THE MENTIMETER TESTS
Tests of the abilities of human beings may be classified upon a great
many different bases. It is possible, first of all, to classify them
according to the qualities of mind and body which they measure. The
reason it is difficult so to classify tests of mental ability is that
the mind refuses to be cut up into different parts, each one responsible
for a specific characteristic. No test can be solved by the use of one
and only one group of intellectual faculties. The results obtained in
any mental examination are the complex effects of an immense number of
different characteristics. No attempt has therefore been made in the
classification of the Mentimeters to say that one measures imagination,
another measures attention, and another some other quality. Almost every
quality enters to some degree in each test.
It is possible to classify tests according to the subject matter which
they contain. The Mentimeter tests are so arranged, where it is
possible, as to cover a very wide range of subject matter.
It is possible to classify examinations according to the activity
required of the candidate being examined. A number of the Mentimeter
tests call for _completing_ a series of objects or ideas, while a number
of others call for _memory_ of a certain sort, and still others require
_discrimination_ between certain differing elements. These differences
in the activity of the candidate examined, are not, however, the chief
distinctions to be made between the tests.
It is possible to classify measurements according to the number of
candidates that may be examined at the same time. Some tests cannot be
given readily to more than one person at a time, while other tests can
be given to several at the same sitting. In so far as possible, the
Mentimeter tests are so arranged that they can be given to large numbers
at the same sitting. This makes for economy of time and of effort on the
part of the examiner.
It is possible to classify tests according to physical characteristics
of the candidate examined, such as tests for infants, tests for
children, and tests for adults, or tests for the blind and tests for the
deaf. The first test in the Mentimeter series is for infants while the
remainder of the tests are intended to measure older people.
Tests may further be classified according to the language capacity of
the candidates who are examined. Certain of the Mentimeter tests are for
non-English-speaking persons primarily, while others are primarily for
those who speak English, and still others for those who read English.
The Mentimeter series of examinations which follows consists of thirty
different tests, the majority of which are modifications of tests which
have been used previously elsewhere. The first test in the series is to
be used as an individual test of very young children. The blank provided
furnishes brief suggestions, at each point, of what the procedure should
be, and also furnishes a place for the examiner to record the result of
his questions and observations.
Each examination booklet in the Mentimeter series has on its title page
blanks as follows:
┌────────────────────────────────────────────┐
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│ NAME______________________________________ │
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│ AGE AT LAST BIRTHDAY_______LOCATION_______ │
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│ __________________________________________ │
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└────────────────────────────────────────────┘
The space headed “Location” is to be used to indicate the business or
industrial organization or the department of the candidate being
examined; or the grade, class, and school of a school pupil. These
blanks should always be filled out before the examination begins.
At the middle of the page directions are frequently given with examples
to serve in explaining concretely just what the nature of the test is
going to be. In the lower right-hand corner of the title page there
appears a blank, preceded by the words “Total Score.” This is to be
filled out by the examiner after the candidate has marked his paper and
after the examiner has scored the results.
Tests numbered from 2 to 10 are classified as tests for
non-English-speaking persons. They were designed originally, and can
best be used, as group tests, although the directions given on the
following pages for these members of the Mentimeter family are usually
in terms of an individual examination. If it had been possible to
prepare and furnish with this book large charts on which the explanatory
samples could be exhibited and the pantomime instructions clearly
demonstrated for a group of people at the same time, the instructions
would have been printed as for a group examination. Within the confines
of a title page of a test booklet only small examples can be presented,
and therefore the instructions are for measuring one individual at a
time. Any employer, teacher, or supervisor who plans to make use of
these tests for non-English-speaking persons would do well to prepare
the demonstration material in enlarged form in order to use it in giving
the tests to groups of individuals at the same time.
In giving a group test it is practically always necessary to obtain the
identifying information called for on the title page before the booklets
are opened or turned over. There is a distinct tendency for candidates
to try to glance at the pages which follow unless specific directions
are given as the papers are distributed that this must not occur.
The procedure in giving Mentimeters 2 to 10 to people who can understand
and even read English is very little different from the procedure to be
used with the foreign-language-speaking groups.
Mentimeters 11 to 15 cannot be given as group tests because of the great
amount of writing which this would entail. Group tests are most
efficient when candidates are required to do nothing other than check
the correct answers without having to write anything.
Mentimeters 16 to 30 may be given as individual examinations, although
they are planned as group examinations and the results obtained from
their use as group examinations will be superior to the results obtained
from their use as individual examinations.
In giving all of these tests it is very important that the printed forms
prepared by the publishers be employed and that the directions which
follow be carefully observed. The stencils furnished with the printed
test booklets make it possible for a clerk of average mental capacity to
mark and score the results of these examinations with great rapidity and
with just as much accuracy as could be obtained by specialists working
without such stencils. These stencils and the group method make
psychological examinations economical of administration.
The list of Mentimeter tests is as follows:
THE MENTIMETER TESTS
TEST FOR INFANTS
1. Typical Performance
TESTS FOR NON-ENGLISH-SPEAKING PERSONS
2. Pictorial Absurdities
3. Maze Threading
4. Dot Pattern Correction
5. Dividing Geometric Figures
6. Completion of Form Series
7. Checking Identity of Numbers
8. Digit-Symbol Substitution
9. Completion of Number Relation Series
10. Addition Tests
INDIVIDUAL TESTS FOR ENGLISH-SPEAKING PERSONS
11. Memory for Numbers
12. Repeating Numbers Backward
13. Memory for Sentences
14. Speaking Vocabulary
15. Word Discrimination
GROUP TESTS FOR PERSONS WHO READ ENGLISH
16. Naming Opposites
17. Spelling Tests
18. Range of Information
19. Reading: Vocabulary
20. Reading: Directions
21. Reading: Interpretation
22. Disarranged Sentences
23. Completion of Sentences
24. Analogies or Mixed Relations
25. Handwriting Tests
26. English Composition
27. Poetic Discrimination
28. Arithmetic Reasoning
29. Practical Judgment
30. Logical Conclusions.
MENTIMETER NO. 1
TYPICAL PERFORMANCES OF YOUNG CHILDREN
_Character of the Test._
The mental capacity of adult persons is indicated rather accurately by
the number and variety of things they have learned from the school of
life, omitting from the count so far as possible those things directly
taught by the formal schools. The intellectual capacity of an infant is
likewise indicated roughly by the changes which his brief experience in
life has brought about in his ability to control himself and his
immediate surroundings. At birth the child is practically without
control of his own body, except for certain sucking reflexes, certain
crying reflexes, and the reflex which causes it to grasp with its
fingers or toes the finger or pencil which is brought into contact with
them. These reflexes can hardly be said to be a part of the child’s
control of his own body, for the child could not avoid obeying them if
he so desired. The new-born infant is practically helpless even so far
as his own body is concerned. Any degree of control he may later develop
over his body or over other things outside is attained because he has a
system of nerve and brain cells capable of forming connections and being
modified by these connections and their results.
The degree to which the child’s nervous system is organized and supplied
with potential connections by inheritance is reflected very early in
life by the quickness with which it learns to control itself and its
immediate environment. The most ready method of testing this inherited
capacity is therefore to determine at any particular age just how
complex and adequate a system of control has been developed. The tests
for measuring infants and young children consist, then, in those
performances under specified standard conditions, which are typical for
children at various ages.
The Mentimeter for young children is based directly upon the findings of
Prof. Lewis M. Terman and his students in their investigations of
children from three to twenty years of age. This investigation was so
carefully devised and executed that to improve on the product, the
Stanford Revision of the Binet tests, would be almost impossible. The
tests for children three and four years of age presented in the
following pages are therefore not claimed to be new or original with the
present authors, who hereby express to Doctor Terman their admiration
for his excellent contributions in the field of psychological
measurements. The tests here suggested for children under three years of
age are modifications of those suggested by Doctor Kuhlmann. All
investigators in this field are, of course, indebted to the pioneers,
the French psychologists, Binet and Simon.
The method of this test series consists in putting the child into a
well-defined situation and observing how he acts. The situation may
consist partly in words or other noises impressing themselves upon his
ears, or it may consist largely in visual sensations, or even in
sensations of physical well-being in his own body. Under a given
situation a normal child of a given age or older will act in a certain
standard way. The measurement then is in terms of the age for which a
given child’s reactions are typical.
The test can best be given by one who is fairly familiar with the infant
to be tested, although interest in having the child make a good showing
should never be allowed to change one’s judgment of the facts as to the
child’s performance. Another danger of too great familiarity is that the
examiner may, without intention to do so, drill the child upon those
things which are later to be required in the test. In so far as the
parent knows what performances are to be included in the tests there is
real danger that the child will be “coached up” on these things, even at
as early an age as six months.
_List of Typical Performances._
THREE MONTHS (3 tests, credit 1 month each)
1. Control of eyes (Both eyes look in same direction. Follows with
eyes the movement of bright objects).
2. Hearing (Reacts with sudden start or scream to loud noises, such as
slamming of door, hand clapping. Turns eyes or head in direction
of less startling noises, such as opening of door, footsteps).
3. Muscular Control (Moves hand or toy directly to mouth without
striking other parts of body and face. Grasps or curls fingers
about rattle or pencil placed in hands).
SIX MONTHS (3 tests, credit 1 month each)
1. Muscular Control (Balances head without support. Sits ten minutes
or more when supported).
2. Self-Direction (Attempts to catch self when beginning to fall from
sitting posture. Reaches out for toys and near-by objects.
Attempts to pull self to sitting posture if given a hand to
grasp).
3. Enjoyment (Plays longer and more persistently with one toy than
with another. Laughs aloud when bounced on bed or when familiars
indulge in strenuous exercise).
ONE YEAR (6 tests, credit 1 month each)
1. Imitation of Movements (Can learn in half dozen trials to “wave
bye-bye,” put hands above head, or hide face in hands).
2. Locomotion (Creeps toward desired objects, or stands beside a chair
without other assistance).
3. Understanding (Looks at frequently observed objects when names are
mentioned: dog, ball, mama, flowers).
4. Obedience (Understands and usually obeys simple commands: “Lie
down! No, No! Spit it out!”).
5. Speech (Repeats simple syllables: “go, go; da, da; ma, ma;
bye-bye”).
6. Calls attention (Shouts exclamations, looks or even points to
objects of special interest: dogs, cats, train, carts, etc).
TWO YEARS (6 tests, credit 2 months each)
1. Speech (Names articles of food desired: milk, cracker, rice, etc).
2. Pictures (Points out familiar objects: boy, dog, cat, cow, man).
3. Obedience (Put ball in basket. Close the door. Bring the ball).
4. Imitation (Imitates actions of other children at play).
5. Discernment (Removes wrapping from candy; opens sack to get
cookies).
6. Self-Direction (Walks directly to desired locations; rides
“kiddie-kar” forward).
THREE YEARS (6 tests, credit 2 months each)
1. Parts of Body (Points to nose, eyes, mouth, hair).
2. Familiar Objects (Names key, penny, knife, watch, pencil).
3. Pictures (Enumerates objects in pictures: Dutch Home, Canoe, and
Post Office).
4. Able to tell own sex.
5. Gives last name.
6. Repeats sentences of 6 or 7 syllables.
FOUR YEARS (6 tests, credit 2 months each)
1. Discriminates between circles, squares, and triangles.
2. Counts four pennies.
3. Copies a square.
4. Comprehension of described situation.
5. Repeats four numbers in order: 4739 2854 7261
6. Repeats sentences of 12 or 13 syllables.
_Directions for Giving the Test._
A very large part of this test must be given informally. It will be
necessary to spend considerable time with each child examined in order
to make certain that the reactions observed are not merely random
movements which are not typical. For the tests of children three years
of age and above the reader should very carefully study the detailed
directions given by Professor Terman in his book, “The Measurement of
Intelligence,” published by Houghton Mifflin Company, if scientific
accuracy of results is necessary. The materials called for may be
secured from C. H. Stoelting and Company, 3037 Carroll Ave., Chicago.
The directions given below are intended to be elementary and to indicate
what is typical of children at each age rather than to serve as a
perfect guide for the most scientific examinations.
THREE MONTHS
At the age of three months an infant should be able to coördinate his
eyes; that is, to direct both eyes in the same direction and to move
them simultaneously. When bright objects are brought into his field of
vision and moved slowly from one side to the other, he should be able to
follow with his eyes. As a matter of fact, many infants have attained
this degree of control within the first week of their lives, but lack of
control to this extent at the end of three months is an indication that
special medical attention should be sought.
For several days after birth the infant does not ordinarily hear any of
the sounds or noises which occur in his vicinity. By the time he has
become three months old, it should be apparent, from the sudden start or
scream of the child when a door is slammed or someone in his
neighbourhood suddenly claps his hands, that the child actually hears
these noises. The average child at three months has become so familiar
with life and its evidences that he will be able to turn his eyes in the
direction of such noises as the opening of a door or the sound of
footsteps near his bed.
The first evidences of the child’s recognition of sounds or sights are
very difficult to interpret because they consist almost entirely in
awkward, random moving of the hands and feet. Gradually the child
develops some control over these movements and by the age of three
months should be able to move his hand, or a toy in his hand, directly
to his mouth without striking other parts of his body or face in the
process. The early tendency of the infant to curl his fingers about a
pencil or rattle which is placed in contact with them seems almost to
disappear during the first month, but by the age of three months the
child is again able to grasp such objects sufficiently to hold them for
periods ranging from thirty seconds upward.
SIX MONTHS
The control of his body has so improved by the time he has reached the
age of six months that the average child can balance his head without
support for several minutes. It is usually possible also for the child
to sit in a chair or on the bed with the support of pillows and bed
clothing for as much as ten minutes. Occasionally, of course, the child
will be able to sit alone as early as six months, but it is not wise to
encourage this practice. The lack of ability to sit when supported at
the age of six months is not necessarily an indication of lack of
intellectual power but may be due entirely to physical weakness.
Not only has the child at six months arrived at the stage where he can
balance his head and sit quietly when supported, but he has usually
begun to try to assist himself in various ways. Very frequently this
attempt at self-help will be evidenced by pulling movements intended to
bring him to a sitting posture when a hand is offered to him. There is
no hesitation in the ordinary child at six months in his reaching out
for toys or for a hand which is held toward him. Very frequently it will
be observed that such a child puts out its hand to catch itself if it is
beginning to fall from a sitting posture.
The child has usually begun to show signs of pleasure and displeasure
long before he has reached six months. This phase of development may be
indicated by his playing longer and more persistently with one toy than
with any other. It may be shown by much more animated activity when
certain familiar individuals are present than would be evidenced in the
presence of others equally well known. Very frequently children at this
age indulge in amused laughing aloud when bounced on the bed, or when
some well-known individual indulges in strenuous exercises accompanied
by vociferous exclamations while the baby is watching.
ONE YEAR
By the time a child has become twelve months old it will be possible to
teach it many little tricks and movements of a simple nature. The child
seems to imitate almost spontaneously the actions which are often
repeated by its parents or nurse. Six to twelve trials should be
sufficient to teach the average infant of one year how to “wave bye-bye”
when told to do so, or how to hold its hands above its head when asked
“How big are you?” or to hide its face behind its hands or behind one of
its covers when someone exclaims “Peek-a-boo.”
Some children never learn to creep before learning to walk. As a matter
of fact, it seems fairly certain that the child who creeps rapidly may
thereby postpone learning to walk. At the age of one year a child should
be able to stand beside a chair without other assistance than the
support given by the chair, or it should be able to creep very rapidly
toward its toys or any other desired objects. Frequently, of course,
children have learned to walk fairly well by the time they have attained
twelve months, but this is rather unusual and is not particularly an
indication of the degree of mental capacity.
The child of one year understands many common words applying to
frequently observed objects which have been repeatedly called to his
attention. When asked “Where is the dog?—where is the ball?—where are
the flowers?” and such questions the average infant will turn its head
and look toward the object mentioned, sometimes pointing, although this
is somewhat unusual.
Simple commands such as “Lie down! No-no! Spit it out!” and the like,
can be understood and are usually obeyed by children of this age.
The speech of a child at this age is of course very simple, consisting
of one syllable words, usually repeated. Such expressions as “ma-ma,”
“bye-bye,” “da-da,” “go-go,” may be expected in the average child. It is
unusual for an infant to combine two such expressions into a crude
sentence at this age.
The child at one year quite frequently has begun to attempt manipulation
of his environment as well as of his own body. Very frequently this will
be observed in shouts or exclamations accompanied by looking or even
pointing to objects which his familiars have previously pointed out to
him, such as dogs, cats, trains, carts, etc. These objects will
ordinarily not be named by the child, although peculiar sounds fitting
each one may frequently be distinguished. Another manifestation of this
same attempt at altering his environment will be the crying in which the
child will indulge when he desires to change his resting place or to
have something to eat.
TWO YEARS
By the time a child has become two years of age its speech has developed
to such an extent that it will be able to name, although frequently not
with clearness and distinct pronunciation, many of its toys and articles
of food. “Milk,” “rice,” and “cookie,” are examples of the most
frequently named objects. Many children have by this age also progressed
to the point where two or three or more words may be joined together to
form a crude sentence. There are on record children who by two years of
age were able to frame fairly good sentences and even to read from
simple books, but such records are very unusual.
At this time the child should be able to distinguish pictures of
familiar objects, such as dogs, cats, horses, men and boys. This will be
manifest not only in the child’s being able to name the objects to which
other people point in the picture, but when asked, “Where is the dog?”
the infant should be able to point to it if the picture is at all clear.
Simple commands should be thoroughly understood and the well-trained
infant will be able to obey without much delay such directions as “Put
the ball in the basket,” “Close the door,” “Bring me the doll,” and
“Show me the book.”
The average child at two years of age has become distinctly aware of
other children as persons more nearly related to itself than are the
adults with whom it is ordinarily associated. This reveals itself in
imitation of the actions of other children, such as waving the arms when
other children do so, hiding the face against the wall when other
children are playing hide and seek, and stepping rhythmically when other
children dance.
By the age of two years the average child can distinguish accurately
between that which is food and that which is not fit for eating. The
wrapping from candy or cookies or other well-liked food will be removed
or torn away before an attempt is made to eat the food. Frequently this
will result in great annoyance when the child opens sacks and packages
to which he is not entitled.
The child at this age has usually learned to walk quite erectly without
hesitation to any desired location. If the child is placed upon a
“kiddie-kar” his first reaction is to run it backward, but by the age of
two years he should be able to guide it well in going forward. Some
attempts will be made at running and a great many attempts at climbing
by the time the child has reached this age.
THREE YEARS
At three years of age a child when asked to point out different parts of
its body (nose, eyes, mouth, and hair) can do so without hesitation.
Familiar objects, such as a key, a penny, a pocketknife (closed), a
watch, and a pencil (common wooden) will be named at once if held out to
the child with the question, “What is this?”
The pictures used in the Stanford Revision of the Binet test may be
shown to the child with the direction “Tell me what you see in this
picture,” or “Look at the picture and tell me everything you can see in
it.” In response to such questions the child should be able to enumerate
different objects, such as the little girl, the window, the chair, and
the woman in the picture of the Dutch Home; or the men, the basket, and
the newspaper in the picture of the Post office.
At this age the child has had enough experience to be able to repeat its
last name and to know whether people call it a “girl” or a “boy.” The
question should be asked in the following fashion: “What is your name?”
If the answer is in terms of the given name only, then the question
should be amplified as follows: “Yes, but what is your other name?
Walter what?” If the surname is still not given, a fictitious one may be
framed and the question asked in some such fashion as follows: “Is your
name Walter Smith?” If the child is still unable to reply then it is
probable that he does not know the family name or is too frightened to
give it. In finding whether the child knows his sex the formula for a
boy should be: “Are you a little boy or a little girl?” For a girl the
question should be: “Are you a little girl or a little boy?”
At the age of three years a child should be able to repeat sentences
containing six or seven syllables. Those used by Terman are: (1) “I have
a little dog.” (2) “In summer the sun is hot.” (3) “The dog runs after
the cat.” In leading up to these repetitions it is well to ask the child
first to say single words, such as “school.” “Can you say school?” “Now
say, ‘I go to school.’” Then ask the child to say “I have a little dog.”
FOUR YEARS
By this time the child should be able to distinguish between circles,
squares, triangles, and other geometric forms. Ten drawings of circles,
squares, and triangles should be presented to the child and he should be
able to find one or two others just like the one to which the examiner
points.
The child should by this time be able to count pennies or buttons, at
least up to four, without any error. The child should be able to handle
a pencil well enough so that a square one inch each way could be copied
fairly well. The child’s memory has developed to such an extent that if
four numbers are repeated to him at the rate of one per second he should
be able to repeat them in correct order at once. Three trials should be
allowed and at least one of the three should be right. By this time,
also, a sentence of twelve or thirteen syllables should be remembered
correctly. The sentences used by Terman are: (1) “When the train passes
you will hear the whistle blow.” (2) “We are going to have a good time
in the country.” (3) “The boy’s name is John. He is a very good boy.”
The method of getting the child’s attention and leading up to these
longer sentences is the same as was described under Year Three.
The child’s judgment has developed by this time through experience and
precept to the point where an inquiry from the examiner as to “What must
you do when you are sleepy?” will bring forth a response indicating that
one should go to bed and sleep. The question of “What must you do when
you are cold?” should bring forth some such reply as, “Put on a coat,”
“Build a fire,” or “Stand next to the radiator.” The question, “What
must you do when you are hungry?” should bring forth such answers as
“Buy some lunch,” “Drink some milk,” or “Eat something.”
_Directions for Scoring the Test._
The method of scoring is briefly indicated in the list of typical
performances printed on pages 115–117. The three tests at age three
months are each to be given one month credit. The three tests at six
months are likewise to be given one month credit for each successful
performance, as are the six tests at one year. The six tests at two
years, the six at three years, and the six at four years, are in each
case to be given a credit of two months each. The child who did
everything in the entire test correctly would then have demonstrated the
mental ability of the average child of four years or older. The child
who completes all of the tests at three months and one of the tests at
six months would then be rated as having mental ability typical of a
four-months-old-child. If the child were to fail on only one of the
tests at one year but to pass all those previous to one year, his mental
age score would be eleven months, according to this system of assigning
credits. It will frequently be found that a child does not pass all of
the one-year tests before being able to do one or two of the two-year
tests and so on. This should not make it more difficult to score the
test, for each particular performance has its value indicated in the
list which was given above.
It cannot be claimed that these tests, especially those below the
three-year-old level, have been fully standardized. They are, however,
very much better than the average parent or relative would be able to
prepare for him or herself. The mental age score which will result from
the use of these tests is not as reliable as will result from the use of
the Stanford Revision of the Binet tests with older children, but its
reliability is sufficient to point out cases of retardation in
intelligence or of distinct brilliance of mind.
THREE MONTHS
_Control of Eyes._ Both of the eyes should look in the same direction
and the child should be able to follow with its eyes the movements of
bright objects in order to obtain credit in this test.
_Hearing._ It will not be necessary for the child to react with a start
or scream to loud noises and also to react by turning the eyes in the
direction of less startling noises in order to obtain credit for
hearing. Either evidence, if clear, will be sufficient to warrant giving
credit.
_Muscular Control._ The grasping of a pencil or rattle should not be
taken as sufficient evidence of muscular control. The ability of the
child, however, to move his hand directly to his mouth as described
above will be in itself abundant evidence that the child merits a credit
in this test.
SIX MONTHS
_Muscular Control._ Either balancing the head or sitting with some
support for as much as ten minutes should be accepted as worthy of
credit.
_Self-direction._ The attempt to pull himself to a sitting posture
should not be taken by itself as evidence of credit in this test. Only
when it is accompanied by one of the other two evidences should it be
credited.
_Enjoyment._ Any two of the evidences of pleasure or displeasure listed
may be taken together as indication of credit being deserved.
ONE YEAR
_Imitation of Movement._ Any one of the movements described, which the
child learns within a short time by imitation, should give credit in
this test.
_Locomotion._ Either of the two methods of demonstration will be
sufficient.
_Understanding._ At least three familiar objects should be used in this
test with success before credit is allowed.
_Obedience._ At least two simple commands should be understood and
obeyed before allowing credit.
_Speech._ Not less than three different syllables should be used before
credit is allowed.
_Calling Attention._ No credit should be given at this point unless the
child very evidently attempts to excite interest and attention in two or
three different objects.
TWO YEARS
_Speech._ Any four distinct articles mentioned by the child when it
desires them should be sufficient evidence to give credit here.
_Pictures._ At least four different objects should be recognized and
pointed out before credit is allowed.
_Obedience._ Two simple commands of the type mentioned should be
sufficient to bring credit at this point.
_Imitation._ Only after repeated evidences of imitation of other
children should credit be given here.
_Discernment._ Repeated evidences should be required before credit is
allowed for this test.
_Self-direction._ Any one of the evidences described is sufficient.
THREE YEARS
_Parts of the Body._ Three out of four parts mentioned should be pointed
out before allowing credit.
_Familiar Objects._ Three out of five of the objects mentioned must be
named in order to obtain credit here.
_Pictures._ The child should name at least three objects in one of the
three pictures in order to obtain credit.
_Sex and Name._ Accuracy is necessary here.
_Repeating Syllables._ One of the three sentences should be repeated
absolutely without error.
FOUR YEARS
_Forms._ Out of ten trials, at least seven should be correct in order to
obtain credit.
_Counting._ No error should be allowed.
_Copying._ Out of three attempts, at least one should be fairly regular
and distinctly recognizable as a square.
_Comprehension._ Success must be attained in two of the three questions
in order to receive credit.
_Repeating Numbers._ One out of three trials should be absolutely
correct.
_Repeating Syllables._ One of the three trials should be without error
or two of the three trials with not more than one slight error in each.
The matter of nourishment and physical well-being may retard a child to
such an extent that his intellectual development is delayed. Great care
should, therefore, be taken not to interpret a low score on this test
too seriously. It should also be noted that familiarity with the test is
quite certain to cause parents to put forth special effort to instruct
the child along the lines required by the test. The test itself is
thereby invalidated. Only when no special instruction has been given at
any point covered by the test can one be satisfied that he is obtaining
a fair measure of the child’s ability.
The test booklet supplied for this test is not for the use of the
candidate being examined but for the examiner to use as a guide and
record of the examination. One such booklet should be used for each
individual examined, in order to be certain that no test is omitted or
wrongly scored and in order to have a record for comparison with future
tests of the same individual or of other individuals.
MENTIMETER NO. 2
PICTORIAL ABSURDITIES
_Nature of the Test._
One of the most popular tests in the Army Beta series was the mutilated
pictures test, in which the soldiers were to draw into each picture what
had been omitted. One great difficulty with this test was the tendency
of intelligent men to spend far too much time trying to draw
artistically the missing parts. The present test is a modification of
that test, so arranged that instead of the candidate being required to
draw a missing part he is only asked to make a check mark at the point
where there is something that does not fit the remainder of the picture.
The test booklet is arranged with two samples on the title page to show
clearly what is to be done when the candidate opens his booklet. By
having these samples painted on the wall or blackboard, it would be
possible to give the test to large groups of persons at once, although
the directions given below are for testing one individual only at a
time. Although listed as a test for non-English-speaking persons, some
oral direction should accompany the motions by which the test is to be
given, and English-speaking persons may be examined by this test as
readily as those who speak a foreign language.
The graduation of the pictures according to their approximate difficulty
makes the score in this test a real measure of the degree of absurdity
which an individual can detect. The pictures themselves were chosen from
as wide a field as possible in order to avoid undue advantage to persons
of one type of experience rather than another. Only intelligent persons
of fairly wide general experience will be able to make a perfect score
in the time allowed.
_Directions for Giving the Test._
The examiner and the candidate to be examined should be comfortably
seated at a table with the examination booklet between them. If it is
discovered that the candidate is left-handed, the examiner should sit on
the left, although under ordinary circumstances the examiner should sit
on the right. The blanks on the title page of the booklet should be
filled out by the examiner from any records he may have of the name and
age of the candidate (if persons who read and understand English are
being examined, several may be tested at once and each may be asked to
fill out the blanks for himself). For persons who do not understand the
English language the words which are used in the following explanations
will be more suggestive than informing. The chief part of the
demonstration will be the motions through which the examiner goes, and
therefore great care should be taken that these be as suggestive of what
is wanted as the examiner can make them. To secure uniformity of
procedure the routine outline below should be carefully followed.
The booklet should be opened by the examiner and the pictures exhibited
for not more than twenty seconds to the candidate, the examiner pointing
from one to another of the first half dozen pictures. He should then
close the book and call the attention of the candidate to the picture of
the rabbit on the title page. He should point to the rabbit’s ear and
then point to the inappropriate ear and shake his head. This pointing to
the two ears and shaking the head when pointing to the wrong type of ear
may be repeated as many as three times in order to impress on the
candidate that one of the ears is inappropriate. He should then take his
pencil and make a check mark above the ear which is incorrect.
[Illustration: Mark (✓) the thing that is wrong]
The examiner should then point to the second picture on the title page
and look questioningly at the candidate. He may then point to the chin
of the face represented and nod his head, “yes.” He may next point to
the nose and nod his head, “yes,” but when he points to the place where
the eye should be he should shake his head, “no,” and pretend to look
for the missing eye. When found, he should make a check a mark over the
misplaced eye and smile at his achievement. If special emphasis seems
necessary he may point again to the eye in its inappropriate position,
and shake his head, repeating the check mark above it.
If the candidate understands but does not read English the examiner may
trace with his finger while reading aloud the directions printed above
the test pictures. “Mark (✓) the thing that is wrong.” Exactly three
minutes (180 seconds) should be allowed from the time the examiner opens
the book and furnishes the candidate with a pencil.
[Illustration: Mark (✓) the thing that is wrong]
[Illustration]
[Illustration]
[Illustration]
At the end of the three minutes the paper should be removed and scored
according to the following directions.
_Direction for Scoring the Test._
The score in this test is the number of pictures in which the absurd
element has been identified and checked. The stencil furnished with the
test booklets shows exactly where each check mark should be made thereby
saving some time for the person who marks the test. Where the proper
element has been checked and the check mark later removed, no credit
should be given. Credit should only be given where the final judgment as
expressed by the check mark corresponds to the key furnished with the
booklets.
A score from 0 to 6 indicates Inferior Ability
A score from 7 to 10 indicates Low Average Ability
A score from 11 to 17 indicates Average Ability
A score from 18 to 20 indicates High Average Ability
A score from 21 to 24 indicates Superior Ability
MENTIMETER NO. 3
MAZE THREADING
_Nature of the Test._
A great many experiments have been made upon different types of animals
to determine how long it would take them to learn to secure their food
by going through an unusual “stunt” or travelling over a circuitous
route. Mice have been taught, for example, to travel a long distance and
through complicated mazes to secure their food, which is in such cases
usually placed at the centre of the maze. The effectiveness of learning
to thread a maze as a test of the intellectual capacity of the lower
animals is probably not superior to the effectiveness of the same sort
of learning as a measure of the intelligence of human beings. It is not
possible, however, to include in a book the long passageways and blind
alleys which would necessarily have to be built out of pretty
substantial material in order to keep men from breaking over its sides,
but the idea has so far as possible been carried out in the tests which
follow. It is quite certain that the ability to trace through a printed
maze with a pencil is not equal to the ability to walk through a
specially constructed maze of steel, but it is as near the same problem
as can be arranged on paper and printed in quantity.
The arrangement of mazes in this member of the Mentimeter family is such
that the number of mazes successfully threaded is a distinct indication
of the _complexity_ of maze which the individual can successfully
negotiate. The test is intended to measure the ability of any individual
whether he can read or understand the English language or not. If the
two examples shown on the title page are presented on a blackboard, or
other large surface, the test may very easily be given as a group test
by a skilful examiner, although the directions which follow are prepared
for the examination of one individual at a time.
_Directions for Giving the Test._
The examiner should be seated at a table at the right side of the
candidate to be examined. He should first of all secure the information
regarding the candidate’s name, age, and other important items, and
should then exhibit the mazes which appear inside the booklet, pointing
from one to the other in the first half dozen. Not more than thirty
seconds should be allowed for this part of the instruction. Turning back
to the title page the examiner should point to the first example,
pointing first at the entrance and then to the exit. By a motion at each
of these two cardinal points, made in the direction in which the arrow
points, he should make it clear that the idea is to move in the
direction indicated by the arrows. He should then trace his way fairly
slowly from the entrance to the exit.
[Illustration: Show by a line how you would pass through the drawings
below without touching any line]
Pointing to the second maze, first to the entrance and then to the exit,
the examiner should again signify that motion is to occur at these two
points. With his pencil as before he should trace his way from the
starting point to the finish, making not more than one error, which he
should correct by returning over the same route to the point where it
was made without lifting the pencil from the paper.
If the candidate can understand the English language the examiner should
then read the directions above the examples. “Show by a line how you
would pass through the drawings below without touching any line.”
[Illustration: Show by a line how you would pass through the drawings
below without touching any line]
[Illustration]
[Illustration]
[Illustration]
The examiner should then open the booklet and give it to the candidate
with the instruction to begin at number 1 and trace his way from the
starting arrow to the finish. No demonstration should be made on the
mazes which appear inside the booklet.
Exactly four minutes after starting the test the examiner should stop
the candidate and remove the pencil.
_Directions for Scoring the Test._
The total score in this test is the number of mazes correctly threaded
without error. Where a line has been crossed through accident or
unsteady holding of the pencil no penalty should be taken, but if a line
has been crossed and not recrossed to correct the defect, no credit
should be given for that particular maze. Full credit should be given
for the maze as being complete if the line stops at a point somewhat
before reaching the finish arrow, provided there is a straight path from
the end of the line drawn to some part of this sign of the exit.
Scores from 0 to 5 indicate Inferior Ability
Scores from 6 to 10 indicate Low Average Ability
Scores from 11 to 16 indicate Average Ability
Scores from 17 to 18 indicate High Average Ability
Scores from 19 to 20 indicate Superior Ability
MENTIMETER NO. 4
DOT PATTERN CORRECTION
_Nature of the Test._
The ability to recognize small elements of discord in an otherwise
symmetrical pattern is the feature which this test is planned to
measure. The test is very simple, even the most difficult elements in it
being very easy of solution. A pattern composed of dots is presented,
one dot being included which does not fit the remainder of the pattern.
The candidate is required to locate this extra dot in each pattern and
to draw a circle around it, indicating that it should be removed.
Although an attempt has been made in this test to arrange the elements
in the order of their difficulty, the last one in the series is so
simple that almost any one can locate the defect in a short time. For
this reason the test will not have wide usefulness except as a means of
diversion. The method for this test is borrowed directly from the work
of Doctor Pressey of Indiana University.
_Directions for Giving the Test._
The directions herewith presented are intended to be used by the
examiner in testing one foreign-speaking individual at a time. It would
be easily possible to paint on the wall the examples given on the title
page or to put them on a blackboard in such a manner as to enable the
examiner to test quite a large number of persons at the same time.
[Illustration: Draw a ring around the extra dot]
The examiner should demonstrate to the candidate first of all the nature
of the contents of the booklet and then should take up the two examples
appearing on the front page. He should trace the direction of the
different lines in the pattern with his pencil (without touching the
point of the pencil to the paper) and should finally draw a small circle
about the extra dot. After this circle has been drawn it would be
suggestive to the candidate to trace out again the pattern of the
example. When the candidate seems to get the idea, or when both examples
have been demonstrated, he should be given a pencil and the opened blank
with directions to go ahead. Only two minutes should be allowed for this
work, at the end of which time the blanks should be taken from the
candidate and scored according to the following directions.
_Directions for Scoring the Test._
The score in this test is the total number of patterns in which the
extra dot has been correctly pointed out. In many cases the extra dot is
located in the centre of the pattern so that there is no really
unsymmetrical element in the test, but this should not interfere with
the scoring. The stencil provided with the test booklets makes it
somewhat simpler to score than it would otherwise be.
Scores from 0 to 8 indicate Inferior Ability
Scores from 9 to 14 indicate Low Average Ability
Scores from 15 to 20 indicate Average Ability
Scores of 21 or more indicate High Average or Superior Ability
[Illustration: Draw a ring around the extra dot]
[Illustration]
MENTIMETER NO. 5
DIVIDING GEOMETRICAL FIGURES
_Character of the Test._
This test is very easily used as a group test with people who can
understand spoken English. The test is also capable of being given to
groups of illiterate or foreign-speaking individuals, if the examples
used in the explanation are painted on a large blackboard to be placed
in the front of the room in full view of all those taking the
examination. In the absence of such a special blackboard, the test may
be used as an individual test with illiterate or foreign-speaking
persons.
Fifteen geometrical figures, such as squares, circles, triangles, and
the like, are presented on three pages of the examination booklet. To
the left of each figure are two or more small figures which, when
properly arranged, form the large figure on the right. The problem of
the candidate is to draw a line or several lines in the large figure on
the right to indicate how it might be divided to make up the small
pieces shown on the left. The first figures are quite simple and may be
very readily done by drawing one or two lines. The problems on the third
page require from three to five lines to be drawn and are distinctly
more difficult than the problems appearing on the previous pages.
It is very difficult to say exactly what functions of the mind are
measured by this test. The greatest difficulty with the test is that a
rather high minimum of intelligence is required in order to understand
what is necessary or desired. The two examples appearing on the title
page of the test booklet are not sufficient to demonstrate clearly to
the dull person just what he is to do. It is probable that dull people
will succeed very much better in this test if it is given as a test for
foreigners, using the special blackboard. The examiner could, in that
case, draw a line with chalk to show what is expected. The printed
directions on the test blank have been made as simple as possible, but
they are not wholly satisfactory for the lower ranges of intelligence.
The scoring of this test is somewhat more difficult than for the
majority of the other Mentimeter tests. It is intended that one point of
credit shall be given for each large figure properly divided. The
difficulty comes in being sure that the candidate has intended to draw
his lines at exactly the proper place. Inaccuracy may be the result of
not knowing where the lines should be placed, or it may be the result of
careless execution. If a line is misplaced through careless execution,
when it is perfectly clear that the right idea was present in the
candidate’s mind, full credit should be given for that element of the
test. If it is not certain that the candidate understood where the line
should be drawn, no credit should be given for that particular figure.
The stencils, which are supplied with each package of test booklets,
should be placed to the left of the five geometrical figures and
comparison should be made between the dotted lines of the stencil and
the marks made by the candidate in the corresponding figure on the
examination sheet. In the first square, for example, full credit should
be given whether the line is drawn horizontally or vertically through
the figure. The important thing is that two equal rectangles should be
created by drawing a single line. Similarly, for each other figure, the
important point to be considered is whether or not the lines drawn do
form the geometrical figures shown on the left. A little practice will
make it possible for the clerk who scores these tests to lay aside the
key itself and to carry it in memory.
Various forms of this test have been used by psychologists for a number
of years, although its most extensive use was in the Beta series of the
United States Army. The same test in modified form was used by Prof. E.
L. Thorndike in his tests of mental alertness in the air service. Many
individuals were found who could do this test fairly well without being
able to succeed with some of the others which were supposedly equally as
good for general purposes. On the other hand, many individuals of good
general ability were found who seemed lacking in the particular type of
ability necessary properly to divide these geometrical figures. On the
whole, however, the more intelligent men made higher scores than the
less intelligent men. Such low relationship between this particular test
and other tests of intelligence makes it particularly useful as one of a
series to be used for measuring the intelligence of men entering certain
mechanical trades where the recognition of the size and shape of objects
is of prime importance. Draftsmen, architects, supply clerks, and
candidates for similar positions would probably be rated more accurately
by this test than would writers, musicians, and academic students.
In the public schools such a test might give some indication of the
ability of children to succeed in mechanical or mathematical courses of
study. In social gatherings, a great deal of amusement might be found by
giving prizes to the individuals completing the entire fifteen figures
correctly and in the shortest time. It would seem desirable, however, to
omit the time limit when it is used for pure entertainment and to
measure with a stop-watch the exact amount of time required for the
individual. When all had finished the fifteen elements of the test, the
papers could be checked up for accuracy and the prize could be given to
the one who had finished correctly in the shortest length of time. This
will add an element of interest for it is quite certain that some of
those who finished first will have made errors, probably through
careless execution, and that someone who finished later in the game will
have drawn each line correctly.
_Directions for Giving the Test._
_a._ As an individual test.
The individual to be tested should be seated at the left side of the
examiner at a convenient table. The examiner should show the inside of
the test blank to the candidate and should then point to the similar
figures in the explanation on the title page of the booklet. He should
then point to the large figure in the first example, possibly tracing
its outline with his pencil. Then the attention of the candidate should
be called to the parts appearing on the left-hand side. (Their outlines
may be traced if it seems desirable.) Next, a movement should be made
with the hand as though one were placing the parts upon the larger
figure. This may be repeated two or three times, pointing first to the
various parts in order and then to the large figure with a rather broad
sweep of the hand. After such a study of the situation, the examiner
should draw the proper line and exhibit a smile of pleasure at having
successfully done the thing. He should point then to the parts of the
large figure which are thus created and by jumping his pencil from one
of the parts to the corresponding part on the left, he may fairly
clearly demonstrate that he has constructed, by his line, elements which
are similar to the elements appearing at the left.
[Illustration]
Similar pantomime may be used for the second example, possibly
introducing a variation by getting a line incorrectly drawn at the first
trial, erasing it as soon as it is apparent that the parts do not
correspond exactly with the parts appearing in the problem, and
redrawing the line so that the correspondence will be exact. The pencil
should then be handed to the candidate and the pamphlet opened up for
him to begin work. The candidate should be allowed to work for four
minutes with occasional signals to “Go ahead,” “Work fast” or “Hurry
up.”
_b._ As a group test for illiterate candidates.
A blackboard containing the two examples should be placed in full view
of all the candidates in the room. The test blanks should be passed to
the candidates, with well-sharpened pencils or pens and ink. The
examiner should then hold up in full view of the group a test blank
showing the three pages of figures on which they are to work. He should
then get the attention of everyone to the work by saying “Look” or
“Watch.” With a piece of chalk, he should then go through the pantomime
described above for giving the examination to an individual. Care should
be taken that none of the brighter candidates begins work before the
signal for everyone to work. When the two examples have been thoroughly
demonstrated on the blackboard, the examiner may turn to the group, open
up his test blank, and point to the first page of work to be done and
say, “Begin here,” “Go ahead,” “Work fast.” At the end of four minutes,
he should call “Stop,” should collect all papers, making certain as he
does so that some identification mark is present on the paper to show to
which candidate it belongs. No special explanation should be given and
no person in the group should be allowed to sit idle while the
examination is going on. If it is clear that the individual has not
understood, the examiner may say, “Do what I did,” pointing to the board
and then to the paper. Individuals may be told during the course of the
examination, if they seem to be doing nothing, to “Make your marks.”
_c._ As a group test for candidates who can read English.
Place each candidate at a table or chair with a writing surface, supply
him with a test blank and pencil or other writing instrument. While the
candidates are being supplied, the examiner should make the following
statement: “Do not open this booklet until you are told to do so. I
shall make explanations as soon as everybody is supplied.”
When all are ready, the examiner should hold up a copy of the test and
speak as follows: “There are three pages of work to be done. The page
before you shows two samples of the kind of thing you are to do. You
will notice at the right a large figure and at the left several small
figures. When properly placed together, these small figures will make
one of the large figures at the right. You are to draw a line, or
several lines, through the large figure at the right in such a way as to
make of it the small figures at the left.
“Now look at the examples before you. Is there any one who does not see
what line ought to be drawn in order to make the large figure show the
pieces which appear at its left? You will have four minutes in which to
do the work on the three pages. Work quickly, but be sure to draw your
lines correctly. If you complete the fifteen figures before I call
‘Stop,’ look back over your work to see that you have made no mistakes.”
If any candidate signifies that he does not understand, the examiner
might draw an imaginary line with his hand to show the direction in
which the line should be drawn in order to divide the figure properly.
As soon as it is certain that everyone understands how to divide the
sample figure, the examiner should say: “Now work rapidly and draw your
lines on the next three pages.” The time limit of four minutes should be
followed exactly.
[Illustration: Make the small figures by drawing lines in the large one]
[Illustration]
[Illustration]
_Directions for Scoring the Test._
The examination score, if each figure of the series is correctly
divided, will be fifteen points. The stencils give but one solution to
each problem although solutions are possible in practically every case
by drawing the same lines in a different direction. The angle or
direction is unimportant and there is no need that the lines drawn by
the candidate correspond exactly in this respect with the lines on the
stencil. The important thing is to see that the proper lines are drawn
to make the necessary parts. The final score obtained by counting the
number of figures in which lines are properly drawn should be entered at
the lower right-hand corner of the title page of the booklet.
Scores from 0 to 2 indicate Inferior Ability
Scores from 3 to 5 indicate Low Average Ability
Scores from 6 to 10 indicate Average Ability
Scores from 11 to 13 indicate High Average Ability
Scores from 14 to 15 indicate Superior Ability
In interpreting these results, it should be recalled that inferior
ability in this line of work may be found in individuals who have
average ability in some other intellectual fields. This test should not
be used extensively until it has been proven to have a high degree of
relationship with the characteristics required in the group for which it
is used as a selecting agency.
MENTIMETER NO. 6
COMPLETION OF FORM SERIES
_Character of the Test._
The Completion test is always very satisfactory because it shows in
itself just what should be done and does not require a great deal of
special explanation. The Form Series Completion test is particularly
valuable in that it does not depend upon the English language either in
its content or in the explanations to be made of it.
As with the majority of the other tests for non-English-speaking persons
this test is here described as a test of one individual at a time,
although it will be found very simple and easy to test a large group at
the same time if the examples which appear on the title page of the test
booklet can be painted on the wall or reproduced on a blackboard in such
a way that the examiner can demonstrate to everyone at once just what is
to be done. It is very desirable to examine large groups at the same
time if the provision for such demonstration can be made.
Previous Form Series Completion tests have required the candidate to
fill in the last characters of each line, everything being printed in
order up to within a few sections of the end. The present form, in which
the elisions are distributed through the series rather than being
grouped at the end, has the advantage that it may be made more difficult
by far than the previous forms. Although this test probably measures a
rather specialized type of intellectual ability, it is nevertheless
sufficiently well graduated in difficulty so that the result obtained by
it will show a close relationship to the result obtained in other more
general tests.
The problem of the candidate who is given this test is chiefly that of
solving, from the rather meagre data presented, just what the serial
order of the different forms may be. This undoubtedly calls for a
complex variety of special mental qualities, including imagination and
abstract reasoning ability. Nevertheless, it is hardly possible for the
authors to make any sort of estimate of just where this test will be
most valuable or just what it measures. It will certainly be interesting
and entertaining whether it works out to have any particular usefulness
or not.
_Directions for Giving the Test._
The candidate should be seated at the left of the examiner in order that
he may conveniently work upon the test booklet which should be placed on
a table between them. After filling out for the candidate the
information blanks giving name, age, and the like, the examiner should
show for fifteen or twenty seconds (not more than 20 seconds) the inside
of the booklet. He should then turn back to the title page and
demonstrate the nature of the test by means of the examples printed
there.
[Illustration]
Probably the best and most effective method of demonstration is that of
“jumping” the pencil rhythmically from one block to the next
corresponding one to show the rhythmic sequence of the same symbols.
When a block is reached in which the symbol has been omitted (but in
which the samples have been crudely marked with a fine pen), the
examiner should make an appropriate heavy mark such as is used in the
printed sections of each series. After any symbol has been written on
the explanation samples it would be very much worth while to skip
rhythmically along the line making certain that the sequence is
correctly followed. When it seems fairly certain that the candidate has
grasped the rhythmic nature of the forms, the examiner should open the
booklet, give him a pencil, and say “Put them in.” “Fix it up.” “Go
ahead.”
Allow exactly five minutes for this work. At the end of this time the
examiner should take the paper and score it as directed below.
_Directions for Scoring the Test._
The score in this test is determined by the number of lines in which the
candidate has entered the correct forms to complete the line perfectly.
No credit should be given if any one of the sections remain unfilled or
be filled incorrectly. The stencil which is furnished with the test
booklets makes the task of marking the errors very much simpler than it
is without such aid. The total score obtained should be entered in the
lower right-hand corner of the title page of the booklet.
[Illustration: Fill in the missing forms]
Scores from 0 to 2 indicate Inferior Ability
Scores from 3 to 5 indicate Low Average Ability
Scores from 6 to 12 indicate Average Ability
Scores from 13 to 15 indicate High Average Ability
Scores from 16 to 20 indicate Superior Ability
MENTIMETER NO. 7
CHECKING IDENTITY OF NUMBERS
_Character of the Test._
Bank tellers and other clerical workers find it necessary very
frequently to compare signatures or numerical figures as to identity. A
test might be arranged in which it was necessary for an individual to
compare several sets of numbers all of the same length and general
appearance. Such a test would, however, resolve itself very largely into
a test of speed. The present form attempts to eliminate some of the
speed element and to take to itself as much as possible of the quality
of measuring the complexity which is necessary to cause an error in the
recognition of identity. There are thirty numbers to be compared with
another list of thirty in a parallel column. The first numbers have only
two digits but the number of digits is increased fairly regularly until
in the last pairs eleven digits in one column must be compared with the
eleven digits in another.
This test is probably as useful a measure of ability to notice small
details as it is necessary to make. The chief objection to it will come
from individuals who are not gifted by nature with the ability to think
in terms of numbers. This objection is not serious and will not be as
valid even in their own cases as those who make it are inclined to
believe. The test may be given as a group test if some means be provided
for demonstrating before the entire group at one time just what type of
activity is wanted. The directions given below are for giving the test
as an individual examination, but with slight modifications the same
directions will serve quite well for group examination. It is not
necessary, of course, for the candidates to understand the English
language if the examiner is thoroughly effective in his pantomimic
instructions.
_Directions for Giving the Test._
As soon as the proper record has been made of the age, the name, and
location of the individual being examined, the examiner may turn the
test leaflet and exhibit the two columns of numbers which appear on the
other side. This exhibition should not be made formally and should last
not more than twenty seconds. The pamphlet should then again be placed
title page up in front of the candidate.
1ST COLUMN 2ND COLUMN SAME DIFFERENT
356 356 ☐ ☐ A
738 758 ☐ ☐ B
The examiner should then compare the identity of the numbers in the
first example. The best way to do this would be to point first at the 3
in the first column then at the corresponding 3 in the second column,
nodding his head, “Yes.” The same pointing from one column to the other
should be done for 5 and for 6, the second column part of the pointing
to be accompanied in each case by nodding the head, “Yes.” As a summary
of this first example, the examiner may place his hand over the entire
three digits of the first column and then transfer it to the entire
three digits of the second column and nod his head, “Yes,” making merely
a check mark (✓) on that horizontal line under the word, “same.” With
the second example the same sort of pantomime may be used until 5 in the
second column has been compared with 3 in the first column, which should
be accompanied by a shaking of the head and the verbal exclamation, “No,
no!” The summary by means of placing the hand over 738 and then over
758, with another, “No, no,” may be omitted if it is quite clear that
the candidate has grasped the idea. In either case the examiner should
make the check mark under the word “different.” The sheet may then be
turned and the pencil handed to the candidate with the direction “Go
ahead. Mark them all.” Exactly two minutes should be allowed after
saying, “Go ahead.” At the end of two minutes the paper should be taken
by the examiner and scored according to the following directions.
If the numbers in the second column correspond exactly with those on the
same line in the first column, make a check mark in the square on that
line under the word “Same.” If the second set on any line differs in any
way from the first, check that line under the word “Different.”
1st COLUMN 2nd COLUMN SAME DIFFERENT LINE NO.
96 96 ☐ ☐ 1
83 88 ☐ ☐ 2
77 71 ☐ ☐ 3
33 35 ☐ ☐ 4
82 82 ☐ ☐ 5
641 644 ☐ ☐ 6
956 956 ☐ ☐ 7
507 507 ☐ ☐ 8
9572 9752 ☐ ☐ 9
1832 1832 ☐ ☐ 10
19560 19360 ☐ ☐ 11
94083 94083 ☐ ☐ 12
940817 940847 ☐ ☐ 13
329506 326506 ☐ ☐ 14
654938 654938 ☐ ☐ 15
6998701 6997801 ☐ ☐ 16
7105923 7105623 ☐ ☐ 17
2501036 2500136 ☐ ☐ 18
3674462 3674462 ☐ ☐ 19
61558543 61585543 ☐ ☐ 20
38910066 39810066 ☐ ☐ 21
17198591 17198591 ☐ ☐ 22
685342017 685342017 ☐ ☐ 23
317762849 317762849 ☐ ☐ 24
102435867 102435867 ☐ ☐ 25
3484657120 3484657210 ☐ ☐ 26
4686726631 4686726631 ☐ ☐ 27
6571018034 6571018034 ☐ ☐ 28
38797625147 38797652147 ☐ ☐ 29
26557239164 26557239164 ☐ ☐ 30
_Directions for Scoring the Test._
The score in this test is the total number of pairs the identity of
which has been correctly checked, minus the total number of pairs in
which an error has been made in checking the identity. For example, if
the last line checked was the twenty-fifth line while two lines had been
omitted and errors had been made in checking three other lines, then
only twenty lines had been checked correctly, and three lines had been
checked incorrectly; so the resulting score would be seventeen points.
The maximum score obtainable is of course thirty points and will be
obtained only in case every pair has been checked without error. It is
possible with this method of scoring to obtain a score less than zero;
for example, if a person had checked correctly ten of the identities and
had made errors in checking fifteen others, the number of “rights” minus
the number of “wrongs” would be minus five. In such cases the score to
be entered on the lower right-hand corner of the candidate’s title page
is zero.
The stencil furnished with the test leaflets makes it possible to mark
this test with great rapidity and without mental fatigue. The point at
which care needs to be taken is in making certain that the total score,
computed by subtracting the number wrong from the number right, is
correct. For this reason the reader is advised to cross out the “line
number” of any pair incorrectly checked and to draw a circle around the
“line number” of any pair not attempted by the candidate. If this is
done consecutively down the page, there will be little difficulty in
calculating the total score.
Scores from 0 to 8 indicate Inferior Ability
Scores from 9 to 12 indicate Low Average Ability
Scores from 13 to 22 indicate Average Ability
Scores from 23 to 26 indicate High Average Ability
Scores from 27 to 30 indicate Superior Ability
MENTIMETER NO. 8
DIGIT-SYMBOL SUBSTITUTION
_Character of the Test._
Ability to master a language is usually very closely related to general
intellectual ability along academic or abstract lines. The relationship
between the age at which a child begins to talk and the length of time
required later by the same child to learn to use a foreign language
would probably be found fairly close.
The Digit-Symbol test has been used rather extensively and for many
years as a form of measuring the ability of an individual to learn a new
method of expressing himself. Many experimenters have used a
Letter-Symbol test rather than the Digit-Symbol, but there seems to be
little difference in the character of the results obtained.
The Mentimeter form of the test follows quite closely the corresponding
test in the Beta series used in the Army. At the top of the page there
appears a key showing just what symbol should be used to indicate each
number or digit. The test itself consists of 100 digits with empty
squares appearing below them in which one is to write, beneath each
digit, its corresponding symbol as shown by the key on pages 166 and
167. An intelligent person usually begins with the first digit and
supplies the proper symbol for it at each place it occurs in the test;
then begins with the second digit and goes through the entire test
writing the symbol for it, and so on. Those of average intelligence more
frequently try to supply the proper symbol for each different digit in
order as they appear in the test without going through the entire test
with each symbol separately. The method of the candidate in doing the
work should not, however, be allowed to influence the rating obtained on
the test, except as one method may produce a higher score than another.
Investigations which have been made seem to show that although the
symbols used are quite distinctly more difficult to write than the
digits themselves would be, it is nevertheless a better test to measure
the number of symbols the candidate can write under the digits than to
measure the number of digits one could write correctly under their
corresponding symbols. The relationship between ability in this test and
general ability to handle ideas and abstract notions is rather
remarkably close. It is probable, however, that if the test were
lengthened so as to require five or ten minutes rather than two and one
half minutes the correspondence with intellectual ability would be
increased.
This test will be very useful to employers seeking high-grade clerical
service and probably in selecting administrative or supervisory
officers. In the public schools it will be useful in some instances in
classifying pupils for instruction. As a diversion in the home or social
group it will have slight value.
_Directions for Giving the Test._
This test has ordinarily been given as a test of several individuals at
the same time. It is probable that it will not be as useful when given
to one individual at a time as when used as a group test. The
instructions are given here, however, as with the remainder of the tests
for non-English-speaking persons, with the needs of examining foreigners
individually uppermost in mind. By reproducing on the blackboard or on a
wall chart the introductory examples one may adapt with almost no change
the method of administration here described so that it will work equally
well with a group. It is advisable to prepare such introductory charts
and to give the tests as group tests rather than as individual tests,
not only with the Digit-Symbol Substitution test but also with the other
Mentimeters numbered from 2 to 10.
[Illustration: Key: This shows the mark for each number]
[Illustration: Make under each number the mark which should be there]
[Illustration: Key: This shows the mark for each number]
[Illustration: Make under each number the mark which should be there]
The individual to be tested should be shown the page on which he is to
work, for not more than twenty seconds, and should then be shown the two
examples appearing on the title page under the printed instructions,
“Make under each number the mark which should be there.” The examiner
should then compare his key and the digits appearing in the sample
series and should write in the proper spaces the appropriate symbols.
The idea of getting the symbol from a key will be emphasized and made
clear if the examiner at each point moves his finger or pencil from the
digit in the example to the digit in the key, then to the symbol in the
key and back to the empty space beneath the digit in the example. When
all the spaces of the example have been filled (this should be done very
slowly at first and then more rapidly toward the end of the example),
the examiner should open the booklet, supply a pencil, and say, “Now! Go
ahead! Put them in! Hurry up!”
Exactly two and one half minutes (150 seconds) should be allowed from
the time the examiner says, “Go ahead,” to the time he calls, “Stop!”
All papers should be closed immediately and handed to the examiner.
_Directions for Scoring the Test._
The score in this test is the number of symbols correctly supplied.
Marking the errors is very much simplified by the use of the stencils
furnished with each package of test booklets. The number of symbols
correctly written should be recorded at the end of each line in the test
and the total for all lines should be entered in the lower right-hand
corner of the title page of the booklet.
Scores from 0 to 20 indicate Inferior Ability
Scores from 21 to 35 indicate Low Average Ability
Scores from 36 to 65 indicate Average Ability
Scores from 66 to 75 indicate High Average Ability
Scores from 76 to 100 indicate Superior Ability
MENTIMETER NO. 9
COMPLETION OF NUMBER RELATION SERIES
_Character of the Test._
This test may be given to any individuals or groups of persons who can
read and understand the arabic numerals. The directions furnished
herewith are for the measurement of a group rather than of an
individual, although with very slight modifications in instructions the
test leaflet may be employed in an individual psychological examination.
The title page of the leaflet contains fairly complete directions and
three samples of the number series to be completed. Persons who read
English readily will have a distinct advantage over those who must
depend upon oral instructions, but experience has shown that, even with
individuals who do not understand the English language, it is possible
to demonstrate on a blackboard, using the sample exercises, with
sufficient clearness to enable foreign language-speaking candidates to
grasp the idea of the work to be done. No comparisons should be made,
however, between results obtained by oral demonstration and results
obtained through the use of the instructions printed below, without
making allowances for the differences in method of administration.
The Number Relation Series test is so difficult to understand that it is
hardly worth while to employ this test with children below ten years of
age or with adults whose mental capacity is not equal to or better than
that of the ten-year-old school child. The method of marking the test is
quite simple when one is supplied with the stencil which is furnished
with each package of test blanks. The present form of the test is
somewhat different from those used elsewhere and it is difficult to say
just what phases of intellectual or mathematical ability are measured by
it. The Army intelligence tests included a number relation series test,
so arranged that the last two numbers in each series must always be
supplied by the person tested. Dr. Agnes Rogers, in her study of the
prognostication of mathematical ability, employed a test which is very
closely related to the one given here. Her results seem to show that
this form of test is a splendid measure of mathematical capacity in high
school pupils.
It is probable that this test will have very little usefulness in the
selection of employees in general, but that it may be found valuable in
discovering within an organization persons whose mathematical aptitude
would make them very useful in positions where the handling of figures
is an important part of the employee’s duty. In schools the chief value
of the test will probably be in assisting in the diagnosis of special
mathematical ability or lack of ability among pupils entering high
school. As a game for social amusement, it is not probable that this
test will be highly popular, except among those who are mathematically
inclined.
_Directions for Giving the Test._
Having supplied each candidate with writing materials the examiner
should announce as follows:
“I am going to distribute to you copies of a test which is intended to
measure certain special mental capacities. I shall pass it to you with
that side up which contains the directions. Do not turn it over or
examine the 20 problems which are to be solved. Write your name where it
says ‘Name’ and fill in the other blanks on the title page.”
The blanks should be distributed, taking care that each candidate
receives the blank right side up and that no candidate turns it over
before the command is given to begin work. When names, ages, and other
identifying pieces of information have been entered the examiner should
ask the candidates to look at the directions carefully while he reads
them aloud.
“The other side of this sheet has 20 series of figures, one or more of
the figures from each series being left out. You are to look carefully
at each series, to study out what kind of a series it is and then to
write on the dotted lines those numbers which have been omitted. Look at
the following samples.
Write on each blank the number omitted
2 4 6 8 10 .. 14 16 18 20 Sample A
16 11 7 .. 2 1 1 2 4 7 Sample B
2 .. .. 2 2 3 2 4 2 5 Sample C
“In Sample A each number is obtained from the previous number by adding
2 to it; therefore, 12 should be the number between 10 and 14. In Sample
B, each number is obtained from the next previous number by subtracting
1 less than was subtracted from the number before it—that is, 5 is
subtracted from 16 to obtain 11, 4 is subtracted from 11 to obtain 7, 3
should then be subtracted from 7 to obtain a 4 which is to be entered on
the blank. In Sample C, every other number is a 2 and therefore the
second blank space should contain a 2. Between the 2’s appear numbers,
each one of which is one more than the one which preceded it. On the
first blank in Sample C there should be a 1 in order to carry out this
scheme.”
“You will be allowed four minutes in which to complete the 16 series.
Begin with the first and complete as many as you possibly can. Ready!
Go!” At the end of four minutes after saying “Go” the examiner should
call “Stop! Time up! Give me your papers.” All papers should be
collected at once.
Unusual care will need to be taken in giving this test to avoid
variations in the directions used with the different groups examined. In
order to maintain absolutely comparable test conditions, no variations
from the language and routine given above should be allowed.
Write on each blank the number omitted
1 2 3 4 5 .. 7 8 9 10 Series 1.
10 12 .. 16 18 .. 22 24 26 28 Series 2.
12 11 10 .. 8 7 .. .. 4 3 Series 3.
1 3 .. 7 9 11 13 15 17 .. Series 4.
.. 39 37 35 33 31 29 .. 25 23 Series 5.
4 5 7 .. 14 19 25 32 40 .. Series 6.
1/64 1/32 1/16 .. ¼ ½ .. 2 .. 8 Series 7.
8 15 .. 29 36 43 .. 57 64 71 Series 8.
10 .. 15 16 20 21 .. 26 30 31 Series 9.
2 .. 8 10 .. 10 20 10 26 .. Series 10.
7 .. 10 11 13 14 .. .. .. 20 Series 11.
.. 4 9 16 25 .. .. 64 81 100 Series 12.
.. 4 7 14 17 .. .. .. 77 154 Series 13.
32 .. .. .. 28 29 26 27 .. 25 Series 14.
6 10 13 .. .. .. 15 13 10 .. Series 15.
60 55 .. .. 46 45 .. 46 48 .. Series 16.
_Directions for Scoring the Test._
The score in this test is the number of series correctly completed
regardless of the number of blanks in the series. The maximum score
obtainable will therefore be 16 points. The stencil furnished with each
set of test leaflets will make it very simple to count the number of
series correctly completed. A convenient way of indicating that a series
is not correctly completed is to cross out the serial number of that
series. To indicate that the series was not attempted one might draw a
circle around the serial number of that series. The final score should
be entered on the title page of the leaflet in the lower right-hand
corner.
Scores from 0 to 1 indicate Inferior Ability
Scores from 2 to 4 indicate Low Average Ability
Scores from 5 to 8 indicate Average Ability
Scores from 9 to 11 indicate High Average Ability
Scores from 12 to 16 indicate Superior Ability
It should be borne in mind that the type of ability measured by the
above scores is not necessarily a true indication of the general
efficiency of the possessor.
MENTIMETER NO. 10
ADDITION TESTS
_Character of the Tests._
This Mentimeter is composed of two parts, one of them measuring the
difficulty of the addition problems which a candidate can solve, and
being therefore a fairly good test of intelligence, the other measuring
the speed at which one can add fairly easy problems and therefore having
less relations to intellectual ability.
Teachers in school furnish the children with certain information and
knowledge or guide their pupils to the sources from which this
information and knowledge may be obtained. In Addition, this information
takes the form of “2 and 2 make 4,” “9 and 5 make 14” and such sums. The
instruction also involves such things as how to carry in addition, how
to add when a decimal point enters into the calculation, and all such
problems. The teacher also undertakes a somewhat different task, which
is the review and drilling of the pupils in order to make the
combinations which have been explained automatic in the minds of the
children. It is not sufficient for John to know that “3 and 5 are 8,”
but he must be able to write or say “8” without any hesitation whatever
when 3 and 5 are to be added.
In order to test the extent to which teachers have explained addition,
one would measure the pupils with a test which increased in difficulty
from the first problems to the last, undertaking to determine how
difficult a problem can be solved. In order to test the rapidity with
which the pupils have learned in their drill exercises to make the
different combinations, one would measure the speed with which they can
make the simple combinations. The first addition test which is given on
page 175 measures the extent of the information which the candidate has
gained, while the second measures the speed which the candidate has
developed by drilling upon addition problems.
Teachers in the public schools will undoubtedly wish to measure both the
speed with which their pupils do simple problems as a result of drill,
and the difficulty of the problems which the child can solve correctly
as a result of instruction. Of course the test for difficulty of
problems solved is not absolutely independent of the effect of drill,
although it is relatively much less dependent upon drill than is the
other test.
In industrial organizations the first test given will probably be found
most useful, while in social groups the greatest amount of entertainment
will probably be obtained from the second test. The reliability of the
results from the first test is very much higher than the reliability of
the results from the second test, for in the second case a difference of
one second in time allowed may make as much as one or two points
difference in the score obtained.
As with all of the other tests listed in this series of “Tests for
Non-English-Speaking Persons,” the Addition tests will bring more
satisfactory results, with much greater economy of time, if they are
administered as group tests. They are here described, however, as tests
for individual candidates in order that they may be given to foreign
language-speaking candidates without any other apparatus than that
furnished by the test booklets themselves. Any teacher or employer who
has a number of persons to be examined should prepare a blackboard or
wall chart on which to exhibit an enlarged copy of the examples used in
the introduction. By placing this at the front of the room in full view
of all candidates, the pantomimic instructions here described may be
used for non-English-speaking candidates, or simple verbal explanations
may supplement them for English-speaking persons.
_Directions for Giving Mentimeter 10a._
The examiner, after securing from the candidate his name, address, age,
and other pertinent information, should turn the examination leaflet and
exhibit, for ten or fifteen seconds, the addition tests which are to be
solved. The leaflet should then be turned over to the title page again
and attention should be called to the examples appearing on the middle
of this page under the heading “Add.” The examiner should point to the
first example
2
2
—
and placing his pencil on the lower 2 and then upon the upper 2 should
seem to hesitate for an instant and then write 4 underneath the line.
Looking at the second example
15
3
——
he should place his pencil on the 3 and then on the 5 and, with only an
instant’s hesitation, should write 18. Similarly, looking at the third
example,
23
25
16,
———
he should place his pencil first on the 6, then on the 5, then on the 3,
and write a 4 underneath the line; then place his pencil on the 1 and
then upon the two 2’s in order and write 6 at the left of the 4. With
this explanation the examination booklet should be opened and a pencil
supplied to the candidate with the instructions “Go ahead! Add them
all!”
MENTIMETER NO. 10A.
Add:
(1) (2) (3) (4) (5) (6) (7)
3 2 14 45 13 23 14
2 5 3 34 21 35 45
— 1 —— —— 22 30 83
— —— —— ——
(8) (9) (10) (11) (12)
34 197 374 796 7065375
67 225 49 867 8688256
95 659 623 745 2315553
52 316 5 933 1947272
—— ——— 548 542 3583419
65 213 5224362
——— 564 6869021
235 8518488
676 3493625
——— 2657176
———————
Four minutes’ time should be allowed for this test. At the end of the
four minutes the examiner should call “Time up” and take the paper.
_Directions for Scoring Mentimeter 10a._
The score in this test is the number of problems correctly solved. No
credit should be given for any problem unless each digit in the answer
is present, correct, and in its right place.
Scores from 0 to 5 indicate Inferior Ability
Scores from 6 to 8 indicate Low Average Ability
Scores from 9 to 11 indicate Average Ability
A score of 12 indicates High Average or Superior Ability.
_Directions for Giving Mentimeter 10b._
The examiner should open the booklet and demonstrate to the candidate,
for ten seconds, with just what nature of test he is to be confronted.
Then, after securing the necessary identifying information, the examiner
should point to the problems on the title page under the word “Add.”
Pointing to the 1 in the first example and then to the 2, he should
write 3 under the line. Pointing to the 4 and then to the 5, in the
second example, he should write 9 under the line. Pointing to the 4 and
then to the 7 in the third example he should write 11 under the line,
and should then pass his pencil and the opened booklet to the candidate
with the instruction, “Go ahead! Add them up!”
The most important point in this test is to make absolutely certain that
exactly thirty seconds (no more and no less) is allowed from the time
the examiner supplies the candidate with a pencil until the time he
calls “Stop!” Unless this time is kept absolutely uniform the results of
the test will be hardly worth considering. Whether the candidate begins
work or not, the time should be calculated from the instant he receives
his pencil and the opened booklet.
_Directions for Scoring Mentimeter 10b._
The score in this test is the number of correct answers obtained in
thirty seconds. Unless an answer is absolutely correct, it should have
no credit. If an answer is only partially finished when time is called,
it should not be credited as being the correct answer unless it is
sufficiently complete in both digits to prove that the right answer had
been obtained.
Scores from 0 to 9 indicate Inferior Ability
Scores from 10 to 21 indicate Low Average Ability
Scores from 22 to 32 indicate Average Ability
Scores from 33 to 44 indicate High Average Ability
Scores from 45 to 60 indicate Superior Ability
MENTIMETER NO. 10B
Add:
(1) (2) (3) (4) (5)
2 8 5 7 1
4 9 1 4 5
— — — — —
(6) (7) (8) (9) (10)
8 3 4 6 2
3 0 5 9 8
— — — — —
(11) (12) (13) (14) (15)
6 4 4 0 1
7 3 6 7 2
— — — — —
(16) (17) (18) (19) (20)
3 7 2 9 6
2 9 2 3 5
— — — — —
(21) (22) (23) (24) (25)
7 5 7 9 6
6 2 1 4 8
— — — — —
(26) (27) (28) (29) (30)
3 7 6 4 5
3 4 2 8 8
— — — — —
(31) (32) (33) (34) (35)
9 9 0 7 5
6 9 5 6 8
— — — — —
(36) (37) (38) (39) (40)
6 3 8 9 7
8 7 7 6 5
— — — — —
(41) (42) (43) (44) (45)
8 5 5 7 8
3 9 6 4 8
— — — — —
(46) (47) (48) (49) (50)
6 7 9 2 7
5 8 3 7 7
— — — — —
(51) (52) (53) (54) (55)
3 2 0 8 4
1 7 5 9 7
— — — — —
(56) (57) (58) (59) (60)
1 2 8 7 7
6 5 1 6 5
— — — — —
_Differences between Mentimeters 10a and 10b._
In connection with these tests of ability in addition, a few additional
words should be said to make somewhat clearer the differences between
educational tests and tests of intelligence. There is, of course, no
sharp line to be drawn between these two types of tests. Mentimeter No.
10b may be classified very certainly as an educational test because it
involves primarily the element of speed in simple additions which is not
an accurate index of intellectual capacity but depends almost altogether
upon specific drill. Improvement in ability to make a score in
Mentimeter No. 10a will come much more slowly than in the case of the
speed test in addition. Before a child can make progress sufficient to
carry him from problem 5 to problem 6 in Mentimeter 10a, he must be
instructed in the mysteries of adding zero to the sum of two other
numbers. Before he can make progress from problem 6 to problem 7 he must
learn to put down the 2 under the right-hand column of figures and carry
the 1 to the next column and add it with the digits printed there. Each
additional problem that he solves involves some new elements of
arithmetic knowledge which can be learned only by careful study and one
at a time.
In the speed test a larger score does not indicate ability to do
anything more difficult or to understand anything more complicated, but
merely more rapid doing of the things which are already fully
understood. In the other test, however, a larger score indicates greater
comprehension of more difficult situations and therefore an intellectual
capacity which is of greater magnitude.
The primary purpose of the Mentimeter tests is to measure intellectual
capacity rather than school training. For this reason very few tests
which may be classified as primarily educational have been included.
Where they have been inserted, they have been arranged to measure the
ability of the person to do more difficult tasks rather than his ability
to do simple tasks more rapidly.
MENTIMETER NO. 11
MEMORY FOR NUMBERS
_Character of the Test._
This test is planned as an individual examination to be given to any
candidate who understands the English language. The test is borrowed
directly from the Binet series and was used as a group test in the first
form of the Alpha examination in the United States Army.
The usefulness of this test is probably limited to the selection of
candidates for very simple mechanical operations and to the
classification of pupils in the schoolroom. It might be employed as one
of a series of tests in the selection of telephone operators, but its
use in such a case is probably more obvious than practical.
_Directions for Giving the Test._
The candidate should be seated comfortably in a quiet place and should
be instructed to listen carefully. The examiner should fill out the
blanks at the top of the title page, recording only such facts as seem
to be necessary. The examiner should then repeat the following formula:
“I am going to read to you sixteen series of numbers. The first series
will be very short and the last series will be quite long. When I have
read a series I want you to repeat all of the numbers it contained. I
shall read them slowly so that you can be sure to get them. Listen very
carefully and try not to forget any number. Do not repeat any number
until I have finished the whole series and stopped speaking.”
The examiner should announce each time just how many numbers will appear
in the series. The digits should be read at the rate of one per second,
taking care to avoid any rhythmic grouping of the numbers. The examiner
should look up expectantly as soon as he has finished reading a series.
No intimation should be given a candidate as to whether or not he is
being successful. The first series should be read as follows:
“The First Series contains two numbers which are, 5, 6.” As soon as the
candidate has repeated these numbers the examiner should say:
“The Second Series contains two numbers which are, 2, 7.”
First Series 5 6
Second 〃 2 7
Third 〃 9 3 5
Fourth 〃 4 1 6
Fifth 〃 7 4 9 3
Sixth 〃 4 8 5 7
Seventh 〃 9 5 7 3 8
Eighth 〃 6 8 1 2 4
Ninth Series 2 6 8 3 5 9
Tenth 〃 6 3 5 9 2 7
Eleventh 〃 9 5 8 3 6 2 4
Twelfth 〃 8 1 9 5 2 6 3
Thirteenth 〃 3 5 2 6 8 3 4 9
Fourteenth 〃 2 8 5 9 3 6 1 4
Fifteenth 〃 6 3 9 4 8 1 7 2 5
Sixteenth 〃 7 1 4 9 6 3 5 2 8
_Directions for Scoring the Test._
The examiner should keep on the test leaflet, out of the sight of the
candidate, a notation of exactly which series cause failure.
Misplacement of any digit in the series should count as an error and
bring no credit for that series. The total score obtained by counting
the number of series in which each number was correctly repeated in its
right order should be written in the lower right-hand corner of the
title page of the leaflet.
Scores from 0 to 7 indicate Inferior Ability
Scores from 8 to 9 indicate Low Average Ability
Scores from 10 to 12 indicate Average Ability
Scores from 13 to 14 indicate High Average Ability
Scores from 15 to 16 indicate Superior Ability
MENTIMETER NO. 12
REPEATING NUMBERS BACKWARD
_Character of the Test._
This test can only be given as an individual examination and to people
who understand spoken English. The presence of other people in the room
where the test is being given is frequently the cause of low scores.
This test is borrowed bodily from the Binet series, in which it has won
a distinct place for itself as a useful measure of the ability to think
about symbols and abstract ideas.
This test will be of little value as an entertainment feature but will
be useful to the public school teacher, or to the employer who wishes to
have a brief but fairly accurate test to apply to individual people whom
he may be considering for positions of responsibility. The reliability
of the test is unusually high for an examination taking no more time
than is required for this.
_Directions for Giving the Test._
The examiner should read the following instructions clearly:
“I have twelve lists of numbers to read to you. I want you to listen
carefully as I read each list, and when I say ‘Now’ you are to repeat
the same numbers backward, that is, in the reverse order. For example,
if I should read the numbers, 3, 4, 5, when I said ‘Now’ you should
repeat them 5, 4, 3. If I read 9, 8, 7, you should say 7, 8, 9. You are
to say the same numbers I read, but you are to say them just backward
from the way I read them.”
The examiner should read each series very distinctly and at the rate of
one digit per second. About five seconds before the reading of each
series the examiner should call the candidate’s attention by saying,
“Now listen to this set.” Allow two seconds after reading the last digit
of each series before saying “Now,” or, “Now say them backward.” If the
candidate has not begun to repeat the digits within thirty seconds the
examiner should say “Now try this set” and should read the next list to
him.
First Series 5 8
Second 〃 6 4
Third 〃 3 5 2
Fourth 〃 8 4 9
Fifth 〃 7 3 9 4
Sixth 〃 5 2 6 8
Seventh 〃 1 9 2 5 3
Eighth 〃 4 2 8 9 6
Ninth 〃 8 3 6 2 5 7
Tenth 〃 1 5 9 6 4 7
Eleventh 〃 2 6 3 7 5 8 4
Twelfth 〃 3 8 2 6 4 7 5
_Directions for Scoring the Test._
The score in this test is the number of series repeated backward without
error. Any misplacement in the order of the digits should be considered
an error and no credit should be given for that series. The examiner
will need to keep a record of just which series were correctly repeated,
and will need to keep this record from the view of the candidate being
examined, at least until after the examination is complete.
Scores from 0 to 4 indicate Inferior Ability
Scores from 5 to 6 indicate Low Average Ability
Scores from 7 to 8 indicate Average Ability
Scores from 9 to 10 indicate High Average Ability
Scores from 11 to 12 indicate Superior Ability
MENTIMETER NO. 13
MEMORY FOR SENTENCES
_Character of the Test._
At the age of two years and frequently before, the vocabulary of the
ordinary child has developed to such an extent that it contains two or
three hundred individual words which can be used rather effectively. By
the time the child is four years of age he has increased his vocabulary
very extensively and can repeat entire sentences, if they are not too
long, without error. The Mentimeter here provided is intended to measure
the complexity and length of a sentence which an individual can repeat
correctly after having heard it only once. The reliability of this test
is not very well determined and its field of usefulness is almost as
indefinite. It will be interesting in social groups as a recreation and
will be useful to the teacher in comparing her pupils, but it is
doubtful if it can be employed in industrial work with any large group
of employees. It would seem that it might, however, be found valuable as
a test of telegraphers, stenographers, and dictaphone operators. The
fact that it is to be given as an individual test still further limits
its usefulness.
_Directions for Giving the Test._
The examiner, after recording or having the candidate record on his
leaflet the identifying information required, should repeat the
following explanation:
“I have ten sentences which I shall read to you slowly, one sentence at
a time. You are to listen very carefully while I read and then after I
have finished reading a sentence you are to repeat it to me exactly as
it was read.”
Each sentence should be read only once. The reading should be done
slowly and distinctly with sufficient emphasis to make clear the meaning
of the sentence as well as the words spoken. The candidate should be
encouraged to try each sentence and should not be informed as to whether
or not his attempts are successful. The sentences to be read are as
follows:
1. It snows in the winter.
2. Men usually have more dignity than boys.
3. There is no excuse for being thoughtless about the rights of other
people.
4. The price of peace may sometimes be much greater than a nation can
afford to pay.
5. It is unfortunate that war should ever be necessary among civilized
nations.
6. Their harbour is a shallow body of water connected with, but
protected from, the open sea.
7. Conscience asserting itself as the voice divine within the human
soul is then a real actuality.
8. Each state appoints a number of electors equal to the whole number
of senators and representatives.
9. These discoveries—gunpowder, printing-press, compass, and
telescope—were the weapons before which the old science trembled.
10. The use of italic type is indicated in the author’s manuscript by
underscoring the letters, words, phrases, or sentences that are
to be italicized.
_Directions for Scoring the Test._
The candidate is to be scored as successful on each sentence repeated
correctly, or repeated with the omission of not more than one
unimportant word such as “the” or “a.” The omission of more than one
word or of a word which changes or limits the meaning of the sentence
should be considered as a failure to remember what was said.
The examiner should keep on the test leaflet a note of just which
sentences were correctly repeated and which were not. The candidate
should not be allowed to see or know his record. The total score is the
number of sentences on which the candidate was successful.
Scores from 0 to 2 indicate Inferior Ability
Scores from 3 to 4 indicate Low Average Ability
Scores from 5 to 6 indicate Average Ability
Scores from 7 to 8 indicate High Average Ability
Scores from 9 to 10 indicate Superior Ability
MENTIMETER NO. 14
SPEAKING-VOCABULARY TEST
_Character of the Test._
One of the best measures of the intellectual capacity of a community or
of a race of people is the complexity of the language which they find it
necessary to use in their life and social intercourse. The speaking
vocabulary of a tribe or of an individual is therefore an unusually
accurate index of mental capacity. The present test of speaking
vocabulary is designed to be used as an individual test for measuring
the vocabulary of English-speaking persons. With some alterations in the
directions which are given below the test might be used as a group test,
but the results from such a group test would be quite different and
practically not comparable with the results to be obtained when the test
is given according to directions.
The individual to be examined need not be able to read English but must
be able to understand ordinary conversational words and sentences. The
examiner pronounces very distinctly the word which appears on his list
and asks the candidate to explain the meaning of the word. The list used
by the examiner contains fifty words, which are roughly graded, from the
most common and well-known words used in every-day life up to very
unusual and little-known words that would be found very rarely in
newspaper or magazine articles. Any definition is accepted which shows
that the candidate really understands the nature and use of the thing
mentioned.
This test is modelled directly upon the Vocabulary test included in the
Stanford Revision of the Binet tests. It has been shown by careful
scientific investigations that a test of this type is very reliable as a
measure of general intellectual capacity. The excuse for having, at the
end of the series, words which are little known and of no great
practical value is that without such words it would be impossible to
obtain a real measure of the vocabulary of writers, well-trained
lawyers, and other specialists in the use of the English language. The
good scientific test of intelligence always begins with elements which
are so simple that the dullest mind will master them and progresses
steadily to elements which are so complex and difficult that even the
keenest minds have difficulty in reaching satisfactory solutions.
A test of this sort measuring general vocabulary will be very useful to
employers in the selection of stenographers and other clerical workers.
In the public schoolroom teachers will find it very helpful in the
classification of new pupils coming to their room for the first time or
in the comparison of pupils who have been observed for a long period.
The disadvantage of the test is that it must be given to one individual
at a time. Such procedure makes it possible, however, for the teacher or
the psychologist to study the more or less intangible attitudes and
reactions of the pupil which cannot be observed in group examinations.
These peculiarities of the pupil are of tremendous value to the trained
psychologist or to the psychiatrist in making a careful diagnosis of
special mental defects.
_Directions for Giving the Test._
This test should not be given in the presence of outsiders. The examiner
should take the individual to as quiet a place as possible, should seat
the candidate in a comfortable chair, and converse with him until he is
thoroughly at ease and ready to answer any sort of question. The
examiner may write on his list the response which is made by the
candidate to each word in the vocabulary. The formula which should be
used by the examiner should be as nearly as possible that of ordinary
conversation, although care must be used to avoid suggesting by the form
of the question any clue to the proper response. Beginning with the
first word, after introducing the general idea by some such phrase as
“Now, I am going to ask you the meanings of a list of words,” the
examiner should say, “The first word is coat. What is a coat?”
If the candidate does not seem to understand, the question may be
repeated or it may be presented as follows: “You know what a coat is, do
you not? Well, what is a coat?”
Similarly, with the second word one could say, “What does the word buy,
b-u-y, mean? What is the meaning of buy?” If the candidate does not
understand, the question may be restated as follows: “Did you ever buy
anything? What does the word buy mean?” Special care should be taken at
all points to avoid suggesting the answer, giving special hints,
discouraging the candidate or telling him whether or not he is being
successful. He may be told at any time that he is doing well but he
should not be informed whether his answer is correct or incorrect.
Not more than forty-five seconds should be allowed to the candidate for
thinking about any one word. At the end of the forty-five seconds the
examiner should repeat the question. If at the end of thirty seconds
after the question is first repeated the candidate has still said
nothing, the examiner should pass on to the next word with this
introduction, “Well, here is another word. What does the word ‘book’
mean?” Under no circumstances should the candidate being examined be
allowed to take or to see the word list.
_Speaking-Vocabulary Test._
1. coat
2. buy
3. book
4. store
5. piano
6. rent
7. beef
9. disease
10. doubt
11. judge
12. fortunate
13. secretary
14. royal
15. canal
16. greed
17. blond
18. wealth
19. permit
20. wisdom
21. govern
22. license
23. compete
24. Jupiter
25. modesty
26. policy
27. measure
28. enthusiasm
29. percentage
30. league
31. socialism
32. logic
33. revere
34. sarcasm
35. taunt
36. opaque
37. débutante
38. reparation
39. decimate
40. rheostat
41. omniscient
42. beshrew
43. cheetah
44. behemoth
45. oriel
46. megalith
47. myelin
48. paleography
49. prosthetics
50. salep
_Directions for Scoring the Test._
The score of this test is the number of words which the candidate
demonstrates clearly that he understands and can use. A list is provided
in the appendix showing the chief meanings and uses which are likely to
be mentioned by the candidate. A repetition of a word by the candidate
should not be counted as evidence that he understands. For example, the
candidate who replies that “doubt” means “when you doubt something” or
that “greed” means “when you are greedy” has not fully proved by such a
reply that these words are familiar to him. In such cases as those just
mentioned the examiner may well ask, “Does it mean anything more to
you?”
The best method of keeping record is to write on the test blank a
notation of what reply was received, although it will be sufficient to
make a check mark after each word satisfactorily explained and to cross
out each word that is unknown if from his reply there is no doubt about
the ability of the candidate to use the word. The maximum score
obtainable in this test is fifty words. The score actually received
should be entered on the title page of the test blank for purposes of
record.
Scores from 0 to 10 indicate Inferior Ability
Scores from 11 to 20 indicate Low Average Ability
Scores from 21 to 30 indicate Average Ability
Scores from 31 to 40 indicate High Average Ability
Scores from 41 to 50 indicate Superior Ability
MENTIMETER NO. 15
WORD DISCRIMINATION
_Character of the Test._
Intellectual ability has usually been attributed in the greatest degree
to those people who were best able to use their native language. This
test is calculated to measure the ability of individual candidates to
discriminate between the meanings of different words. Insofar as ability
to draw distinctions between similar words can be taken as a measure of
intellectual capacity, this test will be found useful.
It is quite certain to be entertaining as a social diversion and
distinctly useful as a measure of the general familiarity of any child
in the public schools with the English language. Industrial and
commercial establishments may very well find that it has a distinct
relationship to the kind of intelligence it would pay them to employ in
certain parts of their organization.
There is no simple way of converting this test into a group test because
of the added complexity of the problem which is presented when
candidates are asked to write their answers. It is very much simpler to
explain the difference between two words than to write out the
explanation. It is recommended that this test be given in a quiet place
where no persons other than the examiner and the candidate are present.
This rule, of course, will not apply when the test is used as a parlour
game.
_Directions for Giving the Test._
The examiner should use the regular printed leaflet which contains the
list of words to be explained. On the title page, he should enter such
facts about the candidate as will identify him and satisfy the purposes
of the investigation. The word list should not be shown to the candidate
at all. The examiner should make a notation on his word list showing
just what difference was mentioned by the candidate for each pair of
words.
When the examiner has put the candidate at his ease and is ready to
begin the test, he should read the following directions: “I have a list
of twenty-four pairs of words. I shall read one pair at a time, and I
wish you to tell me what differences you know between the two things
mentioned. First, what is the difference between a bird and a fish?” If
no answer is given within half a minute, the examiner may say: “You know
what a bird is, do you not? You know what a fish is, don’t you? Well,
what is the difference between a bird and a fish?” No additional help of
any sort may be given and not more than thirty seconds should be allowed
after the second asking of the question. The only formula to be used is:
“What is the difference between —— and ——?”
_What is the difference between_
1. A bird and a fish?
2. A snake and a fly?
3. A pen and a pencil?
4. An eagle and a chicken?
5. A book and a magazine?
6. An orange and a lemon?
7. A teacher and a preacher?
8. Luck and pluck?
9. Stone and china?
10. A balloon and an airplane?
11. To plod and to plot?
12. To wither and to shrivel?
13. To surprise and to astonish?
14. Rash and reckless?
15. Lonely and solitary?
16. Sorrow and sadness?
17. Plutocrat and autocrat?
18. A rascal and a rogue?
19. To plunder and to devastate?
20. To relinquish and to resign?
21. Shrewd and sagacious?
22. Dormant and quiescent?
23. Reconstruction and rehabilitation?
24. Reparation and indemnity?
_Directions for Scoring the Test._
The score in this test is the number of pairs of words between which the
candidate gives at least one real difference. The differences which
appear in Appendix D are suggestive of the type of differences which may
be mentioned by the candidate, but the list there furnished is not
complete. One should not assume that the candidate knows the difference
between the two things for which the words stand until the candidate has
described one real difference pretty clearly. Such answers as, “Oh, they
are different, entirely different,” or “One is one thing and the other
is something else” should not be considered as correct in any respect.
The idea that the person knows a difference without being able to
explain it should not influence in any way the judgment of the examiner.
The difference must not only be known, but must be clearly expressed
before credit is given for any pair.
The total score possible in this test is twenty-four points. The total
score actually made by any candidate should be entered in the lower
right-hand corner of the title page of the leaflet.
Scores from 0 to 4 indicate Inferior Ability
Scores from 5 to 9 indicate Low Average Ability
Scores from 10 to 16 indicate Average Ability
Scores from 17 to 20 indicate High Average Ability
Scores from 21 to 24 indicate Superior Ability.
MENTIMETER NO. 16
NAMING OPPOSITES
_Character of the Test._
The Opposites test in one form or another has been used for a long while
with remarkable accuracy as a measure of one’s familiarity with language
and his general intellectual competence. The Mentimeter form is superior
to the ordinary form of the Opposites test in that it is fairly well
graded in its difficulty, from simple problems to very difficult
problems, thus securing an added value as an intelligence test. It
differs from the Alpha form used in the Army in that it is necessary in
the Mentimeter test to write the word which is the opposite of the key
word given, while in the Army two words were given which might be
opposites or synonyms and the soldier was asked to check whether the
words meant the “same” or the “opposite.” One difficulty with the
military form was that if a man knew nothing at all about the words
used, he would, nevertheless, by chance have half of his answers
correct. In the present Mentimeter form, a man must not only use his
judgment to decide between two words but he must have fairly rich
associations between the key word and its opposites and be able to
select from all of these associations the one which is most appropriate.
This test may be given as an individual examination, but it is planned
as a group examination for as many candidates as can be conveniently
seated in the room provided for the examination. Only persons who can
read and write the English language should be tested with this
Mentimeter.
_Directions for Giving the Test._
As soon as the blanks on the title page of the booklet have been
correctly filled in, under the direction of the examiner, the candidates
should be asked to read silently the directions printed below these
blanks while he reads them aloud: “When you open your booklets, you will
find on the inside forty words each followed by a dotted line on which
you are to write a corresponding list of forty words. You are to write
after each word the word which in your mind means just the opposite to
the word that is printed. Notice the three samples printed below:
=On the line after each word, write the word which means just the
opposite of the printed word.=
(Samples) A. bad _good_
B. girl _boy_
C. down _up_
“The opposite of bad is ‘good’ and therefore ‘good’ has been written
after the word ‘bad’; the opposite of ‘girl’ is ‘boy’ and therefore the
word ‘boy’ has been written after the word ‘girl’; the opposite of the
word ‘down’ is ‘up’ and therefore ‘up’ has been written after the word
‘down’.
“You will be allowed exactly four minutes in which to write the
opposites of as many words as you know in the list. Begin with the first
word. Ready! Open your books! Go to work!”
Exactly four minutes after saying “Go!”, the examiner should call,
“Stop! Close your books and hand them to me!” The papers should be
collected immediately.
=On the line after each word, write the word which means just the
opposite of the printed word.=
1. good
2. rich
3. little
4. new
5. hard
6. dark
7. dirty
8. sick
9. north
10. empty
11. push
12. wrong
13. beginning
14. narrow
15. morning
16. nowhere
17. stale
18. busy
19. to float
20. smooth
21. wild
22. strength
23. innocent
24. wisdom
25. positive
26. inferior
27. ancient
28. result
29. stingy
30. abstract
31. partiality
32. diligent
33. frugal
34. spurious
35. elation
36. expedite
37. diffident
38. homogeneous
39. intrepid
40. sycophantic
_Directions for Scoring the Test._
The score in this test is the total number of words for which the exact
opposite has been written. Some considerable time will be saved by using
the stencil provided with each package of test booklets. The total score
as finally obtained should be written in the lower right-hand corner of
the title page of the booklet.
Scores from 0 to 7 indicate Inferior Ability
Scores from 8 to 12 indicate Low Average Ability
Scores from 13 to 25 indicate Average Ability
Scores from 26 to 32 indicate High Average Ability
Scores from 33 to 40 indicate Superior Ability.
MENTIMETER NO. 17
SPELLING TEST
_Character of the Test._
All of the investigations which have been made into the subject of
spelling in relation to general intelligence seem to indicate that good
spellers are “born and not made.” Of course intelligent people also are
“born and not made.” Strange to say, a person may be very intelligent
without being an expert speller or a person may be a fairly able speller
without being keen intellectually. This Mentimeter is therefore not to
be considered as reliable an index of intelligence as most of the
others.
There are two methods by which one might determine the ability of any
average individual in spelling. One might measure how difficult a word
was necessary in order to cause failure or one might take words all of
the same difficulty and measure what percentage of them were misspelled
by the candidate. List A in the series which follows is of the first
sort, measuring how difficult a word must be before it causes trouble
and List B is of the second sort, measuring how many words of the same
difficulty can be spelled correctly by the individual tested. These
words are selected from the Ayers Measuring Scale for Ability in
Spelling. Mentimeter List A consists of two words from each degree of
difficulty from B to Z in the Ayers list. Mentimeter List B is chosen
from List R of the Ayers Scale.
_Directions for Giving the Test._
Whether the examination is to be with List A or with List B the
candidates should be supplied with the Mentimeter leaflet and should be
asked first of all to write their names, ages and other necessary
information on the title page. When this information has been obtained
the examiner should read the following directions:
“I shall pronounce to you a list of fifty words. You are to listen
carefully and then to write on the blank provided for it the word which
I pronounce. Be very careful to form your letters distinctly in order
that I may know whether or not you know how to spell these words. Do not
ask any questions, for I shall not answer them. Each word will be
pronounced only twice, so listen carefully in order not to make it
necessary to ask for a further repetition.”
The examiner should pronounce each word very distinctly. He should,
before pronouncing the word, give the serial number of the word in order
that it may be recorded on the proper blank by the candidate. The
formula to be used should be as follows: