morning?"

Year VII

1. Giving Numbers of Fingers

Say, "How many fingers have you on one hand?" "How many on the other hand?" "How many on both hands together?" If S. begins to count, say, "No, don't count. Tell me without counting," and repeat question.

Credit if all three questions are answered correctly and promptly without counting (5, 5, 10 or 4, 4, 8).

2. Pictures; Description

Show card (a) and say, "What is this picture about?" "What is this a picture of?" May repeat question, but do not change it. Same for (b) and (c). Order, Dutch Home, Canoe, Post Office.

Credit if two of the three pictures are described or interpreted. (See The Measurement of Intelligence, pp. 191-92.)

3. Repeating Five Digits

Say, "Now, listen. I am going to say over some numbers and after I am through, I want you to say them exactly as I do. Listen closely and get them just right." Give (a) 3, 1, 7, 5, 9, and if necessary (b) 4, 2, 8, 3, 5, and (c), 9, 8, 1, 7, 6. Do not re-read any set. Avoid grouping.

Credit if one set of the three is given correctly.

4. Tying Bow Knot

Show S. a completed bow knot (shoestring tied around a pencil) and say: "You know what kind of a knot this is, don't you? It is a bow knot. I want you to take this other piece of string and tie the same kind of knot around my finger." Give S. string of same length and hold finger conveniently for S.

Credit if double bow (both ends folded in) is tied within one minute. The usual half knot as basis must not be omitted. Single bow, half credit.

5. Giving Differences

Say, "What is the difference between a fly and a butterfly?" If S. does not understand, say, "You know flies, do you not? You have seen flies? And you know the butterflies? Now, tell me the difference between a fly and a butterfly." Same for stone and egg, and wood and glass.

Credit if any real difference is given in two of three questions. (See The Measurement of Intelligence, pp. 200-01.)

6. Copying Diamond

Place diamond before S., and give pen, saying, "I want you to draw one exactly like this. Make it right here" (showing space on record blank). Give three trials if necessary, saying each time, "Make it exactly like this one." (Note that pen and ink must be used.)

Credit if two drawings are satisfactory. (See scoring card.)

Alt. 1. Naming Days of Week

Say, "You know the days of the week, do you not? Name the days of the week for me." If response is correct, check by asking, "What day comes before Tuesday?" "Before Thursday?" "Before Friday?"

Credit if correct response is given within 15 seconds, and if two of three checks are correct.

Alt. 2. Three Digits Backwards

Say, "Listen carefully. I am going to read some numbers again but this time I want you to say them backwards. For example, if I should say 5—1—4, you would say 4—1—5. Do you understand?" Then, "Ready, now; listen carefully, and be sure to say the numbers backwards." If S. gives digits forwards, repeat instructions. If necessary, give (b) and (c), repeating, "Ready, now; listen carefully, and be sure to say the numbers backwards." 2, 8, 3;    4, 2, 7;    9, 5, 8.

Credit if one set is repeated backwards without error.

Year VIII

1. Ball and Field

Present "round field" on record blank with gate facing S. and say, "Let us suppose that your baseball has been lost in this round field. You have no idea what part of the field it is in. You don't know what direction it came from, how it got there, nor with what force it came. All you know is that the ball is lost somewhere in the field. Now, take this pencil and mark out a path to show me how you would hunt for the ball so as to be sure not to miss it. Begin at the gate and show me what path you would take." If S. stops, say, "But suppose you have not found it yet, which direction would you go next?"

Credit in Year VIII for "inferior" plan (or better); in Years VIII and XII for "superior" plan. (See scoring card.)

2. Counting 20 to 1

Say, "You can count backwards, can you not? I want you to count backwards for me from 20 to 1. Go ahead." If S. counts 1-20 say, "No, I want you to count backwards from 20 to 1, like this: 20—19—18 and clear on down to 1. Now, go ahead." Have S. try, even if he says he cannot, but do not prompt.

Credit for counting from 20 to 1 within 40 seconds with not more than one error. Spontaneous corrections allowed.

3. Comprehension

Say, "What's the thing for you to do:

(a) "When you have broken something which belongs to some one else?

(b) "When you are on your way to school and notice that you are in danger of being late?

(c) "If a playmate hits you without meaning to do it?"

Questions may be repeated once or twice, but form must not be changed.

Credit if two of three responses are correct. (See The Measurement of Intelligence, p. 216.)

4. Finding Likenesses: Two Things

Say, "I am going to name two things which are alike in some way, and I want you to tell me how they are alike."

(a) "Wood and coal: in what way are they alike?" If difference is given, say, "No, I want you to tell me how they are alike. In what way are wood and coal alike?"

(b) "In what way are an apple and a peach alike?"

(c) "In what way are iron and silver alike?"

(d) "In what way are a ship and an automobile alike?"

Credit if any real likeness is given for two of the four pairs. (See The Measurement of Intelligence, pp. 219-20.)

5. Definitions: Superior to Use

Ask, "What is a balloon?" Same for tiger, football, soldier. Do not comment on responses. May repeat questions.

Credit if two of four definitions better than use are given. (See The Measurement of Intelligence, pp. 222-23.)

6. Vocabulary

See last section.

If both lists of words are given, credit if 20 definitions are satisfactory; if only one list is given, the requirement is 10.

Alt. 1. Naming Six Coins

Show nickel, penny, quarter, dime, silver dollar, and half-dollar in order, asking, "What is that?" If answer is "money," say, "Yes, but what do you call that piece of money?"

Credit if all six coins are correctly named. Spontaneous corrections allowed.

Alt. 2. Writing from Dictation

Give pen, ink, and paper, and say, "I want you to write something for me as nicely as you can. Write these words: 'See the little boy.' Be sure to write it all: 'See the little boy.'" Do not dictate the words separately, nor give further repetition.

Credit if sentence is written without omission of a word and legibly enough to be easily recognized. Misspelling disregarded if word is easily recognizable. (See scoring card.)

Year IX

1. Giving the