as separated above. Minor changes in wording allowed. Scoring is done by checking word groups on record blank.

5. Comprehension

Ask in order,

(a) "What ought you to say when someone asks your opinion about a person you don't know very well?"

(b) "What ought you to do before undertaking (beginning) something very important?"

(c) "Why should we judge a person more by his actions than by his words?"

May repeat but not change question except to substitute beginning in (b) in case undertaking seems not to be understood.

Credit if two of three replies are satisfactory. (See The Measurement of Intelligence, pp. 269-71.)

6. Naming Sixty Words

Say, "Now, I want to see how many different words you can name in 3 minutes. When I say ready, you must begin and name the words as fast as you can, and I will count them. Do you understand? Be sure to do your very best, and remember that just any words will do, like 'clouds,' 'dog,' 'chair,' 'happy'—ready; go ahead." Whenever there is a pause of 15 seconds, say, "Go ahead as fast as you can. Any words will do." Don't allow sentences or counting; if attempted, interrupt with "Counting (or sentences) not allowed. You must name separate words. Go ahead."

Credit if 60 words, exclusive of repetitions, are given in three minutes. If time is limited one minute may be given and 28 words required.

Alt. 1. Repeating Six Digits

"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) and if necessary (b). 3, 7, 4, 8, 5, 9;    5, 2, 1, 7, 4, 6.

Credit if one set is given without error.

Alt. 2. Repeating Sentences

Say, "Now listen. I am going to say something and after I am through I want you to say it over just as I do. Understand? Listen carefully and be sure to say exactly what I say." Repeat, "Say exactly what I say," before reading each sentence. Do not re-read any sentence.

(a) The apple tree makes a cool pleasant shade on the ground where the children are playing.

(b) It is nearly half-past one o'clock; the house is very quiet and the cat has gone to sleep.

(c) In summer the days are very warm and fine; in winter it snows and I am cold.

Credit if one sentence out of three is repeated without error, or two with not more than one error each.

Alt. 3. Healy-Fernald Puzzle

Place frame (short side toward S.) and blocks on table and say, "I want you to put these blocks in this frame so that all the space will be filled up. If you do it rightly, they will all fit in and there will be no space left over. Go ahead." Do not suggest hurrying. Note procedure, especially tendencies to repeat absurd moves, and moves which leave spaces obviously impossible to fill.

Credit if S. fits blocks into place three times within a total time of five minutes for the three trials.

Year XII

1. Vocabulary

See last section.

40 satisfactory definitions if both lists are given; 20 if only one list is given.

2. Definitions: Abstract Words

Say "What is pity?" "What do we mean by pity?" etc. If response contains word to be defined, ask, "Yes, but what does it mean to pity some one?" Same for revenge, charity, envy, justice. Question S. if response is not clear.

Credit if three of the five words are satisfactorily defined. (See The Measurement of Intelligence, pp. 282-84.)

3. 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.)

4. Dissected Sentences

Point to the first group of words (For the, etc.), and say, "Here is a sentence that has the words all mixed up, so that they don't make any sense. If the words were changed around in the right order they would make a good sentence. Look carefully and see if you can tell me how the sentence ought to read." Do not hurry S., but allow only one minute. If S. fails on the first sentence, read it for him slowly and correctly, pointing at each word as you speak it. Same procedure for second and third, except that no help is given.

Credit if two sentences of three are correct, or one correct and two nearly correct. Time, one minute each. (See The Measurement of Intelligence, p. 288.)

5. Interpretation of Fables

Present fables in order given below. Say, "You know what a fable is? Fables, you know, are little stories which teach us a lesson. I am going to read a fable to you. Listen carefully, and when I am through I will ask you to tell me what lesson the fable teaches us." After reading, say, "What lesson does that teach us?" Question S. if response is not clear. Proceed with (b), (c), (d), and (e) thus: "Here is another. Listen again and tell me what lesson this fable teaches us." After each ask, "What lesson does that teach us?"