Part 20 (1/2)

REMARKS. Some of the critics of the Binet scale regard this test as of little value, because, they say, the ability to identify pieces of money depends entirely on instruction or other accidents of environment. The figures show, however, that it is not greatly influenced by differences of social environment, although children from poor homes do slightly better with it than those from homes of wealth and culture. The fact seems to be that practically all children by the age of 6 years have had opportunity to learn the names of the smaller coins, and if they have failed to learn them it betokens a lack of that spontaneity of interest in things which we have mentioned so often as a fundamental presupposition of intelligence. It is by no means a test of mere mechanical memory.

This test was given a place in year VII of Binet's 1908 scale, the coins used being the 1-sou, 2-sous, 10-sous, and 5-franc pieces. It was omitted from the Binet 1911 revision and also from that of G.o.ddard.

Kuhlmann retains it in year VII. Others, however, have required all four coins to be correctly named, and when this standard is used the test is difficult enough for year VII. Germany has six coins up to and including the 1-mark piece, all of which could be named by 76 per cent of Bobertag's 7-year-olds. With the coins and the standard of scoring used in the Stanford revision the test belongs well in year VI.

VI, 6. REPEATING SIXTEEN TO EIGHTEEN SYLLABLES

The sentences are:--

(a) ”_We are having a fine time. We found a little mouse in the trap._”

(b) ”_Walter had a fine time on his vacation. He went fis.h.i.+ng every day._”

(c) ”_We will go out for a long walk. Please give me my pretty straw hat._”

PROCEDURE. The instructions should be given as follows: ”_Now, listen. I am going to say something and after I am through I want you to say it over just like I do. Understand? Listen carefully and be sure to say exactly what I say._” Then read the first sentence rather slowly, in a distinct voice, and with expression. If the response is not too bad, praise the child's efforts. Then proceed with the second and third sentences, prefacing each with an exhortation to ”say exactly what I say.”

In this year and in the memory-for-sentences test of later years it is not permissible to re-read even the first sentence. The only reason for allowing a repet.i.tion of one of the sentences in the earlier test of this kind was to overcome the child's timidity. With children of 6 years or upward we seldom encounter the timidity which sometimes makes it so hard to secure responses in some of the tests of the earlier years.

SCORING. The test is pa.s.sed _if at least one sentence out of three is repeated without error, or if two are repeated with not more than one error each_. A single omission, insertion, or transposition counts as an error. Faults of p.r.o.nunciation are of course overlooked. It is not sufficient that the thought be reproduced intact; the exact language must be repeated. The responses should be recorded _verbatim_. This is easily done if record blanks used for scoring have the sentences printed in full.

REMARKS. In this test and in later tests of memory for sentences, it is interesting to ask after each response: ”_Did you get it right?_” As in the tests with digits, it is an unfavorable sign when the child is perfectly satisfied with a very poor response.

It is evident that tests of this type give opportunity for different degrees of failure. To repeat only a half or a third of each sentence is much more serious than to make but one error in each sentence (one word omitted, inserted, or misplaced). It would be possible to use the same sentences at three or four different age levels, by setting the appropriate standard for success at each age. If the standard is one sentence out of three repeated with no more than two errors, the test belongs in year V. If we require two absolutely correct responses out of three, the test belongs at about year VII. The s.h.i.+fting standard is rendered unnecessary, however, by the use of other tests of the same kind, easier ones in the lower years and more difficult ones in the upper.

Sentences of sixteen syllables found a place in Binet's 1908 scale and were correctly located in year VI, but later revisions, including that of Binet, have omitted the test.

VI. ALTERNATIVE TEST: FORENOON AND AFTERNOON

PROCEDURE. If it is morning, ask: ”_Is it morning or afternoon?_” If it is afternoon, put the question in the reverse form, ”_Is it afternoon or morning?_” This precaution is necessary because of the tendency of some children to choose always the latter of two alternatives. Do not cross-question the child or give any suggestion that might afford a clue as to the correct answer.

SCORING. The test is pa.s.sed if the correct response is given with apparent a.s.surance. If the child says he is not sure but _thinks_ it forenoon (or afternoon, as the case may be), we score the response a failure even if the answer happens to be correct. However, this type of response is not often encountered.

REMARKS. It is interesting to follow the child's development with regard to orientation in time. This development proceeds much more slowly than we are wont to a.s.sume. Certain distinctions with regard to s.p.a.ce, as up and down, come much earlier. As Binet remarks, schools sometimes try to teach the events of national history to children whose time orientation is so rudimentary that they do not even know morning from afternoon!

The test has two rather serious faults: (1) It gives too much play to chance, for since only two alternatives are offered, guesses alone would give about fifty per cent of correct responses. (2) We cannot be sure that the verbal distinction between forenoon and afternoon always corresponds the two divisions of the day. It is possible that the temporal discrimination precedes the formation of the correct verbal a.s.sociation.

This test was included in the year VI group of the 1908 scale, but was omitted from the 1911 revision. Nearly all the data except Bobertag's show that it is rather easy for year VI, though too difficult for year V. Bobertag's figures would place the test in year VII. Possibly the corresponding German words are not as easy to learn as our _morning_ and _afternoon_.

CHAPTER XIII

INSTRUCTIONS FOR YEAR VII

VII, 1. GIVING THE NUMBER OF FINGERS

PROCEDURE. ”_How many fingers have you on one hand?_” ”_How many on the other hand?_” ”_How many on both hands together?_” If the child begins to count in response to any of the questions, say: ”_No, don't count.

Tell me without counting._” Then repeat the question.

SCORING. Pa.s.sed _if all three questions are answered correctly and promptly_ without the necessity of counting. Some subjects do not understand the question to include the thumbs. We disregard this if the number of fingers exclusive of thumbs is given correctly.