displeasure listed -may be taken together as indication of credit being deserved. - - - ONE YEAR - -_Imitation of Movement._ Any one of the movements described, which the -child learns within a short time by imitation, should give credit in -this test. - -_Locomotion._ Either of the two methods of demonstration will be -sufficient. - -_Understanding._ At least three familiar objects should be used in this -test with success before credit is allowed. - -_Obedience._ At least two simple commands should be understood and -obeyed before allowing credit. - -_Speech._ Not less than three different syllables should be used before -credit is allowed. - -_Calling Attention._ No credit should be given at this point unless the -child very evidently attempts to excite interest and attention in two or -three different objects. - - - TWO YEARS - -_Speech._ Any four distinct articles mentioned by the child when it -desires them should be sufficient evidence to give credit here. - -_Pictures._ At least four different objects should be recognized and -pointed out before credit is allowed. - -_Obedience._ Two simple commands of the type mentioned should be -sufficient to bring credit at this point. - -_Imitation._ Only after repeated evidences of imitation of other -children should credit be given here. - -_Discernment._ Repeated evidences should be required before credit is -allowed for this test. - -_Self-direction._ Any one of the evidences described is sufficient. - - - THREE YEARS - -_Parts of the Body._ Three out of four parts mentioned should be pointed -out before allowing credit. - -_Familiar Objects._ Three out of five of the objects mentioned must be -named in order to obtain credit here. - -_Pictures._ The child should name at least three objects in one of the -three pictures in order to obtain credit. - -_Sex and Name._ Accuracy is necessary here. - -_Repeating Syllables._ One of the three sentences should be repeated -absolutely without error. - - - FOUR YEARS - -_Forms._ Out of ten trials, at least seven should be correct in order to -obtain credit. - -_Counting._ No error should be allowed. - -_Copying._ Out of three attempts, at least one should be fairly regular -and distinctly recognizable as a square. - -_Comprehension._ Success must be attained in two of the three questions -in order to receive credit. - -_Repeating Numbers._ One out of three trials should be absolutely -correct. - -_Repeating Syllables._ One of the three trials should be without error -or two of the three trials with not more than one slight error in each. - -The matter of nourishment and physical well-being may retard a child to -such an extent that his intellectual development is delayed. Great care -should, therefore, be taken not to interpret a low score on this test -too seriously. It should also be noted that familiarity with the test is -quite certain to cause parents to put forth special effort to instruct -the child along the lines required by the test. The test itself is -thereby invalidated. Only when no special instruction has been given at -any point covered by the test can one be satisfied that he is obtaining -a fair measure of the child’s ability. - -The test booklet supplied for this test is not for the use of the -candidate being examined but for the examiner to use as a guide and -record of the examination. One such booklet should be used for each -individual examined, in order to be certain that no test is omitted or -wrongly scored and in order to have a record for comparison with future -tests of the same individual or of other individuals. - - - MENTIMETER NO. 2 - PICTORIAL ABSURDITIES - - -_Nature of the Test._ - -One of the most popular tests in the Army Beta series was the mutilated -pictures test, in which the soldiers were to draw into each picture what -had been omitted. One great difficulty with this test was the tendency -of intelligent men to spend far too much time trying to draw -artistically the missing parts. The present test is a modification of -that test, so arranged that instead of the candidate being required to -draw a missing part he is only asked to make a check mark at the point -where there is something that does not fit the remainder of the picture. - -The test booklet is arranged with two samples on the title page to show -clearly what is to be done when the candidate opens his booklet. By -having these samples painted on the wall or blackboard, it would be -possible to give the test to large groups of persons at once, although -the directions given below are for testing one individual only at a -time. Although listed as a test for non-English-speaking persons, some -oral direction should accompany the motions by which the test is to be -given, and English-speaking persons may be examined by this test as -readily as those who speak a foreign language. - -The graduation of the pictures according to their approximate difficulty -makes the score in this test a real measure of the degree of absurdity -which an individual can detect. The pictures themselves were chosen from -as wide a field as possible in order to avoid undue advantage to persons -of one type of experience rather than another. Only intelligent persons -of fairly wide general experience will be able to make a perfect score -in the time allowed. - - -_Directions for Giving the Test._ - -The examiner and the candidate to be examined should be comfortably -seated at a table with the examination booklet between them. If it is -discovered that the candidate is left-handed, the examiner should sit on -the left, although under ordinary circumstances the examiner should sit -on the right. The blanks on the title page of the booklet should be -filled out by the examiner from any records he may have of the name and -age of the candidate (if persons who read and understand English are -being examined, several may be tested at once and each may be asked to -fill out the blanks for himself). For persons who do not understand the -English language the words which are used in the following explanations -will be more suggestive than informing. The chief part of the -demonstration will be the motions through which the examiner goes, and -therefore great care should be taken that these be as suggestive of what -is wanted as the examiner can make them. To secure uniformity of -procedure the routine outline below should be carefully followed. - -The booklet should be opened by the examiner and the pictures exhibited -for not more than twenty seconds to the candidate, the examiner pointing -from one to another of the first half dozen pictures. He should then -close the book and call the attention of the candidate to the picture of -the rabbit on the title page. He should point to the rabbit’s ear and -then point to the inappropriate ear and shake his head. This pointing to -the two ears and shaking the head when pointing to the wrong type of ear -may be repeated as many as three times in order to impress on the -candidate that one of the ears is inappropriate. He should then take his -pencil and make a check mark above the ear which is incorrect. - -[Illustration: Mark (✓) the thing that is wrong] - -The examiner should then point to the second picture on the title page -and look questioningly at the candidate. He may then point to the chin -of the face represented and nod his head, “yes.” He may next point to -the nose and nod his head, “yes,” but when he points to the place where -the eye should be he should shake his head, “no,” and pretend to look -for the missing eye. When found, he should make a check a mark over the -misplaced eye and smile at his achievement. If special emphasis seems -necessary he may point again to the eye in its inappropriate position, -and shake his head, repeating the check mark above it. - -If the candidate understands but does not read English the examiner may -trace with his finger while reading aloud the directions printed above -the test pictures. “Mark (✓) the thing that is wrong.” Exactly three -minutes (180 seconds) should be allowed from the time the examiner opens -the book and furnishes the candidate with a pencil. - -[Illustration: Mark (✓) the thing that is wrong] - -[Illustration] - -[Illustration] - -[Illustration] - -At the end of the three minutes the paper should be removed and scored -according to the following directions. - - -_Direction for Scoring the Test._ - -The score in this test is the number of pictures in which the absurd -element has been identified and checked. The stencil furnished with the -test booklets shows exactly where each check mark should be made thereby -saving some time for the person who marks the test. Where the proper -element has been checked and the check mark later removed, no credit -should be given. Credit should only be given where the final judgment as -expressed by the check mark corresponds to the key furnished with the -booklets. - - A score from 0 to 6 indicates Inferior Ability - A score from 7 to 10 indicates Low Average Ability - A score from 11 to 17 indicates Average Ability - A score from 18 to 20 indicates High Average Ability - A score from 21 to 24 indicates Superior Ability - - - MENTIMETER NO. 3 - MAZE THREADING - - -_Nature of the Test._ - -A great many experiments have been made upon different types of animals -to determine how long it would take them to learn to secure their food -by going through an unusual “stunt” or travelling over a circuitous -route. Mice have been taught, for example, to travel a long distance and -through complicated mazes to secure their food, which is in such cases -usually placed at the centre of the maze. The effectiveness of learning -to thread a maze as a test of the intellectual capacity of the lower -animals is probably not superior to the effectiveness of the same sort -of learning as a measure of the intelligence of human beings. It is not -possible, however, to include in a book the long passageways and blind -alleys which would necessarily have to be built out of pretty -substantial material in order to keep men from breaking over its sides, -but the idea has so far as possible been carried out in the tests which -follow. It is quite certain that the ability to trace through a printed -maze with a pencil is not equal to the ability to walk through a -specially constructed maze of steel, but it is as near the same problem -as can be arranged on paper and printed in quantity. - -The arrangement of mazes in this member of the Mentimeter family is such -that the number of mazes successfully threaded is a distinct indication -of the _complexity_ of maze which the individual can successfully -negotiate. The test is intended to measure the ability of any individual -whether he can read or understand the English language or not. If the -two examples shown on the title page are presented on a blackboard, or -other large surface, the test may very easily be given as a group test -by a skilful examiner, although the directions which follow are prepared -for the examination of one individual at a time. - - -_Directions for Giving the Test._ - -The examiner should be seated at a table at the right side of the -candidate to be examined. He should first of all secure the information -regarding the candidate’s name, age, and other important items, and -should then exhibit the mazes which appear inside the booklet, pointing -from one to the other in the first half dozen. Not more than thirty -seconds should be allowed for this part of the instruction. Turning back -to the title page the examiner should point to the first example, -pointing first at the entrance and then to the exit. By a motion at each -of these two cardinal points, made in the direction in which the arrow -points, he should make it clear that the idea is to move in the -direction indicated by the arrows. He should then trace his way fairly -slowly from the entrance to the exit. - -[Illustration: Show by a line how you would pass through the drawings -below without touching any line] - -Pointing to the second maze, first to the entrance and then to the exit, -the examiner should again signify that motion is to occur at these two -points. With his pencil as before he should trace his way from the -starting point to the finish, making not more than one error, which he -should correct by returning over the same route to the point where it -was made without lifting the pencil from the paper. - -If the candidate can understand the English language the examiner should -then read the directions above the examples. “Show by a line how you -would pass through the drawings below without touching any line.” - -[Illustration: Show by a line how you would pass through the drawings -below without touching any line] - -[Illustration] - -[Illustration] - -[Illustration] - -The examiner should then open the booklet and give it to the candidate -with the instruction to begin at number 1 and trace his way from the -starting arrow to the finish. No demonstration should be made on the -mazes which appear inside the booklet. - -Exactly four minutes after starting the test the examiner should stop -the candidate and remove the pencil. - - -_Directions for Scoring the Test._ - -The total score in this test is the number of mazes correctly threaded -without error. Where a line has been crossed through accident or -unsteady holding of the pencil no penalty should be taken, but if a line -has been crossed and not recrossed to correct the defect, no credit -should be given for that particular maze. Full credit should be given -for the maze as being complete if the line stops at a point somewhat -before reaching the finish arrow, provided there is a straight path from -the end of the line drawn to some part of this sign of the exit. - - Scores from 0 to 5 indicate Inferior Ability - Scores from 6 to 10 indicate Low Average Ability - Scores from 11 to 16 indicate Average Ability - Scores from 17 to 18 indicate High Average Ability - Scores from 19 to 20 indicate Superior Ability - - - MENTIMETER NO. 4 - DOT PATTERN CORRECTION - - -_Nature of the Test._ - -The ability to recognize small elements of discord in an otherwise -symmetrical pattern is the feature which this test is planned to -measure. The test is very simple, even the most difficult elements in it -being very easy of solution. A pattern composed of dots is presented, -one dot being included which does not fit the remainder of the pattern. -The candidate is required to locate this extra dot in each pattern and -to draw a circle around it, indicating that it should be removed. -Although an attempt has been made in this test to arrange the elements -in the order of their difficulty, the last one in the series is so -simple that almost any one can locate the defect in a short time. For -this reason the test will not have wide usefulness except as a means of -diversion. The method for this test is borrowed directly from the work -of Doctor Pressey of Indiana University. - - -_Directions for Giving the Test._ - -The directions herewith presented are intended to be used by the -examiner in testing one foreign-speaking individual at a time. It would -be easily possible to paint on the wall the examples given on the title -page or to put them on a blackboard in such a manner as to enable the -examiner to test quite a large number of persons at the same time. - -[Illustration: Draw a ring around the extra dot] - -The examiner should demonstrate to the candidate first of all the nature -of the contents of the booklet and then should take up the two examples -appearing on the front page. He should trace the direction of the -different lines in the pattern with his pencil (without touching the -point of the pencil to the paper) and should finally draw a small circle -about the extra dot. After this circle has been drawn it would be -suggestive to the candidate to trace out again the pattern of the -example. When the candidate seems to get the idea, or when both examples -have been demonstrated, he should be given a pencil and the opened blank -with directions to go ahead. Only two minutes should be allowed for this -work, at the end of which time the blanks should be taken from the -candidate and scored according to the following directions. - - -_Directions for Scoring the Test._ - -The score in this test is the total number of patterns in which the -extra dot has been correctly pointed out. In many cases the extra dot is -located in the centre of the pattern so that there is no really -unsymmetrical element in the test, but this should not interfere with -the scoring. The stencil provided with the test booklets makes it -somewhat simpler to score than it would otherwise be. - - Scores from 0 to 8 indicate Inferior Ability - Scores from 9 to 14 indicate Low Average Ability - Scores from 15 to 20 indicate Average Ability - Scores of 21 or more indicate High Average or Superior Ability - -[Illustration: Draw a ring around the extra dot] - -[Illustration] - - - MENTIMETER NO. 5 - DIVIDING GEOMETRICAL FIGURES - - -_Character of the Test._ - -This test is very easily used as a group test with people who can -understand spoken English. The test is also capable of being given to -groups of illiterate or foreign-speaking individuals, if the examples -used in the explanation are painted on a large blackboard to be placed -in the front of the room in full view of all those taking the -examination. In the absence of such a special blackboard, the test may -be used as an individual test with illiterate or foreign-speaking -persons. - -Fifteen geometrical figures, such as squares, circles, triangles, and -the like, are presented on three pages of the examination booklet. To -the left of each figure are two or more small figures which, when -properly arranged, form the large figure on the right. The problem of -the candidate is to draw a line or several lines in the large figure on -the right to indicate how it might be divided to make up the small -pieces shown on the left. The first figures are quite simple and may be -very readily done by drawing one or two lines. The problems on the third -page require from three to five lines to be drawn and are distinctly -more difficult than the problems appearing on the previous pages. - -It is very difficult to say exactly what functions of the mind are -measured by this test. The greatest difficulty with the test is that a -rather high minimum of intelligence is required in order to understand -what is necessary or desired. The two examples appearing on the title -page of the test booklet are not sufficient to demonstrate clearly to -the dull person just what he is to do. It is probable that dull people -will succeed very much better in this test if it is given as a test for -foreigners, using the special blackboard. The examiner could, in that -case, draw a line with chalk to show what is expected. The printed -directions on the test blank have been made as simple as possible, but -they are not wholly satisfactory for the lower ranges of intelligence. - -The scoring of this test is somewhat more difficult than for the -majority of the other Mentimeter tests. It is intended that one point of -credit shall be given for each large figure properly divided. The -difficulty comes in being sure that the candidate has intended to draw -his lines at exactly the proper place. Inaccuracy may be the result of -not knowing where the lines should be placed, or it may be the result of -careless execution. If a line is misplaced through careless execution, -when it is perfectly clear that the right idea was present in the -candidate’s mind, full credit should be given for that element of the -test. If it is not certain that the candidate understood where the line -should be drawn, no credit should be given for that particular figure. - -The stencils, which are supplied with each package of test booklets, -should be placed to the left of the five geometrical figures and -comparison should be made between the dotted lines of the stencil and -the marks made by the candidate in the corresponding figure on the -examination sheet. In the first square, for example, full credit should -be given whether the line is drawn horizontally or vertically through -the figure. The important thing is that two equal rectangles should be -created by drawing a single line. Similarly, for each other figure, the -important point to be considered is whether or not the lines drawn do -form the geometrical figures shown on the left. A little practice will -make it possible for the clerk who scores these tests to lay aside the -key itself and to carry it in memory. - -Various forms of this test have been used by psychologists for a number -of years, although its most extensive use was in the Beta series of the -United States Army. The same test in modified form was used by Prof. E. -L. Thorndike in his tests of mental alertness in the air service. Many -individuals were found who could do this test fairly well without being -able to succeed with some of the others which were supposedly equally as -good for general purposes. On the other hand, many individuals of good -general ability were found who seemed lacking in the particular type of -ability necessary properly to divide these geometrical figures. On the -whole, however, the more intelligent men made higher scores than the -less intelligent men. Such low relationship between this particular test -and other tests of intelligence makes it particularly useful as one of a -series to be used for measuring the intelligence of men entering certain -mechanical trades where the recognition of the size and shape of objects -is of prime importance. Draftsmen, architects, supply clerks, and -candidates for similar positions would probably be rated more accurately -by this test than would writers, musicians, and academic students. - -In the public schools such a test might give some indication of the -ability of children to succeed in mechanical or mathematical courses of -study. In social gatherings, a great deal of amusement might be found by -giving prizes to the individuals completing the entire fifteen figures -correctly and in the shortest time. It would seem desirable, however, to -omit the time limit when it is used for pure entertainment and to -measure with a stop-watch the exact amount of time required for the -individual. When all had finished the fifteen elements of the test, the -papers could be checked up for accuracy and the prize could be given to -the one who had finished correctly in the shortest length of time. This -will add an element of interest for it is quite certain that some of -those who finished first will have made errors, probably through -careless execution, and that someone who finished later in the game will -have drawn each line correctly. - - -_Directions for Giving the Test._ - - -_a._ As an individual test. - -The individual to be tested should be seated at the left side of the -examiner at a convenient table. The examiner should show the inside of -the test blank to the candidate and should then point to the similar -figures in the explanation on the title page of the booklet. He should -then point to the large figure in the first example, possibly tracing -its outline with his pencil. Then the attention of the candidate should -be called to the parts appearing on the left-hand side. (Their outlines -may be traced if it seems desirable.) Next, a movement should be made -with the hand as though one were placing the parts upon the larger -figure. This may be repeated two or three times, pointing first to the -various parts in order and then to the large figure with a rather broad -sweep of the hand. After such a study of the situation, the examiner -should draw the proper line and exhibit a smile of pleasure at having -successfully done the thing. He should point then to the parts of the -large figure which are thus created and by jumping his pencil from one -of the parts to the corresponding part on the left, he may fairly -clearly demonstrate that he has constructed, by his line, elements which -are similar to the elements appearing at the left. - -[Illustration] - -Similar pantomime may be used for the second example, possibly -introducing a variation by getting a line incorrectly drawn at the first -trial, erasing it as soon as it is apparent that the parts do not -correspond exactly with the parts appearing in the problem, and -redrawing the line so that the correspondence will be exact. The pencil -should then be handed to the candidate and the pamphlet opened up for -him to begin work. The candidate should be allowed to work for four -minutes with occasional signals to “Go ahead,” “Work fast” or “Hurry -up.” - - -_b._ As a group test for illiterate candidates. - -A blackboard containing the two examples should be placed in full view -of all the candidates in the room. The test blanks should be passed to -the candidates, with well-sharpened pencils or pens and ink. The -examiner should then hold up in full view of the group a test blank -showing the three pages of figures on which they are to work. He should -then get the attention of everyone to the work by saying “Look” or -“Watch.” With a piece of chalk, he should then go through the pantomime -described above for giving the examination to an individual. Care should -be taken that none of the brighter candidates begins work before the -signal for everyone to work. When the two examples have been thoroughly -demonstrated on the blackboard, the examiner may turn to the group, open -up his test blank, and point to the first page of work to be done and -say, “Begin here,” “Go ahead,” “Work fast.” At the end of four minutes, -he should call “Stop,” should collect all papers, making certain as he -does so that some identification mark is present on the paper to show to -which candidate it belongs. No special explanation should be given and -no person in the group should be allowed to sit idle while the -examination is going on. If it is clear that the individual has not -understood, the examiner may say, “Do what I did,” pointing to the board -and then to the paper. Individuals may be told during the course of the -examination, if they seem to be doing nothing, to “Make your marks.” - - -_c._ As a group test for candidates who can read English. - -Place each candidate at a table or chair with a writing surface, supply -him with a test blank and pencil or other writing instrument. While the -candidates are being supplied, the examiner should make the following -statement: “Do not open this booklet until you are told to do so. I -shall make explanations as soon as everybody is supplied.” - -When all are ready, the examiner should hold up a copy of the test and -speak as follows: “There are three pages of work to be done. The page -before you shows two samples of the kind of thing you are to do. You -will notice at the right a large figure and at the left several small -figures. When properly placed together, these small figures will make -one of the large figures at the right. You are to draw a line, or -several lines, through the large figure at the right in such a way as to -make of it the small figures at the left. - -“Now look at the examples before you. Is there any one who does not see -what line ought to be drawn in order to make the large figure show the -pieces which appear at its left? You will have four minutes in which to -do the work on the three pages. Work quickly, but be sure to draw your -lines correctly. If you complete the fifteen figures before I call -‘Stop,’ look back over your work to see that you have made no mistakes.” - -If any candidate signifies that he does not understand, the examiner -might draw an imaginary line with his hand to show the direction in -which the line should be drawn in order to divide the figure properly. -As soon as it is certain that everyone understands how to divide the -sample figure, the examiner should say: “Now work rapidly and draw your -lines on the next three pages.” The time limit of four minutes should be -followed exactly. - -[Illustration: Make the small figures by drawing lines in the large one] - -[Illustration] - -[Illustration] - - -_Directions for Scoring the Test._ - -The examination score, if each figure of the series is correctly -divided, will be fifteen points. The stencils give but one solution to -each problem although solutions are possible in practically every case -by drawing the same lines in a different direction. The angle or -direction is unimportant and there is no need that the lines drawn by -the candidate correspond exactly in this respect with the lines on the -stencil. The important thing is to see that the proper lines are drawn -to make the necessary parts. The final score obtained by counting the -number of figures in which lines are properly drawn should be entered at -the lower right-hand corner of the title page of the booklet. - - Scores from 0 to 2 indicate Inferior Ability - Scores from 3 to 5 indicate Low Average Ability - Scores from 6 to 10 indicate Average Ability - Scores from 11 to 13 indicate High Average Ability - Scores from 14 to 15 indicate Superior Ability - -In interpreting these results, it should be recalled that inferior -ability in this line of work may be found in individuals who have -average ability in some other intellectual fields. This test should not -be used extensively until it has been proven to have a high degree of -relationship with the characteristics required in the group for which it -is used as a selecting agency. - - - MENTIMETER NO. 6 - COMPLETION OF FORM SERIES - - -_Character of the Test._ - -The Completion test is always very satisfactory because it shows in -itself just what should be done and does not require a great deal of -special explanation. The Form Series Completion test is particularly -valuable in that it does not depend upon the English language either in -its content or in the explanations to be made of it. - -As with the majority of the other tests for non-English-speaking persons -this test is here described as a test of one individual at a time, -although it will be found very simple and easy to test a large group at -the same time if the examples which appear on the title page of the test -booklet can be painted on the wall or reproduced on a blackboard in such -a way that the examiner can demonstrate to everyone at once just what is -to be done. It is very desirable to examine large groups at the same -time if the provision for such demonstration can be made. - -Previous Form Series Completion tests have required the candidate to -fill in the last characters of each line, everything being printed in -order up to within a few sections of the end. The present form, in which -the elisions are distributed through the series rather than being -grouped at the end, has the advantage that it may be made more difficult -by far than the previous forms. Although this test probably measures a -rather specialized type of intellectual ability, it is nevertheless -sufficiently well graduated in difficulty so that the result obtained by -it will show a close relationship to the result obtained in other more -general tests. - -The problem of the candidate who is given this test is chiefly that of -solving, from the rather meagre data presented, just what the serial -order of the different forms may be. This undoubtedly calls for a -complex variety of special mental qualities, including imagination and -abstract reasoning ability. Nevertheless, it is hardly possible for the -authors to make any sort of estimate of just where this test will be -most valuable or just what it measures. It will certainly be interesting -and entertaining whether it works out to have any particular usefulness -or not. - - -_Directions for Giving the Test._ - -The candidate should be seated at the left of the examiner in order that -he may conveniently work upon the test booklet which should be placed on -a table between them. After filling out for the candidate the -information blanks giving name, age, and the like, the examiner should -show for fifteen or twenty seconds (not more than 20 seconds) the inside -of the booklet. He should then turn back to the title page and -demonstrate the nature of the test by means of the examples printed -there. - -[Illustration] - -Probably the best and most effective method of demonstration is that of -“jumping” the pencil rhythmically from one block to the next -corresponding one to show the rhythmic sequence of the same symbols. -When a block is reached in which the symbol has been omitted (but in -which the samples have been crudely marked with a fine pen), the -examiner should make an appropriate heavy mark such as is used in the -printed sections of each series. After any symbol has been written on -the explanation samples it would be very much worth while to skip -rhythmically along the line making certain that the sequence is -correctly followed. When it seems fairly certain that the candidate has -grasped the rhythmic nature of the forms, the examiner should open the -booklet, give him a pencil, and say “Put them in.” “Fix it up.” “Go -ahead.” - -Allow exactly five minutes for this work. At the end of this time the -examiner should take the paper and score it as directed below. - - -_Directions for Scoring the Test._ - -The score in this test is determined by the number of lines in which the -candidate has entered the correct forms to complete the line perfectly. -No credit should be given if any one of the sections remain unfilled or -be filled incorrectly. The stencil which is furnished with the test -booklets makes the task of marking the errors very much simpler than it -is without such aid. The total score obtained should be entered in the -lower right-hand corner of the title page of the booklet. - -[Illustration: Fill in the missing forms] - - Scores from 0 to 2 indicate Inferior Ability - Scores from 3 to 5 indicate Low Average Ability - Scores from 6 to 12 indicate Average Ability - Scores from 13 to 15 indicate High Average Ability - Scores from 16 to 20 indicate Superior Ability - - - MENTIMETER NO. 7 - CHECKING IDENTITY OF NUMBERS - - -_Character of the Test._ - -Bank tellers and other clerical workers find it necessary very -frequently to compare signatures or numerical figures as to identity. A -test might be arranged in which it was necessary for an individual to -compare several sets of numbers all of the same length and general -appearance. Such a test would, however, resolve itself very largely into -a test of speed. The present form attempts to eliminate some of the -speed element and to take to itself as much as possible of the quality -of measuring the complexity which is necessary to cause an error in the -recognition of identity. There are thirty numbers to be compared with -another list of thirty in a parallel column. The first numbers have only -two digits but the number of digits is increased fairly regularly until -in the last pairs eleven digits in one column must be compared with the -eleven digits in another. - -This test is probably as useful a measure of ability to notice small -details as it is necessary to make. The chief objection to it will come -from individuals who are not gifted by nature with the ability to think -in terms of numbers. This objection is not serious and will not be as -valid even in their own cases as those who make it are inclined to -believe. The test may be given as a group test if some means be provided -for demonstrating before the entire group at one time just what type of -activity is wanted. The directions given below are for giving the test -as an individual examination, but with slight modifications the same -directions will serve quite well for group examination. It is not -necessary, of course, for the candidates to understand the English -language if the examiner is thoroughly effective in his pantomimic -instructions. - - -_Directions for Giving the Test._ - -As soon as the proper record has been made of the age, the name, and -location of the individual being examined, the examiner may turn the -test leaflet and exhibit the two columns of numbers which appear on the -other side. This exhibition should not be made formally and should last -not more than twenty seconds. The pamphlet should then again be placed -title page up in front of the candidate. - - 1ST COLUMN 2ND COLUMN SAME DIFFERENT - - 356 356 ☐ ☐ A - 738 758 ☐ ☐ B - -The examiner should then compare the identity of the numbers in the -first example. The best way to do this would be to point first at the 3 -in the first column then at the corresponding 3 in the second column, -nodding his head, “Yes.” The same pointing from one column to the other -should be done for 5 and for 6, the second column part of the pointing -to be accompanied in each case by nodding the head, “Yes.” As a summary -of this first example, the examiner may place his hand over the entire -three digits of the first column and then transfer it to the entire -three digits of the second column and nod his head, “Yes,” making merely -a check mark (✓) on that horizontal line under the word, “same.” With -the second example the same sort of pantomime may be used until 5 in the -second column has been compared with 3 in the first column, which should -be accompanied by a shaking of the head and the verbal exclamation, “No, -no!” The summary by means of placing the hand over 738 and then over -758, with another, “No, no,” may be omitted if it is quite clear that -the candidate has grasped the idea. In either case the examiner should -make the check mark under the word “different.” The sheet may then be -turned and the pencil handed to the candidate with the direction “Go -ahead. Mark them all.” Exactly two minutes should be allowed after -saying, “Go ahead.” At the end of two minutes the paper should be taken -by the examiner and scored according to the following directions. - -If the numbers in the second column correspond exactly with those on the -same line in the first column, make a check mark in the square on that -line under the word “Same.” If the second set on any line differs in any -way from the first, check that line under the word “Different.” - - 1st COLUMN 2nd COLUMN SAME DIFFERENT LINE NO. - - 96 96 ☐ ☐ 1 - 83 88 ☐ ☐ 2 - 77 71 ☐ ☐ 3 - 33 35 ☐ ☐ 4 - 82 82 ☐ ☐ 5 - - 641 644 ☐ ☐ 6 - 956 956 ☐ ☐ 7 - 507 507 ☐ ☐ 8 - 9572 9752 ☐ ☐ 9 - 1832 1832 ☐ ☐ 10 - - 19560 19360 ☐ ☐ 11 - 94083 94083 ☐ ☐ 12 - 940817 940847 ☐ ☐ 13 - 329506 326506 ☐ ☐ 14 - 654938 654938 ☐ ☐ 15 - - 6998701 6997801 ☐ ☐ 16 - 7105923 7105623 ☐ ☐ 17 - 2501036 2500136 ☐ ☐ 18 - 3674462 3674462 ☐ ☐ 19 - 61558543 61585543 ☐ ☐ 20 - - 38910066 39810066 ☐ ☐ 21 - 17198591 17198591 ☐ ☐ 22 - 685342017 685342017 ☐ ☐ 23 - 317762849 317762849 ☐ ☐ 24 - 102435867 102435867 ☐ ☐ 25 - - 3484657120 3484657210 ☐ ☐ 26 - 4686726631 4686726631 ☐ ☐ 27 - 6571018034 6571018034 ☐ ☐ 28 - 38797625147 38797652147 ☐ ☐ 29 - 26557239164 26557239164 ☐ ☐ 30 - - -_Directions for Scoring the Test._ - -The score in this test is the total number of pairs the identity of -which has been correctly checked, minus the total number of pairs in -which an error has been made in checking the identity. For example, if -the last line checked was the twenty-fifth line while two lines had been -omitted and errors had been made in checking three other lines, then -only twenty lines had been checked correctly, and three lines had been -checked incorrectly; so the resulting score would be seventeen points. -The maximum score obtainable is of course thirty points and will be -obtained only in case every pair has been checked without error. It is -possible with this method of scoring to obtain a score less than zero; -for example, if a person had checked correctly ten of the identities and -had made errors in checking fifteen others, the number of “rights” minus -the number of “wrongs” would be minus five. In such cases the score to -be entered on the lower right-hand corner of the candidate’s title page -is zero. - -The stencil furnished with the test leaflets makes it possible to mark -this test with great rapidity and without mental fatigue. The point at -which care needs to be taken is in making certain that the total score, -computed by subtracting the number wrong from the number right, is -correct. For this reason the reader is advised to cross out the “line -number” of any pair incorrectly checked and to draw a circle around the -“line number” of any pair not attempted by the candidate. If this is -done consecutively down the page, there will be little difficulty in -calculating the total score. - - Scores from 0 to 8 indicate Inferior Ability - Scores from 9 to 12 indicate Low Average Ability - Scores from 13 to 22 indicate Average Ability - Scores from 23 to 26 indicate High Average Ability - Scores from 27 to 30 indicate Superior Ability - - - MENTIMETER NO. 8 - DIGIT-SYMBOL SUBSTITUTION - - -_Character of the Test._ - -Ability to master a language is usually very closely related to general -intellectual ability along academic or abstract lines. The relationship -between the age at which a child begins to talk and the length of time -required later by the same child to learn to use a foreign language -would probably be found fairly close. - -The Digit-Symbol test has been used rather extensively and for many -years as a form of measuring the ability of an individual to learn a new -method of expressing himself. Many experimenters have used a -Letter-Symbol test rather than the Digit-Symbol, but there seems to be -little difference in the character of the results obtained. - -The Mentimeter form of the test follows quite closely the corresponding -test in the Beta series used in the Army. At the top of the page there -appears a key showing just what symbol should be used to indicate each -number or digit. The test itself consists of 100 digits with empty -squares appearing below them in which one is to write, beneath each -digit, its corresponding symbol as shown by the key on pages 166 and -167. An intelligent person usually begins with the first digit and -supplies the proper symbol for it at each place it occurs in the test; -then begins with the second digit and goes through the entire test -writing the symbol for it, and so on. Those of average intelligence more -frequently try to supply the proper symbol for each different digit in -order as they appear in the test without going through the entire test -with each symbol separately. The method of the candidate in doing the -work should not, however, be allowed to influence the rating obtained on -the test, except as one method may produce a higher score than another. - -Investigations which have been made seem to show that although the -symbols used are quite distinctly more difficult to write than the -digits themselves would be, it is nevertheless a better test to measure -the number of symbols the candidate can write under the digits than to -measure the number of digits one could write correctly under their -corresponding symbols. The relationship between ability in this test and -general ability to handle ideas and abstract notions is rather -remarkably close. It is probable, however, that if the test were -lengthened so as to require five or ten minutes rather than two and one -half minutes the correspondence with intellectual ability would be -increased. - -This test will be very useful to employers seeking high-grade clerical -service and probably in selecting administrative or supervisory -officers. In the public schools it will be useful in some instances in -classifying pupils for instruction. As a diversion in the home or social -group it will have slight value. - - -_Directions for Giving the Test._ - -This test has ordinarily been given as a test of several individuals at -the same time. It is probable that it will not be as useful when given -to one individual at a time as when used as a group test. The -instructions are given here, however, as with the remainder of the tests -for non-English-speaking persons, with the needs of examining foreigners -individually uppermost in mind. By reproducing on the blackboard or on a -wall chart the introductory examples one may adapt with almost no change -the method of administration here described so that it will work equally -well with a group. It is advisable to prepare such introductory charts -and to give the tests as group tests rather than as individual tests, -not only with the Digit-Symbol Substitution test but also with the other -Mentimeters numbered from 2 to 10. - -[Illustration: Key: This shows the mark for each number] - -[Illustration: Make under each number the mark which should be there] - -[Illustration: Key: This shows the mark for each number] - -[Illustration: Make under each number the mark which should be there] - -The individual to be tested should be shown the page on which he is to -work, for not more than twenty seconds, and should then be shown the two -examples appearing on the title page under the printed instructions, -“Make under each number the mark which should be there.” The examiner -should then compare his key and the digits appearing in the sample -series and should write in the proper spaces the appropriate symbols. -The idea of getting the symbol from a key will be emphasized and made -clear if the examiner at each point moves his finger or pencil from the -digit in the example to the digit in the key, then to the symbol in the -key and back to the empty space beneath the digit in the example. When -all the spaces of the example have been filled (this should be done very -slowly at first and then more rapidly toward the end of the example), -the examiner should open the booklet, supply a pencil, and say, “Now! Go -ahead! Put them in! Hurry up!” - -Exactly two and one half minutes (150 seconds) should be allowed from -the time the examiner says, “Go ahead,” to the time he calls, “Stop!” -All papers should be closed immediately and handed to the examiner. - - -_Directions for Scoring the Test._ - -The score in this test is the number of symbols correctly supplied. -Marking the errors is very much simplified by the use of the stencils -furnished with each package of test booklets. The number of symbols -correctly written should be recorded at the end of each line in the test -and the total for all lines should be entered in the lower right-hand -corner of the title page of the booklet. - - Scores from 0 to 20 indicate Inferior Ability - Scores from 21 to 35 indicate Low Average Ability - Scores from 36 to 65 indicate Average Ability - Scores from 66 to 75 indicate High Average Ability - Scores from 76 to 100 indicate Superior Ability - - - MENTIMETER NO. 9 - COMPLETION OF NUMBER RELATION SERIES - - -_Character of the Test._ - -This test may be given to any individuals or groups of persons who can -read and understand the arabic numerals. The directions furnished -herewith are for the measurement of a group rather than of an -individual, although with very slight modifications in instructions the -test leaflet may be employed in an individual psychological examination. -The title page of the leaflet contains fairly complete directions and -three samples of the number series to be completed. Persons who read -English readily will have a distinct advantage over those who must -depend upon oral instructions, but experience has shown that, even with -individuals who do not understand the English language, it is possible -to demonstrate on a blackboard, using the sample exercises, with -sufficient clearness to enable foreign language-speaking candidates to -grasp the idea of the work to be done. No comparisons should be made, -however, between results obtained by oral demonstration and results -obtained through the use of the instructions printed below, without -making allowances for the differences in method of administration. - -The Number Relation Series test is so difficult to understand that it is -hardly worth while to employ this test with children below ten years of -age or with adults whose mental capacity is not equal to or better than -that of the ten-year-old school child. The method of marking the test is -quite simple when one is supplied with the stencil which is furnished -with each package of test blanks. The present form of the test is -somewhat different from those used elsewhere and it is difficult to say -just what phases of intellectual or mathematical ability are measured by -it. The Army intelligence tests included a number relation series test, -so arranged that the last two numbers in each series must always be -supplied by the person tested. Dr. Agnes Rogers, in her study of the -prognostication of mathematical ability, employed a test which is very -closely related to the one given here. Her results seem to show that -this form of test is a splendid measure of mathematical capacity in high -school pupils. - -It is probable that this test will have very little usefulness in the -selection of employees in general, but that it may be found valuable in -discovering within an organization persons whose mathematical aptitude -would make them very useful in positions where the handling of figures -is an important part of the employee’s duty. In schools the chief value -of the test will probably be in assisting in the diagnosis of special -mathematical ability or lack of ability among pupils entering high -school. As a game for social amusement, it is not probable that this -test will be highly popular, except among those who are mathematically -inclined. - - -_Directions for Giving the Test._ - -Having supplied each candidate with writing materials the examiner -should announce as follows: - -“I am going to distribute to you copies of a test which is intended to -measure certain special mental capacities. I shall pass it to you with -that side up which contains the directions. Do not turn it over or -examine the 20 problems which are to be solved. Write your name where it -says ‘Name’ and fill in the other blanks on the title page.” - -The blanks should be distributed, taking care that each candidate -receives the blank right side up and that no candidate turns it over -before the command is given to begin work. When names, ages, and other -identifying pieces of information have been entered the examiner should -ask the candidates to look at the directions carefully while he reads -them aloud. - -“The other side of this sheet has 20 series of figures, one or more of -the figures from each series being left out. You are to look carefully -at each series, to study out what kind of a series it is and then to -write on the dotted lines those numbers which have been omitted. Look at -the following samples. - - Write on each blank the number omitted - - 2 4 6 8 10 .. 14 16 18 20 Sample A - 16 11 7 .. 2 1 1 2 4 7 Sample B - 2 .. .. 2 2 3 2 4 2 5 Sample C - -“In Sample A each number is obtained from the previous number by adding -2 to it; therefore, 12 should be the number between 10 and 14. In Sample -B, each number is obtained from the next previous number by subtracting -1 less than was subtracted from the number before it—that is, 5 is -subtracted from 16 to obtain 11, 4 is subtracted from 11 to obtain 7, 3 -should then be subtracted from 7 to obtain a 4 which is to be entered on -the blank. In Sample C, every other number is a 2 and therefore the -second blank space should contain a 2. Between the 2’s appear numbers, -each one of which is one more than the one which preceded it. On the -first blank in Sample C there should be a 1 in order to carry out this -scheme.” - -“You will be allowed four minutes in which to complete the 16 series. -Begin with the first and complete as many as you possibly can. Ready! -Go!” At the end of four minutes after saying “Go” the examiner should -call “Stop! Time up! Give me your papers.” All papers should be -collected at once. - -Unusual care will need to be taken in giving this test to avoid -variations in the directions used with the different groups examined. In -order to maintain absolutely comparable test conditions, no variations -from the language and routine given above should be allowed. - - Write on each blank the number omitted - - 1 2 3 4 5 .. 7 8 9 10 Series 1. - 10 12 .. 16 18 .. 22 24 26 28 Series 2. - 12 11 10 .. 8 7 .. .. 4 3 Series 3. - 1 3 .. 7 9 11 13 15 17 .. Series 4. - - .. 39 37 35 33 31 29 .. 25 23 Series 5. - 4 5 7 .. 14 19 25 32 40 .. Series 6. - 1/64 1/32 1/16 .. ¼ ½ .. 2 .. 8 Series 7. - 8 15 .. 29 36 43 .. 57 64 71 Series 8. - - 10 .. 15 16 20 21 .. 26 30 31 Series 9. - 2 .. 8 10 .. 10 20 10 26 .. Series 10. - 7 .. 10 11 13 14 .. .. .. 20 Series 11. - .. 4 9 16 25 .. .. 64 81 100 Series 12. - - .. 4 7 14 17 .. .. .. 77 154 Series 13. - 32 .. .. .. 28 29 26 27 .. 25 Series 14. - 6 10 13 .. .. .. 15 13 10 .. Series 15. - 60 55 .. .. 46 45 .. 46 48 .. Series 16. - - -_Directions for Scoring the Test._ - -The score in this test is the number of series correctly completed -regardless of the number of blanks in the series. The maximum score -obtainable will therefore be 16 points. The stencil furnished with each -set of test leaflets will make it very simple to count the number of -series correctly completed. A convenient way of indicating that a series -is not correctly completed is to cross out the serial number of that -series. To indicate that the series was not attempted one might draw a -circle around the serial number of that series. The final score should -be entered on the title page of the leaflet in the lower right-hand -corner. - - Scores from 0 to 1 indicate Inferior Ability - Scores from 2 to 4 indicate Low Average Ability - Scores from 5 to 8 indicate Average Ability - Scores from 9 to 11 indicate High Average Ability - Scores from 12 to 16 indicate Superior Ability - -It should be borne in mind that the type of ability measured by the -above scores is not necessarily a true indication of the general -efficiency of the possessor. - - - MENTIMETER NO. 10 - ADDITION TESTS - - -_Character of the Tests._ - -This Mentimeter is composed of two parts, one of them measuring the -difficulty of the addition problems which a candidate can solve, and -being therefore a fairly good test of intelligence, the other measuring -the speed at which one can add fairly easy problems and therefore having -less relations to intellectual ability. - -Teachers in school furnish the children with certain information and -knowledge or guide their pupils to the sources from which this -information and knowledge may be obtained. In Addition, this information -takes the form of “2 and 2 make 4,” “9 and 5 make 14” and such sums. The -instruction also involves such things as how to carry in addition, how -to add when a decimal point enters into the calculation, and all such -problems. The teacher also undertakes a somewhat different task, which -is the review and drilling of the pupils in order to make the -combinations which have been explained automatic in the minds of the -children. It is not sufficient for John to know that “3 and 5 are 8,” -but he must be able to write or say “8” without any hesitation whatever -when 3 and 5 are to be added. - -In order to test the extent to which teachers have explained addition, -one would measure the pupils with a test which increased in difficulty -from the first problems to the last, undertaking to determine how -difficult a problem can be solved. In order to test the rapidity with -which the pupils have learned in their drill exercises to make the -different combinations, one would measure the speed with which they can -make the simple combinations. The first addition test which is given on -page 175 measures the extent of the information which the candidate has -gained, while the second measures the speed which the candidate has -developed by drilling upon addition problems. - -Teachers in the public schools will undoubtedly wish to measure both the -speed with which their pupils do simple problems as a result of drill, -and the difficulty of the problems which the child can solve correctly -as a result of instruction. Of course the test for difficulty of -problems solved is not absolutely independent of the effect of drill, -although it is relatively much less dependent upon drill than is the -other test. - -In industrial organizations the first test given will probably be found -most useful, while in social groups the greatest amount of entertainment -will probably be obtained from the second test. The reliability of the -results from the first test is very much higher than the reliability of -the results from the second test, for in the second case a difference of -one second in time allowed may make as much as one or two points -difference in the score obtained. - -As with all of the other tests listed in this series of “Tests for -Non-English-Speaking Persons,” the Addition tests will bring more -satisfactory results, with much greater economy of time, if they are -administered as group tests. They are here described, however, as tests -for individual candidates in order that they may be given to foreign -language-speaking candidates without any other apparatus than that -furnished by the test booklets themselves. Any teacher or employer who -has a number of persons to be examined should prepare a blackboard or -wall chart on which to exhibit an enlarged copy of the examples used in -the introduction. By placing this at the front of the room in full view -of all candidates, the pantomimic instructions here described may be -used for non-English-speaking candidates, or simple verbal explanations -may supplement them for English-speaking persons. - - -_Directions for Giving Mentimeter 10a._ - -The examiner, after securing from the candidate his name, address, age, -and other pertinent information, should turn the examination leaflet and -exhibit, for ten or fifteen seconds, the addition tests which are to be -solved. The leaflet should then be turned over to the title page again -and attention should be called to the examples appearing on the middle -of this page under the heading “Add.” The examiner should point to the -first example - - 2 - 2 - — - -and placing his pencil on the lower 2 and then upon the upper 2 should -seem to hesitate for an instant and then write 4 underneath the line. -Looking at the second example - - 15 - 3 - —— - -he should place his pencil on the 3 and then on the 5 and, with only an -instant’s hesitation, should write 18. Similarly, looking at the third -example, - - 23 - 25 - 16, - ——— - -he should place his pencil first on the 6, then on the 5, then on the 3, -and write a 4 underneath the line; then place his pencil on the 1 and -then upon the two 2’s in order and write 6 at the left of the 4. With -this explanation the examination booklet should be opened and a pencil -supplied to the candidate with the instructions “Go ahead! Add them -all!” - - MENTIMETER NO. 10A. - - Add: - - (1) (2) (3) (4) (5) (6) (7) - - 3 2 14 45 13 23 14 - 2 5 3 34 21 35 45 - — 1 —— —— 22 30 83 - — —— —— —— - - (8) (9) (10) (11) (12) - - 34 197 374 796 7065375 - 67 225 49 867 8688256 - 95 659 623 745 2315553 - 52 316 5 933 1947272 - —— ——— 548 542 3583419 - 65 213 5224362 - ——— 564 6869021 - 235 8518488 - 676 3493625 - ——— 2657176 - ——————— - -Four minutes’ time should be allowed for this test. At the end of the -four minutes the examiner should call “Time up” and take the paper. - - -_Directions for Scoring Mentimeter 10a._ - -The score in this test is the number of problems correctly solved. No -credit should be given for any problem unless each digit in the answer -is present, correct, and in its right place. - - Scores from 0 to 5 indicate Inferior Ability - Scores from 6 to 8 indicate Low Average Ability - Scores from 9 to 11 indicate Average Ability - A score of 12 indicates High Average or Superior Ability. - - -_Directions for Giving Mentimeter 10b._ - -The examiner should open the booklet and demonstrate to the candidate, -for ten seconds, with just what nature of test he is to be confronted. -Then, after securing the necessary identifying information, the examiner -should point to the problems on the title page under the word “Add.” -Pointing to the 1 in the first example and then to the 2, he should -write 3 under the line. Pointing to the 4 and then to the 5, in the -second example, he should write 9 under the line. Pointing to the 4 and -then to the 7 in the third example he should write 11 under the line, -and should then pass his pencil and the opened booklet to the candidate -with the instruction, “Go ahead! Add them up!” - -The most important point in this test is to make absolutely certain that -exactly thirty seconds (no more and no less) is allowed from the time -the examiner supplies the candidate with a pencil until the time he -calls “Stop!” Unless this time is kept absolutely uniform the results of -the test will be hardly worth considering. Whether the candidate begins -work or not, the time should be calculated from the instant he receives -his pencil and the opened booklet. - - -_Directions for Scoring Mentimeter 10b._ - -The score in this test is the number of correct answers obtained in -thirty seconds. Unless an answer is absolutely correct, it should have -no credit. If an answer is only partially finished when time is called, -it should not be credited as being the correct answer unless it is -sufficiently complete in both digits to prove that the right answer had -been obtained. - - Scores from 0 to 9 indicate Inferior Ability - Scores from 10 to 21 indicate Low Average Ability - Scores from 22 to 32 indicate Average Ability - Scores from 33 to 44 indicate High Average Ability - Scores from 45 to 60 indicate Superior Ability - - MENTIMETER NO. 10B - - Add: - - (1) (2) (3) (4) (5) - - 2 8 5 7 1 - 4 9 1 4 5 - — — — — — - - (6) (7) (8) (9) (10) - - 8 3 4 6 2 - 3 0 5 9 8 - — — — — — - - (11) (12) (13) (14) (15) - - 6 4 4 0 1 - 7 3 6 7 2 - — — — — — - - (16) (17) (18) (19) (20) - - 3 7 2 9 6 - 2 9 2 3 5 - — — — — — - - (21) (22) (23) (24) (25) - - 7 5 7 9 6 - 6 2 1 4 8 - — — — — — - - (26) (27) (28) (29) (30) - - 3 7 6 4 5 - 3 4 2 8 8 - — — — — — - - (31) (32) (33) (34) (35) - - 9 9 0 7 5 - 6 9 5 6 8 - — — — — — - - (36) (37) (38) (39) (40) - - 6 3 8 9 7 - 8 7 7 6 5 - — — — — — - - (41) (42) (43) (44) (45) - - 8 5 5 7 8 - 3 9 6 4 8 - — — — — — - - (46) (47) (48) (49) (50) - - 6 7 9 2 7 - 5 8 3 7 7 - — — — — — - - (51) (52) (53) (54) (55) - - 3 2 0 8 4 - 1 7 5 9 7 - — — — — — - - (56) (57) (58) (59) (60) - - 1 2 8 7 7 - 6 5 1 6 5 - — — — — — - - -_Differences between Mentimeters 10a and 10b._ - -In connection with these tests of ability in addition, a few additional -words should be said to make somewhat clearer the differences between -educational tests and tests of intelligence. There is, of course, no -sharp line to be drawn between these two types of tests. Mentimeter No. -10b may be classified very certainly as an educational test because it -involves primarily the element of speed in simple additions which is not -an accurate index of intellectual capacity but depends almost altogether -upon specific drill. Improvement in ability to make a score in -Mentimeter No. 10a will come much more slowly than in the case of the -speed test in addition. Before a child can make progress sufficient to -carry him from problem 5 to problem 6 in Mentimeter 10a, he must be -instructed in the mysteries of adding zero to the sum of two other -numbers. Before he can make progress from problem 6 to problem 7 he must -learn to put down the 2 under the right-hand column of figures and carry -the 1 to the next column and add it with the digits printed there. Each -additional problem that he solves involves some new elements of -arithmetic knowledge which can be learned only by careful study and one -at a time. - -In the speed test a larger score does not indicate ability to do -anything more difficult or to understand anything more complicated, but -merely more rapid doing of the things which are already fully -understood. In the other test, however, a larger score indicates greater -comprehension of more difficult situations and therefore an intellectual -capacity which is of greater magnitude. - -The primary purpose of the Mentimeter tests is to measure intellectual -capacity rather than school training. For this reason very few tests -which may be classified as primarily educational have been included. -Where they have been inserted, they have been arranged to measure the -ability of the person to do more difficult tasks rather than his ability -to do simple tasks more rapidly. - - - MENTIMETER NO. 11 - MEMORY FOR NUMBERS - - -_Character of the Test._ - -This test is planned as an individual examination to be given to any -candidate who understands the English language. The test is borrowed -directly from the Binet series and was used as a group test in the first -form of the Alpha examination in the United States Army. - -The usefulness of this test is probably limited to the selection of -candidates for very simple mechanical operations and to the -classification of pupils in the schoolroom. It might be employed as one -of a series of tests in the selection of telephone operators, but its -use in such a case is probably more obvious than practical. - - -_Directions for Giving the Test._ - -The candidate should be seated comfortably in a quiet place and should -be instructed to listen carefully. The examiner should fill out the -blanks at the top of the title page, recording only such facts as seem -to be necessary. The examiner should then repeat the following formula: - -“I am going to read to you sixteen series of numbers. The first series -will be very short and the last series will be quite long. When I have -read a series I want you to repeat all of the numbers it contained. I -shall read them slowly so that you can be sure to get them. Listen very -carefully and try not to forget any number. Do not repeat any number -until I have finished the whole series and stopped speaking.” - -The examiner should announce each time just how many numbers will appear -in the series. The digits should be read at the rate of one per second, -taking care to avoid any rhythmic grouping of the numbers. The examiner -should look up expectantly as soon as he has finished reading a series. -No intimation should be given a candidate as to whether or not he is -being successful. The first series should be read as follows: - -“The First Series contains two numbers which are, 5, 6.” As soon as the -candidate has repeated these numbers the examiner should say: - -“The Second Series contains two numbers which are, 2, 7.” - - First Series 5 6 - Second 〃 2 7 - Third 〃 9 3 5 - Fourth 〃 4 1 6 - Fifth 〃 7 4 9 3 - Sixth 〃 4 8 5 7 - Seventh 〃 9 5 7 3 8 - Eighth 〃 6 8 1 2 4 - - Ninth Series 2 6 8 3 5 9 - Tenth 〃 6 3 5 9 2 7 - Eleventh 〃 9 5 8 3 6 2 4 - Twelfth 〃 8 1 9 5 2 6 3 - Thirteenth 〃 3 5 2 6 8 3 4 9 - Fourteenth 〃 2 8 5 9 3 6 1 4 - Fifteenth 〃 6 3 9 4 8 1 7 2 5 - Sixteenth 〃 7 1 4 9 6 3 5 2 8 - - -_Directions for Scoring the Test._ - -The examiner should keep on the test leaflet, out of the sight of the -candidate, a notation of exactly which series cause failure. -Misplacement of any digit in the series should count as an error and -bring no credit for that series. The total score obtained by counting -the number of series in which each number was correctly repeated in its -right order should be written in the lower right-hand corner of the -title page of the leaflet. - - Scores from 0 to 7 indicate Inferior Ability - Scores from 8 to 9 indicate Low Average Ability - Scores from 10 to 12 indicate Average Ability - Scores from 13 to 14 indicate High Average Ability - Scores from 15 to 16 indicate Superior Ability - - - MENTIMETER NO. 12 - REPEATING NUMBERS BACKWARD - - -_Character of the Test._ - -This test can only be given as an individual examination and to people -who understand spoken English. The presence of other people in the room -where the test is being given is frequently the cause of low scores. - -This test is borrowed bodily from the Binet series, in which it has won -a distinct place for itself as a useful measure of the ability to think -about symbols and abstract ideas. - -This test will be of little value as an entertainment feature but will -be useful to the public school teacher, or to the employer who wishes to -have a brief but fairly accurate test to apply to individual people whom -he may be considering for positions of responsibility. The reliability -of the test is unusually high for an examination taking no more time -than is required for this. - - -_Directions for Giving the Test._ - -The examiner should read the following instructions clearly: - -“I have twelve lists of numbers to read to you. I want you to listen -carefully as I read each list, and when I say ‘Now’ you are to repeat -the same numbers backward, that is, in the reverse order. For example, -if I should read the numbers, 3, 4, 5, when I said ‘Now’ you should -repeat them 5, 4, 3. If I read 9, 8, 7, you should say 7, 8, 9. You are -to say the same numbers I read, but you are to say them just backward -from the way I read them.” - -The examiner should read each series very distinctly and at the rate of -one digit per second. About five seconds before the reading of each -series the examiner should call the candidate’s attention by saying, -“Now listen to this set.” Allow two seconds after reading the last digit -of each series before saying “Now,” or, “Now say them backward.” If the -candidate has not begun to repeat the digits within thirty seconds the -examiner should say “Now try this set” and should read the next list to -him. - - First Series 5 8 - Second 〃 6 4 - Third 〃 3 5 2 - Fourth 〃 8 4 9 - Fifth 〃 7 3 9 4 - Sixth 〃 5 2 6 8 - Seventh 〃 1 9 2 5 3 - Eighth 〃 4 2 8 9 6 - Ninth 〃 8 3 6 2 5 7 - Tenth 〃 1 5 9 6 4 7 - Eleventh 〃 2 6 3 7 5 8 4 - Twelfth 〃 3 8 2 6 4 7 5 - - -_Directions for Scoring the Test._ - -The score in this test is the number of series repeated backward without -error. Any misplacement in the order of the digits should be considered -an error and no credit should be given for that series. The examiner -will need to keep a record of just which series were correctly repeated, -and will need to keep this record from the view of the candidate being -examined, at least until after the examination is complete. - - Scores from 0 to 4 indicate Inferior Ability - Scores from 5 to 6 indicate Low Average Ability - Scores from 7 to 8 indicate Average Ability - Scores from 9 to 10 indicate High Average Ability - Scores from 11 to 12 indicate Superior Ability - - - MENTIMETER NO. 13 - MEMORY FOR SENTENCES - - -_Character of the Test._ - -At the age of two years and frequently before, the vocabulary of the -ordinary child has developed to such an extent that it contains two or -three hundred individual words which can be used rather effectively. By -the time the child is four years of age he has increased his vocabulary -very extensively and can repeat entire sentences, if they are not too -long, without error. The Mentimeter here provided is intended to measure -the complexity and length of a sentence which an individual can repeat -correctly after having heard it only once. The reliability of this test -is not very well determined and its field of usefulness is almost as -indefinite. It will be interesting in social groups as a recreation and -will be useful to the teacher in comparing her pupils, but it is -doubtful if it can be employed in industrial work with any large group -of employees. It would seem that it might, however, be found valuable as -a test of telegraphers, stenographers, and dictaphone operators. The -fact that it is to be given as an individual test still further limits -its usefulness. - - -_Directions for Giving the Test._ - -The examiner, after recording or having the candidate record on his -leaflet the identifying information required, should repeat the -following explanation: - -“I have ten sentences which I shall read to you slowly, one sentence at -a time. You are to listen very carefully while I read and then after I -have finished reading a sentence you are to repeat it to me exactly as -it was read.” - -Each sentence should be read only once. The reading should be done -slowly and distinctly with sufficient emphasis to make clear the meaning -of the sentence as well as the words spoken. The candidate should be -encouraged to try each sentence and should not be informed as to whether -or not his attempts are successful. The sentences to be read are as -follows: - - 1. It snows in the winter. - - 2. Men usually have more dignity than boys. - - 3. There is no excuse for being thoughtless about the rights of other - people. - - 4. The price of peace may sometimes be much greater than a nation can - afford to pay. - - 5. It is unfortunate that war should ever be necessary among civilized - nations. - - 6. Their harbour is a shallow body of water connected with, but - protected from, the open sea. - - 7. Conscience asserting itself as the voice divine within the human - soul is then a real actuality. - - 8. Each state appoints a number of electors equal to the whole number - of senators and representatives. - - 9. These discoveries—gunpowder, printing-press, compass, and - telescope—were the weapons before which the old science trembled. - - 10. The use of italic type is indicated in the author’s manuscript by - underscoring the letters, words, phrases, or sentences that are - to be italicized. - - -_Directions for Scoring the Test._ - -The candidate is to be scored as successful on each sentence repeated -correctly, or repeated with the omission of not more than one -unimportant word such as “the” or “a.” The omission of more than one -word or of a word which changes or limits the meaning of the sentence -should be considered as a failure to remember what was said. - -The examiner should keep on the test leaflet a note of just which -sentences were correctly repeated and which were not. The candidate -should not be allowed to see or know his record. The total score is the -number of sentences on which the candidate was successful. - - Scores from 0 to 2 indicate Inferior Ability - Scores from 3 to 4 indicate Low Average Ability - Scores from 5 to 6 indicate Average Ability - Scores from 7 to 8 indicate High Average Ability - Scores from 9 to 10 indicate Superior Ability - - - MENTIMETER NO. 14 - SPEAKING-VOCABULARY TEST - - -_Character of the Test._ - -One of the best measures of the intellectual capacity of a community or -of a race of people is the complexity of the language which they find it -necessary to use in their life and social intercourse. The speaking -vocabulary of a tribe or of an individual is therefore an unusually -accurate index of mental capacity. The present test of speaking -vocabulary is designed to be used as an individual test for measuring -the vocabulary of English-speaking persons. With some alterations in the -directions which are given below the test might be used as a group test, -but the results from such a group test would be quite different and -practically not comparable with the results to be obtained when the test -is given according to directions. - -The individual to be examined need not be able to read English but must -be able to understand ordinary conversational words and sentences. The -examiner pronounces very distinctly the word which appears on his list -and asks the candidate to explain the meaning of the word. The list used -by the examiner contains fifty words, which are roughly graded, from the -most common and well-known words used in every-day life up to very -unusual and little-known words that would be found very rarely in -newspaper or magazine articles. Any definition is accepted which shows -that the candidate really understands the nature and use of the thing -mentioned. - -This test is modelled directly upon the Vocabulary test included in the -Stanford Revision of the Binet tests. It has been shown by careful -scientific investigations that a test of this type is very reliable as a -measure of general intellectual capacity. The excuse for having, at the -end of the series, words which are little known and of no great -practical value is that without such words it would be impossible to -obtain a real measure of the vocabulary of writers, well-trained -lawyers, and other specialists in the use of the English language. The -good scientific test of intelligence always begins with elements which -are so simple that the dullest mind will master them and progresses -steadily to elements which are so complex and difficult that even the -keenest minds have difficulty in reaching satisfactory solutions. - -A test of this sort measuring general vocabulary will be very useful to -employers in the selection of stenographers and other clerical workers. -In the public schoolroom teachers will find it very helpful in the -classification of new pupils coming to their room for the first time or -in the comparison of pupils who have been observed for a long period. -The disadvantage of the test is that it must be given to one individual -at a time. Such procedure makes it possible, however, for the teacher or -the psychologist to study the more or less intangible attitudes and -reactions of the pupil which cannot be observed in group examinations. -These peculiarities of the pupil are of tremendous value to the trained -psychologist or to the psychiatrist in making a careful diagnosis of -special mental defects. - - -_Directions for Giving the Test._ - -This test should not be given in the presence of outsiders. The examiner -should take the individual to as quiet a place as possible, should seat -the candidate in a comfortable chair, and converse with him until he is -thoroughly at ease and ready to answer any sort of question. The -examiner may write on his list the response which is made by the -candidate to each word in the vocabulary. The formula which should be -used by the examiner should be as nearly as possible that of ordinary -conversation, although care must be used to avoid suggesting by the form -of the question any clue to the proper response. Beginning with the -first word, after introducing the general idea by some such phrase as -“Now, I am going to ask you the meanings of a list of words,” the -examiner should say, “The first word is coat. What is a coat?” - -If the candidate does not seem to understand, the question may be -repeated or it may be presented as follows: “You know what a coat is, do -you not? Well, what is a coat?” - -Similarly, with the second word one could say, “What does the word buy, -b-u-y, mean? What is the meaning of buy?” If the candidate does not -understand, the question may be restated as follows: “Did you ever buy -anything? What does the word buy mean?” Special care should be taken at -all points to avoid suggesting the answer, giving special hints, -discouraging the candidate or telling him whether or not he is being -successful. He may be told at any time that he is doing well but he -should not be informed whether his answer is correct or incorrect. - -Not more than forty-five seconds should be allowed to the candidate for -thinking about any one word. At the end of the forty-five seconds the -examiner should repeat the question. If at the end of thirty seconds -after the question is first repeated the candidate has still said -nothing, the examiner should pass on to the next word with this -introduction, “Well, here is another word. What does the word ‘book’ -mean?” Under no circumstances should the candidate being examined be -allowed to take or to see the word list. - - -_Speaking-Vocabulary Test._ - - 1. coat - - 2. buy - - 3. book - - 4. store - - 5. piano - - 6. rent - - 7. beef - - 9. disease - - 10. doubt - - 11. judge - - 12. fortunate - - 13. secretary - - 14. royal - - 15. canal - - 16. greed - - 17. blond - - 18. wealth - - 19. permit - - 20. wisdom - - 21. govern - - 22. license - - 23. compete - - 24. Jupiter - - 25. modesty - - 26. policy - - 27. measure - - 28. enthusiasm - - 29. percentage - - 30. league - - 31. socialism - - 32. logic - - 33. revere - - 34. sarcasm - - 35. taunt - - 36. opaque - - 37. débutante - - 38. reparation - - 39. decimate - - 40. rheostat - - 41. omniscient - - 42. beshrew - - 43. cheetah - - 44. behemoth - - 45. oriel - - 46. megalith - - 47. myelin - - 48. paleography - - 49. prosthetics - - 50. salep - - -_Directions for Scoring the Test._ - -The score of this test is the number of words which the candidate -demonstrates clearly that he understands and can use. A list is provided -in the appendix showing the chief meanings and uses which are likely to -be mentioned by the candidate. A repetition of a word by the candidate -should not be counted as evidence that he understands. For example, the -candidate who replies that “doubt” means “when you doubt something” or -that “greed” means “when you are greedy” has not fully proved by such a -reply that these words are familiar to him. In such cases as those just -mentioned the examiner may well ask, “Does it mean anything more to -you?” - -The best method of keeping record is to write on the test blank a -notation of what reply was received, although it will be sufficient to -make a check mark after each word satisfactorily explained and to cross -out each word that is unknown if from his reply there is no doubt about -the ability of the candidate to use the word. The maximum score -obtainable in this test is fifty words. The score actually received -should be entered on the title page of the test blank for purposes of -record. - - Scores from 0 to 10 indicate Inferior Ability - Scores from 11 to 20 indicate Low Average Ability - Scores from 21 to 30 indicate Average Ability - Scores from 31 to 40 indicate High Average Ability - Scores from 41 to 50 indicate Superior Ability - - - MENTIMETER NO. 15 - WORD DISCRIMINATION - - -_Character of the Test._ - -Intellectual ability has usually been attributed in the greatest degree -to those people who were best able to use their native language. This -test is calculated to measure the ability of individual candidates to -discriminate between the meanings of different words. Insofar as ability -to draw distinctions between similar words can be taken as a measure of -intellectual capacity, this test will be found useful. - -It is quite certain to be entertaining as a social diversion and -distinctly useful as a measure of the general familiarity of any child -in the public schools with the English language. Industrial and -commercial establishments may very well find that it has a distinct -relationship to the kind of intelligence it would pay them to employ in -certain parts of their organization. - -There is no simple way of converting this test into a group test because -of the added complexity of the problem which is presented when -candidates are asked to write their answers. It is very much simpler to -explain the difference between two words than to write out the -explanation. It is recommended that this test be given in a quiet place -where no persons other than the examiner and the candidate are present. -This rule, of course, will not apply when the test is used as a parlour -game. - - -_Directions for Giving the Test._ - -The examiner should use the regular printed leaflet which contains the -list of words to be explained. On the title page, he should enter such -facts about the candidate as will identify him and satisfy the purposes -of the investigation. The word list should not be shown to the candidate -at all. The examiner should make a notation on his word list showing -just what difference was mentioned by the candidate for each pair of -words. - -When the examiner has put the candidate at his ease and is ready to -begin the test, he should read the following directions: “I have a list -of twenty-four pairs of words. I shall read one pair at a time, and I -wish you to tell me what differences you know between the two things -mentioned. First, what is the difference between a bird and a fish?” If -no answer is given within half a minute, the examiner may say: “You know -what a bird is, do you not? You know what a fish is, don’t you? Well, -what is the difference between a bird and a fish?” No additional help of -any sort may be given and not more than thirty seconds should be allowed -after the second asking of the question. The only formula to be used is: -“What is the difference between —— and ——?” - - -_What is the difference between_ - - 1. A bird and a fish? - - 2. A snake and a fly? - - 3. A pen and a pencil? - - 4. An eagle and a chicken? - - 5. A book and a magazine? - - 6. An orange and a lemon? - - 7. A teacher and a preacher? - - 8. Luck and pluck? - - 9. Stone and china? - - 10. A balloon and an airplane? - - 11. To plod and to plot? - - 12. To wither and to shrivel? - - 13. To surprise and to astonish? - - 14. Rash and reckless? - - 15. Lonely and solitary? - - 16. Sorrow and sadness? - - 17. Plutocrat and autocrat? - - 18. A rascal and a rogue? - - 19. To plunder and to devastate? - - 20. To relinquish and to resign? - - 21. Shrewd and sagacious? - - 22. Dormant and quiescent? - - 23. Reconstruction and rehabilitation? - - 24. Reparation and indemnity? - - -_Directions for Scoring the Test._ - -The score in this test is the number of pairs of words between which the -candidate gives at least one real difference. The differences which -appear in Appendix D are suggestive of the type of differences which may -be mentioned by the candidate, but the list there furnished is not -complete. One should not assume that the candidate knows the difference -between the two things for which the words stand until the candidate has -described one real difference pretty clearly. Such answers as, “Oh, they -are different, entirely different,” or “One is one thing and the other -is something else” should not be considered as correct in any respect. -The idea that the person knows a difference without being able to -explain it should not influence in any way the judgment of the examiner. -The difference must not only be known, but must be clearly expressed -before credit is given for any pair. - -The total score possible in this test is twenty-four points. The total -score actually made by any candidate should be entered in the lower -right-hand corner of the title page of the leaflet. - - Scores from 0 to 4 indicate Inferior Ability - Scores from 5 to 9 indicate Low Average Ability - Scores from 10 to 16 indicate Average Ability - Scores from 17 to 20 indicate High Average Ability - Scores from 21 to 24 indicate Superior Ability. - - - MENTIMETER NO. 16 - NAMING OPPOSITES - - -_Character of the Test._ - -The Opposites test in one form or another has been used for a long while -with remarkable accuracy as a measure of one’s familiarity with language -and his general intellectual competence. The Mentimeter form is superior -to the ordinary form of the Opposites test in that it is fairly well -graded in its difficulty, from simple problems to very difficult -problems, thus securing an added value as an intelligence test. It -differs from the Alpha form used in the Army in that it is necessary in -the Mentimeter test to write the word which is the opposite of the key -word given, while in the Army two words were given which might be -opposites or synonyms and the soldier was asked to check whether the -words meant the “same” or the “opposite.” One difficulty with the -military form was that if a man knew nothing at all about the words -used, he would, nevertheless, by chance have half of his answers -correct. In the present Mentimeter form, a man must not only use his -judgment to decide between two words but he must have fairly rich -associations between the key word and its opposites and be able to -select from all of these associations the one which is most appropriate. - -This test may be given as an individual examination, but it is planned -as a group examination for as many candidates as can be conveniently -seated in the room provided for the examination. Only persons who can -read and write the English language should be tested with this -Mentimeter. - - -_Directions for Giving the Test._ - -As soon as the blanks on the title page of the booklet have been -correctly filled in, under the direction of the examiner, the candidates -should be asked to read silently the directions printed below these -blanks while he reads them aloud: “When you open your booklets, you will -find on the inside forty words each followed by a dotted line on which -you are to write a corresponding list of forty words. You are to write -after each word the word which in your mind means just the opposite to -the word that is printed. Notice the three samples printed below: - -=On the line after each word, write the word which means just the -opposite of the printed word.= - - (Samples) A. bad _good_ - - B. girl _boy_ - - C. down _up_ - -“The opposite of bad is ‘good’ and therefore ‘good’ has been written -after the word ‘bad’; the opposite of ‘girl’ is ‘boy’ and therefore the -word ‘boy’ has been written after the word ‘girl’; the opposite of the -word ‘down’ is ‘up’ and therefore ‘up’ has been written after the word -‘down’. - -“You will be allowed exactly four minutes in which to write the -opposites of as many words as you know in the list. Begin with the first -word. Ready! Open your books! Go to work!” - -Exactly four minutes after saying “Go!”, the examiner should call, -“Stop! Close your books and hand them to me!” The papers should be -collected immediately. - -=On the line after each word, write the word which means just the -opposite of the printed word.= - - 1. good - - 2. rich - - 3. little - - 4. new - - 5. hard - - 6. dark - - 7. dirty - - 8. sick - - 9. north - - 10. empty - - 11. push - - 12. wrong - - 13. beginning - - 14. narrow - - 15. morning - - 16. nowhere - - 17. stale - - 18. busy - - 19. to float - - 20. smooth - - 21. wild - - 22. strength - - 23. innocent - - 24. wisdom - - 25. positive - - 26. inferior - - 27. ancient - - 28. result - - 29. stingy - - 30. abstract - - 31. partiality - - 32. diligent - - 33. frugal - - 34. spurious - - 35. elation - - 36. expedite - - 37. diffident - - 38. homogeneous - - 39. intrepid - - 40. sycophantic - - -_Directions for Scoring the Test._ - -The score in this test is the total number of words for which the exact -opposite has been written. Some considerable time will be saved by using -the stencil provided with each package of test booklets. The total score -as finally obtained should be written in the lower right-hand corner of -the title page of the booklet. - - Scores from 0 to 7 indicate Inferior Ability - Scores from 8 to 12 indicate Low Average Ability - Scores from 13 to 25 indicate Average Ability - Scores from 26 to 32 indicate High Average Ability - Scores from 33 to 40 indicate Superior Ability. - - - MENTIMETER NO. 17 - SPELLING TEST - - -_Character of the Test._ - -All of the investigations which have been made into the subject of -spelling in relation to general intelligence seem to indicate that good -spellers are “born and not made.” Of course intelligent people also are -“born and not made.” Strange to say, a person may be very intelligent -without being an expert speller or a person may be a fairly able speller -without being keen intellectually. This Mentimeter is therefore not to -be considered as reliable an index of intelligence as most of the -others. - -There are two methods by which one might determine the ability of any -average individual in spelling. One might measure how difficult a word -was necessary in order to cause failure or one might take words all of -the same difficulty and measure what percentage of them were misspelled -by the candidate. List A in the series which follows is of the first -sort, measuring how difficult a word must be before it causes trouble -and List B is of the second sort, measuring how many words of the same -difficulty can be spelled correctly by the individual tested. These -words are selected from the Ayers Measuring Scale for Ability in -Spelling. Mentimeter List A consists of two words from each degree of -difficulty from B to Z in the Ayers list. Mentimeter List B is chosen -from List R of the Ayers Scale. - - -_Directions for Giving the Test._ - -Whether the examination is to be with List A or with List B the -candidates should be supplied with the Mentimeter leaflet and should be -asked first of all to write their names, ages and other necessary -information on the title page. When this information has been obtained -the examiner should read the following directions: - -“I shall pronounce to you a list of fifty words. You are to listen -carefully and then to write on the blank provided for it the word which -I pronounce. Be very careful to form your letters distinctly in order -that I may know whether or not you know how to spell these words. Do not -ask any questions, for I shall not answer them. Each word will be -pronounced only twice, so listen carefully in order not to make it -necessary to ask for a further repetition.” - -The examiner should pronounce each word very distinctly. He should, -before pronouncing the word, give the serial number of the word in order -that it may be recorded on the proper blank by the candidate. The -formula to be used should be as follows: - -“The first word is ‘go,’—go.” After waiting for ten or not more than -fifteen seconds, the next word should be pronounced as follows: “The -second word is ‘at,’—at.” - -It is the intention that each individual shall have ample opportunity to -understand the word to be spelled and to write his spelling of it, but -that the conditions shall remain uniform for all. - - - LIST A - - 1. go - - 2. at - - 3. can - - 4. run - - 5. ten - - 6. bed - - 7. good - - 8. little - - 9. like - - 10. book - - 11. make - - 12. hand - - 13. tell - - 14. five - - 15. spring - - 16. plant - - 17. game - - 18. hard - - 19. week - - 20. mile - - 21. summer - - 22. express - - 23. railroad - - 24. ticket - - 25. death - - 26. learn - - 27. district - - 28. pleasure - - 29. prison - - 30. family - - 31. factory - - 32. president - - 33. illustrate - - 34. education - - 35. century - - 36. difference - - 37. organize - - 38. estimate - - 39. foreign - - 40. difficulty - - 41. reference - - 42. secretary - - 43. athletic - - 44. February - - 45. preliminary - - 46. annual - - 47. decision - - 48. principle - - 49. judgment - - 50. recommend - - - LIST B - - 1. Christmas - - 2. interest - - 3. popular - - 4. treasure - - 5. search - - 6. complete - - 7. against - - 8. consider - - 9. tomorrow - - 10. general - - 11. distribute - - 12. injure - - 13. service - - 14. article - - 15. feature - - 16. manner - - 17. increase - - 18. convention - - 19. together - - 20. diamond - - 21. common - - 22. purpose - - 23. director - - 24. attention - - 25. already - - 26. according - - 27. provision - - 28. object - - 29. different - - 30. prefer - - 31. busy - - 32. vessel - - 33. prepare - - 34. wreck - - 35. promise - - 36. illustrate - - 37. secure - - 38. adopt - - 39. success - - 40. toward - - 41. machine - - 42. publication - - 43. visitor - - 44. salary - - 45. entertain - - 46. wear - - 47. education - - 48. avenue - - 49. combination - - 50. forenoon - - -_Directions for Scoring the Test._ - -No word should be given credit unless it is spelled correctly. If a word -is so illegible that the examiner cannot easily tell whether or not it -is correctly spelled it should be counted as wrong. The total number of -words correctly spelled should be entered in the lower right-hand corner -of the title page of the test leaflet, and should be followed by a -notation of the list used. - - - _In List A_ - - Scores from 0 to 20 indicate Inferior Ability - Scores from 21 to 35 indicate Low Average Ability - Scores from 36 to 45 indicate Average Ability - Scores from 46 to 50 indicate High Average or Superior Ability - - - _In List B_ - - Scores from 0 to 10 indicate Inferior Ability - Scores from 11 to 24 indicate Low Average Ability - Scores from 25 to 40 indicate Average Ability - Scores from 41 to 46 indicate High Average Ability - Scores from 47 to 50 indicate Superior Ability - -It is not to be expected that an individual’s score will be the same -exactly in List A as in List B or that his classification based on this -score will be just the same. The two lists are not perfectly adjusted in -this matter and if they were it would still be possible for a person of -“Average Ability” in List A to obtain “Low Average” scores in List B. - -In public school work teachers will probably find List A more -instructive than List B, although List B will be almost as useful in -classifying pupils, especially when used in connection with the -following table of average results. - - The average Second Grade pupil should spell 6 words in List B - The average Third Grade pupil should spell 14 words in List B - The average Fourth Grade pupil should spell 25 words in List B - The average Fifth Grade pupil should spell 33 words in List B - The average Sixth Grade pupil should spell 40 words in List B - The average Seventh Grade pupil should spell 44 words in List B - The average Eighth Grade pupil should spell 47 words in List B - - - MENTIMETER NO. 18 - RANGE OF INFORMATION - - -_Character of the Test._ - -This test is a very entertaining and useful task for any group to work -upon. It is based upon the assumption that general intelligence will -result in the extension of one’s general knowledge and information about -affairs in many fields. The test requires, for its perfect solution, -knowledge of all sorts of facts in a great variety of fields. - -The General Information test used in the Army Alpha series was very -frequently subject to criticism from officers and men because not a -sufficient number of questions was asked about matters which pertained -to their own field of work. The physicians, for example, expressed -regret that there were so few questions referring to medicine or -anatomy, while the engineers were just as much inclined to believe that -the test would have been improved had it included a larger number of -questions applying directly to their field. Of course the purpose of the -test is to avoid specializing in any particular field and to cover just -as wide a range as possible of general information. - -An effort has been made to graduate the difficulty of the questions -asked in the Mentimeter form of this test, in order to obtain as much -additional merit as possible in the measurement of intellectual -capacity. This test will be useful in almost any educational or -industrial organization. It is probable, however, that its usefulness in -school will not be as great as in life outside of the schools. As little -of the material has been drawn from educational experiences as seemed -possible. A great deal of amusement can be obtained in a social group by -reading aloud the answers checked by members of the group. - - -_Directions for Giving the Test._ - -When the candidates are comfortably seated and provided with pencils, -the examiner should distribute the booklets to them with the request -that they be not opened until directions are given. When the information -blanks on the title page have been filled out satisfactorily, the -examiner should ask the candidates to read silently the directions -printed on the title page while he reads them aloud. - -“On the inside of this booklet, when you are told to open it, you will -find 40 different sentences, at the end of each one of which there is a -list of words from which you are to choose the proper one to be the last -word. When you are told to turn the page, begin with the first sentence -and make a check mark (✓) in the little square in front of the best word -to use as an ending. Choose the word which will make the truest -sentence. Choose only one word for each ending. If you are not -absolutely certain which is the most truthful, make a guess and try the -next sentences. Ready! Go!” - - - (FOR TESTS SEE PAGES 204–207) - -Make a check mark (✓) in the square in front of that one of the four -words which makes the best sentence and tells the most exact truth. - - 1. The JERSEY is a kind of ☐ COW ☐ DOG ☐ CAT ☐ HORSE - - 2. GOLF is played with ☐ CARDS ☐ DICE ☐ CLUBS ☐ BUTTONS - - 3. FATIMA is the name of a ☐ CIGAR ☐ CLOTH ☐ PIPE ☐ CIGARETTE - - 4. A SAW is used by a ☐ PAINTER ☐ PLUMBER ☐ CARPENTER ☐ PLASTERER - - 5. An EMERALD is ☐ GREEN ☐ RED ☐ BLUE ☐ BLACK - - 6. DETROIT is noted for its ☐ BREWING ☐ TEXTILES ☐ AUTOMOBILES ☐ - PRINTING - - 7. A SPANIEL is a kind of ☐ SHEEP ☐ GOAT ☐ DOG ☐ MULE - - 8. MAUDE ADAMS is noted as a ☐ DANCER ☐ ACTRESS ☐ NURSE ☐ WRITER - - 9. CANDY is made by ☐ FORD ☐ HUYLER ☐ COLGATE ☐ MACMILLAN - - 10. The CIVIL WAR began in ☐ 1848 ☐ 1860 ☐ 1861 ☐ 1865 - - 11. The SHERIFF is an officer of the ☐ CITY ☐ COUNTY ☐ STATE ☐ NATION - - 12. RUBENS is famous as a ☐ POET ☐ SCIENTIST ☐ CARTOONIST ☐ PAINTER - - 13. The HARLEY DAVIDSON is an ☐ AUTOMOBILE ☐ AËROPLANE ☐ MOTORCYCLE ☐ - KITE - - 14. MEREDITH NICHOLSON is a ☐ HUMORIST ☐ NOVELIST ☐ POET ☐ MUSICIAN - - 15. BUILT LIKE A SKYSCRAPER is an “ad” for a ☐ BED ☐ TRUNK ☐ - FILING-CASE ☐ STOVE - - 16. The KILOMETER measures ☐ ELECTRICITY ☐ DISTANCE ☐ GAS ☐ WATER - - 17. The TIBIA is in the ☐ LEG ☐ ARM ☐ CHEST ☐ HEAD - - 18. CORAL is found in ☐ TREES ☐ REEFS ☐ MOLLUSKS ☐ MINES - - 19. CLYSMIC is a kind of ☐ WINE ☐ CLOTH ☐ WATER ☐ METAL - - 20. UNCLE TOM’S CABIN was written by ☐ POE ☐ STOWE ☐ HAWTHORNE ☐ IRVING - - 21. JOHN HAY was a ☐ BANKER ☐ ENGINEER ☐ PREACHER ☐ STATESMAN - - 22. VASSAR COLLEGE is at ☐ POUGHKEEPSIE ☐ ITHACA ☐ BOSTON ☐ CAMBRIDGE - - 23. A SUBPOENA is used in ☐ INSURANCE ☐ MEDICINE ☐ LAW ☐ WAR - - 24. The number of a BANTU’S legs is ☐ ONE ☐ TWO ☐ FOUR ☐ EIGHT - - 25. SAMPSON BRASS is a character in ☐ SCOTT ☐ POE ☐ DICKENS ☐ BURNS - - 26. The HANDLEY-PAGE plane is made in ☐ FRANCE ☐ JAPAN ☐ ENGLAND ☐ - AMERICA - - 27. The FALCON is an ☐ INSECT ☐ BIRD ☐ TOOL ☐ STONE - - 28. DRIBBLE is a term used in ☐ HUNTING ☐ THEOLOGY ☐ LAW ☐ ATHLETICS - - 29. PHEZ is a ☐ FABRIC ☐ DANCE ☐ GAME ☐ DRINK - - 30. HIGGINS manufactures ☐ FURNITURE ☐ BOOKS ☐ GLASSWARE ☐ INK - - 31. GUAVA is a kind of ☐ FISH ☐ BIRD ☐ ANIMAL ☐ FRUIT - - 32. An EQUILATERAL TRIANGLE is also ☐ RIGHT ☐ ISOSCELES ☐ SCALENE ☐ - ACUTE - - 33. The BATTLE OF HASTINGS was in ☐ 1066 ☐ 1215 ☐ 1453 ☐ 1607 - - 34. The AORTA originates in the ☐ HEAD ☐ FEET ☐ ALPS ☐ HEART - - 35. ENDIVE is a kind of ☐ STONE ☐ TOOL ☐ PLANT ☐ ANIMAL - - 36. SEOUL is in ☐ PERSIA ☐ KOREA ☐ INDIA ☐ SYRIA - - 37. JOSEPH PRIESTLEY discovered ☐ PONGEE ☐ AUSTRALIA ☐ OXYGEN ☐ - PRINTING - - 38. The OBOE is used in ☐ MUSIC ☐ MEDICINE ☐ GEOLOGY ☐ RELIGION - - 39. CHALLIS is a kind of ☐ DISH ☐ DRINK ☐ DANCE ☐ CLOTH - - 40. A RHESUS is a kind of ☐ FISH ☐ BIRD ☐ ANIMAL ☐ REPTILE - -At the end of four minutes the examiner should call “Stop! The time is -up!” He should use care to see that no answers are checked after the -signal to stop has been given. - - -_Directions for Scoring the Test._ - -The score in this test is the number of sentences in which the right -conclusion has been checked. Credit should not be given for checking any -other word than the correct one. The use of the stencil, which is -provided with each package of test booklets, will save a great deal of -eye strain, mental fatigue, and time in marking these tests. This -stencil makes it possible for an ordinary clerk to score the 40 -sentences accurately in a fraction of a minute. - -The total score in the test should be entered at the lower right-hand -corner of the title page of the test booklet. - - Scores from 0 to 3 indicate Inferior Ability - Scores from 4 to 10 indicate Low Average Ability - Scores from 11 to 23 indicate Average Ability - Scores from 24 to 30 indicate High Average Ability - Scores from 31 to 40 indicate Superior Ability - - - MENTIMETER NO. 19 - READING VOCABULARY - - -_Character of the Test._ - -One of the most valuable measures of any individual or group of -individuals is the extent of the vocabulary found necessary for -communication and social activities. The Vocabulary test which is used -in connection with the Stanford Revision of the Binet test, and which is -quite similar to Mentimeter No. 14, has been shown to be unusually -reliable as a measure of general intelligence. The Reading-Vocabulary -test is probably not so widely usable as the Speaking-Vocabulary test, -but it can be applied as a group test and is therefore probably destined -to much more extensive usefulness than the individual test. - -The Reading-Vocabulary test cannot, of course, be given to individuals -whose ability in reading is less than that ordinarily possessed by -third-grade public school children. The candidate must not only be able -to recognize the words that appear in the test and to know their -meanings, but he must also be able to classify them as belonging to a -particular group of objects. The method of the test requires the child -to make a check mark under the family name which would include the -particular word appearing on the vocabulary list. The instructions will -not be understood except by fairly intelligent persons, but for those -who can understand the instructions and who do their best on the test, a -very useful measure will be the result. - -Although this test would seem at first glance to be particularly well -adapted to the selection of clerical workers, past experience has -convinced the writers that it is also useful in the selection of -organizers and directors of men as well as of organizers and directors -of thought. The relationship between the score in this test and the -general efficiency of an employee is unusually high. - -Teachers will find the Reading Vocabulary a splendid index of the -advancement attained by new pupils coming into their rooms for the first -time or of the pupils who have been with them for some time. It is -useless to try to have pupils explain the meaning of magazine articles -or of selections from their geographies when they do not even understand -the words used in these discussions. It would be very much worth while -for a teacher, when she has employed this test, to compare the -difficulty of the words which cause the majority of her class to stumble -and fail with the difficulty of the words used in the ordinary -text-books of the school. - -In any social group the classification of the forty words in this list -would be found rather interesting particularly when the errors made by -different members of the group were read aloud for the amusement of the -entire group. It should not be suggested, when the test is to be used in -this way, that there is any distinct relationship between achievement in -the test and achievement in life, else some of the group will be very -much disappointed in their scores. - -Every effort should be made to have such a group feel that this was -simply a new type of puzzle. The results obtained under such conditions -should not be compared with the results obtained under the standard -conditions outlined below. - - -_Directions for Giving the Test._ - -The candidates to be examined should be comfortably seated and provided -with well-sharpened pencils. The examiner should then announce that the -booklets which he would distribute were not to be opened until -instructions to that effect were issued. Booklets should be distributed -unopened, one to each individual. Further directions should be issued as -soon as each candidate is supplied with the booklet, authorizing each -individual to write his name, his age, and such other information as is -desirable on the title page of the booklet. When these preliminaries -have been finished the examiner should say: - -“When I ask you to open your booklet, you will find on the inside a list -of forty different words. The test is to determine how many of these -words you can read and identify. At the top of the page you will find -the words, Animal, Body, Bird, Colour, Clothes, Fish, Time, Tool, and -War. Each of the forty words to be identified is connected with or is a -kind of Animal, Body, Bird, Colour, or other kind of thing mentioned at -the top of the page. The page is ruled both ways. You are to look at -each word in the column on the left and to make a check mark at the -right of it, under the general word showing whether the word you are -marking is an Animal, a Body, a Bird, or something else. You will be -allowed exactly four minutes in which to check the words. Mark as many -of the words as you possibly can but be sure to check them correctly. -Ready! Go!” - - Indicate the meaning of each of the forty words in the column on - the left by making a mark (✓) under the proper word. - - CONNECTED WITH, OR A KIND OF - - ══════════╤══════╤════╤════╤══════╤═══════╤════╤════╤════╤═══╤══ - │ANIMAL│BODY│BIRD│COLOUR│CLOTHES│FISH│TIME│TOOL│WAR│ - ──────────┼──────┼────┼────┼──────┼───────┼────┼────┼────┼───┼── - arm │ │ │ │ │ │ │ │ │ │ 1 - cow │ │ │ │ │ │ │ │ │ │ 2 - stocking │ │ │ │ │ │ │ │ │ │ 3 - yellow │ │ │ │ │ │ │ │ │ │ 4 - sparrow │ │ │ │ │ │ │ │ │ │ 5 - │ │ │ │ │ │ │ │ │ │ - shirt │ │ │ │ │ │ │ │ │ │ 6 - calf │ │ │ │ │ │ │ │ │ │ 7 - hammer │ │ │ │ │ │ │ │ │ │ 8 - shin │ │ │ │ │ │ │ │ │ │ 9 - saw │ │ │ │ │ │ │ │ │ │10 - │ │ │ │ │ │ │ │ │ │ - wren │ │ │ │ │ │ │ │ │ │11 - tan │ │ │ │ │ │ │ │ │ │12 - cod │ │ │ │ │ │ │ │ │ │13 - troops │ │ │ │ │ │ │ │ │ │14 - year │ │ │ │ │ │ │ │ │ │15 - │ │ │ │ │ │ │ │ │ │ - conquer │ │ │ │ │ │ │ │ │ │16 - stag │ │ │ │ │ │ │ │ │ │17 - minnow │ │ │ │ │ │ │ │ │ │18 - month │ │ │ │ │ │ │ │ │ │19 - kimono │ │ │ │ │ │ │ │ │ │20 - │ │ │ │ │ │ │ │ │ │ - rampart │ │ │ │ │ │ │ │ │ │21 - thigh │ │ │ │ │ │ │ │ │ │22 - carmine │ │ │ │ │ │ │ │ │ │23 - partridge │ │ │ │ │ │ │ │ │ │24 - sturgeon │ │ │ │ │ │ │ │ │ │25 - │ │ │ │ │ │ │ │ │ │ - ratchet │ │ │ │ │ │ │ │ │ │26 - interim │ │ │ │ │ │ │ │ │ │27 - peccary │ │ │ │ │ │ │ │ │ │28 - mauve │ │ │ │ │ │ │ │ │ │29 - citadel │ │ │ │ │ │ │ │ │ │30 - │ │ │ │ │ │ │ │ │ │ - ephemeral │ │ │ │ │ │ │ │ │ │31 - tartan │ │ │ │ │ │ │ │ │ │32 - peritoneum│ │ │ │ │ │ │ │ │ │33 - petrel │ │ │ │ │ │ │ │ │ │34 - tench │ │ │ │ │ │ │ │ │ │35 - │ │ │ │ │ │ │ │ │ │ - vomer │ │ │ │ │ │ │ │ │ │36 - burgonet │ │ │ │ │ │ │ │ │ │37 - burin │ │ │ │ │ │ │ │ │ │38 - desman │ │ │ │ │ │ │ │ │ │39 - tinamou │ │ │ │ │ │ │ │ │ │40 - ──────────┴──────┴────┴────┴──────┴───────┴────┴────┴────┴───┴── - -At the end of exactly four minutes the examiner should call “Stop! Time -up! Close your papers and hand them to me.” All papers should be -collected at once. - - -_Directions for Scoring the Test._ - -The total score in this test is the number of words correctly checked. -The work of checking the accuracy of marks made by the candidates is -very much simplified by the stencil which accompanies each package of -examination booklets. This stencil indicates exactly where a check -should be made in each case. - -The total number of words correctly checked should be entered in the -lower right-hand corner of the title page of the examination booklet. - - Scores from 0 to 8 indicate Inferior Ability - Scores from 9 to 14 indicate Low Average Ability - Scores from 15 to 24 indicate Average Ability - Scores from 25 to 29 indicate High Average Ability - Scores from 30 to 40 indicate Superior Ability - - - MENTIMETER NO. 20 - READING: DIRECTIONS - - -_Character of the Test._ - -In the United States Army an officer frequently calls one of his -orderlies to his desk and issues orders somewhat as follows: “Present my -compliments to Lieutenant Smith and ask him to report at my office -to-morrow afternoon at 3.15 for his orders regarding the disposition of -garbage from the kitchen of Company E. Tell Corporal Jones in Barracks -17 to take a detail of four men and report at 5.00 o’clock this evening -to Sergeant Katz at the Second Battalion Officers’ Mess. Deliver this -package to the Adjutant of the Base Hospital and ask him to let me know -at once what should be done with the S. C. D. papers brought to me this -morning by Lieutenant Johnson.” The orderly must be able to carry out -these orders without their repetition or explanation. He should reply, -“Yes, sir,” by way of making it clear that he has understood and will -obey the directions, but should say nothing more. - -The first test in the Alpha series used in the Army was intended to -measure how complicated a series of directions could be grasped by the -soldier and executed without errors. The Mentimeter test differs from -its military counterpart in that the directions are to be printed rather -than spoken, and in that the increasing difficulty arises from the -increasing complexity and obscurity of the words employed rather than -from the length of the directions to be held in mind. Whether these -changes will increase or decrease the value of the test cannot be stated -in advance of actual trials. - - -_Directions for Giving the Test._ - -As soon as the candidates have been provided with pencils, writing -surfaces, and comfortable seats, the examiner should distribute the -examination leaflets with the instruction that the blanks at the top of -the title page be filled out at once and that no one should turn the -leaflet until the direction to do so be given. - -The test should be introduced by the request from the examiner that -everyone look at the directions on the title page while they are being -read aloud, “When you are told to turn your leaflet and go to work, you -will find on the other side very full directions as to what you are to -do. This is a test to find out how well you can understand directions, -so read them carefully and do exactly what they tell you to do. Ready! -Turn your leaflets and go to work.” - -Exactly three minutes should be allowed for this work. At the end of -three minutes the examiner should call “Stop! The time is up! Turn over -your leaflet and hand it to me.” The test sheets should be collected at -once. - - -Do what it says. - - 1. Write your name on this line. .......... - - 2. Make a cross in the square. □ - - 3. Make a cross in the circle and a dot in the square. - - □ ○ ▭ - - 4. Make a figure 1 under the letter M and a figure 2 under the letter - W. - - A N W V H M Z U Y - - 5. If Decoration Day comes in the winter, write the word “No.” If not, - write the word “Yes.” .......... - - 6. Cross out the shortest word in this sentence and draw two lines - around the ninth word. - - 7. Look at the three blanks printed below. On the first blank write - the number of days in a week, on the second the number of months in - a year, and on the third the number of years in a century. - __________ ___________ __________ - - 8. Write in the square on the left the right answer to the question: - “How many dimes make a dollar?” In the second square make a small - circle, and in the third triangle write the letter “C.” - - □ △ □ △ □ △ - - 9. If a peck is a greater magnitude than a bushel, cross out the word - “pint” unless a pint holds a smaller quantity than a quart, in which - case draw a line under the first word after bushel. - - QUART BUSHEL PECK PINT - - 10. If a centimeter is more than half as long as an inch, write in the - square the number of inches in a yard. If a meter is more than three - feet, then write in the circle the number of meters in a kilometer. - - ○ □ - - 11. If the oscillations of a pendulum were not facilitated by any - other force than gravity, what would be the effect upon their - amplitude? Check the best reply: - - It would gradually be - - ☐ augmented. - ☐ flagellated. - ☐ diminished. - ☐ swaged. - - 12. If ontogeny invariably ingeminates phylogeny, circumscribe the - word giving the location of the OURCQ; if not, underscore the word - that locates the MANDIBLE. - - England Foot Utah Face Peru France Arm India - - -_Directions for Scoring the Test._ - -The score is the number of directions which were perfectly obeyed -without error. A failure to do any part of the thing directed or the -performance of extra things not asked should act to withhold credit for -an element. The total number of credits should be entered in the lower -right-hand corner of the title page of the test leaflet. - - Scores from 0 to 2 indicate Inferior Ability - Scores from 3 to 5 indicate Low Average Ability - Scores from 6 to 8 indicate Average Ability - Scores from 9 to 10 indicate High Average Ability - Scores from 11 to 12 indicate Superior Ability - - - MENTIMETER NO. 21 - READING: INTERPRETATION - - -_Character of the Test._ - -This test is a specially devised method of determining the ability of an -individual to secure from the printed page the ideas which are expressed -in sentences and paragraphs. It is probable that no single test of -reading can be devised which would measure all phases of the subject -equally well. This particular test attempts to measure the special -ability to interpret the meanings of sentences and paragraphs, although -it assumes that the words of which these larger units are composed are -recognized and understood by the reader. - -The test is arranged with very simple sentences at the beginning -followed by more and more difficult sentences until at the last there -are statements the meaning of which very intellectual people might fail -to grasp at first sight. The questions which are asked regarding the -paragraphs likewise increase in difficulty so that the ultimate score -obtained by the candidate indicates rather distinctly how difficult are -the sentences or paragraphs he is able to understand and answer -questions about. - -It is not probable that a great field of usefulness will be found for -this test in industrial life, although it might very well be used in any -establishment where the question of the degree of literacy in the -employee was of any importance. Tests fashioned on this order would be -tremendously valuable as a basis for classifying according to degree of -literacy the immigrants entering this country. Some such objective -measure as this is very much needed in the taking of the census. Where -at present almost any man or woman who can barely write his or her name -is entered on the census records as being able to read and write, the -crude examination for literacy which was employed by the psychologists -in the U. S. Army illustrates conclusively that about three times as -many people are unable to make any practical use of reading and writing -as the census figures would lead one to believe. It seems certain from -the facts obtained in the Army that at least one half of the population -of the United States would be unable to answer more than eight of the -sixteen questions included in this Mentimeter. - - -_Directions for Giving the Test._ - -It is particularly desirable that the room in which the test is given -should be well lighted and comfortable. Before distributing the tests -the usual caution, “Do not open this booklet until you are told to do -so,” should be given. One test booklet should then be given to each -candidate. As soon as all have received their blanks the examiner should -give the directions for filling out the information blanks on the title -page of the booklet. If very young children or very dull adults are -being examined it will be necessary to give specific directions about -these blanks. As soon as the blanks are filled the examiner should ask -the group to read silently the directions as he reads them aloud. - -“When you are told to turn the page you will find on the inside three -paragraphs of printed matter. You are to read these paragraphs very -carefully and then, turning the page once more, you will find sixteen -questions about the three paragraphs you have just read. You are to -write the answers to the questions on the blank lines provided for the -purpose. You may turn back to the printed matter and look for the -answers as often as you need to, but you will only have ten minutes in -which to do your reading and the answering of the questions, so be sure -to answer all the questions you can. The first questions are easier than -those which follow, so answer them in the order in which they come. - -“Remember that when I say ‘Go’ you are to begin reading and to read as -fast as you can, then to answer as many questions as you can on the next -page. Ready, Go.” - -Exactly ten minutes after saying “Go” the examiner should call “Stop! -The time is up! Close your papers and hand them to me.” All papers -should be collected at once. - - - =FIND THE ANSWERS TO THE QUESTIONS BY READING WHAT IT SAYS BELOW= - -Boys like to run and play in the street. Girls like to stay in the house -and play with their dolls. As the girls grow older some of them learn to -cook and to help their mothers in the home, while others learn to work -in shops, mills, and offices. Some boys learn as they grow up to work on -the farms, while others obtain positions in stores, mines, and -factories. Even before they grow to be men and women, people differ in -the things they enjoy and in the things they are able to do. - -It is fortunate that people are so different, for the world has all -sorts of work that must be done. Wheat, corn, and cattle must be raised -to supply the world with food. Cotton and wool must be made into -clothing to keep us warm, while wood and stone must be made into houses -to protect us from the rain and the snow. The work of the world requires -that some people be farmers, others manufacturers, others merchants, -others doctors, and so on. If we were all exactly alike in our tastes -and abilities, much of the world’s work would have to be done by persons -whose inclinations and capacities were in fields of endeavour entirely -different from those in which they would be required to labour. The fact -that people are so different makes possible an adjustment whereby the -ability and interest of the labourer may be in proportion to the -difficulty of the undertaking to which he is assigned. - -Perhaps nothing makes a larger contribution to the happiness and -contentment of the world than this adjustment of the individual to his -vocation, and yet the problem of securing such an adjustment is -complicated by an enormous number of practical difficulties. One of the -most annoying elements in this problem of adjustment has been the -impossibility of making expeditiously an effectual classification of -candidates according to native capacity and endowment. Psychologists and -statisticians have, however, during the past decade evolved methods of -intellectual measurement which demonstrate the feasibility and economic -utility of the procedure and adumbrate to some extent the social -satisfactions that will ensue when the science of personnel engineering -has been consummated. - - - =WRITE THE ANSWERS TO THESE QUESTIONS= - - 1. Who like to play in the street? - - 2. Where do little girls like to play? - - 3. Who learn to help their mothers? - - 4. Where do older boys find jobs? - - 5. In what two ways are people said to differ early in life? - - 6. What kinds of food are mentioned? - - 7. For what purpose do people work with wool and cotton? - - 8. What reason is given for building houses? - - 9. What is the topic of the first paragraph? - - 10. Why are differences between people spoken of in the second - paragraph as a wise provision of nature? - - 11. Check the right answer to this question: What does the second - paragraph suggest as the probable result upon the world’s work if - all people were just alike? - - ☐ It would not be done. - - ☐ Some of it would be improved. - - ☐ It would be well done. - - ☐ Much of it would be poorly done. - - 12. What characteristic of a task needs to correspond to the ability of - the worker? - - 13. What is suggested in the third paragraph as the probable result of - failing to place men in positions suited to their abilities? - - 14. It is quite common to determine a man’s ability by trying him out - in the job. What objection to this plan does any word in the - third paragraph suggest? - - 15. What procedure is said to be a practical means of saving time and - money in the selection of men for positions? - - 16. What is stated as a probable cause for general gratification at - some future time? - - -_Directions for Scoring the Test._ - -The score in this test is the number of questions correctly answered. A -stencil is provided with each set of test booklets by the aid of which -it is fairly simple to mark an answer as right or wrong. An answer -should be considered wrong if it does not prove in itself that the -candidate had read the paragraph and obtained his information from it. -Any answer which is true in general life but which is not suggested by -the reading material on the previous page, should not be accepted. - - Scores from 0 to 3 indicate Inferior Ability - Scores from 4 to 7 indicate Low Average Ability - Scores from 8 to 12 indicate Average Ability - Scores from 13 to 14 indicate High Average Ability - Scores from 15 to 16 indicate Superior Ability - - - MENTIMETER NO. 22 - DISARRANGED SENTENCES - - -_Character of the Test._ - -Publishers and editors have for many years insisted upon having -intelligent compositors and type-setters. The printer’s pi is probably -as comprehensive a test of intelligence as any in the Mentimeter series. -In the Binet tests, one of the most interesting parts of the examination -is where children are asked to take certain words and rearrange them to -make a sentence. This is not exactly the same problem that the -type-setter faces with pi, but it is related to it. A disarranged -sentence test was used in the military examinations, but in order to -make the scoring simple and to include elements of intellectual capacity -other than ability to rearrange words, the soldiers were asked to check -the resulting sentence as “true” or “false.” Here again, without being -able to read a single word of the sentences which had been disarranged, -the soldiers would be able to make check marks in the correct place by -mere chance in half the cases. The method of scoring used in the Army -was calculated to overcome this difficulty, but even then the results -were not as reliable as they should be in the case of the Mentimeter -form presented below. - -This test contains twenty-five sentences in each one of which the words -have been mixed up and disarranged so that a real amount of imagination -is necessary in order to guess what the sentence was in the first place. -The first sentence contains only three words and is very easily -arranged, while the later sentences are quite complicated and difficult. -In order to indicate what the true arrangement of the original sentence -was, each candidate is asked to place a period at the end of the word -which would be last if the sentence were properly arranged. The -resulting score may be taken as a fairly reliable index of ability to -“unscramble” words in sentences. - -This test is very closely related to several of the other tests which -appear in the Mentimeter series in that it involves the ability to think -about words and the things for which words stand and the relationships -between these words and these things. The type of ability necessary for -this test is the sort which makes for success in education and the -learned professions, provided social and personal qualities are equal to -the intellectual attainments. - -This test is also very entertaining as a parlour game and may be used -without offense to any one, if no mention is made of the relationship of -the results to mental ability. - - -_Directions for Giving the Test._ - -When the candidates have been seated and supplied with pencils, the -examiner should distribute copies of the test booklets with the -direction that none be opened until the instruction to do so is given. -After having the identifying information called for on the blanks of the -title page filled out by the candidates, the examiner should ask that -all candidates look carefully at their papers and read silently the -directions while he reads them aloud: “A sentence is a list of words -which says something that we can understand. When you open the papers, -you will find on the inside twenty-five sets of words which are not good -sentences as they stand, but which would make good sentences and would -sound sensible if they were changed around and put in a different order. -Look at the samples given below: - - Sample A: KILL MICE CATS - - Sample B: HAS BOOK IT PICTURES THE IN - -“Sample A would make a good sentence if it were arranged in the order -‘CATS KILL MICE’ and therefore there should be a period after the word -‘mice’ to show the end of the sentence. In Sample B, we should have a -good sentence if the words were changed around to read: ‘THE BOOK HAS -PICTURES IN IT.’ The end of the sentence is ‘it,’ and therefore there -should be in sample B a period after the word ‘it.’ - -“When you turn the page, begin with the first set of words and study out -what the sentence would be, then put a period after the word which would -come last. Work right down the page until time is called. You will have -two minutes in which to put in the periods of as many sentences as -possible. Ready! Open your books! Go to work.” - -Exactly two minutes after saying the word, “work,” the examiner should -call “Stop! Close your books! Give them to me.” The papers should be -collected at once. - - Put a period at the end of the word which would come last if the words - on each line were arranged in a sentence. - - 1. IS WHITE SNOW 1 - 2. THE IS BIRD A ROBIN 2 - 3. WATER IN FISH SWIM 3 - 4. WHITE IN LIVE HOUSES PEOPLE 4 - 5. WITH TO ARE HEAR EARS OUR 5 - - 6. THE IN SETS WEST SUN THE 6 - 7. GOOD FIGHT COUNTRY SOLDIERS THEIR FOR 7 - 8. WINTER THE COLDEST THE ARE MONTHS 8 - 9. IS A MILK AND FOOD HEALTHFUL GOOD 9 - 10. FROM EARTH DIAMONDS THE MINED ARE 10 - - 11. FOOD VALUABLE POTATOES AS ARE A 11 - 12. AND ON GROW ORANGES TREES APPLES 12 - 13. FOUGHT FRANCE GERMANY AND AGAINST ENGLAND 13 - 14. ALWAYS DEEDS SHOULD BAD PUNISHED BE 14 - 15. SEVERAL OCEAN THE TAKES DAYS CROSS TO IT 15 - - 16. FEW MAKING A IMPOSSIBLE AVOID IT TO IS MISTAKES 16 - 17. CAN NIGHTS ON BE MANY NOT THE SEEN MOON 17 - 18. CLOTHING USEFUL ARE FOR AND MAKING WOOL SILK 18 - 19. BY COMMONLY IS DEBATERS VERY METHOD IRONY A USED 19 - 20. EXTREMELY POISONOUS WARFARE MANY THE OF ARE IN USED GASES 20 - - 21. UNFORTUNATE IT MANUAL CONSIDERED IS THAT SOMETIMES LABOUR - DEGRADING 21 - 22. CERTAIN THE ARE OF AND CRIMES NAMES BIGAMY LEGAL PERJURY 22 - 23. THE BETWEEN BY AND ARE DIFFERENCES STUDIED REASONING - PSYCHOLOGISTS HABIT BEING 23 - 24. MORE TRAITS DESIRABLE CHARACTER STEALING TIMIDITY OF AND ARE - MEEKNESS THAN 24 - 25. FACT CAN OBSERVED MAY KIND METHODS TO APPLIED EVERY STATISTICAL - THAT BE OF 25 - - - _Directions for Scoring the Test._ - -The score in this test is the number of sentences in which the period -has been correctly placed. If a mark appears to be accidental, it should -not be held against the credit of the candidate. The stencil provided -with the test leaflets simplifies very greatly the marking of this test. - -The total number of points credit should be entered in the lower -right-hand corner of the title page of the test leaflet. - - Scores of 0 to 3 indicate Inferior Ability - Scores of 4 to 7 indicate Low Average Ability - Scores of 8 to 16 indicate Average Ability - Scores of 17 to 20 indicate High Average Ability - Scores of 21 to 25 indicate Superior Ability - - - MENTIMETER NO. 23 - COMPLETION OF SENTENCES - - -_Character of the Test._ - -This is one of the most satisfactory group tests available for persons -with a reading knowledge of the English language. The test consists of a -series of sentences in each of which certain words have been omitted. -Dotted lines appear at those places where words are missing. The persons -being examined are asked to write on the dotted lines the words which -have been left out. The blanks left in the sentences are all of the same -length in order not to suggest the word to be used. The Mentimeter form -of the test contains 20 sentences, graduated in difficulty, from very -simple sentences which the average second-grade public school pupil can -complete easily, to very difficult sentences which the average college -student will be unable to complete satisfactorily within the time limit. - -The ease with which one can understand what is to be done in this test -makes it particularly useful with children in the elementary schools, -and with adults of little education, as a measure of language ability -and general intellectual capacity in the manipulation of ideas and -words. Although it has been used by many teachers and supervisors as a -test of reading ability, it should probably be classified rather as an -intelligence test than as an educational measuring instrument. Teachers -do not and should not give direct instruction in the art of writing -missing words, for almost no situation will arise in practical life -where this sort of skill would be necessary. - -It is very difficult to determine just what mental powers are tested by -the sentence completion test. Quite certainly the result obtained is a -complex effect. The person who is successful in this test must first of -all be able to read and understand the words which are actually present -in any sentence; he must have certain habits of associating other words -not present with those which do appear; from all of the words which come -to his mind as associates of the printed words, he must choose those -which fit most aptly the thought expressed; and from those words which -would fit into the thought of the sentence he must use good judgment in -selecting and writing the one which makes the smoothest and best -sentence. Lack of mental ability or of familiarity with the English -language will result in a poor showing at almost any step of the process -and in a low score in the test as a whole. - -This test will probably be found most useful in selecting those -commercial and industrial workers who in the course of their work will -be called upon to make extensive use of language and printed symbols, -although it has been used successfully in many parts of the country in -the selection of salesmen, shop foremen, firemen, policemen, and other -non-clerical workers. The relationship between success in this test and -general success in life is extraordinarily close. - -In the public schools this test is particularly valuable as a first -means of identifying pupils of unusual ability. Any child who makes five -or more points above the average for his grade should be further tested -with the Number Series Completion (Mentimeter No. 9) and the Analogies -tests (Mentimeter No. 24). If his scores in these tests are distinctly -above the average, he should be sent to the psychologist for special -examination, and if the psychologist’s findings agree with the findings -of these tests, as they usually will, then the child should be given -special opportunities for rapid progress and more varied activities in -school. Similarly, if a pupil obtains a score which is five or more -points below the average for his grade, he should be examined with the -Completion of Form Series test (Mentimeter No. 6) and the Pictorial -Absurdities test (Mentimeter No. 2), and if his scores in these tests -are also below the average, he should be referred to the psychologist -for special examination and recommendations as to type of instruction -best suited to his mental abilities. - - -_Directions for Giving the Test._ - -When all candidates have been seated and provided with convenient -writing materials, one copy of the examination booklet should be given -to each candidate. A general announcement should be given either before -distributing the booklets or while they are being distributed, to the -effect that no one is to open the booklet or turn it over until directed -to do so. The candidates may be instructed to fill out the blanks on the -title page if they are intelligent enough to understand what is wanted -on these blanks. If young children are being examined, the examiner -should state very clearly just what is to be done. For example: “Write -your name on the dotted line after the word ‘Name.’ Write your age at -your last birthday on the dotted line which follows the words ‘Age at -Last Birthday’.” Care should be taken that no child gets an unfair -advantage by opening his book and beginning work before the following -directions have been read aloud by the examiner while the children read -them silently from their booklets. - -“When you open your booklets you will find on the inside twenty -sentences, from each of which one or more words have been left out. You -are to guess what words were left out and to write them on the dotted -lines which show where these words should be. Be very careful to write -the best word you can think of on each blank. Write only one word on -each of the blanks. Make each sentence sound just as sensible as you -can. You will have ten minutes in which to write. Work rapidly and -carefully. Ready! Go!” - -Exactly ten minutes after saying, “Go!” the examiner should call “Stop! -Time up! Give me your papers!” All papers should be collected at once. - - - Write only one word on each blank. - - 1. The dog’s name .......... Jack. - - 2. Little children go .......... bed early. - - 3. The boy .......... two dollars to the Red Cross. - - 4. The little .......... likes .......... play with her dolls. - - 5. Puppies .......... kittens grow to be .......... and cats. - - 6. The best children .......... the most friends. - - 7. One should .......... be rude to his .......... - - 8. The poor .......... was hurt when he slipped and ..........on the - street. - - 9. It .......... amusing .......... watch men chasing their hats on - a..........day. - - 10. Almost any man .......... if he really tries. - - 11. The elephant is a favourite .......... with children because of - .......... .......... and shape. - - 12. The .......... who .......... a club and .......... a uniform was a - policeman. - - 13. .......... a hot day nothing .......... thirst so well as a - .......... of .......... water. - - 14. .......... is more than merely .......... a flag and cheering when - the soldiers .......... .......... home. - - 15. Anything .......... is not .......... doing .......... is hardly - worth .......... at all. - - 16. One .......... not .......... money to .......... worthy charity. - - 17. .......... learning a new operation it is sometimes .......... not - to .......... .......... all than to practise the .......... way - of .......... it. - - 18. Those things .......... .......... no fear .......... sometimes - .......... harmful. - - 19. .......... drink .......... one is .......... is a .......... - pleasure. - - 20. .......... one .......... their presence .......... not, .......... - does .........., .......... a rule, .......... one’s guests. - - -_Directions for Scoring the Test._ - -The score in this test is the number of sentences completed perfectly -within the time limit. No credit should be given for any sentences in -which the language is not smooth and meaningful, although errors in -spelling should not be counted against the person tested. This test is -intended to measure ability to complete sentences rather than ability to -spell words. No credit should be allowed unless every blank in a -sentence has been properly filled. One error in any one of the blanks -will leave the sentence imperfectly done and therefore without credit. - -The stencil for scoring this test is less convenient than those -furnished with the majority of the Mentimeter tests. The reason for this -is the very great possibility of new variations appearing, even after -long experience in scoring the test. When more than one blank appears in -a single sentence the question as to whether or not a certain word is -proper for one of the later blanks depends entirely upon what choice was -made in the first blank. It should be held in mind by those who score -this test that the stencil does not give all of the possibilities, but -only suggests the type of completion which should be considered correct. -Anything that is as good as the completions appearing in the stencil -should be given full credit, while anything which is not as perfect -should be considered incorrect. - -The final score obtained by counting the number of sentences perfectly -completed should be entered in the lower right-hand corner of the title -page of the booklet. - - Scores from 0 to 5 indicate Inferior Ability - Scores from 6 to 9 indicate Low Average Ability - Scores from 10 to 16 indicate Average Ability - Scores from 17 to 18 indicate High Average Ability - Scores from 19 to 20 indicate Superior Ability - - - MENTIMETER NO. 24 - ANALOGIES OR MIXED RELATIONS TEST - - -_Character of the Test._ - -The Analogies test lends itself easily to wholesale or group -administration. It cannot be used with illiterate candidates but -requires at least three years of educational background in order to give -a satisfactory index of mental capacity. The test blank presents the -tasks to be done in a manner so easily understood that little -explanation needs to be given orally by the examiner. It is also simple -in its method of scoring and yields a very reliable measure of an -individual’s clearness of thought about the relations of words and the -things for which the words stand. - -Psychologists have used various forms of this test for many years and -have found it unusually accurate and reliable. It is considered -particularly valuable as a test of ability to adapt one’s self quickly -and accurately to new situations, which is undoubtedly one of the most -important elements in what is called “general intelligence.” - -The method of the Analogies test is known as the “controlled-association -method.” Two words are presented having a very definite relation to each -other. A third word is then presented, followed by a blank space upon -which the candidate is to write a fourth word which will have the same -relation to the third word as the second word has to the first. The -relation between the first two or key words in each element of the test -differs from the relation between the key words of the previous element, -resulting in a constant change in the problem to be solved, which -requires quick readjustments in the candidate’s thought processes. The -candidate must be intellectually alert to discover the true relation -between the key words, his mind must be well supplied by experience with -words and ideas associated with the third word, and then he must use -good judgment and discrimination in the selection of that word which has -the _proper_ relation to the third word. A slip at any of these points -will mean failure. The value of the present series as a test of -intelligence is greatly increased by the fact that there is a -progressive increase in the difficulty of the elements presented, so -that the _number_ of elements correctly supplied has a very definite -relation to the _difficulty_ of the tasks the candidate can do. - -Because of its relation to intelligence, the Analogies test will be -found very useful in the classification of candidates for clerical and -administrative positions in industry. Any group of tests selected for -classifying such employees should contain a list of graded analogies -such as that here supplied. Unless a candidate makes a record of at -least fifteen correct responses out of a possible thirty in the three -minutes’ time allowed in the test, he should be studied very carefully -before being entrusted with a task where ideas and symbols must be -handled quickly. Such a man might be able to work with things and -people, but he will probably be found slow in his grasp of abstract -principles and ideas. - -In the schoolroom, the Analogies test may be used with some confidence -in classifying pupils for instruction. If it is found that a pupil is -far below his grade in ability in this test, and if he is also found -below his grade in the Completion of Sentences and Number series, it may -be assumed that the pupil will probably not succeed in the abstract work -of the school. Such pupils should be sent to the clinical psychologist -for special study, and a special type of training should be prescribed -upon the basis of the psychologist’s diagnosis. In the same manner, -pupils unusually brilliant in the handling of abstractions may be -located through the use of this and other tests of this nature. - -The Analogies test is also a very entertaining type of parlour -amusement, especially when some of the absurd answers are read aloud for -the amusement of the group. When it is so used, however, no suggestion -should be made of the relation between ability in this test and general -intellectual quickness, lest someone should take offence. If the test is -given without the exact and formal directions, and if the spirit of fun -is introduced by the examiner, certain clever persons are quite certain -to write words which have very amusing associations with the words which -serve to set the problems in the various lines. - - -_Directions for Giving the Test._ - -All candidates should be furnished with pencils and writing -surfaces—either tables, chair-arms, or writing boards. One test booklet -should be supplied to each candidate, the blank being presented unopened -and with the title page up. The examiner should announce clearly as the -papers are distributed that, “The booklets are not to be turned over or -opened up until the signal is given to do so.” Candidates should also be -directed to sign their names, ages, group numbers, and locations on the -blank spaces provided on the cover of the booklet for this information. -When each candidate has properly filled out the information blanks on -the outside of the test booklet the examiner should speak as follows: - -“This test is to find out how carefully and how rapidly you can think -about the relations of words and of the things for which these words -stand. Now look at your papers and read silently the directions, while I -read them aloud. - -“When you are told to open your booklets, you will find on the inside -thirty lines of words—three words and a blank space being printed on -each line. In each of these lines, the first two words are related to -each other in a certain way which you are to study out. You are then to -write, in the blank space at the end, a fourth word which has the same -relation to the third word as the second word has to the first. - -“Look, for example, at the first sample, in which the second word is the -plural of the first. Boxes means more than one Box, so the fourth word -should be Cats, meaning more than one Cat. - - Write a fourth word which fits the - third in the same way the second - word fits the first. - - 1st Sample: BOX Boxes CAT ........ - 2nd Sample: DOWN Up IN ........ - 3rd Sample: EYES See EARS ........ - -“In the second sample, the fourth word should be Out, because Up is the -opposite of Down, and Out is the opposite of In. - -“In the third sample, the fourth word should be Hear, for See tells what -Eyes are used for, and Hear tells for what Ears are used. - -“You will have three minutes in which to write the fourth word in the -thirty lines on the next pages. Work as rapidly as you can without -making mistakes. Be sure to stop as soon as I call ‘Time up.’ Now turn -your papers and begin.” - -Allow exactly three minutes (180 seconds) after saying “Begin,” and then -say “Stop! Time up! Turn your papers over.” All papers should be -collected at once to avoid corrections with resulting unfairness. - - Write a fourth word which fits the third in - the same way the second word fits the first. - - FIRST SECOND THIRD FOURTH - 1. CAR Cars DOG ........ 1 - 2. FRONT Back NEAR ........ 2 - 3. HAT Head SHOE ........ 3 - 4. BOY Boy’s CAT ........ 4 - 5. ICE Cold FIRE ........ 5 - 6. BIRD Flies FISH ........ 6 - 7. MEN’S Man HENS’ ........ 7 - 8. BREAD Eat WATER ........ 8 - 9. ACTOR Theater TEACHER ........ 9 - 10. HE Him SHE ........ 10 - 11. PRIEST Religion ATTORNEY ........ 11 - 12. CAT Kitten HORSE ........ 12 - 13. DO Did BUY ........ 13 - 14. SCULPTOR Statue PAINTER ........ 14 - 15. BOY Man LAMB ........ 15 - 16. TOP Bottom CEILING ........ 16 - 17. WATER Fish AIR ........ 17 - 18. TRAIN Engineer AUTOMOBILE ........ 18 - 19. STAND Stood BE ........ 19 - 20. CATTLE Herd FISH ........ 20 - 21. WORK Day SLEEP ........ 21 - 22. THREW Thrown ROSE ........ 22 - 23. GOOSE Gander DUCK ........ 23 - 24. BANTAM Fowl MERINO ........ 24 - 25. GIRL Girls’ WOMAN ........ 25 - 26. WRONG Right STEAL ........ 26 - 27. FOOT Feet AVIATRIX ........ 27 - 28. HOUSES House CRITERIA ........ 28 - 29. QUEEN Queens’ JONES ........ 29 - 30. PESSIMIST Optimist EXOTERIC ........ 30 - - -_Scoring the Test._ - -The Analogies test is scored according to the number of lines in which -the candidate has written the proper fourth word. With each package of -test blanks a stencil is furnished by means of which any one may score -the results very quickly. The stencil is to be placed along the page -next to the written column of words, and where the written word on the -page corresponds to the word or words printed on the stencil at that -level the written word stands as correct. Where there is disagreement -between the written word and the words printed at that level on the -stencil, a diagonal line (/) should be drawn through the number at the -end of the written word to indicate that an error has been made. Where -no word has been written on the blank, the number at the end of the -blank may be circled to indicate the omission. - -The final score should be written in the lower right-hand corner of the -front cover of the test booklet. This final score is found by adding all -the correct responses (the numbers not crossed out or circled). Since -there are thirty lines, the maximum score possible is 30. - - Scores from 0 to 5 indicate Inferior Ability - Scores from 6 to 12 indicate Low Average Ability - Scores from 13 to 23 indicate Average Ability - Scores from 24 to 26 indicate High Average Ability - Scores from 27 to 30 indicate Superior Ability - -About 30 per cent. of a group of college graduates should be expected to -secure Superior ratings, about 50 per cent. High Average, and the -remainder only Average ratings. - - - Mentimeter No. 25 - HANDWRITING - - -_Character of the Test._ - -Many pseudo-scientists have claimed the ability to interpret character -and intelligence, and the past and the future, by means of an -individual’s handwriting. The present test has no relation to such -misguided efforts. This test is designed to measure accurately the speed -at which one can write, and to indicate the general quality of the -product produced at that speed. - -Large groups of individuals may be examined at the same time by this -test, although it may be used as a test of an individual if necessary. -It is quite certain that an individual who works at such a task as that -set by this test in the company of other people will succeed better than -if he works at it alone. The results obtained when an individual is -tested alone are not exactly comparable, therefore, to the results which -would be attained if he were tested in a group. - -The general quality of one’s handwriting has very little relation to his -general intellectual ability. Some of our most intelligent men write a -hand which is hardly legible, and the authors have seen some beautiful -handwriting produced by feeble-minded children. It is, nevertheless, -worth while for many employers to have in their records of the -qualifications of employees an exact record of the speed and quality of -each employee’s handwriting. This record may never be of any use, but, -on the other hand, it may at some time be of very great value -unexpectedly. - -In the public schools, measurements of handwriting quality may be -crudely done with the present Mentimeter or more accurately done with -the scales of Thorndike, Ayres, or Starch. It seems probable that by the -time children have attained the “Average” quality contained in the -Mentimeter and are writing at “High Average” speed it would be worth -while for the teacher to excuse them from further drill as long as they -maintain that standard in their every-day work. It will hardly be found -necessary in practical life outside the school to write a better quality -than “Average” except in a very few specialized occupations. - - -_Directions for Giving the Test._ - -Candidates should be supplied with pen and ink and seated at a -convenient table or desk. The test leaflet should then be passed out and -explanations given of how to fill out the blanks on the title page. When -all of the identifying information has been entered on the title page, -the examiner should direct as follows: “This test is intended to -discover how rapidly and how well you can write with pen and ink. Turn -your papers over and notice at the top of the page the two printed -lines: - - “Mary had a little lamb - Its fleece was white as snow. - -“When you are told to begin you are to copy these two lines over and -over again just as many times as you possibly can before I call ‘Stop.’ -Try to use your very best handwriting every time you copy. I shall allow -you two minutes in which to write. As soon as I say ‘Stop,’ I want you -to hold your pen up so that I can see you have obeyed the command. -Remember that when I say ‘Write,’ you are to copy the two lines over and -over again as rapidly and as well as you can. Ready, Write.” Exactly two -minutes (120 seconds) after saying “Write” the examiner should call -“Stop! Hold up your pens! Now lay them down on the table. Blot your -paper and hand it to me.” All papers should be collected at once to -avoid unfair work. - - -_Directions for Scoring the Test._ - -Each handwriting leaflet is to receive two scores, one for quality of -handwriting and one for speed. The score in speed should be obtained by -counting the number of letters written and dividing the result by two, -this will be simplified somewhat by remembering that the sentence, “Mary -had a little lamb” contains 18 letters and that the sentence, “Its -fleece was white as snow” contains 23 letters, which makes 41 letters -for each time the two sentences are repeated. The score in speed thus -obtained by taking half of the total number of letters written should be -entered on the proper blank at the lower right-hand corner of the title -page. - - Speed score from 0 to 30 indicates Inferior Ability - Speed score from 31 to 50 indicates Low Average Ability - Speed score from 51 to 75 indicates Average Ability - Speed score from 76 to 90 indicates High Average Ability - Speed score from 91 and upward indicates Superior Ability - -The score in quality of handwriting is to be determined by comparing the -candidate’s handwriting with samples on the Mentimeter for Handwriting -Quality:[3] a grade of “A,” indicating superior quality, should be -assigned if the candidate’s handwriting is as smooth, beautiful and -legible as the sample marked “A,” or if the quality more nearly -approaches the quality of sample “A” than the quality of sample “B.” The -sample should be given a rating as quality “C” if its general beauty and -quality be nearer to the printed sample “C” than to printed samples “B” -or “D.” =Give to any sample that grade which indicates the printed -quality that most nearly equals it in beauty, legibility, and general -merit.= - -Footnote 3: - - The samples in the Mentimeter are selected from the Thorndike list and - have the following values on the Thorndike Scale E, “Inferior” equals - 8.0; D, “Low Average” equals 10.5; C, “Average” equals 12.2; B, “High - Average” equals 13.4; A, “Superior” equals 16. - -In making a record of any candidate’s performance in the handwriting -test both quality and speed should be recorded. “C–71” would mean that -in the Mentimeter test this individual had written quality “C” at a -speed of 71 letters per minute. The speed and quality together are -necessary in order to know the entire truth about one’s handwriting, for -many people produce a beautiful handwriting by taking great pains and -wasting much time. - -[Illustration: Mentimeter for Handwriting Quality] - - - MENTIMETER NO. 26 - ENGLISH COMPOSITION - - -_Character of the Test._ - -Only persons who have had the benefit of a fairly complete elementary -school education will succeed very emphatically in this test of ability -to write a composition in the English language. The test may be given to -large numbers of people at the same time just as readily as to a single -individual. The result of the test is, however, a very good index of the -general intellectual capacity of the individual, unless he is -handicapped by lack of familiarity with the language. - -The most common use which most of us have for ability at composing in -English is in writing letters to our friends or to those with whom our -business brings us into contact. For this reason, the test consists in -the statement of a condition under which any one of us might find -ourselves and in asking the candidates to write an appropriate letter. -The result is graded into one of five groups, according to its general -quality. - -The problem presented to the candidate is fairly complex. First of all, -he must be able to understand the situation described by the examiner -and to appreciate what type of letter would be most appropriate under -these circumstances. He must also be able to write the words which would -express his feelings in the described situation, and in order to make -his feelings clearly understood he should be able to punctuate and -organize his sentences effectively. The result is a useful index of the -general efficiency and maturity of any candidate who has been taught to -write in English. - -In industrial life there are many types of positions for which persons -whose ability to compose written English need not be better than -“Inferior,” although there are other positions which would require “High -Average” quality of English composition. The advantage of the following -Mentimeter lies in the possibility it gives of identifying more exactly -just what quality is meant when one speaks of “High Average” composing -ability. - -In the public schools the Mentimeter will serve as a crude basis for -classifying the general quality of the compositions written, but for -highly scientific work it would be desirable to secure some form of the -“Hillegas Scale” which is much more exact and well standardized. A very -entertaining evening could be enjoyed by giving this test to a group of -people gathered together for social purposes, especially with a group -which had tired of the ordinary means of entertainment. Reading the -products written should in such a case be entrusted to some one or two -individuals of good reading ability and wise judgment. Frequently the -results would contain very amusing paragraphs. - - -_Directions for Giving the Test._ - -Each candidate should be comfortably seated and provided with writing -material before any instructions are given. It will usually be well to -furnish paper on which there are lines, as many people find the lack of -ruling a distinct hindrance to the flow of their thoughts. When everyone -is ready, the examiner should direct that each individual write his or -her name, age, address, and any other information which seems desirable. -The following directions should then be given: - -“This test is planned to discover how well you can use the English -language in expressing your thoughts and feelings. Imagine yourself -employed in a large business house in the city. While you are waiting to -find out whether or not you are going to be one of those fortunate -people who will be granted a vacation, imagine that you receive a letter -from a friend in the country asking you to spend your vacation on the -farm. Since you do not know that you will have a vacation, it is -impossible for you to accept the invitation at once, but it is necessary -for you to acknowledge the fact that you have received the invitation. -Write a letter to this friend in the country saying that the invitation -has been received and that you appreciate it. You need not make the -letter long, but write it just as well as you can.” At least twenty -minutes should be allowed for the writing of this letter. At the end of -twenty minutes all papers should be collected, whether the letters are -complete or not—enough will have been written to demonstrate the quality -of letter each can write. - - - MENTIMETER FOR QUALITY OF ENGLISH COMPOSITIONS - - -Quality: Superior, A. - - MY DEAR JEAN:— - -Your letter made me peculiarly happy this morning. The joys of last -Summer so wrapt themselves about me that, instead of hurrying down -Broadway to business, I was sitting on the veranda with you and little -Bobby at sunset watching the Hudson creep slowly in and out among the -hills. One by one the little villages dropt out of sight as the fog came -down from the Catskills, crept across the river, up through the woods -and finally nestled among the neighbour’s fir trees. Black crows cawed -as they flew lazily over the house, and the little birds came up close -to the edge of the woods to sleep in the barberry bushes. Bobby said -they came up close so we would hear if anything got them. The little -dear! Tell him I have saved a number of stories for him—two new ones -about light-houses. - -I am rather doubtful as to whether I will be granted a vacation this -year. Business conditions are so far from normal, and we are very short -of help. However, I may be lucky, and if I am nothing would make me so -happy as to spend every day of it with you and little Bobby. I expect to -know definitely by the end of next week concerning my vacation and shall -write to you immediately. - -I thank you more than I can say, Jean. Your invitation has made me very -happy. - - Sincerely, - - -Quality: High Average, B. - - MY DEAR MR. SMITH: - -I appreciate your invitation expressing the desire to entertain me again -at your farm during my Summer vacation. I should enjoy coming back this -Summer, although I have occasionally been afraid that I was something of -a hindrance to your work. It is such a change for me to get to the -country that I shall certainly come if possible. - -I shall let you know just as soon as I find out whether or not I am to -have a vacation this Summer. Thanking you for your kind invitation, I -remain, - - Sincerely yours, - - -Quality: Average, C. - - MY DEAR FRIEND: - -Your letter of June 10th has been received, and in reply I would say -that I am not sure that I will get my vacation this summer. The boss -hasn’t said anything about vacations yet. I would like to come just as -much as you would like to have me, but I can’t promise until the old man -lets us know. I’ll write to you just as soon as I learn what to expect. -Thanks for your invitation. - - Yours, - - -Quality: Low Average, D. - - DEAR FRIEND - -I got your letter alright, but it don’t look like I was going to get any -vacation this summer. We have all been tryin to hint to the boss about -how tired we all was but he has to be knocked down to take a hint I -guess. - -I sure do hope he lets me off. You know how I’d like to come and I want -you to keep plenty of green truck growin in the gardin for me to eat. - - Yours truly - - -Quality: Inferior, E. - - DER FREND - -id lik to cum out to yer farm ef the flise ant tou bad but i got to wate -the boss hant told us we can tak ar vakashins yit hous the frut & burys -this yere il cum ef i can - - -_Directions for Scoring the Test._ - -Each composition should be compared with the five contained on the -Mentimeter for English Composition quality. Give the written composition -a mark as “Average,” “Superior,” or “Low Average” according to its -quality. If a composition seems to be better than the one on the -Mentimeter which is called “Average” but poorer than the one called -“High Average,” try to decide which it is nearer in general quality. -“Average,” therefore, will mean that a composition is nearer in its -quality to the sample printed as “Average” than it is to the sample -printed as “High Average,” or to the sample printed as “Low Average.” -Any composition which is distinctly better than “Superior” should be -rated as “Superior,” and any composition which seems poorer than the one -printed as “Inferior” should be rated as “Inferior.” - - - MENTIMETER NO. 27 - POETIC DISCRIMINATION TEST - - -_Character of the Test._ - -Differences in the intellectual abilities of people manifest themselves -in three fairly distinct ways: first, in ability to accomplish results; -second, in ability to think clearly about the situations in which they -find themselves; and third, in the feelings which these situations -arouse. Practically all of the tests now available for measuring -educational achievements or intellectual ability are concerned primarily -with the ability to do or to think about situations. This member of the -Mentimeter family is concerned chiefly with the way in which one _feels_ -about different types and qualities of poetic expression. The test -cannot be given to illiterate or foreign language speaking persons. It -is planned as a group test of persons who read and understand English -readily. - -The test consists of six short stanzas selected from recognized English -poets.[4] Two false versions of each stanza have been prepared and -appear on the same page with the original. The group being examined are -asked to read each version, trying to think how it would sound if read -aloud, and to choose the one which they like “best” and the one which -they consider the “poorest” poetry. The differences between the false -versions and the true in the first set are smaller than the differences -found in the succeeding ones. The score obtained by any individual -therefore depends upon how small a difference he can notice. - -Footnote 4: - - The Best Version in each set is selected from the writings of - recognized poets: - - Set I William Wordsworth in “She Dwelt Among.” - - Set II Agnes Millay in “My Tavern.” - - Set III Percy Bysshe Shelley in “To——” - - Set IV Algernon Charles Swinburne in “Étude Réaliste.” - - Set V Edward Coote Pinkney in “Health.” - - Set VI James Thompson in “Sunday Up the River.” - - Mr. Earl Hudelson contributed the Middle and Poorest Versions for Set - II. One of the present authors is responsible for the mutilated forms - of the other selections. A much more scientific and accurate - instrument for measuring poetic discrimination is being developed by - Prof. Allan Abbott and one of the present authors. - -Although this test is very interesting and entertaining its reliability -is not determined and its usefulness is as yet questionable. It -certainly would have no great value in industrial life and only small -importance in public school work; its chief service will be -entertainment in the home and at social gatherings. It is surprising how -poor the judgment of many people is regarding the quality of poetic -products. It would be interesting at social affairs at which this test -is used to make a tabulation of just how many of those present have -selected each different version. - - -_Directions for Giving the Test._ - -The examiner should distribute the examination booklets and writing -materials with the following instruction: - -“Do not open this booklet until I tell you to do so. Notice on the title -page a number of blanks for your name, your age, and the like. Fill out -these blanks at once but do not look inside the booklet.” - -As soon as the blanks on the title page have been filled the examiner -should ask the candidates to read carefully the directions while he -reads them aloud. - -“When you open your book you will find six different sets of poetic -stanzas. Each set appears in three different versions. You are to read -each version carefully, trying to think how it would sound if read -aloud, and then to record on the blank space provided for it which -version you think is ‘best,’ which version you think is ‘poorest’ and -which version you think is of ‘middle’ value. If you decide that version -Y is best then write ‘Y’ after the word Best. If Z is the worst, then -write ‘Z’ after the word Poorest, and ‘X’ after the word Middle. - -“Think carefully about each set and choose the one which you really -think is the best poetry. You will be allowed fifteen minutes in which -to read and decide about the six sets. Begin with set No. I and take -them in order. Ready! Open your papers and begin work.” - -Exactly fifteen minutes after saying “Begin” the examiner should call, -“Stop! The time is up. Let me have your papers.” All papers should be -taken up at once. - - - SET I - -Read each version carefully and try to think how it would sound if it -were read aloud. - -Which version is the poorest poetry, and which is the best poetry? - - =Best= ........ - =Middle= ........ - =Poorest= ........ - - -_Version X_ - - Once there was a violet, - Growing near a stone; - It reminded me of a star - All alone in the sky. - - -_Version Y_ - - A violet grew by a mossy stone, - Where it was hard to see; - It looked like a star, for it shone - As pretty as could be. - - -_Version Z_ - - A violet by a mossy stone - Half hidden from the eye! - —Fair as a star, when only one - Is shining in the sky. - - - SET II - -Read each version carefully and try to think how it would sound if it -were read aloud. - -Which version is the poorest poetry, and which is the best poetry? - - I’ll keep a little tavern - Below the high hill’s crest, - Wherein all gray-eyed people - May set them down and rest. - - =Best= ........ - =Middle= ........ - =Poorest= ........ - - -_Version X_ - - There shall be plates a-plenty, - And mugs to melt the chill - Of all the gray-eyed people - Who happen up the hill. - Ay, ’tis a curious fancy— - But all the good I know - Was taught me out of two gray eyes - A long time ago. - - -_Version Y_ - - There shall be dishes a-plenty, - And something to take off the chill - Of as many gray-eyed people - As are willing to climb the hill. - ’Tis truly an odd fancy, - But everything good that I know - I learned out of two gray eyes - Many years ago. - - -_Version Z_ - - And when those gray-eyed people - Have entered in the gate, - We’ll pass the cheering mug around, - And also pass the plate. - It may sound rather funny, - But I was helped a lot - By someone who had gray eyes - When I was a little tot. - - - SET III - -Read each version carefully and try to think how it would sound if it -were read aloud. - -Which version is the poorest poetry, and which is the best poetry? - - =Best= .... - =Middle= .... - =Poorest= .... - - -_Version X_ - - Music, when faint voices cease, - Continues in the memory— - Odours, when the violets fade, - Linger where their smell was made. - - -_Version Y_ - - Music lives in the memory, - Though the songster’s voice is done. - Sweet odours haunt the nose, - Though the violets that waked them are gone. - - -_Version Z_ - - Music, when soft voices die, - Vibrates in the memory— - Odours, when sweet violets sicken, - Live within the sense they quicken. - - - SET IV - -Read each version carefully and try to think how it would sound if it -were read aloud. - -Which version is the poorest poetry, and which is the best poetry? - - =Best= .... - =Middle= .... - =Poorest= .... - - -_Version X_ - - No rosebud yet has e’er been seen, - Or flower in tropic lands, - To equal these, more beauteous e’en— - A baby’s hands. - - -_Version Y_ - - No rosebuds yet by dawn impearled - Match, even in loveliest lands, - The sweetest flowers in all the world— - A baby’s hands. - - -_Version Z_ - - No flower that grows, - In this or any other lands, - Compares with these, of daintiest rose— - A baby’s hands. - - - SET V - -Read each version carefully and try to think how it would sound if it -were read aloud. - -Which version is the poorest poetry, and which is the best poetry? - - =Best= .... - =Middle= .... - =Poorest= .... - - -_Version X_ - - She speaks in tones of silver - With the voice of morning birds, - And every word that’s spoken of her - Echoes the music of her words. - - -_Version Y_ - - Her every tone is music’s own, - Like those of morning birds, - And something more than melody - Dwells ever in her words. - - -_Version Z_ - - Her tones are pure as silver chimes, - Her notes of birdlike beauty; - The words she speaks are at all times - Replete with life and beauty. - - - SET VI - -Read each version carefully and try to think how it would sound if it -were read aloud. - -Which version is the poorest poetry, and which is the best poetry? - - =Best= .... - =Middle= .... - =Poorest= .... - - -_Version X_ - - A pipe and a book, - By the side of the brook, - With the world and her troubles forgot; - Just to read and to smoke, - Man forgets that he’s broke,— - And he finds, after all, that he’s not. - - -_Version Y_ - - Give a man a pipe he can smoke, - Give a man a book he can read; - And his home is bright with a calm delight, - Though the room be poor indeed. - - -_Version Z_ - - Let a man smoke, - And let a man read; - A pipe and a book in any old nook, - Lend peace which is wealth indeed. - - -_Directions for Scoring the Test._ - -The score in this test is determined in a somewhat more complicated -manner than is the case of any other of the Mentimeter series. Two -points are allowed each candidate for selecting as “Best” the original -version in any set and one point of credit is allowed for selecting the -poorest version as “Poorest.” It will be observed that the maximum score -on any set will be three points if the candidate arranges the versions -in the correct order, two points for selecting the best and one point -for selecting the worst. This makes the total maximum score, for six -sets, eighteen points. - -The correct order of merit for each set of selections has been -determined by the judgment of approximately one hundred competent -judges. It is as follows: - - SET I II III IV V VI - Best Z X Z Y Y Y - Middle Y Y X X Z Z - Poorest X Z Y Z X X - -Write the final score obtained on the total of the six sets in the lower -right-hand corner of the title page of the examination booklet. - - Scores from 0 to 3 indicate Very Inferior Ability - Scores from 4 to 7 indicate Inferior Ability - Scores from 8 to 11 indicate Average Ability - Scores from 12 to 14 indicate Superior Ability - Scores from 15 to 18 indicate Very Superior Ability - - - MENTIMETER NO. 28 - ARITHMETIC REASONING - - -_Character of the Test._ - -Teachers in schools have for a long while based a large part of their -judgment about any individual’s intellectual ability almost exclusively -upon the facility with which he solved arithmetic problems. Although the -ability to solve arithmetic problems has not been so frequently -recognized by investigators as an index of intellectual ability as has -ability in English, the teachers have found it much easier to estimate -intellectual ability upon the basis of showing in arithmetic, because it -is easier to judge of success in arithmetic than to judge of success in -English or other fields. A child can either solve the problem or else he -cannot. This objective nature of the subject of arithmetic has made it a -very important subject for the teacher in deciding upon promotions. - -In practical life, arithmetic has been recognized as being of value -because the training in arithmetic was supposed to enable a student to -keep other people from cheating him in financial transactions. The -writers have known employers, on a small scale, who used certain tricky -arithmetic problems as the basis upon which to judge the intellectual -ability of prospective employees. Arithmetic problems have had and will -continue to have a distinctive place in the measurement of intellectual -capacity. It is probable that this place is well deserved. - - -_Directions for Giving the Test._ - -As soon as the candidates are seated, they should be supplied with -pencils, and the examination leaflet should be distributed with the -instruction that it is not to be turned over until special instructions -are given to that effect. In order to keep the candidates busy, the -examiner should ask them to fill out the blanks on the title page, -giving name, age, etc. When this information has been obtained, the -examiner should ask the candidates to read the directions silently while -he reads them aloud. - -“On the other side of your papers you will find fourteen problems in -arithmetic. The first problems are simple and easy and the last ones are -more difficult. Begin with the first problem and solve as many as you -can in the four minutes after I say ‘Go!’ Write your answer at the -right-hand side of the questions on the dotted lines provided for the -answers. You may figure on the left-hand side or on the back of the -blank, if you wish. Solve as many problems as you can but be sure to get -the answer right. Ready! Go!” - -Allowing exactly four minutes after saying the world “Go!” the examiner -should call “Stop! Turn your papers over. Give them to me.” All papers -should be collected immediately. - - Write the answers to these problems on the blanks - Use the other side of the sheet to figure on - - ANSWERS - - 1. How many are 5 men and 3 men? .......... - - 2. If you earn 2 dollars each day, how much do you earn in - 6 days? .......... - - 3. If you have 10 nickels and lose 3 of them, how many - would you have after you found 2 of those that were - lost? .......... - - 4. How many benches will be needed in order to seat 20 - people at a picnic, if 4 people sit on each bench? .......... - - 5. If James sold 3 Sunday papers for 5 cents each and then - bought an apple for 3 cents and an orange for 4 cents, - how much money had he left? .......... - - 6. How much change should you get from a dollar bill after - buying 39 cents’ worth of potatoes, 12 cents’ worth of - celery, and 26 cents’ worth of butter? .......... - - 7. If the price of lemons is 2 for 5 cents, how many can - you buy for 40 cents? .......... - - 8. If 29 merchants each bought 34 quarts of canned peas at - a wholesale house which had previously sold 2,387 - quarts of the same brand, what was the total number of - quarts of this brand sold? .......... - - 9. If a wholesale merchant sold for $50 sugar which he had - purchased for $45 and thereby gained 1 cent per pound, - how many pounds of sugar were there? .......... - - 10. If four and a half pounds of fancy onions cost 27 cents, - how much will eight and a half pounds cost? .......... - - 11. Half of the people in a certain city block were born of - American parents, one eighth have American fathers and - foreign-born mothers, one eighth have American mothers - and foreign-born fathers, and both parents of the rest - are foreign-born. Of the 1,200 people living in this - block, how many have American fathers? .......... - - 12. A factory used 1,288 tons of coal in 23 days. During the - first ten days after a new addition to the factory was - opened, the average daily coal consumption was 78 - tons. How many more tons were burned per day than - previously? .......... - - 13. A man spent for cigars and tobacco one sixteenth of his - wages for one day. He spent five times as much for - food, and half of what remained for repairs on his - watch, which left him a dollar and a half. How much - did he receive per day? .......... - - 14. At the middle of the month a merchant had $1,200 in the - bank. He deposited $30 each day for six days and on - Monday morning wrote checks for two thirds as much as - his deposits for the week. Tuesday afternoon he - deposited a check one fourth as large as his balance - in the bank. What was his balance on Tuesday night? .......... - - -_Directions for Scoring the Test._ - -The score in this test is the number of problems with absolutely correct -answers. No credit should be given for partially correct answers. The -total score of the test should be entered on the blank at the lower -right-hand corner of the title page. - - Scores from 0 to 3 indicate Inferior Ability - Scores from 4 to 7 indicate Low Average Ability - Scores from 8 to 10 indicate Average Ability - Scores of 11 and 12 indicate High Average Ability - Scores of 13 and 14 indicate Superior Ability - - - MENTIMETER NO. 29 - PRACTICAL JUDGMENT TEST - - -_Character of the Test._ - -This test is applicable to all persons who can read English as readily -as the average third-grade public school pupil. For persons of less -ability to read but of good ability to understand English, the questions -may be asked orally in an individual examination. The results obtained -when the questions are asked orally should not be compared with the -results obtained when the printed test booklets are employed in a group -examination. It is very strongly recommended that the test be used -primarily as a group test, according to the instructions given here, in -order that direct comparisons may be readily made between the results -obtained in various places by different examiners. - -The present form of the test is a lengthening of the form used in the -Army Alpha series. Twenty-four elements are contained in the Mentimeter -form, while only sixteen elements were used in the Army form. Another -advantage of the present form over the military edition is the more -definite attempt at arrangement of the elements in the test according to -their difficulty. Having the series graduated in difficulty, from easy -to hard, is a distinct advantage, particularly with young or dull -persons, who quickly stop trying unless their first efforts are -successful. - -The use of questions, in the answering of which thoughtful judgment -about every-day affairs would be required, has always been a favourite -method of discovering the degree of intelligence possessed by a child or -by an adult. Binet, the French psychologist who developed the mental age -scale for testing feeble-minded subjects, included in his series a -number of test questions of this type. The Stanford Revision of the -Binet tests includes three such questions in the Eight-Year-Old series, -and three other more difficult questions in the Ten-Year-Old list. - -The chief modification of the method in adapting it for group testing -was the supplying of three or four answers from which the subject should -select the correct reply. This change makes the markings of the results -quite simple, but it takes from the test itself some of its virtue as a -measure of the richness of ideas possessed by the person tested. Instead -of having to think out an appropriate answer, one needs only to read the -answers printed and to use good judgment in selecting the one to be -checked as “best.” - -The Mentimeter form of the test, although superior in its length and -arrangement to the military version, is nevertheless not yet ideal as an -intelligence test. The simplest questions and answers that can be -printed are too difficult for first- and second-grade school pupils to -read and understand, while the most difficult questions and answers one -could devise would not be general enough in their subject matter to be -included in a “general intelligence” test. In other words, the range of -ability that this test will measure is not so wide as that measured by -some other Mentimeter tests, with the result that the speed of reading -and of making judgments plays a larger part in determining the final -score than it would in a perfect intelligence test. In spite of the -large part played by speed, the test is a useful index of _ability to -learn_ in certain lines of work where rapid decisions on practical -problems are necessary. - -It is probable that the Practical Judgment test will be found more -useful in the measurement of intelligence among school children and -clerical workers than in the classification of general employees, -although the reader may find unexpected relationships between this test -and certain routine occupations. Reliance should be placed upon it only -after it has demonstrated in actual trials that it has a close -relationship to the special ability desired. - -Its use in social gatherings as a form of entertainment will be greatest -where each person marks the papers of some other member of the group and -reports the judgments found incorrect. Most persons are surprised, when -they come to look over their booklets carefully, to find how many -foolish errors have crept into their records while working at high -speed. In order to increase the number of imperfect records and thereby -add somewhat to the amusement of the group, the examiner may announce -and use two minutes as the time limit, and urge everyone to try to work -all of the 24 questions in that time. The general confusion will be -increased if the examiner signals the end of the first minute and the -end of a minute and a half. Under such conditions, of course, no serious -use can be made of the results obtained. The score on the test is not to -be used seriously except where the instructions and procedure are -exactly as specified below. - - -_Directions for Giving the Test._ - -Candidates should be comfortably seated at a table or supplied with a -convenient writing board. A well-sharpened pencil (or pen with ink) -should be in the hands of each candidate before any blanks are passed -out. The test booklets should then be distributed, the announcement -being clearly made beforehand that “no one will be allowed to open the -booklet or turn it over until the signal is given to do so.” - -When each candidate has been supplied with a test booklet, title page -up, the examiner should say: “Now, write your name on the blank -following the word Name.” After a pause long enough to allow this -direction to be carried out, the examiner should continue with a similar -instruction for each of the other pieces of information required by the -title page blanks. “Age at last birthday” should be insisted upon, if -there is any question of reporting age in any other way. Group numbers -and locations may be left blank where only small numbers of persons are -being tested and where there is no probability of getting the papers -from one place mixed with those from some other place. The name of the -school, factory, or city will usually be sufficient for the blank headed -“Location.” - -After the necessary identifying information has been entered at the top -of the title page, the examiner should ask the candidates to read -silently the directions while he reads them aloud. He should then read -slowly and distinctly: - -“The following pages contain 24 questions and 4 answers to each -question. You are to vote for the best answer to each question by making -a check mark (✓) in the square that stands before it. The questions are -not hard, and you will be allowed 3 minutes to check the best answers, -but be sure to work carefully and rapidly. Vote only for the one best -answer to each question. Turn the page! Go!” - -At the end of exactly 3 minutes after saying “Go!” the examiner should -call “Stop! Close your booklets and pass them to me.” All papers should -be collected at once in order to avoid unfairness and cheating. - - - =MARK (✓) THE SQUARE IN FRONT OF THE BEST ANSWER TO EACH QUESTION= - - 1. What should one do when he is thirsty? - - ☐ Cry until someone gives him a drink. - - ☐ Eat a piece of salt pork. - - ☐ Get a drink of water. - - ☐ Read a Coca Cola advertisement. - - 2. Why do children like to eat candy? - - ☐ It makes them fat. - - ☐ It tastes good. - - ☐ It is good for them. - - ☐ It is a cheap food. - - 3. What should one do if it is raining when he starts to work? - - ☐ Put on lighter clothing. - - ☐ Wear a raincoat. - - ☐ Call up the office. - - ☐ Stay at home all day. - - 4. What is the thing to do when your house catches fire? - - ☐ Try to find out how it started. - - ☐ Ring the alarm and try to put out the fire. - - ☐ Run in the other direction. - - ☐ Watch it burn and calculate your insurance. - - 5. What should one do if he accidently steps on someone else’s toes? - - ☐ Call for help. - - ☐ Run for the doctor. - - ☐ Ask the person’s pardon. - - ☐ Take his own part. - - 6. Why do the leaves fall off the trees in the autumn? - - ☐ The frost has killed them. - - ☐ To protect the flowers from freezing. - - ☐ To enrich the ground. - - ☐ So that one can see farther. - - 7. Why do people wear heavier clothing in January than in June? - - ☐ To protect them from the colder weather. - - ☐ Because it looks better with furs. - - ☐ Everybody else does it, especially in January. - - ☐ It makes a good impression on other people. - - 8. Where might one expect to find the largest number of expert - swimmers? - - ☐ At the circus. - - ☐ At the beach of a summer resort. - - ☐ At a Sunday School picnic. - - ☐ At a moving picture show. - - 9. What should a person do when he is late getting started to work in - the morning? - - ☐ Wait until the next day. - - ☐ Think up some excuse to make. - - ☐ Try to make time by hurrying. - - ☐ Blame it on the street cars. - - 10. Why do school houses usually have flag-poles? - - ☐ For the boys to exercise on. - - ☐ To show where to have a flag drill. - - ☐ To display the flag and inspire patriotism. - - ☐ To decorate the school yard. - - 11. Why does water freeze in winter? - - ☐ It is warm in summer and we need ice. - - ☐ So the children can skate. - - ☐ Water always becomes solid at low temperatures. - - ☐ So it can be put in refrigerators. - - 12. What is the best way to stop up a hole by which mice enter the - kitchen? - - ☐ Stuff it with paper. - - ☐ Place a pile of rags in front of it. - - ☐ Put a corn cob in it. - - ☐ Nail a piece of tin over it. - - 13. Why is milk a good thing to feed young children? - - ☐ It comes from cows that eat fresh grass. - - ☐ It is an easily digested and wholesome food. - - ☐ It is so pure and white to look at. - - ☐ It can be bought in pint or quart bottles. - - 14. What kind of light is best for a reading table? - - ☐ A tallow candle. - - ☐ A mercury vapour lamp. - - ☐ A coal oil lantern. - - ☐ An incandescent electric bulb. - - 15. What is the purpose of advertising food products? - - ☐ To make people hungry. - - ☐ To decorate street cars and magazines. - - ☐ To make people think about eating. - - ☐ To create a demand for special brands. - - 16. Why is harness put on horses? - - ☐ So that their strength may be utilized. - - ☐ So that their beauty will be recognized. - - ☐ To match the colour of the carriage. - - ☐ To keep them warm. - - 17. Why do people put food in refrigerators? - - ☐ To get it out of the way. - - ☐ The low temperature keeps it fresh. - - ☐ To help ice men make a living. - - ☐ Because the law requires it. - - 18. Why are fire escapes more frequently put on tall buildings than on - one-story buildings? - - ☐ A tall building is more likely to burn down. - - ☐ They would spoil the looks of a low building. - - ☐ Low buildings have fire extinguishers. - - ☐ One could jump from one-story buildings. - - 19. What should one do with a baby when it cries? - - ☐ Discover and remove the cause of its crying. - - ☐ Spank it and put it to bed. - - ☐ Get it a drink of water and rock its cradle. - - ☐ Give it a bottle of milk or sing to it. - - 20. Why is country air considered more healthful than city air? - - ☐ It has fewer impurities in it. - - ☐ Trees and grass grow in the country. - - ☐ More people die in the city. - - ☐ The wind is stronger in the country. - - 21. Why do railroads use electric engines in some cities? - - ☐ They run faster than steam engines. - - ☐ They look better than steam engines. - - ☐ To avoid making the city smoky. - - ☐ In order to make less noise. - - 22. What is the main purpose of lightning rods? - - ☐ To decorate the roof of the house. - - ☐ To make the lightning strike somewhere else. - - ☐ To show which way the wind blows. - - ☐ To remove the electricity from the air. - - 23. What is the safest altitude and speed for flying in an airplane? - - ☐ Low and slowly. - - ☐ Low and rapidly. - - ☐ High and rapidly. - - ☐ High and slowly. - - 24. What is the chief purpose of newspaper headlines? - - ☐ To make the paper attractive. - - ☐ To show what actually happened. - - ☐ To help one decide where to read. - - ☐ To guide public opinion wisely. - - -_Directions for Scoring the Test._ - -The score in this test is the number of questions correctly answered. A -stencil is furnished with each package of tests, which makes it possible -to check up at a very rapid rate the accuracy of the votes cast, without -ever reading a single word of the answers. The stencil is merely to be -adjusted to the page, according to directions given on its face, and -where the check mark made by the candidate corresponds to the printed -mark on the stencil the question has been correctly answered, while if -there is not agreement between stencil and candidate’s check no credit -is to be allowed on the question. Any fairly careful clerical worker can -learn in two minutes to score such a test with a stencil as rapidly and -accurately as a thoroughly trained psychologist could do it. - -The final score should be entered in the lower right-hand corner of the -front or title page, where it will be easily associated with the name -and other information about the candidate. - - Scores from 0 to 3 indicate Inferior Ability - Scores from 4 to 8 indicate Low Average Ability - Scores from 9 to 14 indicate Average Ability - Scores from 15 to 19 indicate High Average Ability - Scores from 20 to 24 indicate Superior Ability - - - MENTIMETER NO. 30 - LOGICAL CONCLUSIONS TEST - - -_Character of the Test._ - -This test is to be given to large groups of individuals at the same -time, although it may be given as a part of an individual examination. -It will not be found worth while to give this test to individuals who -have not had at least the equivalent of an elementary school education. -The solution of the problems contained is so difficult that not more -than half of the pupils of the sixth or seventh grade of the elementary -school would be able to answer correctly more than five or six of the -problems. - -The method of the test is to present a short hypothesis, introduced by -the word “if” and followed by four different conclusions introduced by -the word “then.” The individual being examined should read carefully the -first part of the statement and understand exactly what it means, and -should then put a check mark before the conclusion which would logically -follow the hypothesis. There are twelve of these problems, beginning -with one which is quite simple and elementary, and progressing to more -difficult and more complex statements of a similar nature. The -explanations by which this test is introduced are illustrated by an -example and are not difficult to understand. The difficulty of the test -lies in keeping clearly in mind just what are the implications of the -introductory statement or hypothesis. - -The present test is almost entirely new, both in its form and in its -content. The nearest approach to this particular test was made by Dr. -Agnes L. Rogers at the suggestion of Professor Thorndike, when she -prepared a list of six problems of which the following is a good sample: -“P is larger than Q, R is smaller than Q, therefore P is ........ R.” -The blank is to be filled in. It will be observed that the present -Mentimeter differs from Doctor Rogers’s test in that names of familiar -persons or objects are used in place of the capital letters and that -four conclusions are stated from which the subject is to select the -proper one, rather than leaving to the subject the formulation of his -own conclusion. - -Because of its newness, it will be impossible to state here just what is -measured by this test, but certainly the ability to read and understand -the words is one factor, and the ability to think clearly about the -logical implications of these words is another very important element -making for success. The ability to see the relations between the words -is probably as near to what may be called “logical ability” or -“reasoning” as to any other popularly recognized “mental qualification.” -Although Doctor Rogers found a coefficient of correlation of .65 between -her form of the logical reasoning test and a composite measure of -mathematical ability, the present Mentimeter is so different that its -true value can only be indicated by the comparisons which its users will -be able to make between their results and the most accurate measures -obtainable of special ability. - -This test will probably have very little usefulness in commercial or -industrial fields, although it may be very helpful for a professional -group such as lawyers, educators, etc., in the selection of clerical or -professional assistants. In the public schools, it is quite certain that -it should not be used below the high school grades. Even in the high -school, it is probable that only those with very great ability in -handling abstract ideas and symbols of ideas will be able to make a high -score. - -The subject matter of those statements which appear in the test is such -as would not be found in ordinary life and has very little value in -itself. As an entertainment feature, this test will not be successful -except among a very specially selected group of people who believe -themselves to be extraordinarily keen intellectually. It might be held -in reserve as a special “stunt” for any persons who seem to think that -they have demonstrated their “high-brow” qualities by making high scores -in other tests. Shortening the time limit from five minutes to three -minutes would further add to the consternation of such persons. - - -_Directions for Giving the Test._ - -The examiner should distribute one test booklet to each candidate, -announcing at the beginning of the distribution that the booklets should -not be opened or turned over until an order to that effect is given. -Since the blanks on the front cover of the booklet will be -self-explanatory to any person capable of taking the test, the examiner -may direct that each candidate fill out the blanks on the title page of -his booklet as soon as he receives it. - -When the information blanks have been filled satisfactorily the examiner -should ask the candidates to read the directions silently while he reads -them aloud. This reading should be at a very deliberate rate and in -good, clear tones: - -“The following pages contain twelve sentences, each sentence being -printed with four different endings. Only one of these endings can be -true if the first part of the sentence is true. You are to decide which -ending or conclusion is truest or agrees best with the first part, and -to make a mark in the square standing in front of that best ending. -Notice the example: - - -“If roses cost more than violets, then violets - - ☐ cost more than roses - ☐ cost as much as roses - ☐ do not cost as much as roses - ☐ do not cost less than roses - - -“The only one of the four endings which can be true, if the first part -of the sentence is true, is the third, ‘violets do not cost as much as -roses,’ so the square in front of this third conclusion should be -check-marked. - -“You will have five minutes in which to read and mark the twelve -sentences. Think carefully and get all of your marks correctly placed. -Ready! Go!” - -At the end of five minutes exactly, call “Stop! Time up! Give me your -papers.” All papers should be collected at once. - - - =MARK (✓) THE SQUARE IN FRONT OF THE TRUEST ENDING TO EACH SENTENCE= - - 1. If John is older than James, then John is - - ☐ younger than James - - ☐ older than James - - ☐ not as old as James - - ☐ not older than James - - 2. If Mary is younger than Will, then Will is - - ☐ younger than Mary - - ☐ not older than Mary - - ☐ not as old as Mary - - ☐ older than Mary - - 3. If Dot is taller than Pet, then Pet is - - ☐ as tall as Dot - - ☐ shorter than Dot - - ☐ not shorter than Dot - - ☐ taller than Dot - - 4. If May is heavier than Jean, then Jean is - - ☐ not lighter than May - - ☐ as heavy as May - - ☐ not heavier than May - - ☐ heavier than May - - 5. If Walter runs faster than William, and William runs faster than - David, then David runs - - ☐ faster than Walter - - ☐ as fast as William - - ☐ as fast as Walter - - ☐ slower than William - - 6. If Edna is smarter than Bertha, and Bertha is not as smart as - Mabel, then Mabel is - - ☐ not as smart as Edna - - ☐ not as smart as Bertha - - ☐ smarter than Edna - - ☐ smarter than Bertha - - 7. If Mr. Jones is wealthier than Mr. Smith, and Mr. Smith is poorer - than Mr. Brown, then Mr. Smith is - - ☐ not as poor as Mr. Jones - - ☐ richer than Mr. Jones - - ☐ not as rich as Mr. Jones - - ☐ not poorer than Mr. Jones - - 8. If Robert is noisier than Harold and Harold is as noisy as George, - then George is - - ☐ not noisier than Robert - - ☐ noisier than Robert - - ☐ noisier than Harold - - ☐ not as quiet as Robert - - 9. If Henry drives faster than Joseph, and Joseph drives no more - slowly than Peter, and Peter drives more rapidly than Edgar, then - Edgar drives - - ☐ as rapidly as Henry - - ☐ no more slowly than Joseph - - ☐ as swiftly as Peter - - ☐ less rapidly than Henry - - 10. If Monday was cooler than Wednesday, and Tuesday was cooler than - Monday, and Thursday was hotter than Wednesday, then Monday was - - ☐ not hotter than Tuesday - - ☐ not cooler than Thursday - - ☐ not warmer than Thursday - - ☐ cooler than Tuesday - - 11. If Mrs. Brown is exactly as extravagant as Mrs. Smith, and Mrs. - Smith is less extravagant than Mrs. Jones, then Mrs. Jones is - - ☐ more frugal than Mrs. Brown - - ☐ not as frugal as Mrs. Brown - - ☐ less extravagant than Mrs. Smith - - ☐ not more extravagant than Mrs. Smith - - 12. If there were four parades in a month, and the first was larger - than the fourth, and the third was smaller than the second, and - the second was not smaller than the first, then the fourth was - - ☐ larger than the second - - ☐ equal to the second - - ☐ not smaller than the second - - ☐ not larger than the second - - -_Directions for Scoring the Test._ - -The score in this test is the number of sentences for which the correct -conclusion is checked. The stencil furnished with the test booklets -makes this process of counting the number correct so simple that a child -can do it almost at a glance. The degree of intellectual capacity is -indicated roughly by the score as follows: - - Scores 0 to 1 indicate Low Average or Inferior Ability - Scores 2 to 5 indicate Average Ability - Scores 6 to 8 indicate High Average Ability - Scores 9 to 12 indicate Superior Ability - -Attention should be invited here again to the fact that this is a new -test and that its reliability and implications will need to be carefully -tested and measured before one can be sure what it measures or how -accurate it is. - - - - - CHAPTER XI - TRADE TESTS OR TESTS OF SKILL - - -While the determination of individual skill in the performance of a -given operation is not, strictly speaking, a test of intelligence or of -mental capacity, it has been established that the most accurate and -speedy method of discovering the precise degree of skill possessed by -any artisan is closely analogous to the scientific method of mental -measurement. It has been found, moreover, that there is quite a close -relation between an individual workman’s skill at his trade and the -degree of mental capacity disclosed by the Mentimeter or similar -scientific tests; the more intelligent the worker, the greater his skill -if he has any natural aptitude for his trade. - -Many persons view with skepticism the idea that a workman’s degree of -skill at his trade can be determined by tests that require but a few -minutes. A month, they argue, is little enough for an expert foreman to -classify justly the men under him, after observing their skill with his -own eyes. When it is proposed that those who apply the tests for any -trade need not themselves be skilled in it and may, in fact, know -nothing about it, it is no wonder that they doubt the practicality of a -method so foreign to previous conceptions and practice. - -Psychologists have long realized that the same methods by which mental -qualities, abilities, and capacities are determined, analyzed, and -measured, could be applied to the measurement of manual dexterity or the -combination of manual dexterity, judgment, perception, adaptability, and -patience that, taken together, make the skilled workman. For, as the -reader who has perused this book thus far will long since have -recognized, there is included in the foregoing list of qualities a -predominance of those which come quite definitely under the -classification of mental abilities or capacities. As has been previously -pointed out, it is impossible to separate mental and physical powers, -and psychologists do not regard the mind as a separate entity, but -merely as a convenient term for the definition of certain of the higher -physical powers and their manifestations. And just as a certain type of -nervous (physical) organism manifests itself in the development of -abilities which we are accustomed to term “intellectual” or “mental,” so -the abilities which we call “physical” or “manual” are merely other -manifestations of a different type of nervous organism. - -The principal distinction, scientifically, between a trade test and an -intelligence test, is in the purpose to be served by the test. In the -intelligence test the aim is to ascertain the subject’s general -_capacity_; in the trade test, to discover his present _ability_ or -degree of skill in some special direction. Capacity, as has been -previously pointed out, is only to be measured in terms of demonstrable -ability, so that in the application of trade tests, although limited in -their scope to a single class or kind of ability, there is also -obtainable as a by-product a partial measure of the subject’s mental -capacity. - -While trade tests devised by psychologists had been demonstrated, in a -number of industries, to be superior to any other method, both in -picking the most skilful workers from among all applicants for -positions, and in transferring workers from one department to another in -large industries, it was in the classification and placement of the -personnel of the Army during the war that the first really large-scale -demonstration of the precision and effectiveness of scientifically -devised trade tests was made. While one group of psychologists, working -under the direction of the Surgeon-General’s Office, was engaged in -classifying the Army personnel by means of intelligence tests the -Personnel Branch of the Operations Division of the General Staff, -organized and officered by trained psychologists, was undertaking the -task of determining the special technical and vocational ability of the -millions of men drawn into the Army through the medium of the selective -draft. - -This personnel organization had a multiplex duty to perform. First, it -had to ascertain with precision what particular kinds of work had to be -done in the preparation of an army for battle and in its transport and -maintenance. This involved not only finding out just what needed to be -done but translating this need into terms of trades and occupations. - -For example, the Army might report that it needed a number of men -capable of making all sorts of repairs to electric generators and -motors. The Personnel Division proceeded to analyze the special -qualifications required of electricians to enable them to meet this -demand. These were listed, along with the qualifications required for -every other army occupation, in a thick book entitled Trade -Specifications Index. There were 239 pages in this book and in it were -set forth in specific detail the exact qualifications needed by 565 -different kinds of trade and technical experts. Chauffeurs, for -instance, were classed as auto drivers, auto drivers with pigeon -experience, motorcycle drivers with pigeon experience, plain -motorcyclists, heavy auto-truck drivers, motor truck drivers, and plain -chauffeurs. There were sixteen different classes of electricians, each -of which required a man with special experience and knowledge. Nine -different kinds of chemists were used in the Army. - -It was a big job, in the first place, to determine exactly how men -should be classified. After the classification had been decided upon, it -then became necessary to devise simple, rapid, and accurate methods of -placing every enlisted man in the Army in his proper classification, and -then of so indexing three or four millions of men that any particular -demand could be met. For example, one camp might ask for three farriers, -nine sanitary engineers, two car carpenters, six boilermakers, and a -pipe fitter. It was necessary that some system be perfected to permit of -the filling of this order instantly by taking the men qualified to -perform these duties out of the camps where they were undergoing -military training. - -The whole system had as its basis a card for each soldier, on which, by -a simple system of marginal numbers, punch holes, and coloured index -tags the record of each man’s precise ability was kept. Every man, as he -was inducted into the service, was required first to make a preliminary, -rough classification of himself—that is to say, he recorded himself as a -tailor, a blacksmith, or a milk wagon driver. But the Trade -Specifications Index was as precise in its detail as a dictionary. It -was, in fact, a collection of definitions of what was meant by -occupational titles which had vague or various meanings in different -parts of the country. Thus, a man might have classified himself as a -tailor who, if called upon to make a uniform, would have been unable to -do so. Tailoring had to be subdivided, from simple pressing and -repairing up to expert fitting. One might be a good coat maker while -another had never worked on anything but trousers. - -So there was devised a system of trade and occupational tests to which -every man claiming skill at a trade was subjected, and which determined, -as nearly as it is humanly possible to do, exactly the degree and kind -of vocational skill possessed by every man in the Army. - -When the problem of formulating tests was analyzed, it was seen that -certain requirements were fundamental. Trade tests to be absolutely -satisfactory, - -1. Must differentiate between the various grades of skill; - -2. Must produce uniform results in various places and in the hands of -individuals of widely different characteristics; - -3. Must consume the least amount of time and energy consistent with the -best results. - -Now it must be recognized that trades useful in the Army are of many -kinds and of widely differing requirements. Trade ability in any one of -them, however, means about the same thing. It means that the workman is -not simply the possessor of a single item of information, nor simply -able to execute one particular movement required by the trade, but that -he has many items of information more or less systematized together with -the ability to execute various movements not only singly but in -combinations. - -While there are all degrees of trade ability among the members of any -trade, it is convenient to classify them in a few main groups. -Ordinarily the terms Novice, Apprentice, Journeyman, and Journeyman -Expert (or Expert) are employed. The Novice is a man who has no trade -ability whatever, or at least none that could not be paralleled by -practically any intelligent man. The Apprentice has acquired some of the -elements of the trade but is not sufficiently skilled to be entrusted -with an important task. The Journeyman is qualified to perform almost -any work done by members of the trade. The Expert can perform quickly -and with superior skill any work done by men in the trade. - -It is sometimes desirable that the Trade test should differentiate -between the skill of different members of the same group, for instance, -of the journeyman group. It is essential that it should differentiate -between the journeyman and the apprentice and the apprentice and the -novice. Trade tests devised to make this classification are of three -kinds: oral, picture, and performance. - -The oral tests are most generally used because they are of low cost and -they may be applied to a large number of men in a comparatively short -time and without much equipment. They are satisfactory in determining -the presence or absence of trade ability and in many instances determine -the degree of ability with such accuracy that no other tests are -required. - -As a preliminary to the preparation of a trade test, there is required a -thorough inquiry into the conditions of the trade. This inquiry has a -threefold purpose: - -1. To determine the feasibility of a test in this field. Does the trade -actually exist as a recognized trade? It was found, for example, that -the trade of gunsmith was not a recognized trade, though there were gun -repairers. - -2. To determine the elements which require and permit of testing. In -other words, can men be graded in it according to degrees of skill? In -some trades it was found that the trade required simply the performance -of a single set of operations and there were no gradations among the -members of the trade. - -3. To determine the kinds of tests that can be used. Some trades, such -as truck driving and typewriting, are mainly matters of skill, and for -them performance tests are better than oral tests. Other trades, such as -interior wiring and power-plant operation, are mainly matters of -knowledge. For these trades oral and picture tests are best. - -After having discovered by inquiry that the trade is a recognized trade -and can be tested, information is collected from all available sources. -In the Army’s preparation of trade tests experts in the trade, trade -union officials, the literature of the trade, trade school authorities, -employers, and the like were consulted. In this way it was discovered -what are the elements of the trade and what constitutes proficiency in -it. - -As a result of this collection of information it was possible to compile -a number of questions, usually from forty to sixty, each of which called -for an answer that showed knowledge of the trade. Experience in the -formulation of such questions has shown that a good question meets the -following requirements: - -1. It must be in the language of the trade. - -2. It must be a unit, complete in itself and requiring no further -explanation. - -3. It must not be a chance question that could be answered by a good -guess. The extreme example would be a question calling for the answer -“yes” or “no.” - -4. It must be as short as possible and must be capable of being answered -by a very short answer. - -5. It must not be ambiguous; the meaning must be unmistakable. - -After the large number of questions originally formulated has been -sifted down by application of the requirements stated above and others -of less importance they are used in a preliminary sampling on a number -of artisans engaged in the trade, usually from nine to twelve, whose -answers indicate the merits of the different questions and their grades, -from easy to difficult. In this sampling, tradesmen from different shops -or plants are tried in order to guard against specialized methods or -modes of expression confined to a single locality. At least two -examiners worked on each set of questions at this stage, in the Army’s -work, to get the benefit of more than one point of view for revision. - -This preliminary sampling affords a means of checking on the following -points: - -1. Is the test applicable to trade conditions? - -2. Does the test represent good trade practice? - -3. In what way can parts be profitably modified, supplemented, or -eliminated? - -4. Does the test represent the whole range of the trade, from the novice -to the expert? - -5. Is it a representative sampling of the whole range of trade -processes? - -In the light of the answers to these questions, the test is revised -during this sampling process and is then ready to be formulated. This -formulation consists of limiting the questions to a small enough number -to be handled in a short space of time and to a wide enough range to -represent every possible degree of trade skill. The questions are -tabulated and are then ready to be used in the final sampling process. - -Final sampling is made by testing twenty men who are known to be typical -representatives of each group (novice, apprentice, journeyman, expert). -Among the novices tested are some highly intelligent and mature men of -good general knowledge but no trade ability. Three testing stations were -used in the Army’s work: one in Cleveland, one in Newark, and one in -Pittsburgh, in order to get the benefit of wide geographical -distribution. Examinations were given to men whose record in the trade -was already known and who were tested as nearly as possible in the same -manner as men in the camps. - -The results of this final sampling are turned over to experts who make a -careful study of the results and of the answers to each question. This -enables them to determine the relative value of each individual question -and the selection that makes a proper balance. - -If a trade test is good, a known expert, when tested, is able to answer -all, or nearly all, the questions correctly; a journeyman is able to -answer the majority; an apprentice a smaller part, and a novice -practically none. This does not mean that each question should be -answered correctly by all the experts, a majority of the journeymen, -some apprentices but no novices. There are a few questions which show -this general result. A graphic curve when plotted for such a question is -almost a straight line. - -Other types of questions, however, are more common. Some show a distinct -line of cleavage between the novice and the apprentice. Novices fail, -but apprentices, journeymen, and experts alike answer correctly. There -are likewise questions that are answered correctly by nearly all -journeymen and experts but only a few apprentices, and questions that -only an expert can answer correctly. - -Each type of question has its value in a good test. The main requirement -is that the tendency of the curve should be upward; a question which is -answered correctly by more journeymen than experts or more apprentices -than journeymen is undesirable and is at once discarded. A proper -balance is made of the others. - -One task still remains; namely, that of calibrating the test. As each -question is allowed four points, it becomes necessary to determine how -many points should indicate an expert, how many a journeyman, etc. -Obviously the way to do this is to note how many points were scored by -the known experts and the known journeymen when they were tested. -Ordinarily the expert scores higher than the journeyman and the -journeyman higher than the apprentice. It frequently happens that a few -journeymen score as high as the lowest of the experts and a few -apprentices as high as the lowest of the journeymen. There are -consequently certain overlappings between the classes. In calibrating, -the object is to draw the dividing line between classes so that the -overlapping shall be as small as possible. - -When these dividing lines, or _critical scores_ as they are usually -called, are established, the test is ready for editing, printing, and -distribution to camps. - -Picture tests are made in practically the same way as oral tests. The -peculiar characteristic of picture tests is that the questions making up -the tests relate to illustrations of trade tools and appliances. - -The performance tests are now being used in many trades for those who -make a satisfactory showing in the oral or picture tests. These -performance tests are devised by conference with experts in the trade. -They consist of some apparently simple tasks that can be performed -quickly and with a small amount of apparatus but that nevertheless -indicate clearly the degree of skill of the performer. As a result of -experience the following have been drawn up as the requirements for a -good performance test: - -1. It should require the smallest possible quantity of tools and -materials and these should be capable of standardization; - -2. A journeyman should not require more than 45 minutes to perform it; - -3. It should be typical of the work required; - -4. The operations should be exact so that a correct standard form of -product is always obtainable. Performance tests undergo much the same -processes of sampling as do the oral and picture tests and they are -calibrated in the same way. The principle followed here, as elsewhere, -is that the value of a test lies not in its theoretical exactness but in -its proved ability to pick out and classify correctly men of all degrees -of skill within the trade. If the test does classify men in the groups -in which they are known to belong, then it can be relied upon to -classify correctly men about whom nothing is known in advance. - -The method which the Army pursued is adaptable for any private -enterprise. The work done under the direction of the Army General Staff -in analyzing the essentials of nearly seven hundred trades and -subdivisions of trades and in preparing tests for a large proportion of -these was pioneer work, the results of which, in the shape of the tests -themselves, while not issued for general distribution, are available as -a time-saving guide to those who are interested in the building and -application of trade tests. - - - - - APPENDICES - - - - - APPENDIX A - INTELLIGENCE RATINGS IN THE ARMY - - Reprinted from The Personnel Manual - - (Vol. II of The Personnel System of the United States Army) - - -_Purpose of the Intelligence Tests._—Under the direction of the Division -of Psychology, Medical Department, and in accordance with provisions of -General Order No. 74, mental tests are given all recruits during the -two-weeks detention period. These tests provide an immediate and -reasonably dependable classification of the men according to _general -intelligence_. Their specific purposes are to aid:— - -(1) In the discovery of men whose superior intelligence suggests their -consideration for advancement; - -(2) In the prompt selection and assignment to Development Battalions of -men who are so inferior mentally that they are suited only for selected -assignments; - -(3) In forming organizations of uniform mental strength where such -uniformity is desired; - -(4) In forming organizations of superior mental strength where such -superiority is demanded by the nature of the work to be performed; - -(5) In selecting suitable men for various army duties or for special -training in colleges or technical schools; - -(6) In the early formation of training groups within a company in order -that each man may receive instruction and drill according to his ability -to profit thereby; - -(7) In the early recognition of slow-thinking minds which might -otherwise be mistaken for stubborn or disobedient characters; - -(8) In eliminating from the army those men whose low-grade intelligence -renders them either a burden or a menace to the service. - -_Nature of the Tests._—The tests were prepared by a special committee of -the American Psychological Association. Before being ordered into -general use they were thoroughly tried out in four National Army -Cantonments, and from time to time have undergone revision to increase -their practical usefulness. Between May 1 and October 1, 1918, -approximately one million three hundred thousand men were tested. - -Three systems of test are now in use:— - -(1) _Alpha._ This is a group test for men who read and write English. It -requires only fifty minutes, and can be given to groups as large as 500. -The test material is so arranged that each of its 212 questions may be -answered without writing, merely by underlining, crossing out, or -checking. The papers are later scored by means of stencils, so that -nothing is left to the personal judgment of those who do the scoring. -The mental rating which results is therefore wholly objective. - -(2) _Beta._ This is a group test for foreigners and illiterates. It may -be given to groups of from 75 to 300 and requires approximately fifty -minutes. Success in Beta does not depend upon knowledge of English, as -the instructions are given entirely by pantomime and demonstration. Like -Alpha, it measures general intelligence, but does so through the use of -concrete or picture material instead of by the use of printed language. -It is also scored by stencils and yields an objective rating. - -(3) _Individual Tests._ Three forms of individual tests are used: The -Yerkes-Bridges Point Scale, the Stanford-Binet Scale, and the -Performance Scale. An individual test requires from fifteen to thirty -minutes. The instructions for the Performance Scale are given by means -of gestures and demonstration, and a high score may be earned in it by -an intelligent recruit who does not know a word of English. - -All enlisted men are given either Alpha or Beta according to their -degree of literacy. Those who fail in Alpha are given Beta, and those -who fail to pass Test Beta are given an individual test. - -As a result of the tests, each man is rated as A, B, C+, C, C−, D, D− or -E. The letter ratings are reported to the Interviewing Section of the -Personnel Office, and are there copied on the Qualification Cards (in -the square marked Intelligence). The Psychological Report, after the -grades have been copied on the Qualification Cards, is forwarded from -the Interviewing Section to the Mustering Section of the Personnel -Office, where each soldier’s letter rating is copied on the second page -of his Service Record. A copy of the Psychological Report is also sent -by the Psychological Examiner to the Company Commander, who uses it in -the organization of his company. In some camps the entering of -Intelligence Grades on Service Records has been left to company -commanders, but accuracy and uniformity is secured by having these -grades entered in the Mustering Section of the Personnel Office when the -Service Records are being started. - -The psychological staff in a camp is ordinarily able to test 2,000 men -per day and to report the ratings to the Personnel Office within 24 -hours. Personnel Adjutants will coöperate in arranging the schedule of -psychological examinations so as to secure from them maximum value (See -Chapter IV for the proper coördination of the work of the Psychological -Examiner with the work of other officers in a camp.) - -_Explanation of letter ratings._—The rating a man earns furnishes a -fairly reliable index of his _ability to learn_, _to think quickly and -accurately_, _to analyze a situation_, _to maintain a state of mental -alertness_, _and to comprehend and follow instructions_. The score is -little influenced by schooling. Some of the highest records have been -made by men who had never completed the eighth grade. The meaning of the -letter ratings is as follows: - -A. _Very Superior Intelligence._ This grade is earned by only four or -five soldiers out of a hundred. The “A” group is composed of men of -marked intellectuality. “A” men are of high officer type when they are -also endowed with leadership and other necessary qualities. - -B. _Superior Intelligence._ “B” intelligence is superior, but less -exceptional than that represented by “A.” The rating “B” is obtained by -eight to ten soldiers out of a hundred. The group contains a good many -men of the commissioned officer type and a large amount of -non-commissioned officer material. - -C+. _High Average Intelligence._ This group includes about fifteen to -eighteen per cent. of all soldiers and contains a large amount of -non-commissioned officer material with occasionally a man whose -leadership and power to command fit him for commissioned rank. - -C. _Average Intelligence._ Includes about twenty-five per cent. of -soldiers. Excellent private type with a certain amount of fair -non-commissioned officer material. - -C−. _Low Average Intelligence._ Includes about twenty per cent. While -below average in intelligence, “C−” men are usually good privates and -satisfactory in work of routine nature. - -D. _Inferior Intelligence._ Includes about fifteen per cent. of -soldiers. “D” men are likely to be fair soldiers, but are usually slow -in learning and rarely go above the rank of private. They are short on -initiative and so require more than the usual amount of supervision. -Many of them are illiterate or foreign. - -D− and E. _Very Inferior Intelligence._ This group is divided into two -classes (1) “D−” men, who are very inferior in intelligence but are -considered fit for regular service; and (2) “E” men, those whose mental -inferiority justifies their recommendation for Development Battalion, -Special Service Organization, rejection, or discharge. The majority of -“D−” and “E” men are below ten years in “mental age.” - -The immense contrast between “A” and “D−” intelligence is shown by the -fact that men of “A” intelligence have the ability to make a superior -record in college or university, while “D−” men are of such inferior -mentality that they are rarely able to go beyond the third or fourth -grade of the elementary school, however long they attend. In fact, most -“D−” and “E” men are below the “mental age” of ten years and at best are -on the border-line of mental deficiency. Most of them are of the “moron” -grade of feeble-mindedness. “B” intelligence is capable of making an -average record in college, “C+” intelligence cannot do so well, while -mentality of the “C” grade is rarely equal to high school graduation. - -_Evidence that the Tests Measure Military Value._—It has been thoroughly -demonstrated that the intelligence ratings are very useful in indicating -practical military value. The following investigations are typical: - -1. Commanding officers of ten different organizations representing -various arms in a camp were asked to designate: - -(_a_) The most efficient men in the organization; - -(_b_) Men of average value; - -(_c_) Men so inferior that they were “barely able” to perform their -duties. - -The officers of these organizations had been with their men from six to -twelve months and knew them exceptionally well. The total number of men -rated was 965, about equally divided among “best,” “average,” and -“poorest.” After the officers’ ratings had been made, the men were given -the usual psychological test. Comparison of test results with officers’ -ratings showed: - - (_a_) That the average score of the “best” group was approximately - twice as high as the average score of the “poorest” group. - - (_b_) That of men testing below “C−” 70 per cent. were classed as - “poorest” and only 4.4 per cent. as “best.” - - (_c_) That of men testing above “C+,” 15 per cent. were classed as - “poorest” and 55.5 per cent. as “best.” - - (_d_) That the man who tests above “C+” is about fourteen times as - likely to be classed “best” as the man who tests below “C−.” - - (_e_) That the per cent. classed as “best” in the various letter groups - increased steadily from 0 per cent. in “D−” to 57.7 per cent. - in “A,” while the per cent. classed as “poorest” decreased - steadily from 80 per cent. in “D−” to 11.5 per cent. in “A.” - The following table shows the per cents. for each letter group: - - ══════════════════════╤══════╤══════╤══════╤══════╤══════╤══════╤══════ - │ D− │ D │ C− │ C │ C+ │ B │ A - Total number │ 29│ 60│ 121│ 231│ 229│ 191│ 104 - Classed with “best” │ 0.0%│ 6.7%│ 19.0%│ 26.0%│ 39.3%│ 53.4%│ 57.7% - Classed with “poorest”│ 79.3%│ 66.0%│ 57.9%│ 31.2%│ 24.9%│ 16.7%│ 11.5% - ──────────────────────┴──────┴──────┴──────┴──────┴──────┴──────┴────── - -Considering that low military value may be caused by many things besides -inferior intelligence, the above findings are very significant. - -2. In an infantry regiment of another camp were 765 men (Regulars) who -had been with their officers for several months. The company commanders -were asked to rate these men as 1, 2, 3, 4, or 5 according to “practical -soldier value,” “1” being highest, and “5” lowest. The men were then -tested, with the following results: - - (_a_) Of 76 men who earned the grade A or B, none was rated “5” and - only 9 were rated “3” or “4.” - - (_b_) Of 238 “D” and “D−” men, only one received the rating “1” and - only 7 received a rating of “2.” - - (_c_) Psychological ratings and ratings by company commanders were - identical in 49.5 per cent. of all cases. There was agreement - within one step in 88.4 per cent. of cases, and disagreement of - more than two steps in only 7/10 of 1 per cent. of cases. - -3. In another camp the company officers of a regiment were asked to -designate the ten “best” and ten “poorest” privates in each company. The -officers had been with their men long enough to know them thoroughly. -Comparison of the officers’ estimates with the results of intelligence -tests brought out the following facts: - - (_a_) Of 156 men classed with the ten “best” in their respective - companies, only 9 tested below C−. - - (_b_) Of 133 men classed with the “poorest” ten in their respective - companies, only 4 tested above C+. - - (_c_) Men above C+ are 7.3 times as likely as men below C− to be - classed with the ten “best.” - - (_d_) Men below C− are 10.8 times as likely as men above C+ to be - classed with the ten “poorest.” - - (_e_) An “A” man is 11.7 times as likely as a man below C− to be rated - “best”; but a man below C− is 13.5 times as likely as an “A” to - be rated “poorest.” - -4. The same experiment was made in still another camp. Officers of 36 -different companies picked the ten “best” and the ten “poorest” men in -each company. Of the “poorest,” 62.22 per cent. tested below C− and only -3.06 per cent. above C+. Of the “best,” 38 per cent. tested above C+ and -only 9.72 per cent. below C−. According to this investigation, a man -below C− is 6.4 times as likely to be “poorest” as to be “best.” A man -above C+ is 12.5 times as likely to be “best” as to be “poorest.” A man -rating A is 62 times as likely to be “best” as to be “poorest.” A man -rating D− is 29.3 times as likely to be “poorest” as to be “best.” - -5. Where commissioned officers are selected on the basis of trying out -and “survival of the fittest” it is ordinarily found that about 80 per -cent. are of the A or B grade, and only about 5 per cent. below the C+ -grade. Of non-commissioned officers chosen by this method, about 75 per -cent. are found to grade A, B, or C+, and only 5 per cent. below C. -Moreover, there is a gradual rise in average score as we go from -privates up through the ranks of privates first class, corporals, -sergeants first class, O. T. S. candidates, and commissioned officers. -This is seen in the following table: - - ═══════════════════════╤═══════════════════════════════════════════════ - │ PER CENT. EARNING EACH LETTER RATING - ───────────────────────┼─────┬─────┬─────┬─────┬─────┬─────┬─────┬───── - Various Groups (Whites)│D− or│ │ │ │ │ │ │A and - │ E │ D │ C− │ C │ C+ │ B │ A │ B - 8,819 Commissioned │ │ │ │ │ │ │ │ - Officers │0.0 │ 0.01│ .25│ 2.92│13.8 │34.6 │48.4 │83. - 9,240 O.T.S. Candidates│0.0 │ 0.14│ .98│ 6.16│19.5 │36.4 │36.8 │73.2 - 3,393 Sergeants │0.0 │ 1.05│ 4.05│14.2 │27.3 │32.5 │20.9 │53.4 - 4,023 Corporals │0.0 │ 1.33│ 7.33│20.33│31.3 │26. │13.7 │39.7 - 81,114 Literate │ │ │ │ │ │ │ │ - Privates │0.22 │10.24│21.48│28.79│20.48│12.38│ 6.37│18.75 - 10,803 Illiterate │ │ │ │ │ │ │ │ - Privates │7.8 │41.16│29.11│14.67│ 4.43│ 1.95│ .52│ 2.47 - ───────────────────────┴─────┴─────┴─────┴─────┴─────┴─────┴─────┴───── - -6. Experience shows that “D” candidates admitted to Officers’ Training -Schools almost never make good, and that the per cent. of elimination -among the “C−” and “C” students is several times as high as among “A” -students. For example, in one of the Fourth Officers’ Training Schools -100 per cent. of the “D” men were eliminated as unsatisfactory, 55 per -cent. of the “C−” men, 14.8 per cent. of the “B” men, but only 2.7 per -cent. of the “A” men. In another Fourth Officers’ Training School 76.2 -per cent. of the men rating below C were eliminated in the first six -weeks, 51.5 per cent. of the “C” men, and none at all of the “A” or “B” -men. These findings are typical. - -The psychological ratings are valuable not so much because they make a -better classification than would come about in the course of time -through natural selection, but chiefly because they greatly abbreviate -this process by indicating _immediately_ the groups in which suitable -officer material will be found, and at the same time those men whose -mental inferiority warrants their elimination from regular units in -order to prevent the retardation of training. Speed counts in a war that -costs fifty million dollars per day and requires the minimum period of -training. - -_Directions for the Use of Intelligence Ratings._—In using the -intelligence ratings the following points should be borne in mind: - -1. The mental tests are not intended to replace other methods of judging -a man’s value to the service. It would be a mistake to assume that they -tell us infallibly what kind of soldier a man will make. They merely -_help_ to do this by measuring one important element in a soldier’s -equipment, namely, intelligence. They do not measure loyalty, bravery, -power to command, or the emotional traits that make a man “carry on.” -However, in the long run these qualities are far more likely to be found -in men of superior intelligence than in men who are intellectually -inferior. Intelligence is perhaps the most important single factor in -soldier efficiency apart from physical fitness. - -2. Commissioned officer material is found chiefly in the A and B groups, -although of course not all high-score men have the other qualifications -necessary for officers. Men below C+ should not be accepted as students -in Officers’ Training Schools unless the score on the Officers’ Rating -Scale indicates exceptional power of leadership and ability to command. - -3. Since more than one fourth of enlisted men rate as high as C+, there -is rarely justification for going below this grade in choosing -non-commissioned officers. This is especially the case in view of the -likelihood of promotion from non-commissioned rank. Even apart from -considerations of promotion, it is desirable to avoid the appointment of -mentally inferior men (below C) as non-commissioned officers. Several -careful studies have shown that “C−” and “D” sergeants and corporals are -extremely likely to be found unsatisfactory. The fact that a few make -good does not justify the risk taken in their appointment. - -4. Men below C+ are rarely equal to complicated paper work. - -5. In selecting men for tasks of special responsibility the preference -should be given to those of highest intelligence rating _who also have -the other necessary qualifications_. If they make good they should be -kept on the work or promoted; if they fail they should be replaced by -men next on the list. - -To aid in selecting men for occupational assignment, extensive data have -been gathered on the range of intelligence scores found in various -occupations. This material has been placed in the hands of the Personnel -Officers for use in making assignments. It is suggested that those men -who have an intelligence rating above the average in an occupation -should be the first to be assigned to meet requirements in that -occupation, and after that men with lower ratings should be considered. - -6. In making assignments from the Depot Brigade to permanent -organizations it is important to give each unit its proportion of -superior, average, and inferior men. If this matter is left to chance -there will inevitably be “weak links” in the army chain. - -Exceptions to this rule should be made in favour of certain arms of the -service which require more than the ordinary number of mentally superior -men; e. g., Signal Corps, Machine Gun, Field Artillery and Engineers. -These organizations ordinarily have about twice the usual proportion of -“A” and “B” men and very much less than the usual proportion of “D” and -“D−” men. - -The first two columns in the following table illustrate the distribution -of intelligence grades typical of infantry regiments and also the -extreme differences in the mental strength of organizations which are -built up without regard to intelligence ratings. The last column to the -right shows a balanced distribution of intellectual strength which might -have been made to each of these two regiments. - - ═════════════╤══════════════╤═══════════════════════════╤═════════════ - INTELLIGENCE │INTERPRETATION│ ACTUAL DISTRIBUTION │ BALANCED - RATING │ │ │DISTRIBUTION - ─────────────┼──────────────┼─────────────┬─────────────┼───────────── - │ │1st Regiment │2nd Regiment │ - ─────────────┼──────────────┼─────────────┼─────────────┼───────────── - A │Very Superior │ 1.0% │ 6.0% │ 3.5% - B │Superior │ 3.0 │12.0 │ 7.5 - C+ │High Average │ 7.0 │20.0 │13.5 - C │Average │15.0 │28.0 │21.5 - C− │Low Average │25.0 │19.0 │22.0 - D │Inferior │31.0 │13.0 │22.0 - D− │Very Inferior │18.0 │ 2.0 │10.0 - ─────────────┴──────────────┴─────────────┴─────────────┴───────────── - -Unless intelligence is wisely distributed certain regiments and -companies will take training much more slowly than others and thus delay -the programme of the whole organization. - -7. “D” and “D−” men are rarely suited for tasks which require special -skill, resourcefulness, or sustained alertness. It is also unsafe to -expect “D,” “D−” or “E” men to read or understand written directions. - -8. Only high-score men should be selected for tasks that require quick -learning or rapid adjustments. - -9. It should not be supposed that men who receive the same mental rating -are necessarily of equal military worth. _A man’s value to the service -should not be judged by his intelligence alone._ - -10. The intelligence rating is one of the most important aids to the -Personnel Office in the rapid sorting of the masses of men in the Depot -Brigade. _In no previous war has so much depended on the prompt and -complete utilization of the mental ability of the individual soldier._ -It is expected, therefore, that the psychological ratings will be -regularly used as an aid in the selection, assignment, and -classification of men. - - - - - APPENDIX B - THE ARMY “ALPHA” AND “BETA” TESTS - - With Instructions and Method of Scoring - - -_Instructions for giving Alpha Test 1._ (To be read aloud by Examiner.) - - TEST 1, FORM 8. - -1. “Attention! ‘Attention’ always means ‘Pencils up.’ Look at the -circles at 1. When I say ‘go,’ but not before, make a figure 2 in the -second circle and also a cross in the third circle.—Go!” (Allow not over -5 seconds.) - -2. “Attention! Look at 2, where the circles have numbers in them. When I -say ‘go’ draw a line from Circle 1 to Circle 4 that will pass _below_ -Circle 2 and _above_ Circle 3.—Go!” (Allow not over 5 seconds.) - -3. “Attention! Look at the square and triangle at 3. When I say ‘go’ -make a figure 1 in the space which is in the square but not in the -triangle, and also make a cross in the space which is in the triangle -and in the square.—Go!” (Allow not over 10 seconds.) - -4. “Attention! Look at 4. When I say ‘go’ make a figure 2 in the space -which is in the circle but not in the triangle or square, and also make -a figure 3 in the space which is in the triangle and circle, but not in -the square.—Go!” (Allow not over 10 seconds.) - -N. B. _Examiner._—In reading 5, don’t pause at the word “circle” as if -ending a sentence. - -5. “Attention! Look at 5. If ‘taps’ sounds in the evening, then (when I -say ‘go’) put a cross in the first circle; if not, draw a line _under_ -the word No.—Go!” (Allow not over ten seconds.) - -6. “Attention! Look at 6. When I say ‘go’ put in the first circle the -right answer to the question: ‘How many months has a year?’ In the -second circle do nothing, but in the fifth circle put any number that is -wrong answer to the question that you just answered correctly—Go!” -(Allow not over 10 seconds.) - -7. “Attention! Look at 7. When I say ‘go’ _cross out_ the letter just -after F and also draw a line _under_ the second letter after I.—Go!” -(Allow not over 10 seconds.) - -8. “Attention! Look at 8. Notice the three circles and the three words. -When I say ‘go’ make in the _first_ circle the _last_ letter of _first_ -word; in the _second_ circle the _middle_ letter of the _second_ word, -and in the _third_ circle the _first_ letter of the _third_ word.—Go!” -(Allow not over 10 seconds.) - -9. “Attention! Look at 9. When I say ‘go’ _cross out_ each number that -is more than 50 but less than 60.—Go!” (Allow not over 15 seconds.) - -10. “Attention! Look at 10. Notice that the drawing is divided into five -parts. When I say ‘go’ put a 4 or a 5 in each of the two largest parts -and any number between 6 and 9 in the part next in size to the smallest -part.—Go!” (Allow not over 15 seconds.) - -11. “Attention! Look at 11. When I say ‘go’ draw a line through every -odd number that is not in a square, and also through every odd number -that is in a square with a letter.—Go!” (Allow not over 25 seconds.) - -12. “Attention! Look at 12. If 4 is more than 2, then (when I say ‘go’) -cross out the number 3 unless 3 is more than 5, in which case draw a -line _under_ the number 4.—Go!” (Allow not over 10 seconds.) - -“During the rest of this examination don’t turn any page forward or -backward unless you are told to. Now turn over the page to Test 2.” - - FORM 8 GROUP EXAMINATION ALPHA GROUP NO. ____ - - Name _______________________________________ Rank ________ Age ____ - - Company ____________ Regiment ___________ Arm ________ Division ____ - - In what country or state born? ______ Years in U. S.? ____ Race ____ - - Occupation _______________________________________ Weekly Wages ____ - - Schooling: Grades, 1. 2. 3. 4. 5. 6. 7. 8: High or Prep. School, Year 1. - 2. 3. 4: College, Year 1. 2. 3. 4. - ======================================================================== - -[Illustration: - - TEST 1 - - Division of Psychology, Medical Department U. S. A. - Authorized by the Surgeon General, Feb. 8, 1918. Edition, May 20, - 1918. 100,000 -] - - -_Instructions for Giving Alpha Test 2._ - - TEST 2.—ARITHMETICAL PROBLEMS - -“Attention! Look at the directions at the top of the page while I read -them. Get the answers to these examples as quickly as you can. Use the -side of this page to figure on if you need to. I will say stop at the -end of five minutes. You may not be able to finish all of them, but do -as many as you can in the time allowed. The two samples are already -answered correctly.—Ready—Go!” - -After 5 minutes, say “Stop! Turn over the page to Test 3.” - - - =TEST 2= - -Get the answers to these examples as quickly as you can. Use the side of -this page to figure on if you need to. - - SAMPLES 1 How many are 5 men and 10 men? Answer ( 15) - 2 If you walk 4 miles an hour for 3 hours, how - far do you walk? Answer ( 12) - - 1 How many are 60 guns and 5 guns? Answer ( ) - - 2 If you save $9 a month for 3 months, how - much will you save? Answer ( ) - - 3 If 48 men are divided into squads of 8, how - many squads will there be? Answer ( ) - - 4 Mike had 11 cigars. He bought 2 more and - then smoked 7. How many cigars did he have - left? Answer ( ) - - 5 A company advanced 8 miles and retreated 2 - miles. How far was it then from its first - position? Answer ( ) - - 6 How many hours will it take a truck to go 42 - miles at the rate of 3 miles an hour? Answer ( ) - - 7 How many pencils can you buy for 60 cents at - the rate of 2 for 5 cents? Answer ( ) - - 8 A regiment marched 40 miles in five days. - The first day they marched 9 miles, the - second day 6 miles, the third 10 miles, - the fourth 6 miles. How many miles did - they march the last day? Answer ( ) - - 9 If you buy 2 packages of tobacco at 8 cents - each and a pipe for 65 cents, how much - change should you get from a two-dollar - bill? Answer ( ) - - 10 If it takes 4 men 3 days to dig a 120–foot - drain, how many men are needed to dig it - in half a day? Answer ( ) - - 11 A dealer bought some mules for $2,000. He - sold them for $2,400, making $50 on each - mule. How many mules were there? Answer ( ) - - 12 A rectangular bin holds 200 cubic feet of - lime. If the bin is 10 feet long and 5 - feet wide, how deep is it? Answer ( ) - - 13 A recruit spent one-eighth of his spare - change for post cards and twice as much - for a box of letter paper, and then had - $1.00 left. How much money did he have at - first? Answer ( ) - - 14 If 3½ tons of clover cost $14, what will 6½ - tons cost? Answer ( ) - - 15 A ship has provisions to last her crew of - 700 men 2 months. How long would it last - 400 men? Answer ( ) - - 16 If an aeroplane goes 250 yards in 10 - seconds, how many feet does it go in a - fifth of a second? Answer ( ) - - 17 A U-boat makes 8 miles an hour under water - and 20 miles on the surface. How long will - it take to cross a 100–mile channel, if it - has to go two-fifths of the way under - water? Answer ( ) - - 18 If 134 squads of men are to dig 3,618 yards - of trench, how many yards must be dug by - each squad? Answer ( ) - - 19 A certain division contains 5,000 artillery, - 15,000 infantry, and 1,000 cavalry. If - each branch is expanded proportionately - until there are in all 23,100 men, how - many will be added to the artillery? Answer ( ) - - 20 A commission house which had already - supplied 1,897 barrels of apples to a - cantonment delivered the remainder of its - stock to 37 mess halls. Of this remainder - each mess hall received 54 barrels. What - was the total number of barrels supplied? Answer ( ) - - -_Instructions for Giving Alpha Test 3._ - - TEST 3.—PRACTICAL JUDGMENT - -“Attention! Look at the directions at the top of the page while I read -them. ‘This is a test of common sense. Below are sixteen questions. -Three answers are given to each question. You are to look at the answers -carefully; then make a cross in the square before the _best_ answer to -each question, as in the sample: - -“‘Why do we use stoves? Because - - ☐ they look well - ☒ they keep us warm - ☐ they are black - -“‘Here the second answer is the best one and is marked with a cross. - -“‘Begin with No. 1 and keep on until time is called.’—Ready—Go!” After -1½ minutes, say “Stop! Turn over the page to Test 4.” - - - =TEST 3= - -This is a test of common sense. Below are sixteen questions. Three -answers are given to each question. You are to look at the answers -carefully; then make a cross in the square before the best answer to -each question, as in the sample: - - SAMPLE Why do we use stoves? Because - - ☐ they look well - - ☒ they keep us warm - - ☐ they are black - -Here the second answer is the best one and is marked with a cross. Begin -with No. 1 and keep on until time is called. - - 1 It is wiser to put some money aside and not spend it all, so that - you may - - ☐ prepare for old age or sickness - - ☐ collect all the different kinds of money - - ☐ gamble when you wish - - 2 Shoes are made of leather, because - - ☐ it is tanned - - ☐ it is tough, pliable and warm - - ☐ it can be blackened - - 3 Why do soldiers wear wrist watches rather than pocket watches? - Because - - ☐ they keep better time - - ☐ they are harder to break - - ☐ they are handier - - 4 The main reason why stone is used for building purposes is because - - ☐ it makes a good appearance - - ☐ it is strong and lasting - - ☐ it is heavy - - 5 Why is beef better food than cabbage? Because - - ☐ it tastes better - - ☐ it is more nourishing - - ☐ it is harder to obtain - - 6 If some one does you a favor, what should you do? - - ☐ try to forget it - - ☐ steal for him if he asks you to - - ☐ return the favor - - 7 If you do not get a letter from home which you know was written, it - may be because - - ☐ it was lost in the mails - - ☐ you forgot to tell your people to write - - ☐ the postal service has been discontinued - - 8 The main thing the farmers do is to - - ☐ supply luxuries - - ☐ make work for the unemployed - - ☐ feed the nation - - 9 If a man who can’t swim should fall into a river, he should - - ☐ yell for help and try to scramble out - - ☐ dive to the bottom and crawl out - - ☐ lie on his back and float - - 10 Glass insulators are used to fasten telegraph wires because - - ☐ the glass keeps the pole from being burned - - ☐ the glass keeps the current from escaping - - ☐ the glass is cheap and attractive - - 11 If your load of coal gets stuck in the mud, what should you do? - - ☐ leave it there - - ☐ get more horses or men to pull it out - - ☐ throw off the load - - 12 Why are criminals locked up? - - ☐ to protect society - - ☐ to get even with them - - ☐ to make them work - - 13 Why should a married man have his life insured? Because - - ☐ death may come at any time - - ☐ insurance companies are usually honest - - ☐ his family will not then suffer if he dies - - 14 In Leap Year February has 29 days because - - ☐ February is a short month - - ☐ some people are born on February 29th - - ☐ otherwise the calendar would not come out right - - 15 If you are held up and robbed in a strange city, you should - - ☐ apply to the police for help - - ☐ ask the first man you meet for money to get home - - ☐ borrow some money at a bank - - 16 Why should we have Congressmen? Because - - ☐ the people must be ruled - - ☐ it insures truly representative government - - ☐ the people are too many to meet and make their laws - - -_Instructions for Giving Alpha Test 4._ - - TEST 4.—SYNONYM—ANTONYM - -“Attention! Look at the directions at the top of the page while I read -them.” (Examiner.—Read slowly.) - -“‘If the two words of a pair mean the same or nearly the same draw a -line under “same.” If they mean the opposite or nearly the opposite, -draw a line under “opposite.” If you cannot be sure, guess. The two -samples are already marked as they should be.’—Ready—Go!” - -After 1½ minutes, say “Stop! Turn over the page to Test 5.” (Pause.) -“Now you have to turn your books around this way.” (Examiner illustrates -the necessary rotation.) - - - =TEST 4= - -If the two words of a pair mean the same or nearly the same, draw a line -under _same_. If they mean the opposite or nearly the opposite, draw a -line under _opposite_. If you cannot be sure, guess. The two samples are -already marked as they should be - - SAMPLES good—bad same—opposite - little—small same—opposite - - 1 no—yes same—opposite 1 - 2 day—night same—opposite 2 - 3 go—leave same—opposite 3 - 4 begin—commence same—opposite 4 - 5 bitter—sweet same—opposite 5 - - 6 assume—suppose same—opposite 6 - 7 command—obey same—opposite 7 - 8 tease—plague same—opposite 8 - 9 diligent—industrious same—opposite 9 - 10 corrupt—honest same—opposite 10 - - 11 toward—from same—opposite 11 - 12 masculine—feminine same—opposite 12 - 13 complex—simple same—opposite 13 - 14 sacred—hallowed same—opposite 14 - 15 often—seldom same—opposite 15 - - 16 ancient—modern same—opposite 16 - 17 enormous—gigantic same—opposite 17 - 18 confer—grant same—opposite 18 - 19 acquire—lose same—opposite 19 - 20 compute—calculate same—opposite 20 - - 21 defile—purify same—opposite 21 - 22 apprehensive—fearful same—opposite 22 - 23 sterile—fertile same—opposite 23 - 24 chasm—abyss same—opposite 24 - 25 somber—gloomy same—opposite 25 - - 26 vestige—trace same—opposite 26 - 27 vilify—praise same—opposite 27 - 28 finite—limited same—opposite 28 - 29 contradict—corroborate same—opposite 29 - 30 immune—susceptible same—opposite 30 - - 31 credit—debit same—opposite 31 - 32 assiduous—diligent same—opposite 32 - 33 transient—permanent same—opposite 33 - 34 palliate—mitigate same—opposite 34 - 35 execrate—revile same—opposite 35 - - 36 extinct—extant same—opposite 36 - 37 pertinent—relevant same—opposite 37 - 38 synchronous—simultaneous same—opposite 38 - 39 supercilious—disdainful same—opposite 39 - 40 abstruse—recondite same—opposite 40 - - -_Instructions for Giving Alpha Test 5._ - - TEST 5.—DISARRANGED SENTENCES - -“Attention! Look at the directions at the top of the page while I read -them.” (Examiner.—Read slowly.) - -“The words _a eats cow grass_ in that order are mixed up and don’t make -a sentence; but they would make a sentence if put in the right order: _a -cow eats grass_, and this statement is true. - -“Again, the words _horses feathers have all_ would make a sentence if -put in the order _all horses have feathers_, but this statement is -false. - -“Below are 24 mixed-up sentences. Some of them are true and some are -false. When I say ‘go,’ take these sentences one at a time. Think what -each _would_ say if the words were straightened out, but don’t write -them yourself. Then, if what it would say is true draw a line under the -word ‘true’; if what it would say is false, draw a line under the word -‘false.’ If you cannot be sure, guess. The two samples are already -marked as they should be. Begin with No. 1 and work right down the page -until time is called. ‘Ready—Go!’” - -After 2 minutes, say “Stop! Turn over the page to Test 6.” - - - =TEST 5= - -The words A EATS COW GRASS in that order are mixed up and don’t make a -sentence; but they would make a sentence if put in the right order: A -COW EATS GRASS, and this statement is true. - -Again, the words HORSES FEATHERS HAVE ALL would make a sentence if put -in the order: ALL HORSES HAVE FEATHERS, but this statement is false. - -Below are twenty-four mixed-up sentences. Some of them are true and some -are false. When I say “go,” take these sentences one at a time. Think -what each would say if the words were straightened out, but don’t write -them yourself. Then, if what it would say is true, draw a line under the -word “true”; if what it would say is false, draw a line under the word -“false.” If you can not be sure, guess. The two samples are already -marked as they should be. Begin with No. 1 and work right down the page -until time is called. - - SAMPLES a eats cow grass true false - horses feathers have all true false - - 1 oranges yellow are true false 1 - 2 hear are with to ears true false 2 - 3 noise cannon never make a true false 3 - 4 trees in nests build birds true false 4 - 5 oil water not and will mix true false 5 - 6 bad are shots soldiers all true false 6 - 7 fuel wood are coal and for used true false 7 - 8 moon earth the only from feet twenty the is true false 8 - 9 to life water is necessary true false 9 - 10 are clothes all made cotton of true false 10 - 11 horses automobile an are than slower true false 11 - 12 tropics is in the produced rubber true false 12 - 13 leaves the trees in lose their fall true false 13 - 14 place pole is north comfortable a the true false 14 - 15 sand of made bread powder and is true false 15 - 16 sails is steamboat usually by propelled a true false 16 - 17 is the salty in water all lakes true false 17 - 18 usually judge can we actions man his by a true false 18 - 19 men misfortune have good never true false 19 - 20 tools valuable is for sharp making steel true false 20 - 21 due sometimes calamities are accident to true false 21 - 22 forget trifling friends grievances never true false 22 - 23 feeling is of painful exaltation the true false 23 - 24 begin a and apple acorn ant words with the true false 24 - - -_Instructions for Giving Alpha Test 6._ - - TEST 6.—NUMBER SERIES COMPLETION - -(N. B. _Examiner._—Give these instructions very slowly). - -“Attention! Look at the first sample row of figures at the top of the -page—2, 4, 6, 8, 10, 12, the two numbers that should come next are, of -course, 14, 16. - -“Look at the second sample—9, 8, 7, 6, 5, 4; the two numbers that should -come next are 3, 2. - -“Look at the third sample—2, 2, 3, 3, 4, 4; the two numbers that should -come next are 5, 5. - -“Now look at the fourth sample—1, 7, 2, 7, 3, 7; the next two numbers -would, of course, be 4, 7. - -“Look at each row of numbers below and on the two dotted lines write the -two numbers that should come next.—Ready—Go!” - -After 3 minutes, say “Stop! Turn over the page to Test 7.” - - - =TEST 6= - - SAMPLES 2 4 6 8 10 12 _14_ _16_ - 9 8 7 6 5 4 _3_ _2_ - 2 2 3 3 4 4 _5_ _5_ - 1 7 2 7 3 7 _4_ _7_ - -Look at each row of numbers below, and on the two dotted lines write the -two numbers that should come next. - - 3 4 5 6 7 8 ..... ..... - 8 7 6 5 4 3 ..... ..... - 10 15 20 25 30 35 ..... ..... - 9 9 7 7 5 5 ..... ..... - 3 6 9 12 15 18 ..... ..... - 8 1 6 1 4 1 ..... ..... - 5 9 13 17 21 25 ..... ..... - 8 9 12 13 16 17 ..... ..... - 27 27 23 23 19 19 ..... ..... - 1 2 4 8 16 32 ..... ..... - 19 16 14 11 9 6 ..... ..... - 11 13 12 14 13 15 ..... ..... - 2 3 5 8 12 17 ..... ..... - 18 14 17 13 16 12 ..... ..... - 29 28 26 23 19 14 ..... ..... - 20 17 15 14 11 9 ..... ..... - 81 27 9 3 1 ⅓ ..... ..... - 1 4 9 16 25 36 ..... ..... - 16 17 15 18 14 19 ..... ..... - 3 6 8 16 18 36 ..... ..... - - -_Instructions for Giving Alpha Test 7._ - - TEST 7.—ANALOGIES - -“Attention! Look at the first sample at the top of the page: Sky—blue ∷ -grass—table, _green_, warm, big. - -“Notice the four words in heavy type. One of them—_green_—is underlined. -Grass is _green_ just as the sky is blue. - -“Look at the second sample: Fish—swims ∷ man—paper, time, _walks_, girl. - -“Here the word _walks_ is underlined. A man walks and a fish swims. - -“Look at the third sample: Day—night ∷ white—red, _black_, clear, pure. - -“Here the word _black_ is underlined because black is the opposite of -white just as night is the opposite of day. - -“In each of the lines below the first two words are related to each -other in some way. What you are to do in each line is to see what the -relation is between the first two words and underline the word in heavy -type that is related in the same way to the third word. Begin with No. 1 -and mark as many sets as you can before time is called.—Ready—Go!” - -After 3 minutes, say “Stop! Turn over the page to Test 8.” - - - =TEST 7= - - SAMPLES sky—blue ∷ grass— table _green_ warm big - fish—swims ∷ man— paper time _walks_ girl - day—night ∷ white— red _black_ clear pure - -In each of the lines below, the first two words are related to each -other in some way. What you are to do in each line is to see what the -relation is between the first two words, and underline the word in heavy -type that is related in the same way to the third word. Begin with No. 1 -and mark as many sets as you can before time is called. - - 1 shoe—foot ∷ hat— =kitten head knife penny= 1 - 2 pup—dog ∷ lamb— =red door sheep book= 2 - 3 spring—summer ∷ autumn— =winter warm harvest rise= 3 - 4 devil—angel ∷ bad— =mean disobedient defamed good= 4 - 5 finger—hand ∷ toe— =body foot skin nail= 5 - - 6 legs—frog ∷ wings— =eat swim bird nest= 6 - 7 chew—teeth ∷ smell— =sweet stink odor nose= 7 - 8 lion—roar ∷ dog— =drive pony bark harness= 8 - 9 cat—tiger ∷ dog— =wolf bark bite snap= 9 - 10 good—bad ∷ long— =tall big snake short= 10 - - 11 giant—large ∷ dwarf— =jungle small beard ugly= 11 - 12 winter—season ∷ January— =February day month Christmas= 12 - 13 skating—winter ∷ swimming— =diving floating hole summer= 13 - 14 blonde—light ∷ brunette— =dark hair brilliant blonde= 14 - 15 love—friend ∷ hate— =malice saint enemy dislike= 15 - - 10 egg—bird ∷ seed— =grow plant crack germinate= 16 - 17 dig—trench ∷ build— =run house spade bullet= 17 - 18 agree—quarrel ∷ friend— =comrade need mother enemy= 18 - 19 palace—king ∷ hut— =peasant cottage farm city= 19 - 20 cloud-burst—shower ∷ cyclone— =bath breeze destroy West= 20 - - 21 Washington—Adams ∷ first— =president second last Bryan= 21 - 22 parents—command ∷ children— =men shall women obey= 22 - 23 diamond—rare ∷ iron— =common silver ore steel= 23 - 24 yes—affirmative ∷ no— =think knowledge yes negative= 24 - 25 hour—day ∷ day— =night week hour noon= 25 - - 26 eye—head ∷ window— =key floor room door= 26 - 27 clothes—man ∷ hair— =horse comb beard hat= 27 - 28 draw—picture ∷ make— =destroy table break hard= 28 - 29 automobile—wagon ∷ motorcycle— =ride speed bicycle car= 29 - 30 granary—wheat ∷ library— =read books paper chairs= 30 - - 31 Caucasian—English ∷ Mongolian— =Chinese Indian negro yellow= 31 - 32 Indiana—United States ∷ part— =hair China Ohio whole= 32 - 33 esteem—despise ∷ friends— =Quakers enemies lovers men= 33 - 34 abide—stay ∷ depart— =come hence leave late= 34 - 35 abundant—scarce ∷ cheap— =buy costly bargain nasty= 35 - - 36 whale—large ∷ thunder— =loud rain lightning kill= 36 - 37 reward—hero ∷ punish— =God everlasting pain traitor= 37 - 38 music—soothing ∷ noise— =hear distracting sound report= 38 - 39 book—writer ∷ statue— =sculptor liberty picture state= 39 - 40 wound—pain ∷ health— =sickness disease exhilaration doctor= 40 - - -_Instructions for Giving Alpha Test 8._ - - TEST 8.—INFORMATION - -“Attention! Look at the directions at the top of the page while I read -them.” (Examiner.—Read slowly.) - -“Notice the sample sentences: People hear with the—eyes—ears—nose—mouth. -The correct word is _ears_, because it makes the truest sentence. In -each sentences below you have four choices for the last word. Only one -of them is correct. In each sentence draw a line under the one of these -four words which makes the truest sentence. If you cannot be sure, -guess. The two samples are already marked as they should be—Ready—Go!” - -After 4 minutes, say “Stop! Turn over the page to Test 1 again. In the -upper right-hand corner, where it says ‘Group No. —,’ put the number -101” (or 102, 103, etc., according to the number of this group in the -examiner’s series of groups). - - - =TEST 8= - -Notice the sample sentence: - - People hear with the eyes ears nose mouth - -The correct word is ears, because it makes the truest sentence. - -In each of the sentences below you have four choices for the last word. -Only one of them is correct. In each sentence draw a line under the one -of these four words which makes the truest sentence. If you can not be -sure, guess. The two samples are already marked as they should be. - - SAMPLES People hear with the eyes ears nose mouth - France is in Europe Asia Africa Australia - - 1 The apple grows on a shrub vine bush tree 1 - 2 Five hundred is played with rackets pins cards dice 2 - 3 The Percheron is a kind of goat horse cow sheep 3 - 4 The most prominent industry of Gloucester is fishing - packing brewing automobiles 4 - 5 Sapphires are usually blue red green yellow 5 - - 6 The Rhode Island Red is a kind of horse granite cattle - fowl 6 - 7 Christie Mathewson is famous as a writer artist baseball - player comedian 7 - 8 Revolvers are made by Swift & Co. Smith & Wesson W. L. - Douglas B. T. Babbitt 8 - 9 Carrie Nation is known as a singer temperance agitator - suffragist nurse 9 - 10 “There’s a reason” is an “ad” for a drink revolver flour - cleanser 10 - - 11 Artichoke is a kind of hay corn vegetable fodder 11 - 12 Chard is a fish lizard vegetable snake. 12 - 13 Cornell University is at Ithaca Cambridge Annapolis New - Haven 13 - 14 Buenos Ayres is a city of Spain Brazil Portugal Argentina 14 - 15 Ivory is obtained from elephants mines oysters reefs 15 - - 16 Alfred Noyes is famous as a painter poet musician sculptor 16 - 17 The armadillo is a kind of ornamental shrub animal musical - instrument dagger 17 - 18 The tendon of Achilles is in the heel head shoulder - abdomen 18 - 19 Crisco is a patent medicine disinfectant tooth-paste food - product 19 - 20 An aspen is a machine fabric tree drink 20 - - 21 The sabre is a kind of musket sword cannon pistol 21 - 22 The mimeograph is a kind of typewriter copying machine - phonograph pencil 22 - 23 Maroon is a food fabric drink colour 23 - 24 The clarionet is used in music stenography book-binding - lithography 24 - 25 Denim is a dance food fabric drink 25 - - 26 The author of “Huckleberry Finn” is Poe Mark Twain - Stevenson Hawthorne 26 - 27 Faraday was most famous in literature war religion science 27 - 28 Air and gasolene are mixed in the accelerator carburetor - gear case differential 28 - 29 The Brooklyn Nationals are called the Giants Orioles - Superbas Indians 29 - 30 Pasteur is most famous in politics literature war science 30 - - 31 Becky Sharp appears in Vanity Fair Romola The Christmas - Carol Henry IV 31 - 32 The number of a Kaffir’s legs is two four six eight 32 - 33 Habeas corpus is a term used in medicine law theology - pedagogy 33 - 34 Ensilage is a term used in fishing athletics farming - hunting 34 - 35 The forward pass is used in tennis hockey football golf 35 - - 36 General Lee surrendered at Appomattox in 1812 1865 1886 - 1832 36 - 37 The watt is used in measuring wind power rainfall water - power electricity 37 - 38 The Pierce Arrow car is made in Buffalo Detroit Toledo - Flint 38 - 39 Napoleon defeated the Austrians at Friedland Wagram - Waterloo Leipzig 39 - 40 An irregular four-sided figure is called a scholium - triangle trapezium pentagon 40 - - -_Directions for Scoring in Alpha Test._ - - - GENERAL RULES - -1. Each item is scored either right or wrong. No part credits are given. - -2. In general, items evidently corrected stand as corrected. - -3. In tests where the score is “Number Right,” only wrong items need be -checked in scoring. In Tests 4 and 5, where the score is “Right minus -Wrong,” wrong and omitted items must be separately checked. - -4. Indicate the last item attempted by drawing a long line under that -item and out into the margin. - -5. Enter the score for each test in lower right-hand corner of the test -page and encircle it. When the test has been rescored, a check mark may -be made beside the circle. - -6. Red or blue pencil increases accuracy of scoring. - - - TEST 1. - -(Score is number right.) - -1. No credit is given for any item in which _more_ is done than the -instructions require. - -2. In an item where something is to be written “_in_” a given space, -give credit if a mark crosses a line from haste or awkwardness: give no -credit if the position is really ambiguous. - -3. Where something is to be underlined or crossed out, give credit if -two or three underlinings are made in the required place, and give -credit for any method of crossing out. - -4. _Item 2._—The pencil line must begin and end either on the -circumference or within the circles indicated. It may touch the -intermediate circles, but must not cut through them. - -5. _Item 6._—In the circle marked “not 12” there must be some number -which is not 12, such as 5, 0, 27. - -6. _Item 9._—The proper numbers must be crossed out to receive credit. - -7. _Item 10._—In Form 5, “2” alone and “3” alone, but not “2 or 3,” in -each of the two largest parts; “5” alone and “6” alone, but not “5 or -6,” in the next to the smallest part, are correct. Similarly for other -forms. - -8. _Item 11._—The lines must cross, or at least touch, the proper -numbers; they may or may not cut the accompanying letters. Mere -indication of the square, triangle, etc., is not sufficient. - -9. _Item 12._—Underlining in place of crossing out is wrong. - - - TEST 2. - -(Score is number right.) - -1. Answer may be written on dotted line or elsewhere near its problem. - -2. If two answers are given to any problem count as wrong. - -3. If it seems clear that, by a slip, one answer has been put in the -wrong bracket, and the next answers are all thus misplaced, give credit -for the answers that are right even if misplaced. - -4. Omission of dollar sign is permissible. - -5. Omission of decimal point is permissible in items, 2, 9, 13, and 14. -Fraction may be expressed as decimal in item 15. - - - TEST 3. - -(Score is number right.) - -1. Any clear method of indicating answer is given full -credit—underlining, checking, etc. - -2. If two answers are marked, count as wrong unless one is clearly -indicated as final. - - - TEST 4. - -(Score is number right minus number wrong.) - -1. Any clear method of indicating answer is given credit. - -2. When both “Same” and “Opposite” are underlined, counts as _omitted_, -not as wrong. - -3. If only “Same” is underlined right down the column, score for the -test is zero. Similarly if “Opposite” is underlined right down the -column. - - - TEST 5. - -(Score is number right minus number wrong.) - -Same rules as for Test 4. - - - TEST 6. - -(Score is number right.) - -1. If only one number is written, give no credit. - -2. If only one of the numbers is right, give no credit. - -3. If four numbers are written, as frequently happens with certain items -(i. e., 33, 11 instead of 3, 3), give full credit. - - - TEST 7 - -(Score is number right.) - -1. Any clear indication other than underlining receives full credit. - -2. Underlining of any of the first three words of an item does not -remove credit. - -3. If two or more of the last four words are marked, give no credit. - - - TEST 8. - -(Score is number right.) - -Same rules as for Test 7. - - - TOTAL SCORE AND RATING - -The result of examination Alpha is expressed in a total score which is -the sum of the raw scores of the several tests. The raw scores are -obtained as follows: - - ═════════════════════════════════════════ - TEST METHOD OF SCORING MAXIMUM RAW SCORE - ───────────────────────────────────────── - 1 R 12 - 2 R 20 - 3 R 16 - 4 R − W 40 - 5 R − W 24 - 6 R 20 - 7 R 40 - 8 R 40 - ——— - Total 212 - ───────────────────────────────────────── - -Letter ratings are assigned on examination Alpha as follows: - - ══════════════ - RATING SCORE - ────────────── - A 135–212 - B 105–134 - C+ 75–104 - C 45–74 - C− 25–44 - D 15–24 - D−[5] 0–14 - ────────────── - -Footnote 5: - - Recalled for further examination. - -All ratings above “D−” are entered and reported at once. Men whose -scores are below “D” are recalled for examination Beta. Ratings of “D−” -may not be given in Alpha, unless recall of the men for Beta is -impossible. - - -_Method of Giving the Army Beta Tests._ - -In practice the Beta tests, reproduced in facsimile on pages 313 to 322 -following, are given with the assistance of a blackboard chart on which -the different tests are painted in white, so that the examiner can show -them to the entire group before they see them on their examination -papers. There are also required for giving the Beta tests a set of -cardboard cubes for the examiner’s use in explaining Test 2, and a set -of cardboard pieces cut to the shapes of the figures in Test 7, though -of much larger size. The assistance of a demonstrator is also required. - - -_Procedure._ - -It is most important that examination Beta be given in a genial manner. -The subjects who take this examination sometimes sulk and refuse to -work. E. and his assistants will find it necessary to fill out most of -the headings for the men before the examination begins. The time -required for this preparatory work may be used to advantage in making -the men feel at ease. As the demonstration preparatory to each test -requires some time, the “pencils up” command is omitted in examination -Beta. The examiner’s platform should be so high that he can readily see -whether or not the subjects are working. Great care should be taken to -prevent the overanxious from beginning work before the command “Go.” - -Seating conditions should be such that subjects cannot copy from one -another and the rule that copying shall not be allowed should be -enforced strictly. The blackboard should at all times be kept clean so -that the visual conditions may be excellent and constant. The blackboard -figures for Test 1 should be exposed when the subjects enter the -examining room. _As soon as a test has been demonstrated and the men -have been told to go ahead, the blackboard should be covered and kept -covered until time is called._ It should not be turned to the next test -until the men have been ordered to stop work on a given test. Care -should be taken to have the physical conditions of examination -reasonably uniform. - -With the exception of the brief introductory statements and a few -orders, instructions are to be given throughout by means of gestures -instead of words. These gestures accompany the samples and -demonstrations and should be animated and emphatic. - -It is absolutely necessary that directions be followed closely and -procedure kept uniform and definite. Variations of procedure are more -likely to occur in Beta than in Alpha, and there is serious risk that if -allowed they will lessen the value of results. E. should especially -guard against using more or fewer gestures or words for one group than -for another. Oral languages should be rigidly limited to the words and -phrases given in the procedure for the different tests. - -Whether the men get the idea of the test and enter into it with the -proper spirit will depend chiefly on the skill with which the examiner, -the demonstrator, and the orderlies carry out their respective parts. -Examiner and demonstrator especially should be selected with the -greatest care. An examiner who succeeds admirably in giving Alpha may -prove to be entirely unadapted for Beta. Both examiner and demonstrator -must be adept in the use of gesture language. In the selection of a -demonstrator the Personnel Office should be consulted. One camp has had -great success with a “window seller” as demonstrator. Actors should also -be considered for the work. The orderlies should be able to keep the -subjects at work without antagonizing them and to keep them encouraged -without actually helping them. - -_The demonstrator should have the single task of doing before the group -just what the group is later to do with the examination blanks._ The -blackboard is his Beta blank. Before examination Beta can be given -satisfactorily the demonstrator must be letter perfect in his part. Both -E. and demonstrator must be very careful to stand at the side of the -blackboard in order not to hide the drawings. - -As soon as the men of a group have been properly seated, pencils should -be distributed and also examination blanks with Test 8 up. While this is -being done E. should say “Here are some papers. You must not open them -or turn them over until you are told to.” Holding up Beta blank, E. -continues: - -“In the place where it says name, write your name; print it if you can. -(Pause.) Fill out the rest of the blank about your age, schooling, etc., -as well as you can. If you have any trouble we will help you.” The -instructions given under segregation may be used for filling out the -Beta blank. E. should announce the group number and see that it as well -as the other necessary information is supplied. Before the examination -proceeds each paper should be inspected in order to make sure that it is -satisfactorily completed. - -After the initial information has been obtained, E. makes the following -introductory remarks: - -“_Attention!_ Watch _this_ man (pointing to demonstrator). _He_ -(pointing to demonstrator again) is going to do _here_ (tapping -blackboard with pointer) what _you_ (pointing to different members of -group) are to do on your _papers_ (here E. points to several papers that -lie before men in the group, picks up one, holds it next to the -blackboard, returns the paper, points to demonstrator and the blackboard -in succession, then to the men and their papers). Ask _no questions. -Wait_ till I say ‘Go ahead!’” - -In general, when instructing the group to turn from test to test, E. -holds up a Beta blank before group and follows his own instructions as -he gives them. As soon as he has turned to desired test or page he says, -“This is test X _here_; look!” (Pointing to the page.) - -To suggest to the group the necessity of working rapidly the -demonstrator, after proceeding very deliberately with the early samples -of each test, hurries as soon as he has worked out the last sample -problem. - -(1) to record his response as fast as he can, - -(2) then to catch E.’s eyes for approval and - -(3) finally, to slip away from blackboard, drawing curtain as he does -so. - -After the personal data called for on page 1 of blank have been gathered -and recorded, the orderlies’ vocabulary in Beta is rigidly restricted to -the following words, or their literal equivalents in Italian, Russian, -etc.: _Yes_, _No_, _Sure_, _Good_, _Quick_, _How many?_ _Same_, _Fix -it_. Under no circumstances may substitutional explanations or -directions be given. - - - TEST 1—MAZE - -“Now turn your papers over. This is Test 1 _here_ (pointing to page of -record blank). Look.” After all have found the page, E. continues, -“Don’t make any marks till I say ‘Go ahead.’ Now _watch_.” After -touching both arrows E. traces through first maze with pointer and then -motions the demonstrator to go ahead. Demonstrator traces path through -first maze _with crayon_, slowly and hesitatingly. E. then traces second -maze and motions to demonstrator to go ahead. Demonstrator makes one -mistake by going into the blind alley at upper left-hand corner of maze. -E. apparently does not notice what demonstrator is doing until he -crosses line at end of alley; then E. shakes his head vigorously, says -“No—no,” takes demonstrator’s hand and traces back to the place where he -may start right again. Demonstrator traces rest of maze so as to -indicate an attempt at haste, hesitating only at ambiguous points. E. -says “Good.” Then, holding up blank, “Look here,” and draws an imaginary -line across the page from left to right for every maze on the page. -Then, “All right. Go ahead. Do it (pointing to men and then to books). -Hurry up.” The idea of working fast must be impressed on the men during -the maze test. E. and orderlies walk around the room, motioning to men -who are not working, and saying, “Do it, do it, hurry up, quick.” - -At the end of 2 minutes E. says, “Stop! Turn over the page to Test 2.” - -[Illustration: Test 1] - - - TEST 2—CUBE ANALYSIS - -“This is Test 2 _here_. Look.” After everyone has found the page—“Now -watch.” The order of procedure is as follows: - -(1) E. points to the three-cube model on the blackboard, making a rotary -movement of the pointer to embrace the entire picture. - -(2) With similar motions he points to the three-cube model on shelf. - -(3) E. points next to picture on blackboard and asks, “How many?” - -(4) E. turns to cube model and counts aloud, putting up his fingers -while so doing, and encouraging the men to count with him. - -(5) E. taps each cube on the blackboard and motions to demonstrator, -asking him “How many?” - -[Illustration: Test 2] - -(6) Demonstrator (pointing) counts cubes on blackboard silently and -writes the figure 3 in proper place. - -In the second sample of this test, when E. counts cubes of model he - -(1) counts the three exposed cubes; - -(2) touches the unexposed cube with pointer; and - -(3) without removing pointer turns model, so that hidden cube comes into -view of group. In other respects procedure with second and third samples -is the same as with first. - -In counting the 12–cube model, E. (1) counts the top row of cubes in the -model (left to right), (2) counts the exposed bottom row (right to -left), (3) taps with pointer the end cube of hidden row, (4) turns the -entire model around and completes his counting. E. then holds model in -same place as drawing and counts (in the same order as above) the cubes -on blackboard, counting lines between front and top row as representing -the hidden row. He then asks demonstrator “How many?” Demonstrator -counts the cubes on blackboard (pointing but not speaking) and writes -the response. - -Throughout the demonstration the counting is done deliberately, not more -rapidly than one cube per second. - -At end of demonstration E. points to page and says, “All right. Go -ahead.” At the end of 2½ minutes he says, “Stop! Look at me and don’t -turn the page.” - - - TEST 3—X-O SERIES - -“This is Test 3 _here_. Look.” After everyone has found the page—“Now -watch.” E. first points to the blank rectangles at the end, then traces -each “O” in chart, then traces outline of “O’s” in remaining spaces. -Demonstrator, at a gesture, draws them in. E. then traces first “X” in -next sample, moves to next “X” by tracing the arc of an imaginary -semicircle joining the two, and in the same manner traces each “X,” -moving over an arc to the next. He then traces outlines of “X’s” in the -proper blank spaces, moving over the imaginary arc in each case, and -motions to demonstrator to draw them in. Demonstrator, at a gesture, -fills in remaining problems very slowly, standing well to the right of -the blackboard and writing with his left hand. E. points to page and -says, “All right! Go ahead. Hurry up!” At end of 1¾ minutes he says, -“Stop! Turn over the page to Test 4.” - -[Illustration: Test 3] - - - TEST 4—DIGIT—SYMBOL - -“This is Test 4 _here_. Look.” After everyone has found the page—“Now -watch.” E. points to first digit of key on blackboard and then points to -the symbol under it. Same for all nine digits in key. E. then (1) points -to first digit of sample, (2) to the empty space below digit, (3) points -to corresponding digit of key, (4) points to proper symbol under digit -in key, and (5) traces the outline of the proper symbol in the blank -space under the digit in the sample. Same for first five samples. -Demonstrator, at a gesture, fills in all the samples, working as -follows: (1) Touches the number in first sample with index finger of -right hand; (2) holding finger there, finds with index finger of left -hand the corresponding number in key; (3) drops index finger of left -hand to symbol for number found; (4) holding left hand in this position -writes appropriate symbol in the lower half of sample. - -[Illustration: Test 4] - -Similarly with the other samples. While working, demonstrator should -stand as far as possible to the left, doing all the samples from this -side. - -At the end of demonstration E. says, “Look here” and points to key on -page, repeating the gestures used in pointing on the blackboard at the -beginning of the demonstration. Then, “All right. Go ahead. Hurry up!” -Orderlies point out key to men who are at a loss to find it. At the end -of 2 minutes, E. says: “Stop! But don’t turn the page.” - - - TEST 5—NUMBER CHECKING - -“This is Test 5 _here_.” After everyone has found the page, “Now watch.” -In this demonstration E. must try to get “Yes” or “No” responses from -the group. If the wrong response is volunteered by group, E. points to -digits again and gives right response, “Yes” or “No” as the case may be. -E. points to first digit of first number in left column, then to first -digit first number in right column, then to second digit first number in -left column and second digit first number in right column; nods head, -says “Yes” and makes an imaginary cross at end of number in right -column. Motions to demonstrator, who makes an “X” there. E. does the -same for second line of figures, but here he indicates clearly by -shaking head and saying “no” that certain digits are not identical. E. -repeats for three more sets and after each, looks at group, says “Yes?” -in questioning tone and waits for them to say “Yes” or “No.” He repeats -correct reply with satisfaction. Demonstrator checks each after group -has responded, or at signal from E. if group does not respond. -Demonstrator then works out remaining items, pointing from column to -column and working deliberately. E. summarizes demonstrator’s work by -pointing to the whole numbers in each set and saying “Yes” (indicating -X) or “No”; if “No,” he shows again where the numbers are unlike. E. -then points to page and says “All right. Go ahead. Hurry up!” At the end -of 3 minutes E. says “Stop! Turn over the page to Test 6.” - - - =Test 5= - - 650 650 - 041 044 - 2579 2579 - 3281 3281 - 55190 55102 - 39190 39190 - 658049 650849 - 3295017 3290517 - 63015991 63019991 - 39007106 39007106 - 69931087 69931087 - 251004818 251004418 - 299056013 299056013 - 36015992 360155992 - 3910066482 391006482 - 8510273301 8510273301 - 263136996 263136996 - 451152903 451152903 - 3259016275 3295016725 - 582039144 582039144 - 61558529 61588529 - 211915883 219915883 - 670413822 670143822 - 17198591 17198591 - 10243586 10243586 - 659012534 659021354 - 388172902 381872902 - 631027594 631027594 - 2499901354 2499901534 - 2261059310 2261659310 - 2911038227 2911038227 - 313377752 313377752 - 1012938567 1012938567 - 7166220988 7162220988 - 3177628449 3177682449 - 468672663 468672663 - 9104529003 9194529003 - 348465120 3484657210 - 8588172556 8581722556 - 3120166671 3120166671 - 7611348879 76111345879 - 26557239164 26557239164 - 8819002341 8819002341 - 6571018034 6571018034 - 38779762514 38779765214 - 39008126557 39008126657 - 75658100398 75658100398 - 41181900726 41181900726 - 6543920817 6543920871 - 6543920817 6543920871 - - - TEST 6—PICTORIAL COMPLETION - -“This is Test 6 _here_. Look. A lot of pictures.” After everyone has -found the page, “Now watch.” E. points to hand and says to demonstrator: -“Fix it.” Demonstrator does nothing, but looks puzzled. E. points to the -picture of the hand, then to the place where finger is missing and says -to demonstrator: “Fix it. Fix it.” Demonstrator then draws in finger. E. -says, “That’s right.” E. then points to fish and place for eye and says, -“Fix it.” After demonstrator has drawn missing eye, E. points to each of -the four remaining drawings and says, “Fix them all.” Demonstrator works -samples out slowly and with apparent effort. When the samples are -finished E. says, “All right. Go ahead. Hurry up!” During the course of -this test the orderlies walk around the room and locate individuals who -are doing nothing, point to their pages, and say “Fix it. Fix them,” -trying to set everyone working. At end of 3 minutes E. says, “Stop! But -don’t turn over the page.” - -[Illustration: Test 6] - - - TEST 7—GEOMETRICAL CONSTRUCTION - -“This is Test 7 _here_. Look.” After everyone has found the page, “Now -watch.” Examiner points to the first figure on blackboard. He then takes -the two pieces of cardboard, fits them on to the similar drawings on -blackboard to show that they correspond and puts them together in the -square on blackboard to show that they fill it. Then, after running his -finger over the line of intersection of the parts, E. removes the pieces -and signals demonstrator, who draws solution in the square on -blackboard. The same procedure is repeated for the second and third -sample. Demonstrator works out fourth sample, after much study, pointing -from the square to the forms. - -Demonstrator first draws the two small squares in the upper half of the -large square, then the two triangles in the remaining rectangle. Each -small figure is drawn in by tracing its entire circumference, not merely -the necessary dividing lines. While drawing each small figure in the -large square, demonstrator points with index finger of left hand to the -corresponding small figure at left of square, taking care not to -obstruct the view. At end of demonstration E. holds up blank, points to -each square on the page and says, “All right. Go ahead. Hurry up!” At -end of 2½ minutes, “Stop! Turn over the page.” Papers are then collected -immediately. - - -_Scoring the Beta Tests._ - -GENERAL RULES - -1. In general, items evidently corrected stand as corrected. The only -exception to this rule is in the maze test. - -2. In tests where the score is number right, only wrong items need be -checked in scoring. In Test 5, where the score is right minus wrong, -wrong and omitted items must be separately checked. - -3. Enter the score for each test in lower right-hand corner of the test -page and encircle it. When the test has been rescored a check may be -made beside the circle. - -[Illustration: Test 7] - -4. Red or blue pencil increases accuracy of scoring. - - - TEST 1. - -1. One half point for each correctly completed half of maze. A half maze -is correct if drawn line does not cross any line of maze (except through -awkwardness) nor an imaginary straight line across the opening of a -wrong passage. - -2. Allow much leeway in the cutting of corners. - -3. Spur running into any blind passage counts wrong for that half-item, -even though erased. - -4. When two lines are drawn, one straight across the page, the other -correct, full credit is given. - - - TEST 2. - -Score is number right. - - - TEST 3. - -1. Score is number right. - -2. Any incomplete item receives no credit. - -3. Count any item correct if intended plan is carried out. Disregard -additional unnecessary marks, such as circles between the crosses of -items 2 and 4 in first part of line, etc. - - - TEST 4. - -1. Score is one third of number of correct symbols. - -2. Use leniency in judging form of symbol. - -3. Credit symbol for 2 even though reversed. - - - TEST 5. - -1. Score is right minus wrong (number of items checked that should be -checked minus number of items checked that should not be checked). - -2. If other clear indication is used instead of crosses, give credit. - -3. If numbers which should not be checked are marked by some other sign -than is used to check similar pairs, count as though not marked. - -4. If all items are checked, the score for the test is zero. - - - TEST 6. - -1. Score is number right. - -2. Allow much awkwardness in drawing. Writing in name of missing part or -any way of indicating it receives credit, if idea is clear. - -3. Additional parts do not make item wrong, if proper missing part is -also inserted. - -4. Rules for individual items: - -_Item 4._—Any spoon at any angle _in right hand_ receives credit. Left -hand, or unattached spoon, no credit. - -_Item 5._—Chimney must be in right place. No credit for smoke. - -_Item 6._—Another ear on same side as first receives no credit. - -_Item 8._—Plain square, cross, etc., in proper location for stamp, -receives credit. - -_Item 10._—Missing part is the rivet. Line of “ear” may be omitted. - -_Item 13._—Missing part is leg. - -_Item 15._—Ball should be drawn in hand of man. If represented in hand -of woman, or in motion, no credit. - -_Item 16._—Single line indicating net receives credit. - -_Item 18._—Any representation intended for horn, pointing in any -direction, receives credit. - -_Item 19._—Hand and powder puff must be put on proper side. - -_Item 20._—Diamond is the missing part. Failure to complete hilt on -sword is not an error. - - - TEST 7. - -1. Score is number right. - -2. Allow considerable awkwardness in drawing. - -3. Extra subdivisions, if not erased, make item wrong. - -4. Rules for individual items: - -_Item 1._—Line of division may be slightly distant from true centre, and -need not be straight. - -_Item 3._—Lines of semi-circumference must start from or near corners of -square. - -_Item 4._—Line must not start from corner. - - - 4. TOTAL SCORE AND RATING - -The result of examination Beta is expressed as a “total score,” which is -the sum of the raw scores of the several tests. The raw scores are -obtained as follows: - - ═════════════════════════════════════════════════ - TEST METHOD OF SCORING MAXIMUM SCORE - ───────────────────────────────────────────────── - 1 Half point for each half maze 5 - 2 Number right 16 - 3 Number right 12 - 4 One third of number right 30 - 5 Right minus wrong 25 - 6 Number right 20 - 7 Number right 10 - ——— - Total 118 - ───────────────────────────────────────────────── - -Letter ratings are assigned on examination Beta as follows: - - ══════════════ - RATING SCORES - ────────────── - A 100–118 - B 90– 99 - C+ 80– 89 - C 65– 79 - C− 45– 64 - D 20– 44 - D−[6] 0– 19 - ────────────── - -Footnote 6: - - Recalled for individual examination. - -All ratings above D− are entered and reported at once. Men whose scores -fall below D are recalled for individual examination. - -Ratings of D− may not be given in examination Beta, unless recall of the -men for individual examination is impossible. - - - - - APPENDIX C - METHOD OF CALCULATING THE COEFFICIENT OF COÖRDINATION - - (See Pages 95–97) - - -A simple method of determining precisely the degree to which the mental -test of 28 school children reflects or is related to their scholarship -records and the teacher’s estimate, as shown in the table on Page 96, is -to plot the relationship graphically, which has been done in the -accompanying diagrams. - -In each diagram a heavy diagonal line shows approximately where the -plotted points would fall if the relationship were perfect between the -numbers of errors in the educational measurements and the other measure -of ability. It is clear that the relationship shown in each diagram is -far from perfect, but it is not clear from the diagrams which rating of -the teacher is most nearly approximated by the educational measurement -scores. To discover this relative degree of relationship, a mathematical -calculation must be made. For the purposes of testing the correspondence -between the scores in the various Mentimeter tests and the production -records or supervisor’s ratings of the group of persons tested, it is -sufficient to calculate what is best called “a coefficient of -coördination.”[7] - -Footnote 7: - - Calculated by a somewhat more complex formula, approximately the same - measure of relationship might be found, called by the more familiar - name “coefficient of correlation.” - -The first step in the calculation of a coefficient of coördination is -the transformation of the original scores into figures indicating order -of merit. In the case of the sixth-grade class here referred to, the -teacher’s ratings of intelligence need not be changed, for they are -exactly the kind of ratings necessary: 1 indicating the brightest and 28 -the dullest pupil, so far as the teacher was able to judge her pupils at -the end of a year’s work. Since the educational measurements scores -reported are the number of errors made by each child, the rank of the -child making the smallest numbers of errors will be 1, while the rank of -the pupil making the largest number of errors will be 28. On the other -hand, the scholarship marks are the summaries of the teacher’s -percentage marks for a half year, hence the best pupil is the one making -the highest percentage. In scholarship, then, the highest percentage -should get the rank of 1 and the lowest percentage a rank of 28. - -[Illustration: Graphic picture of relation between test results and -intelligence ratings given by teacher] - -[Illustration: Graphic picture of relation between test results and -scholarship marks given by teacher] - -The first three columns of the following table give ranks in the place -of the original figures which indicated numbers of errors in -measurements and percentage in scholarship. Where two or more -individuals are entitled to the same rank, the figure used is the middle -value of the ranks. Thus in the case of the educational measurements -scores, two girls made 16.5 errors. There are but two pupils making -better showings, and therefore Ruth and Helen would normally rank third -and fourth, but since we have no evidence as to which should rank third -and which fourth, each is given a rank of 3.5. Similarly it will be -observed that Alexander, LaMonte, and Leo each obtained a percentage of -93 in scholarship, therefore the three boys named share equally the -fourth, fifth, and sixth rank, each being given 5 as a rank; and the -next highest pupil, Amelia with a percentage of 92, is given 7 as a -rank. - - ═══════════════════════════════════════════════════ - RANKING OF SIXTH-GRADE PUPILS - ────────────┬────────────┬────────────┬──────────── - Name of │ A │ B │ C - Pupil │Educational │ Teacher’s │Scholarship - │Measurements│ Ranking │ Marks - ────────────┼────────────┼────────────┼──────────── - │ │ │ - ────────────┼────────────┼────────────┼──────────── - Adelaide │ 12 │ 19│ 18.5 - Ruth │ 3.5│ 15│ 9 - Alexander │ 9 │ 7│ 5 - LaMonte │ 14 │ 6│ 5 - Earl │ 28 │ 18│ 24 - │ │ │ - Joseph │ 6 │ 20│ 18.5 - Amedeo │ 27 │ 14│ 18.5 - Leo │ 16 │ 3│ 5 - William │ 17 │ 9│ 21 - Isabel │ 8 │ 21│ 25 - │ │ │ - Ida │ 13 │ 4│ 3 - Hazel │ 1 │ 10│ 9 - Frederick │ 23 │ 26│ 16 - Charles │ 20 │ 13│ 18.5 - Edward │ 11 │ 1│ 2 - │ │ │ - Benjamin │ 22 │ 24│ 26 - Bruce │ 19 │ 22│ 14 - Alden │ 18 │ 12│ 14 - George │ 21 │ 17│ 14 - Alice │ 10 │ 11│ 12 - │ │ │ - Almira │ 2 │ 5│ 1 - Helen │ 3.5│ 2│ 9 - Elizabeth │ 24 │ 23│ 27 - Amelia │ 7 │ 8│ 7 - Edwin │ 5 │ 16│ 11 - │ │ │ - Robert │ 25 │ 28│ 28 - Edna │ 15 │ 27│ 23 - Samuel │ 26 │ 25│ 22 - ────────────┴────────────┴────────────┴──────────── - - ─────────────────────────────────────────────────── - - ════════════╤═════════════════════════════════════════ - │ DIFFERENCES IN RANKINGS - ────────────┼─────────────┬─────────────┬───────────── - Name of │ A to B │ A to C │ B to C - Pupil │ │ │ - │ │ │ - ────────────┼──────┬──────┼──────┬──────┼──────┬────── - │ d │ d^2 │ d │ d^2 │ d │ d^2 - ────────────┼──────┼──────┼──────┼──────┼──────┼────── - Adelaide │ 7. │ 49. │ 6.5│ 42.25│ 0.5│ 0.25 - Ruth │ 11.5 │132.25│ 5.5│ 30.25│ 6. │ 36. - Alexander │ –2. │ 4. │ –4. │ 16. │ 2. │ 4. - LaMonte │ –8. │ 64. │ –9. │ 81. │ 1. │ 1. - Earl │–10. │100. │ –4. │ 16. │ –6. │ 36. - │ │ │ │ │ │ - Joseph │ 14. │196. │ 12.5│156.25│ 1.5│ 2.25 - Amedeo │–13. │169. │ 8.5│ 72.25│ 4.5│ 20.25 - Leo │–13. │169. │ –11. │121. │ –2. │ 4. - William │ –8. │ 64. │ 4. │ 16. │ –12. │144. - Isabel │ 13. │169. │ 17. │289. │ –4. │ 16. - │ │ │ │ │ │ - Ida │ –9. │ 81. │ –10. │100. │ 1. │ 1. - Hazel │ 9. │ 81. │ 8. │ 64. │ 1. │ 1. - Frederick │ 3. │ 9. │ –7. │ 49. │ 10. │100. - Charles │ –7. │ 49. │ –1.5│ 2.25│ 5.5│ 30.25 - Edward │–10. │100. │ –9. │ 81. │ –1. │ 1. - │ │ │ │ │ │ - Benjamin │ 2. │ 4. │ 4. │ 16. │ –2. │ 4. - Bruce │ 3. │ 9. │ –5. │ 25. │ 8. │ 64. - Alden │ –6. │ 36. │ –4. │ 16. │ –2. │ 4. - George │ –4. │ 16. │ 7. │ 49. │ 3. │ 9. - Alice │ 1. │ 1. │ 2. │ 4. │ –1. │ 1. - │ │ │ │ │ │ - Almira │ 3 │ 9. │ –1. │ 1. │ 4. │ 16. - Helen │ –1.5 │ 2.25│ 5.5│ 30.25│ –7. │ 49. - Elizabeth │ –1. │ 1. │ 3. │ 9. │ –4. │ 16. - Amelia │ 1. │ 1. │ 0 │ 0 │ 1. │ 1. - Edwin │ 11. │121. │ 6. │ 36. │ 5. │ 25. - │ │ │ │ │ │ - Robert │ 3. │ 9. │ 3. │ 9. │ 0 │ 0 - Edna │ 12. │144. │ 8. │ 64. │ 4. │ 16. - Samuel │ –1. │ 1. │ –4. │ 16. │ 3. │ 9. - ────────────┼──────┴──────┼────── ┴──────┼──────┴────── - │Σd^2 = 1790.5│ 1411.5 │ 611.0 - ────────────┴─────────────┴─────────────┴───────────── - -The coefficient of coördination, being an index number to show the -closeness with which two rankings correspond, is dependent upon the -differences between the rankings of the various individuals in the two -measures being compared. The formula used is ρ = (6Σd^2)/n(n^2 − 1), -where ρ stands for the coefficient of coordination, d stands for the -difference between an individual’s rank in the two measures, and n -stands for the number of individuals ranked in the two traits. The -capital sigma, Σ, stands for the sum of whatever follows it, in this -case the squares of the differences between the two rankings. - -We may now employ the formula to find the coefficient of coördination -between rank in educational measurements and rank in the teacher’s -judgment as to intelligence. The difference between the ranks in column -A and column B of the above table is given in the fourth column. -Adelaide had a 12 in column A and a 19 in column B, so the difference -(7) appears in the fourth column and its square (49) in the fifth -column. Similarly the difference between Ruth’s 3.5 and her 15 is 11.5, -the square of which is 132.25. Finding the squares of all the -differences between rank in A and rank in B, and adding these squares -together at the bottom of the table gives 1790.5, which may now be -substituted in the formula for Σd^2. n, the number of pupils is in this -case 28, and therefore n(n^2 − 1) is 28 (28 squared less 1) = 28 (784 − -1) = 28 × 783 = 21924. The substitution in the formula then goes as -follows; - - ρ = 1 − (6Σd^2)/(n(n^2 − 1)) = 1 − (6 × 1790.5)/(28 × 783) = 1 − - 10743./21924. = 1 − .490 = .510 - -The coefficient of coordination between rank in the educational -measurements and rank in the teacher’s estimate of intelligence for the -sixth grade class is .51, which suggests the question of how to -interpret a coefficient after it is found. - -A coefficient of 1.00 would mean perfect coördination and would only be -found when there were no differences whatever between the two rankings -considered. Such a perfect relationship will probably never be found, -except by some freak of chance, for even when a group of persons is -retested with the same test there is almost certain to be some change in -their relative standings. A coefficient of 0.00 would indicate no -relation whatever between the two rankings, while a coefficient of –1.00 -would mean perfect correlation of a negative sort, the person getting -highest in one measure getting lowest in the other, the person scoring -next to the highest in one scoring next to the lowest in the other, and -so on. Perfect negative correlation is as infrequent as perfect positive -correlation. - -The coefficient found between the teacher’s estimates of intelligence -and the results of educational measurements, .51, indicates a really -useful degree of coördination. Unless a Mentimeter test shows a -coefficient of coordination of .25 or more with the production records -(or other reliable measure of true ability), it may be considered as -having little value in helping to select and differentiate men for that -particular line of work. If the coefficient is above .5, the test is -quite useful, and the nearer the coefficient approaches 1.00 the more -confidence one may place in the test as a means of selecting and -classifying men in that particular field. - -The sixth column of the table on page 329 gives the difference between -the test results rankings and the scholarship marks rankings, and the -seventh column gives the squares of these differences, the sum of these -squares being given at the bottom of the seventh column as 1411.5. By -substituting in the formula, - - ρ = 1 − (6Σd^2)/(n(n^2 − 1)) = 1 − (6 × 1411.5)/(28 × 783) = 1 − - 8469./21924. = 1 − .386 = .614, - -it appears that the tests more closely correspond with the average of -the scholarship marks given by the teacher than with the teacher’s -estimate of intelligence. This is partly to be explained by the fact -that the tests given were measurements of ability in school subjects -rather than tests of intelligence, and still more by the fact that the -teacher gave scholarship marks on the basis of relatively objective -examinations while her estimates of intelligence are always wholly -subjective. - -The eighth and ninth columns on page 8 give the differences between the -ranks in the teacher’s estimates of intelligence and the ranks in the -scholarship marks given during a half year. The coefficient of -coördination worked out from these differences is - - .833 (ρ = 1 − (6 × 611)/(28 × 783) = 1 − 3666/21924 = 1 − .167 = .833) - -which would seem to indicate that the teacher drew very heavily on her -knowledge of the relative scholarship of her pupils in making her -estimates of their intellectual capacities. - -The three coefficients worked out above for 28 pupils in a sixth grade -are typical of the mathematical relationships the reader will wish to -work out between known degrees of ability in a certain type of work and -the results of the Mentimeter tests. The coefficients of coördination -for the sixth-grade pupils studied above are, between - - Educational Measurements and Estimated Intelligence = .51 - Educational Measurements and Scholarship Averages = .61 - Estimated Intelligence and Scholarship Averages = .83 - -No method of forecasting degree of success in one line of work from -quality of performance in another task (or in a test) will give a -perfect coefficient of coordination of 1.00, but the nearer the -coefficient approaches 1.00 the more reliance one may put in the test -which furnishes such a ranking of the individuals. - - - - - APPENDIX D - CORRECT ANSWERS FOR MENTIMETER TESTS - - -The advantages of a carefully standardized test over an ordinary -examination which any one might prepare for his own use are chiefly the -characteristics implied in the word “standard.” A standard test is one -which has been carefully prepared after extensive experience with -similar tests; one which is made exact and objective by the most minute -specifications as to how it shall be applied, marked, scored, and -interpreted; and one on which many persons of varying degrees of proved -ability have been tested and reported, for comparison with the results -to be obtained later from testing other persons of undetermined degrees -of ability. The purpose of this section of the appendix is to make -definite and unmistakable the answers to the questions asked in the -Mentimeter tests, in order that each reader may mark and interpret the -results of these tests in exactly the same way, that is, in the -“standard” way. - -As was stated in the body of the discussion, each package of test -booklets sold is accompanied by a “stencil” which fits over the pages of -the printed test in such a manner as to bring the correct answer -directly alongside the answer checked or written by the candidate -examined, with the result that there is small opportunity for errors in -the judgment of the persons marking the answers. If the word checked or -written corresponds with the word or words printed on the stencil at -that point, the question has been answered correctly, while if the word -checked or written by the candidate is less applicable than the one -appearing on the stencil, the response is to be marked incorrect. With -the aid of the stencils the Mentimeter tests may be marked correctly by -inexpensive clerical assistants in from one third to one tenth of the -time that would be required for the same work by the most intelligent -men working without the stencils. - -No attempt has been made to print here an exhaustive list of correct -answers to each question. The answers printed as correct are merely -typical in most cases of the quality of replies that should be accepted. -Anything as appropriate as or more appropriate than the printed answer -may be given full credit, while anything less satisfactory is to be -given no credit at all. To print here all of the correct answers to each -question would take more pages than can be allowed for this section of -the Appendix and would in many cases cause more confusion than clearness -of thought. It is suggested that any question of right or wrong answers -which is difficult to decide should be settled arbitrarily by the reader -and that a note be kept of just how the matter was decided, in order -that any later investigator may have the benefit of his judgment. In -some of the tests new solutions will continually be appearing, even -after it seems certain that all of the correct answers have been found -and catalogued. - - -_MENTIMETER NO. 1_: Typical Performances of Young Children. - -Success in this test is measured by performances in response to -_situations_ created by the examiner to a much greater degree than by -answers to _questions_ asked by the examiner. The directions themselves -give the answers in most cases, and in the other cases the correct -answers depend upon such facts as the name or sex of the individual -being tested. No set of answers is printed here for these tests, -therefore, since to do so would be to reprint exactly the directions -appearing on pages 115 to 128, which the reader should consult carefully -and even commit to memory before undertaking to apply the tests to any -infants or young children. - - -_MENTIMETER NO. 2_: Pictorial Absurdities. - -In order to receive credit the check mark on each picture should be -placed in such a way as to indicate unmistakably the part of the picture -which is incorrect—in such a way as to leave no doubt whatever as to the -candidate’s having found and identified the incongruous element. The -following are the elements that should be checked in each picture: - - 1. The front leg or foot. - - 2. The lower spout on the water pitcher. - - 3. The mouth on the forehead. - - 4. The horns (either one may be checked) on the horse’s head. - - 5. The candle on the right arm of the electric fixture. - - 6. The rat’s ears. - - 7. Either end of the spy-glass. - - 8. The next window to the rear on the third floor. - - 9. The postage stamp. - - 10. The sock used as a necktie. - - 11. The long stem of the lowest leaf. - - 12. The flag (flying in the opposite direction from the smoke and - weather vane). - - 13. Either of the lights on the Ford. - - 14. The left front foot. - - 15. The man between first and second base (third man from the right). - - 16. The space between 4 and 5. - - 17. The claw hammer with which the man is driving the spike. - - 18. Either of the five fingers of the right hand. - - 19. The driver (facing the tail). - - 20. The ball being played by the man at the right. - - 21. The incandescent electric bulb. - - 22. Either of the roller skates. - - 23. The knife in the man’s right hand. - - 24. Either of the counterbalance weights on the drivewheels. - - -_MENTIMETER NO. 3_: Maze Threading. - -No list of correct answers can be printed for this test. The stencil -provided with the test blanks shows exactly what the correct and most -economical threading of each maze is, but the reader can find this -solution for himself if he will take the time and make the effort. No -credit should be given for any maze not completely traced or for any -maze in which a printed line has been crossed. A candidate who has -gotten into a “blind alley” but has retraced his way and ultimately been -successful in getting through the maze should have full credit for that -particular maze. - - -_MENTIMETER NO. 4_: Dot Pattern Correction. - -Here again, the only way of giving the correct solution of each problem -is by means of the transparent stencil furnished with each package of -test blanks. That dot which can be “cut out” and still leave a perfectly -symmetrical figure is the one which should be circled in each pattern. -This is frequently at the very centre of the pattern, although the -centre is not the correct one if by removing it the pattern is left -unsymmetrical. - - -_MENTIMETER NO. 5_: Dividing Geometric Figures. - -Only a transparent stencil can give a clear impression of the correct -solution of each figure. In dividing a circle into two equal parts it -makes no difference in what direction the diameter is run—in other -words, any correct solution should be accepted and given full credit. - - -_MENTIMETER NO. 6_: Completion of Form Series. - -Only the stencil supplied with the test blanks can represent adequately -the correct completion of each series. No credit is given in a series -unless each blank is correctly filled. - - -_MENTIMETER NO. 7_: Checking Identity of Numbers. - - 1. Same - - 2. Different - - 3. Different - - 4. Different - - 5. Same - - 6. Different - - 7. Same - - 8. Same - - 9. Different - - 10. Same - - 11. Different - - 12. Same - - 13. Different - - 14. Different - - 15. Same - - 16. Different - - 17. Different - - 18. Different - - 19. Same - - 20. Different - - 21. Different - - 22. Same - - 23. Same - - 24. Same - - 25. Same - - 26. Different - - 27. Same - - 28. Same - - 29. Different - - 30. Same - - -_MENTIMETER NO. 8_: Digit-Symbol Substitution. - -The reader may, by reference to the Key printed at the top of the test -sheet, determine for himself the correctness of any symbol written by a -candidate. The stencil furnished with the Test Blanks makes it possible -for one to score this test very accurately with a very small expenditure -of time and effort. In scoring this test with the stencil the -correctness of the entire list of 100 characters can be checked in less -than a minute by an ordinary clerk. - - -_MENTIMETER NO. 9_: Completion of Number Relation Series. - -No credit is to be given on any line unless all of the missing numbers -are correctly supplied. The score is the number of _lines_ completed -correctly in every detail. - - —— —— —— —— —— 6 —— —— —— —— Series 1 - —— —— 14 —— —— 20 —— —— —— —— Series 2 - —— —— —— 9 —— —— 6 5 —— —— Series 3 - —— —— 5 —— —— —— —— —— —— 19 Series 4 - 41 —— —— —— —— —— —— 27 —— —— Series 5 - —— —— —— 10 —— —— —— —— —— 49 Series 6 - —— —— —— ⅛ —— —— 1 —— 4 —— Series 7 - —— —— 22 —— —— —— 50 —— —— —— Series 8 - —— 11 —— —— —— —— 25 —— —— —— Series 9 - —— 10 —— —— 14 —— —— —— —— 10 Series 10 - —— 8 —— —— —— —— 16 17 19 —— Series 11 - 1 —— —— —— —— 36 49 —— —— —— Series 12 - 2 —— —— —— —— 34 37 74 —— —— Series 13 - —— 33 30 31 —— —— —— —— 24 —— Series 14 - —— —— —— 15 16 16 —— —— —— 6 Series 15 - —— —— 51 48 —— —— 45 —— —— 51 Series 16 - - -_MENTIMETER NO. 10_: Addition Tests - - -Test A: Addition Knowledge or Power. - - 1. 5 - - 2. 8 - - 3. 17 - - 4. 79 - - 5. 56 - - 6. 88 - - 7. 142 - - 8. 248 - - 9. 1397 - - 10. 1664 - - 11. 5571 - - 12. 50362547 - - -Test B: Addition Speed - - 1. 6 - - 2. 17 - - 3. 6 - - 4. 11 - - 5. 6 - - 6. 11 - - 7. 3 - - 8. 9 - - 9. 15 - - 10. 10 - - 11. 13 - - 12. 7 - - 13. 10 - - 14. 7 - - 15. 3 - - 16. 5 - - 17. 16 - - 18. 4 - - 19. 12 - - 20. 11 - - 21. 13 - - 22. 7 - - 23. 8 - - 24. 13 - - 25. 14 - - 26. 6 - - 27. 11 - - 28. 8 - - 29. 12 - - 30. 13 - - 31. 15 - - 32. 18 - - 33. 5 - - 34. 13 - - 35. 13 - - 36. 14 - - 37. 10 - - 38. 15 - - 39. 15 - - 40. 12 - - 41. 11 - - 42. 14 - - 43. 11 - - 44. 11 - - 45. 16 - - 46. 11 - - 47. 15 - - 48. 12 - - 49. 9 - - 50. 14 - - 51. 4 - - 52. 9 - - 53. 5 - - 54. 17 - - 55. 11 - - 56. 7 - - 57. 7 - - 58. 9 - - 59. 13 - - 60. 12 - - -_MENTIMETER NO. 11_: Memory for Numbers. - - 1. 56 - - 2. 27 - - 3. 935 - - 4. 416 - - 5. 7493 - - 6. 4857 - - 7. 95738 - - 8. 68124 - - 9. 268359 - - 10. 635927 - - 11. 9583624 - - 12. 8195263 - - 13. 35268349 - - 14. 28593614 - - 15. 639481725 - - 16. 714963528 - - -_MENTIMETER NO. 12_: Repeating Numbers Backward. - - 1. 85 - - 2. 46 - - 3. 253 - - 4. 948 - - 5. 4937 - - 6. 8625 - - 7. 35291 - - 8. 69824 - - 9. 752638 - - 10. 746951 - - 11. 4857362 - - 12. 5746283 - - -_MENTIMETER NO. 13_: Memory for Sentences. - - 1. It snows in the winter. - - 2. Men usually have more dignity than boys. - - 3. There is no excuse for being thoughtless about the rights of other - people. - - 4. The price of peace may sometimes be much greater than a nation can - afford to pay. - - 5. It is unfortunate that war should ever be necessary among civilized - nations. - - 6. Their harbour is a shallow body of water, connected with, but - protected from, the open sea. - - 7. Conscience asserting itself as the voice divine within the human - soul is nothing less than a real actuality. - - 8. Each state appoints a number of electors equal to the whole number - of senators and representatives. - - 9. These discoveries—gunpowder, printing-press, compass, and - telescope—were the weapons before which the old science trembled. - - 10. The use of italic type is indicated in the author’s manuscript by - underscoring the letters, words, phrases, or sentences that are - to be italicized. - - -_MENTIMETER NO. 14_: Speaking-Vocabulary Test. - -_Any explanation, which demonstrates conclusively that the candidate -knows the nature and use of the word or object mentioned by the -examiner, should be accepted and given credit_, regardless of the -logical or grammatical form of the statements. The explanatory words and -phrases given below are not intended to serve as logical definitions or -as exhaustive explanations, but merely to indicate the various types of -thing that a given word might signify. In examining very intelligent -adults, meanings not listed below but nevertheless correct and -appropriate may be encountered. If any standard dictionary lists as -authentic the meaning given by a candidate, it should be accepted -without challenge. Repetitions by the candidate of the word to be -explained should not be accepted as an explanation. For example, “buy” -is not explained by “Buy is when you buy something.” An explanation, to -be satisfactory, should be in terms entirely different from the thing to -be explained, although explanations otherwise quite simple are -acceptable here. - - 1. An article of clothing, a covering or something to wear. - - 2. Obtaining possession or rights in an object in exchange for a price - or other consideration. - - 3. Written or printed matter, usually bound in covers for convenience - in reading. - - 4. A supply of goods or a place where such goods are kept. To lay away - or deposit such supplies. - - 5. A musical instrument or term. - - 6. To have or gain temporary possession or rights, in return for some - price or favour. The price paid for such rights. An opening or - torn place, especially in cloth. - - 7. The flesh of cattle, especially when used as food. - - 8. A custom or rule established by a legislature or governing - authority, or by the nature of the facts concerned. - - 9. A malady, illness, or infirmity, frequently accompanied by pain or - weakness. - - 10. Uncertainty or hesitation in belief; dread, fear, distrust, or - suspicion. - - 11. An officer who decides disputes or acts as umpire. To decide, pass - judgment, or compare the relative merits of ideas, opinions, or - objects. - - 12. The coming or occurrence of something considered desirable but not - foreseen as certain. Lucky. - - 13. One who attends to letters, papers, or business matters for another - individual or group of individuals. A writing desk. - - 14. Kingly or magnificent. Characteristic of or related to a king or - ruler. - - 15. A watercourse or channel, usually artificial. A tube or duct. - - 16. An eager desire or longing, usually of a selfish nature. - - 17. A person of fair hair, skin, and eyes. Light coloured. - - 18. Property or possessions having money value. Riches. Goods. - - 19. To allow, let, authorize, or give consent. A license or permission. - - 20. Sagacity, knowledge, discretion. Ability to judge or discern, - especially in matters of conduct. - - 21. To direct or control action. To manage, supervise, or exercise - authority. - - 22. Authority or permission to do or act. Excess of freedom or abuse of - liberty. To authorize or grant permission. - - 23. To strive for the same prize or object. To contend in rivalry. - - 24. The largest of the planets. A Roman god. - - 25. Humility, self-control, diffidence. Proper delicacy and propriety - about self and actions. - - 26. A scheme or plan to be followed. Procedure based on material - interest rather than on higher principles. A certificate of - insurance or of money due under certain conditions. - - 27. The act or instrument used in determining the exact degree or - quantity of a thing. The unit of amount. A division or part of a - tune or other object. To determine degree or quantity. - - 28. Inspiration, ecstasy, emotion, eagerness, or the object of such - manifestations. - - 29. Rate of interest, commission, or discount. Number of parts - concerned in a hundred. - - 30. A measure of distance or area. An agreement between two parties for - accomplishing a common task. To combine for mutual support. - - 31. A theory or system of social reorganization. Social reform through - political agencies. A theoretically ideal society or state. - - 32. The science of exact reasoning. The laws or method of abstract - thought. A treatise on thinking or reasoning. - - 33. To regard with reverence, respect, or veneration. To adore. - - 34. Satire, ridicule, contemptuous remarks, bitter taunts. - - 35. Sarcastic reproach, invective. To deride, revile, or reproach with - insulting words. - - 36. Not transparent, dark, impervious to rays of light. Unintelligible, - stupid. - - 37. One making a first appearance in society or before the public. - - 38. Act of repairing or restoring. Giving satisfaction or compensation - for a wrong or injury. - - 39. To take the tenth part of or to destroy a considerable proportion - of a group. - - 40. An instrument used to regulate an electric current. - - 41. Knowing all things. Infinitely wise. One who is possessed of - universal knowledge. - - 42. To curse or treat basely. Used in imprecations, frequently with - little meaning. - - 43. A cat-like animal resembling the leopard found in India, Persia, - and Africa. - - 44. A very large and strong animal—especially one mentioned in the - Bible. - - 45. A bay window, particularly one which projects from the face of a - wall. - - 46. One of the great stones or boulders used in prehistoric monuments. - - 47. A soft, white substance that forms a protecting sheath about the - centre of medullated nerve fiber. - - 48. An ancient manner of writing. Ancient writings, or the study of - such writings. - - 49. The branch of surgery that treats of adding artificial parts to the - body to replace natural parts which are wanting. - - 50. The dried tubers of various orchids, used for food, like tapioca. - - -_MENTIMETER NO. 15_: Word Discrimination. - -_Any real difference_ named by the candidate between the two words to be -compared should be given credit _whether it appears in the following -list or not_. The list merely points out some of the outstanding -differences between the words of each pair, but does not attempt to list -all of the possible differences. Any difference mentioned by the -candidate which is confirmed by any standard dictionary should be -sufficient to give full credit. - - 1. A bird lives in the air : A fish lives in the water - flies swims - has feathers has scales - - 2. A snake is long : A fly is short - is a reptile is an insect - crawls flies - has no wings or legs has wings and legs - - 3. A pen writes only when it has : A pencil writes without ink - ink - is made of steel or is made of lead or soft - hard metal material - does not have to be has to be sharpened - sharpened - - 4. An eagle flies very high and : A chicken flies very low and but - long distances a short distance - is wild is domestic - is not good for food is good for food - - 5. A book usually has a hard cover : A magazine has a paper cover - is usually one story, is several stories, by - by one author different people - is published once is published - periodically - - 6. An orange has a reddish yellow : A lemon has a bright yellow - colour colour - is spherical in shape is oblong in shape - is usually larger than is usually smaller than - a lemon an orange - is usually sweet is usually sour - - 7. A teacher works in a school : A preacher works in a church - usually teaches usually addresses - children grown-ups - deals primarily with deals primarily with - academic subjects religious subjects - - 8. Luck comes to a person by chance : Pluck is part of a person’s - character - is a temporary is a permanent - advantage advantage - comes to everyone is characteristic of a - few - - 9. Stone is a natural product, made : China is made artificially of - of mineral matter fine earth or clay - is used for buildings is used for dishes - is thick and coarse is thin and fragile - - 10. A balloon depends on the wind : An airplane is run by a motor - for motion - has a large gas bag has no gas bag - moves slowly moves rapidly - - 11. To plod is to work or travel : To plot is to scheme or plan, - slowly but steadily usually for evil to someone - else - is to toil, to drudge is to conspire, to - intrigue - - 12. To wither is to fade, to lose : To shrivel is to dry up, to draw - freshness into wrinkles - is to languish is to shrink - flowers wither vegetables shrivel - - 13. To surprise is to come upon one : To astonish is to strike one - unawares, or unexpectedly with sudden wonder or - amazement - - 14. Rash means overhasty in counsel : Reckless means careless, utterly - or action heedless of consequences - means undertaking a means indifferent or - matter without thoughtless - sufficient reflection - - 15. Lonely is to be without desired : Solitary is to be absolutely - companions alone remote from society - - 16. Sorrow is pain of mind from loss : Sadness is being downcast or - or disappointment unhappy - is deep seated, lasting may be transient, - passing - - 17. Plutocrat is one whose wealth : Autocrat is an absolute - gives him power or influence sovereign, having usually - inherited authority - - 18. A rascal is a mean, tricky : A rogue is an idle, mischievous - person person - - 19. To plunder is to take goods by : To devastate is to lay waste, to - force, to pillage desolate, to ravage - - 20. To relinquish is to abandon the : To resign is to formally return - thing which has been or give up an office, to - possessed, or the object of submit, to acquiesce, to - pursuit abdicate - - 21. Shrewd means artful, malicious, : Sagacious means one of keen - cunning, of less dignity than penetration and judgment, one - sagacious with a comprehensive as well a - penetrating mind - - 22. Dormant means sleeping, not in : Quiescent means resting, in a - action state of repose - - - 23. Reconstruction means to form : Rehabilitation means to invest - anew again with some right or - dignity - means to build over - again - deals more largely with deals largely with - material things mental and spiritual - things - - 24. Reparation means restoration, : Indemnity means immunity from - renewing, repairing damage loss or damage - done - remuneration for injury - has more of the idea of has more of the idea of - replacing things paying for things - destroyed destroyed - - -_MENTIMETER NO. 16_: Naming Opposites. - -Except in special cases indicated below, no credit should be allowed for -adding “not” or “un” or any other negative prefix to the printed word. -An entirely different word should be used as the opposite of the printed -word. Those words printed in parentheses in the following list should -not be given credit as being satisfactory opposites. Words not printed -below but as satisfactory opposites as those printed should be given -full credit, while words as unsatisfactory as those printed in -parentheses should not be given credit. - - 1. bad, poor (not good) - - 2. poor, needy, indigent - - 3. big, large, great (tall) - - 4. old, ancient - - 5. easy, soft - - 6. light (white) - - 7. clean, pure - - 8. well, healthy - - 9. south - - 10. full, filled - - 11. pull - - 12. right, correct - - 13. end, ending - - 14. wide - - 15. evening, afternoon (night) - - 16. somewhere, everywhere - - 17. fresh - - 18. idle - - 19. to sink (to swim) - - 20. rough, ragged - - 21. tame, domestic - - 22. weakness - - 23. guilty - - 24. ignorance, stupidity - - 25. negative, uncertain - - 26. superior - - 27. modern, new - - 28. cause - - 29. generous, liberal - - 30. concrete, specific - - 31. justice, impartiality - - 32. dilatory, sluggish - - 33. extravagant, wasteful, uneconomical - - 34. genuine, real - - 35. depression, melancholy - - 36. delay, impede, hamper - - 37. confident, bold, immodest - - 38. heterogeneous - - 39. cowardly, irresolute, fearful - - 40. slanderous, scurrilous, vilifying - - -_MENTIMETER NO. 17_: Spelling Tests. - -The word lists themselves furnish the correct answers and therefore no -further set of answers is needed here. See pages 199–200 for the lists. - - -_MENTIMETER NO. 18_: Range of Information. - - 1. COW - - 2. CLUBS - - 3. CIGARETTE - - 4. CARPENTER - - 5. GREEN - - 6. AUTOMOBILES - - 7. DOG - - 8. ACTRESS - - 9. HUYLER - - 10. 1861 - - 11. COUNTY - - 12. PAINTER - - 13. MOTORCYCLE - - 14. NOVELIST - - 15. FILING-CASE - - 16. DISTANCE - - 17. LEG - - 18. REEFS - - 19. WATER - - 20. STOWE - - 21. STATESMAN - - 22. POUGHKEEPSIE - - 23. LAW - - 24. TWO - - 25. DICKENS - - 26. ENGLAND - - 27. BIRD - - 28. ATHLETICS - - 29. DRINK - - 30. INK - - 31. FRUIT - - 32. ISOSCELES - - 33. 1066 - - 34. HEART - - 35. PLANT - - 36. KOREA - - 37. OXYGEN - - 38. MUSIC - - 39. CLOTH - - 40. ANIMAL - - -_MENTIMETER NO. 19_: Reading Vocabulary. - - 1. BODY, TOOL - - 2. ANIMAL - - 3. CLOTHES - - 4. COLOUR - - 5. BIRD - - 6. CLOTHES - - 7. ANIMAL, BODY - - 8. TOOL, FISH - - 9. BODY - - 10. TOOL - - 11. BIRD - - 12. COLOUR - - 13. FISH - - 14. WAR - - 15. TIME - - 16. WAR - - 17. ANIMAL - - 18. FISH - - 19. TIME - - 20. CLOTHES - - 21. WAR - - 22. BODY - - 23. COLOR - - 24. BIRD - - 25. FISH - - 26. TOOL - - 27. TIME - - 28. ANIMAL - - 29. COLOUR - - 30. WAR - - 31. TIME - - 32. CLOTHES - - 33. BODY - - 34. BIRD - - 35. FISH - - 36. BODY - - 37. WAR - - 38. TOOL - - 39. ANIMAL - - 40. BIRD - - -_MENTIMETER NO. 20_: Reading, Directions. - - 1. The name should be written _on the line_. - - 2. There should be a cross or an x _in the square_. - - 3. There should be a cross or an x in the circle and a dot or period - in the square. - - 4. There should be a 1 under the letter M and a 2 under the letter W, - in the list of capital letters beginning A, N, etc. - - 5. The word “Yes” should be written _on the dotted line_. - - 6. The word “in” should be crossed out and the word “and” should have - two lines or circles around it. - - 7. The word “seven” or the figure 7 should be written on the blank at - the left, “twelve” or 12 on the middle blank, and “one hundred” - or 100 on the blank at the right. - - 8. “Ten” or 10 should be written in the square on the left, a small - circle should be written in the second square, and the letter “C” - in the triangle at the right. - - 9. There should be a line drawn under the word “Peck.” - - 10. The word “thousand” or 1000 should be written in the circle. - - 11. The square in front of the word “diminished” should have a check - mark or cross on it. - - 12. There should be a line under the word “Face.” - - -_MENTIMETER NO. 21_: Reading, Interpretation. - -Answers must show conclusively that the questions and the sentences -answering them were read and understood by the candidate. - - 1. Boys. - - 2. In the house. - - 3. Girls. - - 4. On farms, in stores, mines, and factories. - - 5. In the things they enjoy and in the things they are able to do. - - 6. Wheat, corn, and cattle. - - 7. To make clothing to keep us warm. - - 8. To protect us from rain and snow. - - 9. Differences between people. - - 10. Because the world has all sorts of work that must be done, or it - makes possible the adjustment of people to the different tasks to - be done. - - 11. Much of it would be poorly done. - - 12. The difficulty of the task. - - 13. Discontentment and unhappiness. - - 14. “Expeditiously” suggests a lack of economy in time and money. - - 15. Intellectual measurements. - - 16. The consummation of the science of personnel engineering. - - -_MENTIMETER NO. 22_: Disarranged Sentences. - -The most frequent arrangement of the words in each sentence is indicated -below by the last word. Any other arrangement of these words which -produces a perfectly logical and grammatical sentence may be accepted. -Very few sentences will be found that are not already provided for in -the concluding words listed below. - - 1. WHITE. - - 2. ROBIN. BIRD. - - 3. WATER. - - 4. HOUSES. - - 5. WITH. - - 6. WEST. - - 7. COUNTRY. - - 8. COLDEST. - - 9. FOOD. - - 10. EARTH. - - 11. FOOD. VALUABLE. - - 12. TREES. - - 13. GERMANY. ENGLAND. FRANCE. - - 14. PUNISHED. - - 15. OCEAN. - - 16. MISTAKES. - - 17. NIGHTS. SEEN. - - 18. CLOTHING. USEFUL. - - 19. DEBATERS. - - 20. WARFARE. POISONOUS. - - 21. DEGRADING. UNFORTUNATE. - - 22. CRIMES. BIGAMY. PERJURY. - - 23. PSYCHOLOGISTS. - - 24. STEALING. - - 25. FACT. OBSERVED. APPLIED. - - -_MENTIMETER NO. 23_: Completion of Sentences. - -It is impossible for any one to make out a complete list of all the -possible completions of any group of twenty sentences such as those -included in this test. The list of completions given below is therefore -merely suggestive of the perfect sentences which may be made and is not -intended in any way to be exhaustive. Anything which is as good as the -completion listed below should be given full credit. Anything which is -not so satisfactory should not be given credit. - - 1. _Is_ or _was_. - - 2. _To._ - - 3. _Gave_, or _gives_. - - 4. _Girl_ or _child_ in the first blank, and _to_ in the second blank. - - 5. _And_ in the first blank, with _dogs_ in the second blank. - - 6. _Have_, _make_ or _gain_. - - 7. _Not_ or _never_ in the first blank, with _parents_, _friends_, or - _sister_ in the second blank. - - 8. _Boy_, _man_ or _child_ in the first blank, with _fell_ in the - second blank. - - 9. _Is_ or _was_ in the first blank, with _to_ in the second blank, - and _windy_ in the third blank. - - 10. _Succeeds_ or _can_. - - 11. _Animal_ in the first blank, _his_ or _its_ in the second blank, - and _size_ in the third blank. - - 12. _Man_ in the first blank, with _carried_ or _carries_ in the second - blank, and _wore_ or _wears_ in the third blank. - - 13. _On_ in the first blank, _quenches_ in the second blank, _drink_ in - the third blank, and _cold_ or _pure_ in the fourth blank. - - 14. _Patriotism_ in the first blank, _waving_ or _carrying_ in the - second blank, _come_ or _go_ in the third blank, and _marching_ - in the fourth blank. - - 15. _That_ or _which_ in the first blank, _worth_ in the second blank, - _well_ in the third blank, _doing_ in the fourth blank. - - 16. _Does_ or _can_ in the first blank, _give_ in the second blank, - _every_ in the third blank. - - 17. _When_ in the first blank, _better_ in the second blank, _practice_ - in the third blank, _at_ in the fourth blank, _wrong_ in the - fifth blank, _doing_ in the sixth blank. - - 18. _Which_ or _that_ in the first blank, _cause_ in the second blank, - _are_ in the third blank, and _very_ or _most_ in the fifth - blank. - - 19. _To_ in the first blank, _when_ in the second blank, _thirsty_ in - the third blank, and _great_ or _real_ in the fourth blank. - - 20. _Whether_ in the first blank, _likes_, _desires_ or _welcomes_ in - the second blank, _or_ in the third blank, _one_ in the fourth - blank, _not_ in the fifth blank, _as_ in the sixth blank, - _insult_ in the seventh blank. - - -_MENTIMETER NO. 24_: Analogies or Mixed Relations. - -As with several of the other lists of answers, no attempt is made here -to give an exhaustive list of the correct solutions. The words which -appear below are standard. Anything as good as this standard list should -be accepted while anything inferior to the printed solutions should not -be given credit. - - 1. Dogs - - 2. Far, distant - - 3. Foot - - 4. Cat’s - - 5. Hot, warm, heat - - 6. Swims, swim - - 7. Hen - - 8. Drink - - 9. School, classroom - - 10. Her - - 11. Law - - 12. Colt, foal - - 13. Bought - - 14. Painting, picture, portrait - - 15. Sheep, ram - - 16. Floor - - 17. Bird, birds, fowl - - 18. Chauffeur - - 19. Was, were, been - - 20. School, shoal - - 21. Night - - 22. Risen - - 23. Drake - - 24. Sheep, animal, beast - - 25. Women’s - - 26. Give, donate, buy, return - - 27. Aviatrices - - 28. Criterion - - 29. Joneses’ - - 30. Esoteric - - -_MENTIMETER NO. 25_: Handwriting. - -The reader will be able to count the number of letters written per -minute and thereby obtain the score in this test without any key. For -the quality of the results of such a test the reader will compare the -handwriting of each candidate with the samples printed on page 239. - - -_MENTIMETER NO. 26_: English Composition. - -This test, like the test for handwriting quality, is a test of the -quality of products produced by the candidates rather than of the -difficulty of problems solved. Therefore, no set of correct answers is -necessary. The quality of the candidate’s composition should be compared -directly with the quality of the printed samples appearing on pages 242 -to 244. - - -_MENTIMETER NO. 27_: Poetic Discrimination. - -The correct order as determined by the judgments of scores of capable -judges of English Poetry is as follows: - - Best Middle Poorest - In Set No. 1 Z Y X - In Set No. 2 X Y Z - In Set No. 3 Z X Y - In Set No. 4 Y X Z - In Set No. 5 Y Z X - In Set No. 6 Y Z X - - -_MENTIMETER NO. 28_: Arithmetic Reasoning. - -In giving the correct answers below each figure has attached to it the -word indicating the commodity concerned. No answer should be considered -incorrect, however, because it omits the words “dollars,” “lemons” or -“men.” - - 1. 8 men - - 2. 12 dollars - - 8. 9 nickels - - 4. 5 benches - - 5. 8 cents - - 6. 23 cents - - 7. 16 lemons - - 8. 3373 quarts - - 9. 500 pounds - - 10. 51 cents - - 11. 750 people - - 12. 22 tons - - 13. $4.80 - - 14. $1575.00 - - -_MENTIMETER NO. 29_: Practical Judgment Test. - - 1. Get a drink of water. - - 2. It tastes good. - - 3. Wear a raincoat. - - 4. Ring the alarm and try to put out the fire. - - 5. Ask the person’s pardon. - - 6. The frost has killed them. - - 7. To protect them from the colder weather. - - 8. At the beach of a summer resort. - - 9. Try to make time by hurrying. - - 10. To display the flag and inspire patriotism. - - 11. Water always becomes solid at low temperatures. - - 12. Nail a piece of tin over it. - - 13. It is an easily digested and wholesome food. - - 14. An incandescent electric bulb. - - 15. To create a demand for special brands. - - 16. So that their strength may be utilized. - - 17. The low temperature keeps it fresh. - - 18. One could jump from one-story buildings. - - 19. Discover and remove the cause of its crying. - - 20. It has fewer impurities in it. - - 21. To avoid making the city smoky. - - 22. To remove the electricity from the air. - - 23. High and rapidly. - - 24. To help one decide where to read. - - -_MENTIMETER NO. 30_: Logical Conclusions Test. - - 1. Older than James. - - 2. Older than Mary. - - 3. Shorter than Dot. - - 4. Not heavier than May. - - 5. Slower than William. - - 6. Smarter than Bertha. - - 7. Not as rich as Mr. Jones. - - 8. Not noisier than Robert. - - 9. Less rapidly than Henry. - - 10. Not warmer than Thursday. - - 11. Not as frugal as Mrs. Brown. - - 12. Not larger than the second. - - - THE END - ------------------------------------------------------------------------- - - - - - TRANSCRIBER’S NOTES - - - 1. P. 98, changed “to errors” to “to make errors”. - 2. Silently corrected typographical errors and variations in spelling. - 3. Anachronistic, non-standard, and uncertain spellings retained as - printed. - 4. Footnotes have been re-indexed using numbers. - 5. Enclosed italics font in _underscores_. - 6. Enclosed bold font in =equals=. - 7. Superscripts are denoted by a caret before a single superscript - character, e.g. M^r. - - - - - -End of the Project Gutenberg EBook of Measure Your Mind, by -Marion Rex Trabue and Frank Parker Stockbridge - -*** END OF THIS PROJECT GUTENBERG EBOOK MEASURE YOUR MIND *** - -***** This file should be named 61341-0.txt or 61341-0.zip ***** -This and all associated files of various formats will be found in: - http://www.gutenberg.org/6/1/3/4/61341/ - -Produced by Richard Tonsing, MFR, and the Online Distributed -Proofreading Team at http://www.pgdp.net (This file was -produced from images generously made available by The -Internet Archive) - - -Updated editions will replace the previous one--the old editions will -be renamed. - -Creating the works from print editions not protected by U.S. copyright -law means that no one owns a United States copyright in these works, -so the Foundation (and you!) can copy and distribute it in the United -States without permission and without paying copyright -royalties. 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