PROCEDURE, as in year VIII, test 1. SCORING. Score 3 (or superior plan) is required for passing in year XII.
It is strongly recommended that in testing by the Stanford revision the regular Stanford record booklets be used. These are so arranged as to make testing accurate, rapid, and conv...
PROCEDURE. Say: "_I am going to read a little selection of about six or eight lines. When I am through I will ask you to repeat as much of it as you can. It doesn't make any differ...
PROCEDURE. Give the child pen, ink, and paper, place him in a comfortable position for writing, and say: "_I want you to write something for me as nicely as you can. Write these wo...
The series are 6-5-2-8; 4-9-3-7; 3-6-2-9. PROCEDURE AND SCORING. Exactly as in VII, alternate test 2.
The exact method of scoring the individual tests is set forth in the following chapters. Reference to the record booklet for use in testing will show that the records are to be kep...
Against the validity of intelligence tests it is often argued that the result of an examination depends a great deal on the time of day when it is made, whether in the morning hour...
PROCEDURE. Ask the following questions in order:-- (a) "_What day of the week is it to-day?_" (b) "_What month is it?_" (c) "_What day of the month is it?_" (d) "_What year is it?_...
PROCEDURE. Say: _What is the difference between_:-- (a) _Laziness and idleness?_ (b) _Evolution and revolution?_ (c) _Poverty and misery?_ (d) _Character and reputation?_ SCORING....
The questions for this year are:-- (a) "_What's the thing for you to do when you have broken something which belongs to some one else?_" (b) "_What's the thing for you to do when y...
PROCEDURE. If the subject is a boy, the formula is: "_Are you a little boy or a little girl?_" If a girl, "_Are you a little girl or a little boy?_" This variation in the formula i...
PROCEDURE. Present the appropriate accompanying card with the lines in horizontal position. Point to the lines and say: "_See these lines. Look closely and tell me which one is lon...
The questions for this year are:-- (a) "_What ought you to say when some one asks your opinion about a person you don't know very well?_" (b) "_What ought you to do before undertak...
It is often said that the schools are made for the average child, but that "the average child does not exist." He does exist, and in very large numbers. About 60 per cent of all sc...
PROCEDURE. Provide six sheets of thin blank paper, say 81/2 x 11 inches. Take the first sheet, and telling the subject to watch what you do, fold it once, and in the middle of the...
Before we can interpret the results of an examination it is necessary to know how frequently an I Q of the size found occurs among unselected children. Our tests of 1000 unselected...
PROCEDURE. Draw a circle about two and one half inches in diameter, leaving a small gap in the side next the child. Say: "_Let us suppose that your baseball has been lost in this r...
Thus far intelligence tests have found their chief application in the identification and grading of the feeble-minded. Their value for this purpose is twofold. In the first place,...
PROCEDURE. The following problems, printed in clear type, are shown one at a time to the subject, who reads each problem aloud and (with the printed problem still before him) finds...
PROCEDURE. Place before the subject a cardboard on which are pasted three 1-cent and three 2-cent stamps arranged as follows: 111222. Be sure to lay the card so that the stamps wil...
PROCEDURE. Say to the subject: "_Suppose it is six twenty-two o'clock, that is, twenty-two minutes after six; can you see in your mind where the large hand would be, and where the...
The Binet scale is made up of an extended series of tests in the nature of "stunts," or problems, success in which demands the exercise of intelligence. As left by Binet, the scale...
PROCEDURE. Use the following digits: 6-4-1, 3-5-2, 8-3-7. Begin with two digits, as follows: "_Listen; say 4-2_." "_Now, say 6-4-1_." "_Now, say 3-5-2_," etc. Pronounce the digits...
PROCEDURE. After getting the child's attention, say: "_What must you do when you are sleepy?_" If necessary the question may be repeated a number of times, using a persuasive and e...
Nothing contributes more to a satisfactory _rapport_ than praise of the child's efforts. Under no circumstances should the examiner permit himself to show displeasure at a response...
PROCEDURE. The questions used in this year are:-- (a) "_What's the thing to do if it is raining when you start to school?_" (b) "_What's the thing to do if you find that your house...
PROCEDURE. Show the subject the code given on the accompanying form. Say: "_See these diagrams here. Look and you will see that they contain all the letters of the alphabet. Now, e...
By the Pearson formula the correlation found between the I Q's and the teachers' rankings on a scale of five was .48. This is about what others have found, and is both high enough...
There are two considerations here of equal importance. It is necessary to make the examination thorough, but in the pursuit of thoroughness we must be careful not to produce fatigu...
PROCEDURE. Say: "_What is the difference between a fly and a butterfly?_" If the child does not seem to understand, say: "_You know flies, do you not? You have seen flies? And you...