Part 42 (1/2)
”One hears ood, while others say it is bad But it is really neither of the extreood as we desire, nor do we have as much misfortune as others want us to have
Nevertheless, we have enough good to keep life fro unjust”
”Some people have different views of life froood It is better to class life as ood as ish it, and on the other hand, it ht be worse”
”Soood, sos unhappiness to us, but not as much as our enemies want us to have”
_Unsatisfactory_ ”Soh soht”
”There are two sides of life Soood while others say it is bad To soet all they can out of life For others life is not happy and therefore they fail to get all there is in life”
”One hears ood, sos unhappiness and it does not have enough pleasure It should be better distributed”
”There are different opinions of the value of life Soood and some say it is bad Sos happiness while others do not”
”Nowadays there is ood, while others say it is bad A person should not have an ill feeling toward the value of life, and he should not be unjust to any one Honesty is the best policy People who are unjust are more likely to be injured by their enemies” (Note invention)
REMARKS Contrary to what the subject is led to expect, the test is less a test of memory than of ability to coe A subject who fully grasps theof the selection as it is read is not likely to fail because of poor e of 14 or 15 years, as is shown by the fact that our adults do little better than eighth-grade children in repeating sentences of twenty-eight syllables On the other hand, adult intelligence is vastly superior in the coroup of abstract ideas
There is nothing in which stupid persons cut a poorer figure than in grappling with the abstract Their thinking clings tenaciously to the concrete; their concepts are vague or inaccurate; the interrelations a their concepts are scanty in the extreme; and such poor mental stores as they have are little available for ready use
A few critics have objected to the use of tests deht is a very special aspect of intelligence and that facility in it depends almost entirely on occupational habits and the accidents of education Soone so far as to say that we are not justified, on the basis of any nu a subject backward or defective It is supposed that a subject who has no capacity in the use of abstract ideasother lines” In such cases, it is said, we should not penalize the subject for his failures in handling abstractions, but substitute, instead, tests requiring s, tests in which the supposedly dull child often succeeds fairly well
Froical point of view, such a proposal is navely unpsychological It is in the very essence of the higher thought processes to be conceptual and abstract What the above proposal amounts to is, that if the subject is not capable of the nore this fact and estience entirely on the ability he displays to carry on mental operations of athe physician to ignore the diseased parts of his patient's body and to base his diagnosis on an exaans which are sound!
The present test throws light in an interesting way on the integrity of the critical faculty So to extend the report in the least beyond what they know to be approximately correct, while others with defective powers of auto-criticisination, perhaps continuing in garrulous fashi+on as long as they can think of anything having the reht in the selection We have included, for each selection, one illustration of this type in the saiven above
The worst fault of the test is its susceptibility to the influence of schooling Our uneducated adults of even ”superior adult” intelligence often fail, while about two thirds of high-school pupils succeed The unschooled adults have a ive a summary which is inadequate because of its extreht which the passage contains
This test first appeared in Binet's 1911 revision, in the adult group
Binet used only selection (b), and in a slightly ives the test like Binet and retains it in the adult group Kuhl only selection (a) On the basis of over 300 tests of adults we find the test too difficult for the ”average adult” level, even on the basis of only one success in two trials and when scored on the rather liberal standard above set forth
SUPERIOR ADULT, 5: REPEATING SEVEN DIGITS REVERSED
PROCEDURE and SCORING, the same as in previous tests of this kind The series are: 4-1-6-2-5-9-3; 3-8-2-6-4-7-5; and 9-4-5-2-8-3-7
We have collected fewer data on this test than on any of the others, as it was added later to the test series As far as we have used it we have found few ”average adults” who pass, while about half the ”superior adults” do so
SUPERIOR ADULT, 6: INGENUITY TEST
PROCEDURE Problem _a_ is stated as follows:--
_Aback exactly 7 pints of water She gave him a 3-pint vessel and a 5-pint vessel Shownothing but these two vessels and not guessing at the a the 5-pint vessel first Remember, you have a 3-pint vessel and a 5-pint vessel and you iven orally, but may be repeated if necessary