The Stanford revision and extension of the Binet-Simon scale for measuring intelligence

Front matter

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THE STANFORD REVISION AND EXTENSION

Preface

The present monograph summarizes the data on which the Stanford revision and extension of the Binet scale rests and gives an analysis of the results secured by the application of the revised scale with nearly 1000 unselected school children.

The complete guide for giving and scoring the tests and for the interpretation of results is pubUshed separately: The Measurement of Intelligence (Houghton Mifflin Co., 1916). This and the present monograph are in a sense companion volumes, and it is especially hoped that all who use the guide will also make themselves familiar with source material herein offered.

The responsibility of each of the various collaborators is related in Chapter I. Terman is responsible for the assembling of the source material, the arrangement of the trial series, the scoring of all the records, the elaboration of the revision from the results, the formulation of the procedure, the analysis of the data, and the preparation of this monograph for the press. In all these matters, however, invaluable help was rendered by all who collaborated in the work. Whatever merit the present revision possesses must be credited in no small degree to the loyal and painstaking work of those who assisted in the tests. Hearty thanks are also due the public-school officers, teachers, principals and superintendents for their always willing cooperation in furnishing pupils for the tests and in supplying the supplementary information called for.

Lewis M. Tekman.

Stanford University, June 12, 1916.

Chapter I Brief Account Of The Stanford Revi- Sion And Its History

Terman and Childs' tests of 396 children in 1910- 1911 afforded data for a tentative revision and extension of the Binet 1908 scale. The most important changes introduced into the test series by that revision involved a shifting downward of most of the tests in the lower end of the scale, a shifting of several of the upper tests in the opposite direction, and the addition of the following new tests: the ^^ball and field" test, a graded completion test, and a graded test of vocabulary and fable interpretation. ^

In 1911-1912 the tentative revision was applied to 310 public school children in Palo Alto, San Jose and Los Angeles. Of these, 127 were tested by Miss Helen Trost, a senior student at Stanford University, 52 by Dr. Charles Waddle, of the State Normal School, Los Angeles, and the remainder by Terman. The children were selected from each grade by arbitrary rule, according to seating when this had not been determined by scholarship, otherwise alphabetically. The schools selected were attended chiefly by children of the middle classes. The number at each age is given on p. 9.

For several reasons the results of this study did not afford satisfactory data for a further revision of the scale. The method of selecting subjects failed to give representative children at all the various ages, and too

^Lems M. Terman and H. G. Childs: A Tentative Revision and Extension of the Binet-Simon Measuring Scale of Intelligence. /. oj Educ. Psych., Vol. 3, Feb., Mar., Apr. and May, 1912.

little attention had been given to securing uniformity of procedure. Moreover, some of the features of the Terman and Childs revision proved impracticable in actual use and showed the necessity of a more thoroughgoing revision based on more extensive data. Accordingly, a new investigation was undertaken, much more extensive than the earlier ones and more carefully planned.

The work was begun in the autumn of 1913 by Terman, Lyman and Galbreath. Miss Lyman and Miss Galbreath were at the time graduate students in 1];. Department of Education at Stanford Universii\\ Later, Professor and Mrs. Ordahl, of the University of Nevada, and Mr. Wilford Talbert, a former graduate student of Stanford University, kindly offered to cooperate in the work. During the school year '>! 1913-1914 approximately 1000 public-school child: e. were tested by Miss Lyman, Miss Galbreath, I^tr. Talbert, Professor Ordahl and Mrs. Ordahl. The following year another Stanford graduate. Miss Irene Cuneo, secured further data on the lower tests by applj ing the revised scale to the 54 kindergarten child}> '^ attending the training department of the California State Normal School at San Jose. The accompanying table shows the number of children of each age tested by each examiner.

The data secured from these 982 children made possible the revision of the scale up to the 14-year level, but left the extreme upper part of the scale still insecure. Revision of this part was fortunately made possible by the following data:

(1) Tests of 40 high-school students in San Jose and Campbell, Cal. Thirty-two of these, tested by Teaman, were members of classes in ^Uife-career stud- "

I

TABLE I

Number of Children at Each Age Tested by the Several Examiners

Examiner

Place

16-17

Lyman

Prof, and Mrs. Ordahl

Galbreath

Talbert

Cuneo

Santa Barbara Los Angeles Los Gatos, Cal.

Reno, Nevada

San Jose and Mt. View, Cal.

Oakland

Kindergarten St. Nor. School San Jose

14 17

15 18 54

18 27 18 32 22 117

23 31 23 15

34 31 23 12

35 38 28 12

27 29 20 11

33 22 10 14

26 22 25 10

42 33 11 12

29 33 10 10

15 19

4 8 1 1

299 304 176

Total at each age and were of junior or senior grade. Their ages ranged from 17 to 20, with a median of 18+. The others, tested by Mr. Zeidler, were first and second-year students from 14 to 16 years of age. The ^^high school group," referred to in the statistics, included only the 32 tested by Terman.

(2) Tests of 30 business men in Palo Alto and vicinity? by Knolhn and Zeidler. The men selected had had Uttle or no formal education beyond the common school but had shown themselves ordinarily successful in the various lines of business represented in a smaU city.

(3) Tests of 150 "migrating unemployed" men by Mr. Knollin. These were temporary residents at a "hobo hotel" conducted at Palo Alto for transient pedestrians who were willing to work a few hours for a night's lodging and a couple of meals. The ages ranged from 18 to 65, but were chiefly between 25 and 40. Tests of somewhat more than 100 unemployed men were also made with our trial series by Mr. Glenn Johnson, of Reed College, Portland, Oregon, who kindly loaned us his data for comparative purposes.

(4) Tests of 150 juvenile delinquents in the Whittier (Cal.) State School. These tests were made by Dr. J. H. Williams, at that time Fellow on the Buckel Foundation, Stanford University. The ages of the delinquents ranged from 10 to 21, but most were between 14 and 19.^

Returning now to the tests of 1000 unselected children, this part of the investigation may be described as follows:

1. We first assembled as nearly as possible all the results which had been secured for each test of the Binet scale by all the workers of all countries, including per cents passing the test at various ages, conditions under which the results were secured, method of procedure, etc. After a comparative study of these data, and in the light of results we had ourselves secured, a provisional arrangement of the tests was prepared for trial.

2 As the foregoing studies of delinquents, unemployed, and business men are to be published separately by their several authors, it is not necessary to enter into them here in detail. Mr. Williams has since increased his tests of delinquent boys to nearly 500, and Miss Cuneo her tests of kindergarten children to approximately 100. More recently another Stanford University student has used the revision with 150 employees, mostly unskilled or semi-skilled. The mental ages found are given in Chapter II.

About a dozen additional studies, involving tests of nearly 1000 school children and adults, were carried out at Stanford University during the school year of 1916-1917. These studies, which will be reported in a forthcoming monograph, have sought especially to determine the vahdity of the Stanford Revision as a means of diagnosing a child's educability.

2. A plan was then devised for securing subjects who should be as nearly as possible representative of the several ages. The method was to select a school in a community of average social status, a school attended by all or practically all the children in the district where it was located. In order to get clear pictures of age differences, the tests were confined to children who were within two months of a birthday. ^ To avoid accidental selection, all the children within two months of a birthday were tested, in whatever grade enrolled (below the high school). Tests of foreign-born children, however, were eliminated in the treatment of results.

3. The children's responses were for the most part recorded verbatim. This made it possible to re-score the records according to any desired standard and thus to fit a test more perfectly to the age level assigned it.

4. The tests were made at an average rate of about fifty minutes per test. The time was rarely below 40 minutes, except with the children of four and five years. The older children and adults more often required from fifty minutes to an hour. In spite of the rather long time required for the test we are convinced that fatigue has been a negligible factor in our results. The tasks required of the child are so novel that the reserve energies are brought into play and attention is kept at high efficiency much longer than would be the case with ordinary school work.

5. As may be inferred from the time required, the testing was reasonably thorough. It is possible, however, that occasionally a success has been missed by not carrying the test high enough, or a failure missed

' The only exception to this was in the case of 14 five year olds, tested by Miss Cuneo.

by not going back far enough. Errors of this sort doubtless about balance in the long run, and so do not affect appreciably the distribution of mental ages. They do affect, however, the statistical treatment of the results for individual tests, and as a rule we have given the per cents passing a test only for those ages at which all the children were given the test.

6. Much attention was given to securing uniformity of procedure. A half-year was devoted to training the examiners and another half-year to the supervision of the testing.^ In the further interests of uniformity all the records were scored by one person (Terman) .

In working out a revision of the scale the guiding principle was to secure an arrangement of the tests and a standard of scoring which would cause the median mental age of the children of each age-group to coincide with the median chronological age. If the median mental age at any point in the scale was too high or too low, it was only necessary to change the location of certain of the tests, or to change the standard of scoring, until an order of arrangement and a standard of passing were found which would throw the median mental age where it belonged. We had already become convinced that no satisfactory revision of the Binet scale was possible on any theoretical considerations as to the percent of passes which an individual test ought to show in a given year in order to be considered standard for that year, although such a plan might be feasible with a scale differently founded.

^ This statement does not apply, however, to Professor and Mrs. Ordahl, who had to rely on a 20-page guide, supplemented by a few demonstration tests and such further direction as could be given by correspondence. Mr. Talbert and Miss Cuneo had also somewhat less specific training for the tests than had the others, though both had taken a half-year course in clinical psychology.

As was to be expected, the first draft of the revision did not prove satisfactory. The scale was still too hard at some points and too easy at others. Three successive revisions were necessary, involving three separate scorings of the data and as many tabulations of the mental ages, before the desired degree of accuracy was secured.

As finally left, the scale gives a median intelligence quotient closely approximating 100 for our non-selected children of each age. The revision contains six regular tests and from one to three alternative tests in each year from 3 to 10, eight tests at year 12, six at 14, and six in each of two higher groups which are named, in order, ^^ average adult'' and '^superior adult."

The tests in the two highest groups were standardized chiefly on the basis of results from 400 adults. The extension of the scale in the upper range is such that ordinarily intelUgent adults, little educated, test near to what is called the '^average adult" level. Adults whose intelligence is known from other sources to be superior are found to test well up to the '^superior adult" level, whether they are well educated or practically unschooled. Of 30 uneducated business men, 15 tested at '^average adult" (15-17), 8 at ^^ superior adult" (17-19), 6 at ^'inferior adult" (14-15) and 1 at 13. Of 32 high-school students who were 16 years of age or older, 22 tested at ^'average adult," 5 at "superior adult," 5 at "inferior adult."

The trial arrangement of tests included, in addition to those of the Binet 1908 and 1911 series, 31 additional tests, as follows: Kuhlmann's test of discrimination of forms, two new tests of comprehension (Terman), four tests of repeating digits in reversed order (suggested by Bobertag), repeating 8 digits, test of ability to tie a bow-knot (Terman), two tests of finding similarities

14 STANFORD KEVISION OF BINET-SIMON SCALE

(Terman), six vocabulary tests (Terman and Childs), two form-board tests (Healy and Fernald), the Healy- Fernald code test, two tests of fable interpretation (Terman and Childs), two ^^ ball and field " tests (Terman and Childs), an ^' induction'^ test (Terman), a test of arithmetical reasoning (selected from Bonser's series), an ''ingenuity'' test (Terman), a test of ''comprehension of physical relations" (suggested in part by Meumann), a test of observation (drawing an apple with pencil through it, suggested by an experiment of Professor Earl Barnes), and the "problem of enclosed boxes'' (Terman). The test of observation proved too unsatisfactory to be included in the revision, as was true also of one of the Healy-Fernald form boards and Binet's "suggestion" and "reversed triangle" tests. Counting both regular and alternative tests, the revision contains 90 tests, as contrasted with 54 in the Binet 1911 series.

As far as possible, the original Binet tests have been retained in the form in which they were used by their author, although in a number of cases it has seemed advisable to introduce alterations either in procedure or scoring. In preparing the directions, special attention has been devoted to the difficulties encountered by inexperienced examiners in giving and scoring the tests. 5

While it is not claimed that the revision here offered is satisfactory in every respect, the authors believe that it possesses a number of distinct advantages over other versions of the Binet scale. Among these advantages are the following:

^ An extended guide for the giving and scoring of the individual tests and for the interpretation of test results has been pubhshed in a separate volume, The Measurement of Intelligence (Houghton Mifflin Co., 1916). With the latter is furnished all the necessary material for the use of the Stanford Revision.

1. Correction of the too-great ease of the original scale at its lower end and its too-great difficulty at the upper end. This correction should have the important result of tending to prevent the overlooking of borderline cases of deficiency among young children and the overestimation of deficiency among adults of somewhat inferior or borderline intelligence.®

2. The revision not only contains a much larger number of tests than any other series, but also brings into operation a much greater variety of mental functions. This is especially true for the upper part of the scale.

3. It is believed that the detailed directions set forth in the companion volume for giving and scoring the tests should tend materially to promote uniformity of procedure.

The following copy of the forms used in applying the tests will serve to indicate their nature.

YEAR III. (6 tests, 2 months each.)

1. Points to parts of body. (3 of 4.)

Nose Eyes Mouth Hair

2. Names familiar objects. (3 of 5.)

Key Penny Closed knife Watch Pencil

3. Pictures, enumeration or better. (At least 3 objects in one picture.

''TeU me everything you can see in this picture.")

a. Dutch Home

b. Canoe

c. Post Office

4. Gives sex. (Note form of question.)

5. Gives last name

6. Repeats 6-7 syUables. (1 of 3.)

a. "I have a httle dog." h. "The dog runs after the cat." c. "In summer the sun is hot."

Al. Repeats 3 digits. (1 of 3. Order correct. Read 1 per second.) 6-4-1 3-5-2 8-3-7

YEAR IV. (6 tests, 2 months each.)

1. Compares hues. (3 of 3, or 5 of 6.) 1 2 3

2. Discrimination of forms. (Kuhlmann. 7 of 10.)

Circle Square Triangle Other errors

^ For a fuller discussion, see L. M. Terman, Some problems related to the detection of border-line cases of mental deficiency, J. of Psycho- Asthenics, Sept. and Dec, 1915.

3. Counts 4 pennies. (No error.)

4. Copies square. (Pencil. 1 of 3.) 1 2 3

5. Comprehension, 1st degree. (2 of 3.) "What must you do:

a. ** When you are sleepy?

b. "When j^ou are cold?

c. " WTien you are hungry? "

6. Repeats 4 digits. (1 of 3. Order correct. Read 1 per second.)

Al. Repeats 12-13 syllables. (1 of 3 absolutely correct, or 2 with 1 error each.) a. "The boj^'s name is John. He is a very good boy." h. "When the train passes you will hear the whistle blow." c. "We are going to have a good time in the country."

YEAR V. (6 tests, 2 months each.)

1. Comparison of weights. (2 of 3.)

3-15 15-3 3-15

2. Colors. (No error.)

3. Aesthetic comparison. (No error.)

Upper pair Middle Lower

4. Definitions, use or better. (4 of 6.)

Chair DoU

Horse Pencil

Fork Table

5. Patience, or divided rectangle. (2 of 3 trials. 1 minute each.)

1 Time

2 Time

3 Time

6. Three commissions. (No error. Order correct.)

Puts key on chair Brings box Shuts door

Al. Age

YEAR VL (6 tests, 2 months each.)

1. Right and left. (3 of 3, or 5 of 6.)

R. hand L. ear R. eye

2. Mutilated pictures. (3 of 4.)

Eye Mouth Nose Arms

3. Coimts 13 pennies. (1 of 2 trials, without error.)

4. Comprehension, 2d degree. (2 of 3.) "WTiat's the thing to do:

a. "If it is raining when you start to school?

b. "If you find that your house is on fire?

c. "If you are going some place and miss your car?"

5. Coins. (3 of 4. Present in order given below.)

6. Repeats 16-18 syllables. (1 of 3 absolutely correct, or 2 with 1 error

each.) a. "We are having a fine time. We foimd a little mouse in the

trap." 6. "Walter had a fine time on his vacation. He went fishing every

day." c. "We will go out for a long walk. Please give me my pretty

straw hat."

Al. Morning or afternoon. (Note form of question.)

YEAR VII. (6 tests, 2 months each.)

1. Fingers. (No error.) R L Both . .

2 P ictures, description or better. (Over half of performance descrip-

tion. "Tell me what this picture is about?" "What is this a picture of?")

a. Dutch Home

b. Canoe

c. Post Office w ' \ jT * *

3 Repeats 5 digits. (1 of 3. Order correct. Read 1 per second.)

4. Ties bow knot. (Model shown. 1 mmute. "Single" bow half

credit.) Time Method

5. Gives differences. (2 of 3.)

a. Fly and butterfly

h. Stone and egg

c. Wood and glass

6. Copies diamond. (Pen. 2 of 3.) a b .c

Al. 1. Names days of week. (Order correct. 2 of 3 checks correct.)

Mon., Tues., Wed., Thurs., Fri., Sat., Sun. Al. 2. Repeats 3 digits backwards. (1 of 3. Read 1 per second.) 2-8-3. 4-2-7 9-5-8

YEAR VIII. (6 tests, 2 months each.)

1. Ball and field. (Inferior plan or better.)

2 Counts 20-0. (40 seconds. 1 error allowed.) Time Errors

3. Comprehension, 3rd degree. (2 of 3.) "What's the thing for you a. ''When you have broken something which belongs to someone else?

b. "When you are on your way to school and notice that you are in danger of being tardy? • • • • •

c. " If a pla5niiate hits you without meaning to do it?

4. Gives similarities, two things. (2 of 4. "In what way are wood

and coal alike?" etc. Any real likeness is plus.) o. Wood and coal

b. Apple and peach

c. Iron and silver

d. Ship and automobile

5. Definitions superior to use. (2 of 4. "Thing" as genus counts

plus.)

a. Balloon

b. Tiger

c. Football

d. Soldier ; * ' ',

Al. 1. Six coins. (No error. Give in order indicated.)

Al. 2. Dictation. ("See the little boy." Easily legible. Pen, 1 minute.) Time Score by Ayres scale •

YEAR IX. (6 tests, 2 months each.)

1. Date. (Allow error of 3 days in c, no error in a, h, or d.)

a. Day of week. ... 6. month. . . . c. day of m d. year

2. Weights. (3, 6, 9, 12, 15. Procedure not iUustrated. 2 of 3

correct.)

a Method

b Method

c Method

3. Makes change. (2 of 3. No coins, paper, or pencil.)

10-4 15-12 25-4

4. Repeats 4 digits backwards. (1 of 3. Read 1 per second.)

5. Three words. (2 of 3. Oral. 1 sentence or not over 2 coordinate

clauses.)

a. Boy, river, ball

b. Work, money, men

6. Rhymes. (3 rhymes for each word. 1 minute for each part.

Illustrate with hat, rat, cat.)

a. Day Time

b. Mill Time

c. Spring Time

Al. 1. Months. (15 seconds and 1 error in naming. 2 checks of 3

Al. 2. Stamps, gives total value. (2d trial if individual values are known.)

YEAR X. (6 tests, 2 months each.)

2. Absurdities. (4 of 5. Warn. Spontaneous correction allowed.)

a. "A man said: 'I know a road from my house to the city which is down hill all the way to the city and down hill aU the way back'^home. ' "

b. "An engineer said that the more cars he had on his train the faster he could go."

c. "Yesterday the poUce found the body of a girl cut into 18 pieces. They beheve that she killed herself."

d. "There was a railroad accident yesterday, but it was not very serious. Only 48 people were killed."

e. "A bicycle rider, being thrown from his bicycle in an accident, struck his head against a stone and was instantly killed. They picked him up and carried him to the hospital, and they do not think he wiU get well again."

3. Designs. (1 correct, 1 half correct. Expose 10 seconds.) a. . .b. . .

4. Reading and report, (8 memories. 35 seconds and 2 mistakes in

reading.)

Memories Time for reading Mistakes

New York. ] September 5th. | — A fire | last night | burned ] three houses I near the center | of the city. | It took some time | to put it out. |

The loss I was fifty thousand dollars, | and seventeen famihes | lost their homes. | In saving | a girl \ who was asleep | in bed, | a fireman | was burned | on the hands.

5. Comprehension, 4th degree. (2 of 3. Question may be repeated.)

a. "What ought you to say when someone asks your opinion about a person you don't know very well? "

h. "What ought you to do before undertaking (beginning) something very important? "

c. "Why should we judge a person more by his actions than by his words? "

6. 60 words. (Score half-minutes separately. Illustrate with clouds,

dog, chair, happy.) 1 2 3 4 5 6

Method

Al. 1. Repeats 6 digits. (I of 2. Order correct. Read 1 per second.)

Al. 2. Repeats 20-22 syllables. (1 of 3 correct, or 2 with 1 error each.)

a. "The apple tree makes a cool pleasant shade on the ground where the children are playing."

h. "It is nearly half-past one o'clock; the house is very quiet and the cat has gone to sleep,"

c. "In summer the days are very warm and fine; in winter it snows and I am cold."

Al. 3. Form board. (Healy-Fernald Puzzle A. 3 times in 5 minutes.)

Time: a b c Method

YEAR XII. (8 tests, 3 months each.)

2. Abstract words. (3 of 5.)

a. Pity

b. Revenge

c. Charity

d. Envy

e. Justice

3. Ball and field. (Superior plan.)

4. Dissected sentences. (2 of 3. 1 minute each.)

a Time

b Time

c Time

6. Fables. (Score 4, i. e., two correct or the equivalent in half credits.)

a. Hercules and wagoner

b. Maid and eggs

c. Fox and crow

d. Farmer and stork

e. MiUer, son and donkey

6. Repeats 5 digits backwards. (1 of 3. Read 1 per second.)

7. Pictures, iQterpretation. (3 of 4. "Explain this picture.")

a. Dutch Home

b. Canoe c. Post Office

d. Colonial Home

8. Gives similarities, three things. (3 of 5. ''In what way are — , — ,

— , alike?" Grade fairly closely.)

b. Book, teacher, newspaper

d. Knife-blade, penny, piece of wire

e. Rose, potato, tree

YEAH XIV. (6 tests, 4 months each.)

2. Induction test. (Gets rule by 6th folding. Unfold after each

3. President and king. (Power. . . . accession. . . , tenure. ... 2 of 3.)

a

b

c

4. Problems of fact. . (2 of 3. Query on a and b.)

a. "A man who was walking in the woods near a city stopped suddenly, very much frightened, and then ran to the nearest poUceman, saying that he had just seen hanging from the limb of a tree a a what? "

b. "My neighbor has been having queer visitors. First a doctor came to his house, then a lawyer, then a minister (preacher or priest). What do you think happened there?"

c. "An Indian who had come to town for the first time in his life saw a white man riding along the street. As the white man rode by the Indian said — 'The white man is lazy; he walks sitting down.' What was the white man riding on that caused the Indian to say 'he walks sitting down'?"

5. Arithmetical reasoning. (1 minute each. 2 of 3.)

a. If a man's salary is $20 a week and he spends $14 a week, how long wiU it take him to save $300?

6. If 2 pencils cost 5 cents, how many pencils can you buy for 50

cents?

c. At 15 cents a yard, how much will 7 feet of cloth cost?

6. Clock. (2 of 3. Error must not exceed 3 or 4 minutes.)

6 :22 Time required

8 :10 Time required

2 :46 Time required

Al. Repeats 7 digits. (1 of 2. Order correct. Read 1 per second.) 2-1-8-3-4-3-9 9-7-2-8-4-7-5

YEAR XVI, AVERAGE ADULT. (6 tests, 5 montlis each.)

2. Interpretation of fables. (Score 8.) (First explain what a fable

is, and after reading each say, "What lesson does that teach a. Hercules and wagoner

h. Maid and eggs

c. Fox and crow

d. Farmer and stork

e. Miller, son and donkey

3. Difference between abstract words. (3 real contrasts out of 4.)

a. Laziness and idleness

6. Evolution and revolution

c. Poverty and misery

d. Character and reputation

4. Problem of the enclosed boxes. (3 of 4.) One large box con-

taining:

a. 2 smaller, 1 inside of each

h. 2 smaller, 2 inside of each

c, 3 smaller, 3 inside of each

d. 4 smaller, 4 inside of each

5. Repeats 6 digits backwards. (1 of 3.)

6. Code, writes "Come quickly." (2 errors. Omission of dot counts

half error. Illustrate with "war," "trench," and "spy.")

Errors C-O-M-E Q-U-I-C-K-L-Y Time

Method

Al. 1. Repeats 28 syllables. (1 of 2 absolutely correct.)

a. Walter likes very much to go on visits to his grandmother,

because she always teUs him many funny stories. 6. Yesterday I saw a pretty little dog in the street. It had curly brown hair, short legs, and a long tail. Al. 2. Comprehension of physical relations. (2 of 3.)

o. Path of cannon baU h. Weight of fish in water. c. Hitting distant mark. . .

XVIII, SUPERIOR ADULT. (6 tests, 6 months each.)

2. Binet's paper cutting test. Draws folds and locates holes. (If

given, must come before XlVa.)

3. Repeats 8 digits. (1 of 3. Order correct. Read 1 per second.)

4. Repeats thought of passage heard. (1 of 2. E. reads each in about

3^ min.) "I am going to read you a Httle selection. Listen carefully, and when I am through I will ask you to tell as much of it as you can remember. Ready — "

a. "Tests such as we are now making are of value both for the advancement of science and for the information of the person who is tested. It is important for science to learn how people differ and on what factors these differences depend. If we can separate the influence of heredity from the influence of environment we may be able to apply our knowledge so as to guide human development. We may thus in some cases correct defects and develop abihties which we might otherwise neglect."