Part 38 (1/2)

REMARKS This test was first used by the writer in a coht and dull boys in 1905, but it was not standardized until 1914 Rather extensive data indicate that it is a genuine test of intelligence Of 14-year-old school children testing between 96 and 105 I Q, 59 per cent passed this test; of 14-year-olds testing below 96 I Q, 41 per cent passed; of those testing above 105, 71 per cent passed That is, the test agrees ith the results obtained by the scale as a whole Of ”average adults” only 10 per cent fail; and of ”superior adults,” fewer than 5 per cent As a rule, the higher the grade of intelligence, the fewer the steps necessary for grasping the rule Of the superior adults, only 35 per cent fail to get the rule as early as the end of the fourth step

The test is little affected by schooling, and apart froe Other advantages of the test are the keen interest it always arouses and its independence of language ability It has been used successfully with irant subjects who had been in this country but a few months

We have naht be supposed that the solution would ordinarily be arrived at by deduction, or by an _a-priori_ logical analysis of the principle involved This, however, is rarely the case Not one average adult out of ten reasons out the situation in this purely logical manner It is ordinarily only after one or more mistakes have beenup the unfolded paper to view that the correct principle is grasped In the absence of deductive reasoning the subject must note that each unfolded sheet contains twice asthe paper again will again double the nueneralize from particulars where the common element of the particulars can be discerned only by the selective action of attention, in this case attention to the fact that each number is the double of its predecessor

XIV, 3 GIVING DIFFERENCES BETWEEN A PRESIDENT AND A KING

PROCEDURE Say: ”_There are three ; what are they?_” If the subject stops after one difference is given, we urge hiiven

SCORING The three differences relate to power, tenure, and manner of accession Only these differences are considered correct, and the successful response ard crudities of expression and note ards power, for exa responses are satisfactory: ”The king is absolute and the president is not” ”The king rules by himself, but the president rules with the help of the people” ”Kings can have things their oay more than presidents can,” etc

It may be objected that the reverse of this is so of to-day often has less power than the average president

Sometimes subjects mention this fact, and when they do we credit them with this part of the test As a iven

Soiven a half-dozen or more differences, and in such cases the first three differences may be trivial and some of the later ones essential The question then arises whether we should disregard the errors and pass the subject on his later correct responses The rule in such cases is to ask the subject to pick out the ”three iven in the forle contrast, as: ”The president is elected, but the king inherits his throne and rules for life” This answer entitles the subject to credit for both accession and tenure, the contrast as regards tenure being plainly implied

Unsatisfactory contrasts are ofSo wears a crown” ”A king has jewels” ”A king sits on a throne” (”A king sets on a thorn” as one feeble- has courtiers” ”A king is very dignified” ”A king dresses up more” ”A president has less pomp and ceremony” ”A president issits on a chair all the time and a president does not” ”No differences; it's just naer salary”

”A king has royal blood” ”A king is inisrules in arules in a foreign country” ”A president is elected and a king fights for his office” ”A president appoints governors and a king does not” ”A president lets the lawyers ”

It is surprising to see how often trivial differences like the above are given About thirty ”average adults” out of a hundred, including high-school students, give at least one unsatisfactory contrast

The test has been criticized as depending tooThe criticism is to a certain extent valid when the test is used with young subjects, say of 10 or 12 years It is not valid, however, if the use of the test is confined to older subjects With the latter, it is not a test of knowledge, but of the discrie already in the possession of the subject It would be difficult to find an adult, not actually feeble- inherits his throne, while the president is elected; that the tenure of the king is for life, and that of the president for a ters ordinarily have, or are supposed to have, more power Even the relatively stupid adult knows this; but he also knows that kings are different fro crowns, thrones, palaces, robes, courtiers, larger pay, etc, and he ards the relative iically related to that of giving differences in year VII and to the two tests of finding si a comparison based on fundaood and should be worked out in additional tests of the same type

The test first appeared in the Binet revised scale of 1911 Kuhlmann o on it

Our results show that if two essential differences are required, the test belongs where we have placed it, but that if only one essential difference is required, the test is easy enough for year XII

XIV, 4 PROBLEM QUESTIONS

PROCEDURE Say to the subject: ”_Listen, and see if you can understand what I read_” Then read the following three proble enough for the subject to find an answer:--

(a) ”_Ain the woods near a city stopped suddenly, verythat he had just seen hanging frohbor has been having queer visitors First a doctor came to his house, then a lawyer, then a minister (preacher or priest) What do you think happened there?_”

(c) ”_An Indian who had come to town for the first ti the street As the white man rode by, the Indian said--'The whitedown' What was the whitedown'?_”

Do not ask questions calculated to draw out the correct response, but wait in silence for the subject's spontaneous answer It is pere if the subject requests it

SCORING _Two responses out of threeexplanations and examples will make clear the require_

_Satisfactory_ The only correct answer for the first is ”Ahied, etc) Weanswer: ”Dead branches that looked like a ood many subjects answer simply, ”A man” This answer cannot be scored because of the i what is in the subject's mind, and in such cases it is always necessary to say: ”_Explain what you ation always enables us to score the response

_Unsatisfactory_ There is an endless variety of failures: ”A snake,” ”Athe er,” ”A wild cat,” ”A cat,” ”A bird,” ”An eagle,” ”A bird's nest,” ”A hornet's nest,” ”A leaf,” ”A swing,” ”A boy in a swing,” ”A basket of flowers,” ”An egg,” ”A ghost,” ”A white sheet,”