Part 28 (1/2)

Note that the subject is not shown the three words written down, and that the reply is to be given orally.

If the subject does not understand what is wanted, the instruction may be repeated, but it is not permissible to ill.u.s.trate what a sentence is by giving one. There must be no preliminary practice.

A curious misunderstanding which is sometimes encountered comes from a.s.suming that the sentence must be constructed entirely of the three words given. If it appears that the subject is stumbling over this difficulty, we explain: ”_The three words must be put with some other words so that all of them together will make a sentence._”

Nothing is said about hurrying, but if a sentence is not given within one minute the rule is to count that part of the test a failure and to proceed to the next trio of words.

Give only one trial for each part of the test.

Do not specially caution the child to avoid giving more than one sentence, as this is implied in the formula used and should be understood.

SCORING. The test is pa.s.sed if _two of the three_ sentences are satisfactory. In order to be satisfactory a sentence must fulfill the following requirements: (1) It must either be a simple sentence, or, if compound, must not contain more than two distinct ideas; and (2) it must not express an absurdity.

Slight changes in one or more of the key words are disregarded, as _river_ for _rivers_, etc.

The scoring is difficult enough to justify rather extensive ill.u.s.tration.

(a) _Boy, ball, river_

_Satisfactory._ An a.n.a.lysis of 128 satisfactory responses gave the following cla.s.sification:--

(1) Simple sentence containing a simple subject and a simple predicate; as: ”The boy threw his ball into the river.” ”The boy lost his ball in the river.” ”The boy's ball fell into the river.” ”The boy swam into the river after his ball,” etc. This group contains 76 per cent of the correct responses.

(2) A sentence with a simple subject and a compound predicate; as: ”A boy went to the river and took his ball with him.” About 8 per cent of all were of this type.

(3) A complex sentence containing a relative clause (2 per cent only); as: ”The boy ran after his ball which was rolling toward the river.”

(4) A compound sentence containing two independent clauses (about 14 per cent); as: ”The boy had a ball and he lost it in the river.”

_Unsatisfactory._ The failures fall into four chief groups:--

(1) Sentences with three clauses (or else three separate sentences).

(2) Sentences containing an absurdity.

(3) Sentences which omit one of the key words.

(4) Silence, due ordinarily to inability to comprehend the task.

Group 1 includes 78 per cent of the failures; group 2, about 12 per cent; and group 3 and 4 about 5 per cent each. Samples of group 1 are: ”There was a boy, and he bought a ball, and it fell into the river.” ”I saw a boy, and he had a ball, and he was playing by the river.” Ill.u.s.tration of an absurd sentence, ”The boy was swimming in the river and he was playing ball.”

(b) _Work, money, men_

_Satisfactory_:--

(1) Sentence with a simple subject and simple predicate (including 75 per cent of 116 satisfactory responses); as: ”Men work for their money.” ”Men get money for their work,” etc.

(2) A complex sentence with a relative clause (12 per cent of correct answers); as: ”Men who work earn much money.” ”It is easy for men to earn money if they are willing to work,” etc.

(3) A compound sentence with two independent, coordinate clauses (13 per cent); as: ”Men work and they earn money.” ”Some men have money and they do not work.”