Part 41 (2/2)
Guard against rhythm and grouping in reading the digits and do not give warning as to the number to be given.
The test is pa.s.sed by about one third of ”average adults” and by over two thirds of ”superior adults.” The test shows no marked difference between educated and uneducated subjects of the same mental level.
SUPERIOR ADULT, 4: REPEATING THOUGHT OF Pa.s.sAGE
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 difference whether you remember the exact words or not, but you must listen carefully so that you can tell me everything it says._” Then read the following selections, pausing after each for the subject's report, which should be recorded _verbatim_:--
(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 abilities which we might otherwise neglect._”
(b) ”_Many opinions have been given on the value of life. Some call it good, others call it bad. It would be nearer correct to say that it is mediocre; for on the one hand, our happiness is never as great as we should like, and on the other hand, our misfortunes are never as great as our enemies would wish for us. It is this mediocrity of life which prevents it from being radically unjust._”
Sometimes the subject hesitates to begin, thinking, in spite of our wording of the instructions, that a perfect reproduction is expected.
Others fall into the opposite misunderstanding and think that they are prohibited from using the words of the text and must give the thought entirely in their own language. In cases of hesitation we should urge the subject a little and remind him that he is to express the thought of the selection in whatever way he prefers; that the main thing is to tell what the selection says.
SCORING. The test is pa.s.sed if the subject is able to repeat in reasonably consecutive order the main thoughts of at least one of the selections. Neither elegance of expression nor _verbatim_ repet.i.tion is expected. We merely want to know whether the leading thoughts in the selection have been grasped and remembered.
All grades of accuracy are found, both in the comprehension of the selection and in the recall, and it is not always easy to draw the line between satisfactory and unsatisfactory responses. The following sample performances will serve as a guide:--
_Selection (a)_
_Satisfactory._ ”The tests which we are making are given for the advancement of science and for the information of the person tested. By scientific means we will be able to separate characteristics derived from heredity and environment and to treat each cla.s.s separately. By doing so we can more accurately correct defects.”
”Tests like these are for two purposes. First to develop a science, and second to apply it to the person to help him. The tests are to find out how you differ from another and to measure the difference between your heredity and environment.”
”These tests are given to see if we can separate heredity and environment and to see if we can find out how one person differs from another. We can then correct these differences and teach people more effectively.”
”The tests that we are now making are valuable along both scientific and personal lines. By using them it can be found out where a person is weak and where he is strong. We can then strengthen his weak points and remedy some things that would otherwise be neglected. They are of great benefit to science and to the person concerned.”
”Tests such as we are now making are of great importance because they aim to show in what respects we differ from others and why, and if they do this they will be able to guide us into the right channel and bring success instead of failure.”
_Unsatisfactory._ ”Tests such as we are now making are of value both for the advancement of science and for the information of the person interested. It is necessary to know this.”
”Such tests as we are now making show about the human mind and show in what channels we are fitted. It is the testing of each individual between his effects of inheritancy and environment.”
”It is very interesting for us to study science for two reasons; first, to test our mental ability, and second for the further development of science.”
”Tests such as we are now making help in two ways; it helps the scientists and it gives information to the people.”
”Tests are being given to pupils to-day to better them and to aid science for generations to come. If each person knows exactly his own beliefs and ideas and faults he can find out exactly what kind of work he is fitted for by heredity. The tests show that environment doesn't count, for if you are all right you will get along anyway.” (Note invention.)
_Selection (b)_
_Satisfactory._ ”There are different opinions about life. Some call it good and some bad. It would be more correct to say that it is middling, because we are never as happy as we would like to be and we are never as sad as our enemies want us to be.”
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