Part 18 (2/2)
It would be well worth while to work out a new and somewhat more difficult ”test of patience,” but with special care to avoid the puzzling features of the usual games of anagrams. The one given us by Binet is rather easy for year V, though plainly somewhat too difficult for year IV.
V, 6. THREE COMMISSIONS
PROCEDURE. After getting up from the chair and moving with the child to the center of the room, say: ”_Now, I want you to do something for me.
Here's a key. I want you to put it on that chair over there; then I want you to shut (or open) that door, and then bring me the box which you see over there_ (pointing in turn to the objects designated). _Do you understand? Be sure to get it right. First, put the key on the chair, then shut_ (open) _the door, then bring me the box_ (again pointing).
_Go ahead._” Stress the words _first_ and _then_ so as to emphasize the order in which the commissions are to be executed.
Give the commissions always in the above order. Do not repeat the instructions again or give any further aid whatever, even by the direction of the gaze. If the child stops or hesitates it is never permissible to say: ”_What next?_” Have the self-control to leave the child alone with his task.
SCORING. _All three commissions must be executed and in the proper order._ Failure may result, therefore, either from leaving out one or more of the commands or from changing the order. The former is more often the case.
REMARKS. Success depends first on the ability to comprehend the commands, and secondly, on the ability to hold them in mind. It is therefore a test of memory, though of a somewhat different kind from that involved in repeating digits or sentences. It is an excellent test, for it throws light on a kind of intelligence which is demanded in all occupations and in everyday life. A more difficult test of the same type ought to be worked out for a higher age level.
Binet originally located this test in year VI, but in 1911 changed it to year VII. This is unfortunate, for the three Stanford investigations, as well as the statistics of all other investigators, show conclusively that it is easy enough for year V.
V. ALTERNATIVE TEST: GIVING AGE
PROCEDURE. The formula is simply, ”_How old are you?_” The child of this age is, of course, not expected to know the date of his birthday, but merely how many years old he is.
SCORING. About the only danger in scoring is in the failure to verify the child's response. Some children give an incorrect answer with perfect a.s.surance, and it is therefore always necessary to verify.
REMARKS. Inability to give the age may or may not be significant. If the child has arrived at the age of 7 or 8 years and has had anything like a normal social environment, failure in the test is an extremely unfavorable sign. But if the child is an orphan or has grown up in neglect, ignorance of age has little significance for intelligence.
About all we can say is that if a child gives his age correctly, it is because he has had sufficient interest and intelligence to remember verbal statements which have been made concerning him in his presence.
He may even pa.s.s the test without attaching any definite meaning to the word ”year.” On the other hand, if he has lived seven or eight years in a normal environment, it is safe to a.s.sume that he has heard his age given many times, and failure to remember it would then indicate either a weak memory or a grave inferiority of spontaneous interests, or both.
Normal children have a natural interest in the things they hear said about themselves, while the middle-grade imbecile of even 40 years may fail to remember his age, however often he may have heard it stated.
Binet placed the test in year VI of the 1908 series, but omitted it altogether in 1911. Kuhlmann and G.o.ddard also omit it, perhaps wisely.
Nevertheless, it is always interesting to give as a supplementary test.
Children from good homes acquire the knowledge about a year earlier than those from less favorable surroundings. Unselected children of California ordinarily pa.s.s the test at 5 years.
CHAPTER XII
INSTRUCTIONS FOR YEAR VI
VI, 1. DISTINGUIs.h.i.+NG RIGHT AND LEFT
PROCEDURE. Say to the child: ”_Show me your right hand._” After this is responded to, say: ”_Show me your left ear._” Then: ”_Show me your right eye._” Stress the words _left_ and _ear_ rather strongly and equally; also _right_ and _eye_. If there is one error, repeat the test, this time with left hand, right ear, and left eye. Carefully avoid giving any help by look of approval or disapproval, by glancing at the part of the body indicated, or by supplementary questions.
SCORING. The test is pa.s.sed if all three questions are answered correctly, or if, in case of one error, the three additional questions are all answered correctly. The standard, therefore, _is three out of three, or five out of six_.
The chief danger of variation among different examiners in scoring comes from double responses. For example, the child may point first to one ear and then to the other. In all cases of double response, the rule is to count the second response and disregard the first. This holds whether the first response was wrong and the second right, or _vice versa_.
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