CHAPTER XI

TRADE TESTS OR TESTS OF SKILL

While the determination of individual skill in the performance of a

given operation is not, strictly speaking, a test of intelligence or of

mental capacity, it has been established that the most accurate and

speedy method of discovering the precise degree of skill possessed by

any artisan is closely analogous to the scientific method of mental

measurement. It has been found, moreover, that there is quite a close

relation between an individual workman’s skill at his trade and the

degree of mental capacity disclosed by the Mentimeter or similar

scientific tests; the more intelligent the worker, the greater his skill

if he has any natural aptitude for his trade.

Many persons view with skepticism the idea that a workman’s degree of

skill at his trade can be determined by tests that require but a few

minutes. A month, they argue, is little enough for an expert foreman to

classify justly the men under him, after observing their skill with his

own eyes. When it is proposed that those who apply the tests for any

trade need not themselves be skilled in it and may, in fact, know

nothing about it, it is no wonder that they doubt the practicality of a

method so foreign to previous conceptions and practice.

Psychologists have long realized that the same methods by which mental

qualities, abilities, and capacities are determined, analyzed, and

measured, could be applied to the measurement of manual dexterity or the

combination of manual dexterity, judgment, perception, adaptability, and

patience that, taken together, make the skilled workman. For, as the

reader who has perused this book thus far will long since have

recognized, there is included in the foregoing list of qualities a

predominance of those which come quite definitely under the

classification of mental abilities or capacities. As has been previously

pointed out, it is impossible to separate mental and physical powers,

and psychologists do not regard the mind as a separate entity, but

merely as a convenient term for the definition of certain of the higher

physical powers and their manifestations. And just as a certain type of

nervous (physical) organism manifests itself in the development of

abilities which we are accustomed to term “intellectual” or “mental,” so

the abilities which we call “physical” or “manual” are merely other

manifestations of a different type of nervous organism.

The principal distinction, scientifically, between a trade test and an

intelligence test, is in the purpose to be served by the test. In the

intelligence test the aim is to ascertain the subject’s general

_capacity_; in the trade test, to discover his present _ability_ or

degree of skill in some special direction. Capacity, as has been

previously pointed out, is only to be measured in terms of demonstrable

ability, so that in the application of trade tests, although limited in

their scope to a single class or kind of ability, there is also

obtainable as a by-product a partial measure of the subject’s mental

capacity.

While trade tests devised by psychologists had been demonstrated, in a

number of industries, to be superior to any other method, both in

picking the most skilful workers from among all applicants for

positions, and in transferring workers from one department to another in

large industries, it was in the classification and placement of the

personnel of the Army during the war that the first really large-scale

demonstration of the precision and effectiveness of scientifically

devised trade tests was made. While one group of psychologists, working

under the direction of the Surgeon-General’s Office, was engaged in

classifying the Army personnel by means of intelligence tests the

Personnel Branch of the Operations Division of the General Staff,

organized and officered by trained psychologists, was undertaking the

task of determining the special technical and vocational ability of the

millions of men drawn into the Army through the medium of the selective

draft.

This personnel organization had a multiplex duty to perform. First, it

had to ascertain with precision what particular kinds of work had to be

done in the preparation of an army for battle and in its transport and

maintenance. This involved not only finding out just what needed to be

done but translating this need into terms of trades and occupations.

For example, the Army might report that it needed a number of men

capable of making all sorts of repairs to electric generators and

motors. The Personnel Division proceeded to analyze the special

qualifications required of electricians to enable them to meet this

demand. These were listed, along with the qualifications required for

every other army occupation, in a thick book entitled Trade

Specifications Index. There were 239 pages in this book and in it were

set forth in specific detail the exact qualifications needed by 565

different kinds of trade and technical experts. Chauffeurs, for

instance, were classed as auto drivers, auto drivers with pigeon

experience, motorcycle drivers with pigeon experience, plain

motorcyclists, heavy auto-truck drivers, motor truck drivers, and plain

chauffeurs. There were sixteen different classes of electricians, each

of which required a man with special experience and knowledge. Nine

different kinds of chemists were used in the Army.

It was a big job, in the first place, to determine exactly how men

should be classified. After the classification had been decided upon, it

then became necessary to devise simple, rapid, and accurate methods of

placing every enlisted man in the Army in his proper classification, and

then of so indexing three or four millions of men that any particular

demand could be met. For example, one camp might ask for three farriers,

nine sanitary engineers, two car carpenters, six boilermakers, and a

pipe fitter. It was necessary that some system be perfected to permit of

the filling of this order instantly by taking the men qualified to

perform these duties out of the camps where they were undergoing

military training.

The whole system had as its basis a card for each soldier, on which, by

a simple system of marginal numbers, punch holes, and coloured index

tags the record of each man’s precise ability was kept. Every man, as he

was inducted into the service, was required first to make a preliminary,

rough classification of himself—that is to say, he recorded himself as a

tailor, a blacksmith, or a milk wagon driver. But the Trade

Specifications Index was as precise in its detail as a dictionary. It

was, in fact, a collection of definitions of what was meant by

occupational titles which had vague or various meanings in different

parts of the country. Thus, a man might have classified himself as a

tailor who, if called upon to make a uniform, would have been unable to

do so. Tailoring had to be subdivided, from simple pressing and

repairing up to expert fitting. One might be a good coat maker while

another had never worked on anything but trousers.

So there was devised a system of trade and occupational tests to which

every man claiming skill at a trade was subjected, and which determined,

as nearly as it is humanly possible to do, exactly the degree and kind

of vocational skill possessed by every man in the Army.

When the problem of formulating tests was analyzed, it was seen that

certain requirements were fundamental. Trade tests to be absolutely

satisfactory,

1. Must differentiate between the various grades of skill;

2. Must produce uniform results in various places and in the hands of

individuals of widely different characteristics;

3. Must consume the least amount of time and energy consistent with the

best results.

Now it must be recognized that trades useful in the Army are of many

kinds and of widely differing requirements. Trade ability in any one of

them, however, means about the same thing. It means that the workman is

not simply the possessor of a single item of information, nor simply

able to execute one particular movement required by the trade, but that

he has many items of information more or less systematized together with

the ability to execute various movements not only singly but in

combinations.

While there are all degrees of trade ability among the members of any

trade, it is convenient to classify them in a few main groups.

Ordinarily the terms Novice, Apprentice, Journeyman, and Journeyman

Expert (or Expert) are employed. The Novice is a man who has no trade

ability whatever, or at least none that could not be paralleled by

practically any intelligent man. The Apprentice has acquired some of the

elements of the trade but is not sufficiently skilled to be entrusted

with an important task. The Journeyman is qualified to perform almost

any work done by members of the trade. The Expert can perform quickly

and with superior skill any work done by men in the trade.

It is sometimes desirable that the Trade test should differentiate

between the skill of different members of the same group, for instance,

of the journeyman group. It is essential that it should differentiate

between the journeyman and the apprentice and the apprentice and the

novice. Trade tests devised to make this classification are of three

kinds: oral, picture, and performance.

The oral tests are most generally used because they are of low cost and

they may be applied to a large number of men in a comparatively short

time and without much equipment. They are satisfactory in determining

the presence or absence of trade ability and in many instances determine

the degree of ability with such accuracy that no other tests are

required.

As a preliminary to the preparation of a trade test, there is required a

thorough inquiry into the conditions of the trade. This inquiry has a

threefold purpose:

1. To determine the feasibility of a test in this field. Does the trade

actually exist as a recognized trade? It was found, for example, that

the trade of gunsmith was not a recognized trade, though there were gun

repairers.

2. To determine the elements which require and permit of testing. In

other words, can men be graded in it according to degrees of skill? In

some trades it was found that the trade required simply the performance

of a single set of operations and there were no gradations among the

members of the trade.

3. To determine the kinds of tests that can be used. Some trades, such

as truck driving and typewriting, are mainly matters of skill, and for

them performance tests are better than oral tests. Other trades, such as

interior wiring and power-plant operation, are mainly matters of

knowledge. For these trades oral and picture tests are best.

After having discovered by inquiry that the trade is a recognized trade

and can be tested, information is collected from all available sources.

In the Army’s preparation of trade tests experts in the trade, trade

union officials, the literature of the trade, trade school authorities,

employers, and the like were consulted. In this way it was discovered

what are the elements of the trade and what constitutes proficiency in

it.

As a result of this collection of information it was possible to compile

a number of questions, usually from forty to sixty, each of which called

for an answer that showed knowledge of the trade. Experience in the

formulation of such questions has shown that a good question meets the

following requirements:

1. It must be in the language of the trade.

2. It must be a unit, complete in itself and requiring no further

explanation.

3. It must not be a chance question that could be answered by a good

guess. The extreme example would be a question calling for the answer

“yes” or “no.”

4. It must be as short as possible and must be capable of being answered

by a very short answer.

5. It must not be ambiguous; the meaning must be unmistakable.

After the large number of questions originally formulated has been

sifted down by application of the requirements stated above and others

of less importance they are used in a preliminary sampling on a number

of artisans engaged in the trade, usually from nine to twelve, whose

answers indicate the merits of the different questions and their grades,

from easy to difficult. In this sampling, tradesmen from different shops

or plants are tried in order to guard against specialized methods or

modes of expression confined to a single locality. At least two

examiners worked on each set of questions at this stage, in the Army’s

work, to get the benefit of more than one point of view for revision.

This preliminary sampling affords a means of checking on the following

points:

1. Is the test applicable to trade conditions?

2. Does the test represent good trade practice?

3. In what way can parts be profitably modified, supplemented, or

eliminated?

4. Does the test represent the whole range of the trade, from the novice

to the expert?

5. Is it a representative sampling of the whole range of trade

processes?

In the light of the answers to these questions, the test is revised

during this sampling process and is then ready to be formulated. This

formulation consists of limiting the questions to a small enough number

to be handled in a short space of time and to a wide enough range to

represent every possible degree of trade skill. The questions are

tabulated and are then ready to be used in the final sampling process.

Final sampling is made by testing twenty men who are known to be typical

representatives of each group (novice, apprentice, journeyman, expert).

Among the novices tested are some highly intelligent and mature men of

good general knowledge but no trade ability. Three testing stations were

used in the Army’s work: one in Cleveland, one in Newark, and one in

Pittsburgh, in order to get the benefit of wide geographical

distribution. Examinations were given to men whose record in the trade

was already known and who were tested as nearly as possible in the same

manner as men in the camps.

The results of this final sampling are turned over to experts who make a

careful study of the results and of the answers to each question. This

enables them to determine the relative value of each individual question

and the selection that makes a proper balance.

If a trade test is good, a known expert, when tested, is able to answer

all, or nearly all, the questions correctly; a journeyman is able to

answer the majority; an apprentice a smaller part, and a novice

practically none. This does not mean that each question should be

answered correctly by all the experts, a majority of the journeymen,

some apprentices but no novices. There are a few questions which show

this general result. A graphic curve when plotted for such a question is

almost a straight line.

Other types of questions, however, are more common. Some show a distinct

line of cleavage between the novice and the apprentice. Novices fail,

but apprentices, journeymen, and experts alike answer correctly. There

are likewise questions that are answered correctly by nearly all

journeymen and experts but only a few apprentices, and questions that

only an expert can answer correctly.

Each type of question has its value in a good test. The main requirement

is that the tendency of the curve should be upward; a question which is

answered correctly by more journeymen than experts or more apprentices

than journeymen is undesirable and is at once discarded. A proper

balance is made of the others.

One task still remains; namely, that of calibrating the test. As each

question is allowed four points, it becomes necessary to determine how

many points should indicate an expert, how many a journeyman, etc.

Obviously the way to do this is to note how many points were scored by

the known experts and the known journeymen when they were tested.

Ordinarily the expert scores higher than the journeyman and the

journeyman higher than the apprentice. It frequently happens that a few

journeymen score as high as the lowest of the experts and a few

apprentices as high as the lowest of the journeymen. There are

consequently certain overlappings between the classes. In calibrating,

the object is to draw the dividing line between classes so that the

overlapping shall be as small as possible.

When these dividing lines, or _critical scores_ as they are usually

called, are established, the test is ready for editing, printing, and

distribution to camps.

Picture tests are made in practically the same way as oral tests. The

peculiar characteristic of picture tests is that the questions making up

the tests relate to illustrations of trade tools and appliances.

The performance tests are now being used in many trades for those who

make a satisfactory showing in the oral or picture tests. These

performance tests are devised by conference with experts in the trade.

They consist of some apparently simple tasks that can be performed

quickly and with a small amount of apparatus but that nevertheless

indicate clearly the degree of skill of the performer. As a result of

experience the following have been drawn up as the requirements for a

good performance test:

1. It should require the smallest possible quantity of tools and

materials and these should be capable of standardization;

2. A journeyman should not require more than 45 minutes to perform it;

3. It should be typical of the work required;

4. The operations should be exact so that a correct standard form of

product is always obtainable. Performance tests undergo much the same

processes of sampling as do the oral and picture tests and they are

calibrated in the same way. The principle followed here, as elsewhere,

is that the value of a test lies not in its theoretical exactness but in

its proved ability to pick out and classify correctly men of all degrees

of skill within the trade. If the test does classify men in the groups

in which they are known to belong, then it can be relied upon to

classify correctly men about whom nothing is known in advance.

The method which the Army pursued is adaptable for any private

enterprise. The work done under the direction of the Army General Staff

in analyzing the essentials of nearly seven hundred trades and

subdivisions of trades and in preparing tests for a large proportion of

these was pioneer work, the results of which, in the shape of the tests

themselves, while not issued for general distribution, are available as

a time-saving guide to those who are interested in the building and

application of trade tests.

APPENDICES

APPENDIX A

INTELLIGENCE RATINGS IN THE ARMY

Reprinted from The Personnel Manual

(Vol. II of The Personnel System of the United States Army)

_Purpose of the Intelligence Tests._—Under the direction of the Division

of Psychology, Medical Department, and in accordance with provisions of

General Order No. 74, mental tests are given all recruits during the

two-weeks detention period. These tests provide an immediate and

reasonably dependable classification of the men according to _general

intelligence_. Their specific purposes are to aid:—

(1) In the discovery of men whose superior intelligence suggests their

consideration for advancement;

(2) In the prompt selection and assignment to Development Battalions of

men who are so inferior mentally that they are suited only for selected

assignments;

(3) In forming organizations of uniform mental strength where such

uniformity is desired;

(4) In forming organizations of superior mental strength where such

superiority is demanded by the nature of the work to be performed;

(5) In selecting suitable men for various army duties or for special

training in colleges or technical schools;

(6) In the early formation of training groups within a company in order

that each man may receive instruction and drill according to his ability

to profit thereby;

(7) In the early recognition of slow-thinking minds which might

otherwise be mistaken for stubborn or disobedient characters;

(8) In eliminating from the army those men whose low-grade intelligence

renders them either a burden or a menace to the service.

_Nature of the Tests._—The tests were prepared by a special committee of

the American Psychological Association. Before being ordered into

general use they were thoroughly tried out in four National Army

Cantonments, and from time to time have undergone revision to increase

their practical usefulness. Between May 1 and October 1, 1918,

approximately one million three hundred thousand men were tested.

Three systems of test are now in use:—

(1) _Alpha._ This is a group test for men who read and write English. It

requires only fifty minutes, and can be given to groups as large as 500.

The test material is so arranged that each of its 212 questions may be

answered without writing, merely by underlining, crossing out, or

checking. The papers are later scored by means of stencils, so that

nothing is left to the personal judgment of those who do the scoring.

The mental rating which results is therefore wholly objective.

(2) _Beta._ This is a group test for foreigners and illiterates. It may

be given to groups of from 75 to 300 and requires approximately fifty

minutes. Success in Beta does not depend upon knowledge of English, as

the instructions are given entirely by pantomime and demonstration. Like

Alpha, it measures general intelligence, but does so through the use of

concrete or picture material instead of by the use of printed language.

It is also scored by stencils and yields an objective rating.

(3) _Individual Tests._ Three forms of individual tests are used: The

Yerkes-Bridges Point Scale, the Stanford-Binet Scale, and the

Performance Scale. An individual test requires from fifteen to thirty

minutes. The instructions for the Performance Scale are given by means

of gestures and demonstration, and a high score may be earned in it by

an intelligent recruit who does not know a word of English.

All enlisted men are given either Alpha or Beta according to their

degree of literacy. Those who fail in Alpha are given Beta, and those

who fail to pass Test Beta are given an individual test.

As a result of the tests, each man is rated as A, B, C+, C, C−, D, D− or

E. The letter ratings are reported to the Interviewing Section of the

Personnel Office, and are there copied on the Qualification Cards (in

the square marked Intelligence). The Psychological Report, after the

grades have been copied on the Qualification Cards, is forwarded from

the Interviewing Section to the Mustering Section of the Personnel

Office, where each soldier’s letter rating is copied on the second page

of his Service Record. A copy of the Psychological Report is also sent

by the Psychological Examiner to the Company Commander, who uses it in

the organization of his company. In some camps the entering of

Intelligence Grades on Service Records has been left to company

commanders, but accuracy and uniformity is secured by having these

grades entered in the Mustering Section of the Personnel Office when the

Service Records are being started.

The psychological staff in a camp is ordinarily able to test 2,000 men

per day and to report the ratings to the Personnel Office within 24

hours. Personnel Adjutants will coöperate in arranging the schedule of

psychological examinations so as to secure from them maximum value (See

Chapter IV for the proper coördination of the work of the Psychological

Examiner with the work of other officers in a camp.)

_Explanation of letter ratings._—The rating a man earns furnishes a

fairly reliable index of his _ability to learn_, _to think quickly and

accurately_, _to analyze a situation_, _to maintain a state of mental

alertness_, _and to comprehend and follow instructions_. The score is

little influenced by schooling. Some of the highest records have been

made by men who had never completed the eighth grade. The meaning of the

letter ratings is as follows:

A. _Very Superior Intelligence._ This grade is earned by only four or

five soldiers out of a hundred. The “A” group is composed of men of

marked intellectuality. “A” men are of high officer type when they are

also endowed with leadership and other necessary qualities.

B. _Superior Intelligence._ “B” intelligence is superior, but less

exceptional than that represented by “A.” The rating “B” is obtained by

eight to ten soldiers out of a hundred. The group contains a good many

men of the commissioned officer type and a large amount of

non-commissioned officer material.

C+. _High Average Intelligence._ This group includes about fifteen to

eighteen per cent. of all soldiers and contains a large amount of

non-commissioned officer material with occasionally a man whose

leadership and power to command fit him for commissioned rank.

C. _Average Intelligence._ Includes about twenty-five per cent. of

soldiers. Excellent private type with a certain amount of fair

non-commissioned officer material.

C−. _Low Average Intelligence._ Includes about twenty per cent. While

below average in intelligence, “C−” men are usually good privates and

satisfactory in work of routine nature.

D. _Inferior Intelligence._ Includes about fifteen per cent. of

soldiers. “D” men are likely to be fair soldiers, but are usually slow

in learning and rarely go above the rank of private. They are short on

initiative and so require more than the usual amount of supervision.

Many of them are illiterate or foreign.

D− and E. _Very Inferior Intelligence._ This group is divided into two

classes (1) “D−” men, who are very inferior in intelligence but are

considered fit for regular service; and (2) “E” men, those whose mental

inferiority justifies their recommendation for Development Battalion,

Special Service Organization, rejection, or discharge. The majority of

“D−” and “E” men are below ten years in “mental age.”

The immense contrast between “A” and “D−” intelligence is shown by the

fact that men of “A” intelligence have the ability to make a superior

record in college or university, while “D−” men are of such inferior

mentality that they are rarely able to go beyond the third or fourth

grade of the elementary school, however long they attend. In fact, most

“D−” and “E” men are below the “mental age” of ten years and at best are

on the border-line of mental deficiency. Most of them are of the “moron”

grade of feeble-mindedness. “B” intelligence is capable of making an

average record in college, “C+” intelligence cannot do so well, while

mentality of the “C” grade is rarely equal to high school graduation.

_Evidence that the Tests Measure Military Value._—It has been thoroughly

demonstrated that the intelligence ratings are very useful in indicating

practical military value. The following investigations are typical:

1. Commanding officers of ten different organizations representing

various arms in a camp were asked to designate:

(_a_) The most efficient men in the organization;

(_b_) Men of average value;

(_c_) Men so inferior that they were “barely able” to perform their

duties.

The officers of these organizations had been with their men from six to

twelve months and knew them exceptionally well. The total number of men

rated was 965, about equally divided among “best,” “average,” and

“poorest.” After the officers’ ratings had been made, the men were given

the usual psychological test. Comparison of test results with officers’

ratings showed:

(_a_) That the average score of the “best” group was approximately

twice as high as the average score of the “poorest” group.

(_b_) That of men testing below “C−” 70 per cent. were classed as

“poorest” and only 4.4 per cent. as “best.”

(_c_) That of men testing above “C+,” 15 per cent. were classed as

“poorest” and 55.5 per cent. as “best.”

(_d_) That the man who tests above “C+” is about fourteen times as

likely to be classed “best” as the man who tests below “C−.”

(_e_) That the per cent. classed as “best” in the various letter groups

increased steadily from 0 per cent. in “D−” to 57.7 per cent.

in “A,” while the per cent. classed as “poorest” decreased

steadily from 80 per cent. in “D−” to 11.5 per cent. in “A.”

The following table shows the per cents. for each letter group:

══════════════════════╤══════╤══════╤══════╤══════╤══════╤══════╤══════

│ D− │ D │ C− │ C │ C+ │ B │ A

Total number │ 29│ 60│ 121│ 231│ 229│ 191│ 104

Classed with “best” │ 0.0%│ 6.7%│ 19.0%│ 26.0%│ 39.3%│ 53.4%│ 57.7%

Classed with “poorest”│ 79.3%│ 66.0%│ 57.9%│ 31.2%│ 24.9%│ 16.7%│ 11.5%

──────────────────────┴──────┴──────┴──────┴──────┴──────┴──────┴──────

Considering that low military value may be caused by many things besides

inferior intelligence, the above findings are very significant.

2. In an infantry regiment of another camp were 765 men (Regulars) who

had been with their officers for several months. The company commanders

were asked to rate these men as 1, 2, 3, 4, or 5 according to “practical

soldier value,” “1” being highest, and “5” lowest. The men were then

tested, with the following results:

(_a_) Of 76 men who earned the grade A or B, none was rated “5” and

only 9 were rated “3” or “4.”

(_b_) Of 238 “D” and “D−” men, only one received the rating “1” and

only 7 received a rating of “2.”

(_c_) Psychological ratings and ratings by company commanders were

identical in 49.5 per cent. of all cases. There was agreement

within one step in 88.4 per cent. of cases, and disagreement of

more than two steps in only 7/10 of 1 per cent. of cases.

3. In another camp the company officers of a regiment were asked to

designate the ten “best” and ten “poorest” privates in each company. The

officers had been with their men long enough to know them thoroughly.

Comparison of the officers’ estimates with the results of intelligence

tests brought out the following facts:

(_a_) Of 156 men classed with the ten “best” in their respective

companies, only 9 tested below C−.

(_b_) Of 133 men classed with the “poorest” ten in their respective

companies, only 4 tested above C+.

(_c_) Men above C+ are 7.3 times as likely as men below C− to be

classed with the ten “best.”

(_d_) Men below C− are 10.8 times as likely as men above C+ to be

classed with the ten “poorest.”

(_e_) An “A” man is 11.7 times as likely as a man below C− to be rated

“best”; but a man below C− is 13.5 times as likely as an “A” to

be rated “poorest.”

4. The same experiment was made in still another camp. Officers of 36

different companies picked the ten “best” and the ten “poorest” men in

each company. Of the “poorest,” 62.22 per cent. tested below C− and only

3.06 per cent. above C+. Of the “best,” 38 per cent. tested above C+ and

only 9.72 per cent. below C−. According to this investigation, a man

below C− is 6.4 times as likely to be “poorest” as to be “best.” A man

above C+ is 12.5 times as likely to be “best” as to be “poorest.” A man

rating A is 62 times as likely to be “best” as to be “poorest.” A man

rating D− is 29.3 times as likely to be “poorest” as to be “best.”

5. Where commissioned officers are selected on the basis of trying out

and “survival of the fittest” it is ordinarily found that about 80 per

cent. are of the A or B grade, and only about 5 per cent. below the C+

grade. Of non-commissioned officers chosen by this method, about 75 per

cent. are found to grade A, B, or C+, and only 5 per cent. below C.

Moreover, there is a gradual rise in average score as we go from

privates up through the ranks of privates first class, corporals,

sergeants first class, O. T. S. candidates, and commissioned officers.

This is seen in the following table:

═══════════════════════╤═══════════════════════════════════════════════

│ PER CENT. EARNING EACH LETTER RATING

───────────────────────┼─────┬─────┬─────┬─────┬─────┬─────┬─────┬─────

Various Groups (Whites)│D− or│ │ │ │ │ │ │A and

│ E │ D │ C− │ C │ C+ │ B │ A │ B

8,819 Commissioned │ │ │ │ │ │ │ │

Officers │0.0 │ 0.01│ .25│ 2.92│13.8 │34.6 │48.4 │83.

9,240 O.T.S. Candidates│0.0 │ 0.14│ .98│ 6.16│19.5 │36.4 │36.8 │73.2

3,393 Sergeants │0.0 │ 1.05│ 4.05│14.2 │27.3 │32.5 │20.9 │53.4

4,023 Corporals │0.0 │ 1.33│ 7.33│20.33│31.3 │26. │13.7 │39.7

81,114 Literate │ │ │ │ │ │ │ │

Privates │0.22 │10.24│21.48│28.79│20.48│12.38│ 6.37│18.75

10,803 Illiterate │ │ │ │ │ │ │ │

Privates │7.8 │41.16│29.11│14.67│ 4.43│ 1.95│ .52│ 2.47

───────────────────────┴─────┴─────┴─────┴─────┴─────┴─────┴─────┴─────

6. Experience shows that “D” candidates admitted to Officers’ Training

Schools almost never make good, and that the per cent. of elimination

among the “C−” and “C” students is several times as high as among “A”

students. For example, in one of the Fourth Officers’ Training Schools

100 per cent. of the “D” men were eliminated as unsatisfactory, 55 per

cent. of the “C−” men, 14.8 per cent. of the “B” men, but only 2.7 per

cent. of the “A” men. In another Fourth Officers’ Training School 76.2

per cent. of the men rating below C were eliminated in the first six

weeks, 51.5 per cent. of the “C” men, and none at all of the “A” or “B”

men. These findings are typical.

The psychological ratings are valuable not so much because they make a

better classification than would come about in the course of time

through natural selection, but chiefly because they greatly abbreviate

this process by indicating _immediately_ the groups in which suitable

officer material will be found, and at the same time those men whose

mental inferiority warrants their elimination from regular units in

order to prevent the retardation of training. Speed counts in a war that

costs fifty million dollars per day and requires the minimum period of

training.

_Directions for the Use of Intelligence Ratings._—In using the

intelligence ratings the following points should be borne in mind:

1. The mental tests are not intended to replace other methods of judging

a man’s value to the service. It would be a mistake to assume that they

tell us infallibly what kind of soldier a man will make. They merely

_help_ to do this by measuring one important element in a soldier’s

equipment, namely, intelligence. They do not measure loyalty, bravery,

power to command, or the emotional traits that make a man “carry on.”

However, in the long run these qualities are far more likely to be found

in men of superior intelligence than in men who are intellectually

inferior. Intelligence is perhaps the most important single factor in

soldier efficiency apart from physical fitness.

2. Commissioned officer material is found chiefly in the A and B groups,

although of course not all high-score men have the other qualifications

necessary for officers. Men below C+ should not be accepted as students

in Officers’ Training Schools unless the score on the Officers’ Rating

Scale indicates exceptional power of leadership and ability to command.

3. Since more than one fourth of enlisted men rate as high as C+, there

is rarely justification for going below this grade in choosing

non-commissioned officers. This is especially the case in view of the

likelihood of promotion from non-commissioned rank. Even apart from

considerations of promotion, it is desirable to avoid the appointment of

mentally inferior men (below C) as non-commissioned officers. Several

careful studies have shown that “C−” and “D” sergeants and corporals are

extremely likely to be found unsatisfactory. The fact that a few make

good does not justify the risk taken in their appointment.

4. Men below C+ are rarely equal to complicated paper work.

5. In selecting men for tasks of special responsibility the preference

should be given to those of highest intelligence rating _who also have

the other necessary qualifications_. If they make good they should be

kept on the work or promoted; if they fail they should be replaced by

men next on the list.

To aid in selecting men for occupational assignment, extensive data have

been gathered on the range of intelligence scores found in various

occupations. This material has been placed in the hands of the Personnel

Officers for use in making assignments. It is suggested that those men

who have an intelligence rating above the average in an occupation

should be the first to be assigned to meet requirements in that

occupation, and after that men with lower ratings should be considered.

6. In making assignments from the Depot Brigade to permanent

organizations it is important to give each unit its proportion of

superior, average, and inferior men. If this matter is left to chance

there will inevitably be “weak links” in the army chain.

Exceptions to this rule should be made in favour of certain arms of the

service which require more than the ordinary number of mentally superior

men; e. g., Signal Corps, Machine Gun, Field Artillery and Engineers.

These organizations ordinarily have about twice the usual proportion of

“A” and “B” men and very much less than the usual proportion of “D” and

“D−” men.

The first two columns in the following table illustrate the distribution

of intelligence grades typical of infantry regiments and also the

extreme differences in the mental strength of organizations which are

built up without regard to intelligence ratings. The last column to the

right shows a balanced distribution of intellectual strength which might

have been made to each of these two regiments.

═════════════╤══════════════╤═══════════════════════════╤═════════════

INTELLIGENCE │INTERPRETATION│ ACTUAL DISTRIBUTION │ BALANCED

RATING │ │ │DISTRIBUTION

─────────────┼──────────────┼─────────────┬─────────────┼─────────────

│ │1st Regiment │2nd Regiment │

─────────────┼──────────────┼─────────────┼─────────────┼─────────────

A │Very Superior │ 1.0% │ 6.0% │ 3.5%

B │Superior │ 3.0 │12.0 │ 7.5

C+ │High Average │ 7.0 │20.0 │13.5

C │Average │15.0 │28.0 │21.5

C− │Low Average │25.0 │19.0 │22.0

D │Inferior │31.0 │13.0 │22.0

D− │Very Inferior │18.0 │ 2.0 │10.0

─────────────┴──────────────┴─────────────┴─────────────┴─────────────

Unless intelligence is wisely distributed certain regiments and

companies will take training much more slowly than others and thus delay

the programme of the whole organization.

7. “D” and “D−” men are rarely suited for tasks which require special

skill, resourcefulness, or sustained alertness. It is also unsafe to

expect “D,” “D−” or “E” men to read or understand written directions.

8. Only high-score men should be selected for tasks that require quick

learning or rapid adjustments.

9. It should not be supposed that men who receive the same mental rating

are necessarily of equal military worth. _A man’s value to the service

should not be judged by his intelligence alone._

10. The intelligence rating is one of the most important aids to the

Personnel Office in the rapid sorting of the masses of men in the Depot

Brigade. _In no previous war has so much depended on the prompt and

complete utilization of the mental ability of the individual soldier._

It is expected, therefore, that the psychological ratings will be

regularly used as an aid in the selection, assignment, and

classification of men.

APPENDIX B

THE ARMY “ALPHA” AND “BETA” TESTS

With Instructions and Method of Scoring

_Instructions for giving Alpha Test 1._ (To be read aloud by Examiner.)

TEST 1, FORM 8.

1. “Attention! ‘Attention’ always means ‘Pencils up.’ Look at the

circles at 1. When I say ‘go,’ but not before, make a figure 2 in the

second circle and also a cross in the third circle.—Go!” (Allow not over

5 seconds.)

2. “Attention! Look at 2, where the circles have numbers in them. When I

say ‘go’ draw a line from Circle 1 to Circle 4 that will pass _below_

Circle 2 and _above_ Circle 3.—Go!” (Allow not over 5 seconds.)

3. “Attention! Look at the square and triangle at 3. When I say ‘go’

make a figure 1 in the space which is in the square but not in the

triangle, and also make a cross in the space which is in the triangle

and in the square.—Go!” (Allow not over 10 seconds.)

4. “Attention! Look at 4. When I say ‘go’ make a figure 2 in the space

which is in the circle but not in the triangle or square, and also make

a figure 3 in the space which is in the triangle and circle, but not in

the square.—Go!” (Allow not over 10 seconds.)

N. B. _Examiner._—In reading 5, don’t pause at the word “circle” as if

ending a sentence.

5. “Attention! Look at 5. If ‘taps’ sounds in the evening, then (when I

say ‘go’) put a cross in the first circle; if not, draw a line _under_

the word No.—Go!” (Allow not over ten seconds.)

6. “Attention! Look at 6. When I say ‘go’ put in the first circle the

right answer to the question: ‘How many months has a year?’ In the

second circle do nothing, but in the fifth circle put any number that is

wrong answer to the question that you just answered correctly—Go!”

(Allow not over 10 seconds.)

7. “Attention! Look at 7. When I say ‘go’ _cross out_ the letter just

after F and also draw a line _under_ the second letter after I.—Go!”

(Allow not over 10 seconds.)

8. “Attention! Look at 8. Notice the three circles and the three words.

When I say ‘go’ make in the _first_ circle the _last_ letter of _first_

word; in the _second_ circle the _middle_ letter of the _second_ word,

and in the _third_ circle the _first_ letter of the _third_ word.—Go!”

(Allow not over 10 seconds.)

9. “Attention! Look at 9. When I say ‘go’ _cross out_ each number that

is more than 50 but less than 60.—Go!” (Allow not over 15 seconds.)

10. “Attention! Look at 10. Notice that the drawing is divided into five

parts. When I say ‘go’ put a 4 or a 5 in each of the two largest parts

and any number between 6 and 9 in the part next in size to the smallest

part.—Go!” (Allow not over 15 seconds.)

11. “Attention! Look at 11. When I say ‘go’ draw a line through every

odd number that is not in a square, and also through every odd number

that is in a square with a letter.—Go!” (Allow not over 25 seconds.)

12. “Attention! Look at 12. If 4 is more than 2, then (when I say ‘go’)

cross out the number 3 unless 3 is more than 5, in which case draw a

line _under_ the number 4.—Go!” (Allow not over 10 seconds.)

“During the rest of this examination don’t turn any page forward or

backward unless you are told to. Now turn over the page to Test 2.”

FORM 8 GROUP EXAMINATION ALPHA GROUP NO. ____

Name _______________________________________ Rank ________ Age ____

Company ____________ Regiment ___________ Arm ________ Division ____

In what country or state born? ______ Years in U. S.? ____ Race ____

Occupation _______________________________________ Weekly Wages ____

Schooling: Grades, 1. 2. 3. 4. 5. 6. 7. 8: High or Prep. School, Year 1.

2. 3. 4: College, Year 1. 2. 3. 4.

========================================================================

[Illustration:

TEST 1

Division of Psychology, Medical Department U. S. A.

Authorized by the Surgeon General, Feb. 8, 1918. Edition, May 20,

1918. 100,000

]

_Instructions for Giving Alpha Test 2._

TEST 2.—ARITHMETICAL PROBLEMS

“Attention! Look at the directions at the top of the page while I read

them. Get the answers to these examples as quickly as you can. Use the

side of this page to figure on if you need to. I will say stop at the

end of five minutes. You may not be able to finish all of them, but do

as many as you can in the time allowed. The two samples are already

answered correctly.—Ready—Go!”

After 5 minutes, say “Stop! Turn over the page to Test 3.”

=TEST 2=

Get the answers to these examples as quickly as you can. Use the side of

this page to figure on if you need to.

SAMPLES 1 How many are 5 men and 10 men? Answer ( 15)

2 If you walk 4 miles an hour for 3 hours, how

far do you walk? Answer ( 12)

1 How many are 60 guns and 5 guns? Answer ( )

2 If you save $9 a month for 3 months, how

much will you save? Answer ( )

3 If 48 men are divided into squads of 8, how

many squads will there be? Answer ( )

4 Mike had 11 cigars. He bought 2 more and

then smoked 7. How many cigars did he have

left? Answer ( )

5 A company advanced 8 miles and retreated 2

miles. How far was it then from its first

position? Answer ( )

6 How many hours will it take a truck to go 42

miles at the rate of 3 miles an hour? Answer ( )

7 How many pencils can you buy for 60 cents at

the rate of 2 for 5 cents? Answer ( )

8 A regiment marched 40 miles in five days.

The first day they marched 9 miles, the

second day 6 miles, the third 10 miles,

the fourth 6 miles. How many miles did

they march the last day? Answer ( )

9 If you buy 2 packages of tobacco at 8 cents

each and a pipe for 65 cents, how much

change should you get from a two-dollar

bill? Answer ( )

10 If it takes 4 men 3 days to dig a 120–foot

drain, how many men are needed to dig it

in half a day? Answer ( )

11 A dealer bought some mules for $2,000. He

sold them for $2,400, making $50 on each

mule. How many mules were there? Answer ( )

12 A rectangular bin holds 200 cubic feet of

lime. If the bin is 10 feet long and 5

feet wide, how deep is it? Answer ( )

13 A recruit spent one-eighth of his spare

change for post cards and twice as much

for a box of letter paper, and then had

$1.00 left. How much money did he have at

first? Answer ( )

14 If 3½ tons of clover cost $14, what will 6½

tons cost? Answer ( )

15 A ship has provisions to last her crew of

700 men 2 months. How long would it last

400 men? Answer ( )

16 If an aeroplane goes 250 yards in 10

seconds, how many feet does it go in a

fifth of a second? Answer ( )

17 A U-boat makes 8 miles an hour under water

and 20 miles on the surface. How long will

it take to cross a 100–mile channel, if it

has to go two-fifths of the way under

water? Answer ( )

18 If 134 squads of men are to dig 3,618 yards

of trench, how many yards must be dug by

each squad? Answer ( )

19 A certain division contains 5,000 artillery,

15,000 infantry, and 1,000 cavalry. If

each branch is expanded proportionately

until there are in all 23,100 men, how

many will be added to the artillery? Answer ( )

20 A commission house which had already

supplied 1,897 barrels of apples to a

cantonment delivered the remainder of its

stock to 37 mess halls. Of this remainder

each mess hall received 54 barrels. What

was the total number of barrels supplied? Answer ( )

_Instructions for Giving Alpha Test 3._

TEST 3.—PRACTICAL JUDGMENT

“Attention! Look at the directions at the top of the page while I read

them. ‘This is a test of common sense. Below are sixteen questions.

Three answers are given to each question. You are to look at the answers

carefully; then make a cross in the square before the _best_ answer to

each question, as in the sample:

“‘Why do we use stoves? Because

☐ they look well

☒ they keep us warm

☐ they are black

“‘Here the second answer is the best one and is marked with a cross.

“‘Begin with No. 1 and keep on until time is called.’—Ready—Go!” After

1½ minutes, say “Stop! Turn over the page to Test 4.”

=TEST 3=

This is a test of common sense. Below are sixteen questions. Three

answers are given to each question. You are to look at the answers

carefully; then make a cross in the square before the best answer to

each question, as in the sample:

SAMPLE Why do we use stoves? Because

☐ they look well

☒ they keep us warm

☐ they are black

Here the second answer is the best one and is marked with a cross. Begin

with No. 1 and keep on until time is called.

1 It is wiser to put some money aside and not spend it all, so that

you may

☐ prepare for old age or sickness

☐ collect all the different kinds of money

☐ gamble when you wish

2 Shoes are made of leather, because

☐ it is tanned

☐ it is tough, pliable and warm

☐ it can be blackened

3 Why do soldiers wear wrist watches rather than pocket watches?

Because

☐ they keep better time

☐ they are harder to break

☐ they are handier

4 The main reason why stone is used for building purposes is because

☐ it makes a good appearance

☐ it is strong and lasting

☐ it is heavy

5 Why is beef better food than cabbage? Because

☐ it tastes better

☐ it is more nourishing

☐ it is harder to obtain

6 If some one does you a favor, what should you do?

☐ try to forget it

☐ steal for him if he asks you to

☐ return the favor

7 If you do not get a letter from home which you know was written, it

may be because

☐ it was lost in the mails

☐ you forgot to tell your people to write

☐ the postal service has been discontinued

8 The main thing the farmers do is to

☐ supply luxuries

☐ make work for the unemployed

☐ feed the nation

9 If a man who can’t swim should fall into a river, he should

☐ yell for help and try to scramble out

☐ dive to the bottom and crawl out

☐ lie on his back and float

10 Glass insulators are used to fasten telegraph wires because

☐ the glass keeps the pole from being burned

☐ the glass keeps the current from escaping

☐ the glass is cheap and attractive

11 If your load of coal gets stuck in the mud, what should you do?

☐ leave it there

☐ get more horses or men to pull it out

☐ throw off the load

12 Why are criminals locked up?

☐ to protect society

☐ to get even with them

☐ to make them work

13 Why should a married man have his life insured? Because

☐ death may come at any time

☐ insurance companies are usually honest

☐ his family will not then suffer if he dies

14 In Leap Year February has 29 days because

☐ February is a short month

☐ some people are born on February 29th

☐ otherwise the calendar would not come out right

15 If you are held up and robbed in a strange city, you should

☐ apply to the police for help

☐ ask the first man you meet for money to get home

☐ borrow some money at a bank

16 Why should we have Congressmen? Because

☐ the people must be ruled

☐ it insures truly representative government

☐ the people are too many to meet and make their laws

_Instructions for Giving Alpha Test 4._

TEST 4.—SYNONYM—ANTONYM

“Attention! Look at the directions at the top of the page while I read

them.” (Examiner.—Read slowly.)

“‘If the two words of a pair mean the same or nearly the same draw a

line under “same.” If they mean the opposite or nearly the opposite,

draw a line under “opposite.” If you cannot be sure, guess. The two

samples are already marked as they should be.’—Ready—Go!”

After 1½ minutes, say “Stop! Turn over the page to Test 5.” (Pause.)

“Now you have to turn your books around this way.” (Examiner illustrates

the necessary rotation.)

=TEST 4=

If the two words of a pair mean the same or nearly the same, draw a line

under _same_. If they mean the opposite or nearly the opposite, draw a

line under _opposite_. If you cannot be sure, guess. The two samples are

already marked as they should be

SAMPLES good—bad same—opposite

little—small same—opposite

1 no—yes same—opposite 1

2 day—night same—opposite 2

3 go—leave same—opposite 3

4 begin—commence same—opposite 4

5 bitter—sweet same—opposite 5

6 assume—suppose same—opposite 6

7 command—obey same—opposite 7

8 tease—plague same—opposite 8

9 diligent—industrious same—opposite 9

10 corrupt—honest same—opposite 10

11 toward—from same—opposite 11

12 masculine—feminine same—opposite 12

13 complex—simple same—opposite 13

14 sacred—hallowed same—opposite 14

15 often—seldom same—opposite 15

16 ancient—modern same—opposite 16

17 enormous—gigantic same—opposite 17

18 confer—grant same—opposite 18

19 acquire—lose same—opposite 19

20 compute—calculate same—opposite 20

21 defile—purify same—opposite 21

22 apprehensive—fearful same—opposite 22

23 sterile—fertile same—opposite 23

24 chasm—abyss same—opposite 24

25 somber—gloomy same—opposite 25

26 vestige—trace same—opposite 26

27 vilify—praise same—opposite 27

28 finite—limited same—opposite 28

29 contradict—corroborate same—opposite 29

30 immune—susceptible same—opposite 30

31 credit—debit same—opposite 31

32 assiduous—diligent same—opposite 32

33 transient—permanent same—opposite 33

34 palliate—mitigate same—opposite 34

35 execrate—revile same—opposite 35

36 extinct—extant same—opposite 36

37 pertinent—relevant same—opposite 37

38 synchronous—simultaneous same—opposite 38

39 supercilious—disdainful same—opposite 39

40 abstruse—recondite same—opposite 40

_Instructions for Giving Alpha Test 5._

TEST 5.—DISARRANGED SENTENCES

“Attention! Look at the directions at the top of the page while I read

them.” (Examiner.—Read slowly.)

“The words _a eats cow grass_ in that order are mixed up and don’t make

a sentence; but they would make a sentence if put in the right order: _a

cow eats grass_, and this statement is true.

“Again, the words _horses feathers have all_ would make a sentence if

put in the order _all horses have feathers_, but this statement is

false.

“Below are 24 mixed-up sentences. Some of them are true and some are

false. When I say ‘go,’ take these sentences one at a time. Think what

each _would_ say if the words were straightened out, but don’t write

them yourself. Then, if what it would say is true draw a line under the

word ‘true’; if what it would say is false, draw a line under the word

‘false.’ If you cannot be sure, guess. The two samples are already

marked as they should be. Begin with No. 1 and work right down the page

until time is called. ‘Ready—Go!’”

After 2 minutes, say “Stop! Turn over the page to Test 6.”

=TEST 5=

The words A EATS COW GRASS in that order are mixed up and don’t make a

sentence; but they would make a sentence if put in the right order: A

COW EATS GRASS, and this statement is true.

Again, the words HORSES FEATHERS HAVE ALL would make a sentence if put

in the order: ALL HORSES HAVE FEATHERS, but this statement is false.

Below are twenty-four mixed-up sentences. Some of them are true and some

are false. When I say “go,” take these sentences one at a time. Think

what each would say if the words were straightened out, but don’t write

them yourself. Then, if what it would say is true, draw a line under the

word “true”; if what it would say is false, draw a line under the word

“false.” If you can not be sure, guess. The two samples are already

marked as they should be. Begin with No. 1 and work right down the page

until time is called.

SAMPLES a eats cow grass true false

horses feathers have all true false

1 oranges yellow are true false 1

2 hear are with to ears true false 2

3 noise cannon never make a true false 3

4 trees in nests build birds true false 4

5 oil water not and will mix true false 5

6 bad are shots soldiers all true false 6

7 fuel wood are coal and for used true false 7

8 moon earth the only from feet twenty the is true false 8

9 to life water is necessary true false 9

10 are clothes all made cotton of true false 10

11 horses automobile an are than slower true false 11

12 tropics is in the produced rubber true false 12

13 leaves the trees in lose their fall true false 13

14 place pole is north comfortable a the true false 14

15 sand of made bread powder and is true false 15

16 sails is steamboat usually by propelled a true false 16

17 is the salty in water all lakes true false 17

18 usually judge can we actions man his by a true false 18

19 men misfortune have good never true false 19

20 tools valuable is for sharp making steel true false 20

21 due sometimes calamities are accident to true false 21

22 forget trifling friends grievances never true false 22

23 feeling is of painful exaltation the true false 23

24 begin a and apple acorn ant words with the true false 24

_Instructions for Giving Alpha Test 6._

TEST 6.—NUMBER SERIES COMPLETION

(N. B. _Examiner._—Give these instructions very slowly).

“Attention! Look at the first sample row of figures at the top of the

page—2, 4, 6, 8, 10, 12, the two numbers that should come next are, of

course, 14, 16.

“Look at the second sample—9, 8, 7, 6, 5, 4; the two numbers that should

come next are 3, 2.

“Look at the third sample—2, 2, 3, 3, 4, 4; the two numbers that should

come next are 5, 5.

“Now look at the fourth sample—1, 7, 2, 7, 3, 7; the next two numbers

would, of course, be 4, 7.

“Look at each row of numbers below and on the two dotted lines write the

two numbers that should come next.—Ready—Go!”

After 3 minutes, say “Stop! Turn over the page to Test 7.”

=TEST 6=

SAMPLES 2 4 6 8 10 12 _14_ _16_

9 8 7 6 5 4 _3_ _2_

2 2 3 3 4 4 _5_ _5_

1 7 2 7 3 7 _4_ _7_

Look at each row of numbers below, and on the two dotted lines write the

two numbers that should come next.

3 4 5 6 7 8 ..... .....

8 7 6 5 4 3 ..... .....

10 15 20 25 30 35 ..... .....

9 9 7 7 5 5 ..... .....

3 6 9 12 15 18 ..... .....

8 1 6 1 4 1 ..... .....

5 9 13 17 21 25 ..... .....

8 9 12 13 16 17 ..... .....

27 27 23 23 19 19 ..... .....

1 2 4 8 16 32 ..... .....

19 16 14 11 9 6 ..... .....

11 13 12 14 13 15 ..... .....

2 3 5 8 12 17 ..... .....

18 14 17 13 16 12 ..... .....

29 28 26 23 19 14 ..... .....

20 17 15 14 11 9 ..... .....

81 27 9 3 1 ⅓ ..... .....

1 4 9 16 25 36 ..... .....

16 17 15 18 14 19 ..... .....

3 6 8 16 18 36 ..... .....

_Instructions for Giving Alpha Test 7._

TEST 7.—ANALOGIES

“Attention! Look at the first sample at the top of the page: Sky—blue ∷

grass—table, _green_, warm, big.

“Notice the four words in heavy type. One of them—_green_—is underlined.

Grass is _green_ just as the sky is blue.

“Look at the second sample: Fish—swims ∷ man—paper, time, _walks_, girl.

“Here the word _walks_ is underlined. A man walks and a fish swims.

“Look at the third sample: Day—night ∷ white—red, _black_, clear, pure.

“Here the word _black_ is underlined because black is the opposite of

white just as night is the opposite of day.

“In each of the lines below the first two words are related to each

other in some way. What you are to do in each line is to see what the

relation is between the first two words and underline the word in heavy

type that is related in the same way to the third word. Begin with No. 1

and mark as many sets as you can before time is called.—Ready—Go!”

After 3 minutes, say “Stop! Turn over the page to Test 8.”

=TEST 7=

SAMPLES sky—blue ∷ grass— table _green_ warm big

fish—swims ∷ man— paper time _walks_ girl

day—night ∷ white— red _black_ clear pure

In each of the lines below, the first two words are related to each

other in some way. What you are to do in each line is to see what the

relation is between the first two words, and underline the word in heavy

type that is related in the same way to the third word. Begin with No. 1

and mark as many sets as you can before time is called.

1 shoe—foot ∷ hat— =kitten head knife penny= 1

2 pup—dog ∷ lamb— =red door sheep book= 2

3 spring—summer ∷ autumn— =winter warm harvest rise= 3

4 devil—angel ∷ bad— =mean disobedient defamed good= 4

5 finger—hand ∷ toe— =body foot skin nail= 5

6 legs—frog ∷ wings— =eat swim bird nest= 6

7 chew—teeth ∷ smell— =sweet stink odor nose= 7

8 lion—roar ∷ dog— =drive pony bark harness= 8

9 cat—tiger ∷ dog— =wolf bark bite snap= 9

10 good—bad ∷ long— =tall big snake short= 10

11 giant—large ∷ dwarf— =jungle small beard ugly= 11

12 winter—season ∷ January— =February day month Christmas= 12

13 skating—winter ∷ swimming— =diving floating hole summer= 13

14 blonde—light ∷ brunette— =dark hair brilliant blonde= 14

15 love—friend ∷ hate— =malice saint enemy dislike= 15

10 egg—bird ∷ seed— =grow plant crack germinate= 16

17 dig—trench ∷ build— =run house spade bullet= 17

18 agree—quarrel ∷ friend— =comrade need mother enemy= 18

19 palace—king ∷ hut— =peasant cottage farm city= 19

20 cloud-burst—shower ∷ cyclone— =bath breeze destroy West= 20

21 Washington—Adams ∷ first— =president second last Bryan= 21

22 parents—command ∷ children— =men shall women obey= 22

23 diamond—rare ∷ iron— =common silver ore steel= 23

24 yes—affirmative ∷ no— =think knowledge yes negative= 24

25 hour—day ∷ day— =night week hour noon= 25

26 eye—head ∷ window— =key floor room door= 26

27 clothes—man ∷ hair— =horse comb beard hat= 27

28 draw—picture ∷ make— =destroy table break hard= 28

29 automobile—wagon ∷ motorcycle— =ride speed bicycle car= 29

30 granary—wheat ∷ library— =read books paper chairs= 30

31 Caucasian—English ∷ Mongolian— =Chinese Indian negro yellow= 31

32 Indiana—United States ∷ part— =hair China Ohio whole= 32

33 esteem—despise ∷ friends— =Quakers enemies lovers men= 33

34 abide—stay ∷ depart— =come hence leave late= 34

35 abundant—scarce ∷ cheap— =buy costly bargain nasty= 35

36 whale—large ∷ thunder— =loud rain lightning kill= 36

37 reward—hero ∷ punish— =God everlasting pain traitor= 37

38 music—soothing ∷ noise— =hear distracting sound report= 38

39 book—writer ∷ statue— =sculptor liberty picture state= 39

40 wound—pain ∷ health— =sickness disease exhilaration doctor= 40

_Instructions for Giving Alpha Test 8._

TEST 8.—INFORMATION

“Attention! Look at the directions at the top of the page while I read

them.” (Examiner.—Read slowly.)

“Notice the sample sentences: People hear with the—eyes—ears—nose—mouth.

The correct word is _ears_, because it makes the truest sentence. In

each sentences below you have four choices for the last word. Only one

of them is correct. In each sentence draw a line under the one of these

four words which makes the truest sentence. If you cannot be sure,

guess. The two samples are already marked as they should be—Ready—Go!”

After 4 minutes, say “Stop! Turn over the page to Test 1 again. In the

upper right-hand corner, where it says ‘Group No. —,’ put the number

101” (or 102, 103, etc., according to the number of this group in the

examiner’s series of groups).

=TEST 8=

Notice the sample sentence:

People hear with the eyes ears nose mouth

The correct word is ears, because it makes the truest sentence.

In each of the sentences below you have four choices for the last word.

Only one of them is correct. In each sentence draw a line under the one

of these four words which makes the truest sentence. If you can not be

sure, guess. The two samples are already marked as they should be.

SAMPLES People hear with the eyes ears nose mouth

France is in Europe Asia Africa Australia

1 The apple grows on a shrub vine bush tree 1

2 Five hundred is played with rackets pins cards dice 2

3 The Percheron is a kind of goat horse cow sheep 3

4 The most prominent industry of Gloucester is fishing

packing brewing automobiles 4

5 Sapphires are usually blue red green yellow 5

6 The Rhode Island Red is a kind of horse granite cattle

fowl 6

7 Christie Mathewson is famous as a writer artist baseball

player comedian 7

8 Revolvers are made by Swift & Co. Smith & Wesson W. L.

Douglas B. T. Babbitt 8

9 Carrie Nation is known as a singer temperance agitator

suffragist nurse 9

10 “There’s a reason” is an “ad” for a drink revolver flour

cleanser 10

11 Artichoke is a kind of hay corn vegetable fodder 11

12 Chard is a fish lizard vegetable snake. 12

13 Cornell University is at Ithaca Cambridge Annapolis New

Haven 13

14 Buenos Ayres is a city of Spain Brazil Portugal Argentina 14

15 Ivory is obtained from elephants mines oysters reefs 15

16 Alfred Noyes is famous as a painter poet musician sculptor 16

17 The armadillo is a kind of ornamental shrub animal musical

instrument dagger 17

18 The tendon of Achilles is in the heel head shoulder

abdomen 18

19 Crisco is a patent medicine disinfectant tooth-paste food

product 19

20 An aspen is a machine fabric tree drink 20

21 The sabre is a kind of musket sword cannon pistol 21

22 The mimeograph is a kind of typewriter copying machine

phonograph pencil 22

23 Maroon is a food fabric drink colour 23

24 The clarionet is used in music stenography book-binding

lithography 24

25 Denim is a dance food fabric drink 25

26 The author of “Huckleberry Finn” is Poe Mark Twain

Stevenson Hawthorne 26

27 Faraday was most famous in literature war religion science 27

28 Air and gasolene are mixed in the accelerator carburetor

gear case differential 28

29 The Brooklyn Nationals are called the Giants Orioles

Superbas Indians 29

30 Pasteur is most famous in politics literature war science 30

31 Becky Sharp appears in Vanity Fair Romola The Christmas

Carol Henry IV 31

32 The number of a Kaffir’s legs is two four six eight 32

33 Habeas corpus is a term used in medicine law theology

pedagogy 33

34 Ensilage is a term used in fishing athletics farming

hunting 34

35 The forward pass is used in tennis hockey football golf 35

36 General Lee surrendered at Appomattox in 1812 1865 1886

1832 36

37 The watt is used in measuring wind power rainfall water

power electricity 37

38 The Pierce Arrow car is made in Buffalo Detroit Toledo

Flint 38

39 Napoleon defeated the Austrians at Friedland Wagram

Waterloo Leipzig 39

40 An irregular four-sided figure is called a scholium

triangle trapezium pentagon 40

_Directions for Scoring in Alpha Test._

GENERAL RULES

1. Each item is scored either right or wrong. No part credits are given.

2. In general, items evidently corrected stand as corrected.

3. In tests where the score is “Number Right,” only wrong items need be

checked in scoring. In Tests 4 and 5, where the score is “Right minus

Wrong,” wrong and omitted items must be separately checked.

4. Indicate the last item attempted by drawing a long line under that

item and out into the margin.

5. Enter the score for each test in lower right-hand corner of the test

page and encircle it. When the test has been rescored, a check mark may

be made beside the circle.

6. Red or blue pencil increases accuracy of scoring.

TEST 1.

(Score is number right.)

1. No credit is given for any item in which _more_ is done than the

instructions require.

2. In an item where something is to be written “_in_” a given space,

give credit if a mark crosses a line from haste or awkwardness: give no

credit if the position is really ambiguous.

3. Where something is to be underlined or crossed out, give credit if

two or three underlinings are made in the required place, and give

credit for any method of crossing out.

4. _Item 2._—The pencil line must begin and end either on the

circumference or within the circles indicated. It may touch the

intermediate circles, but must not cut through them.

5. _Item 6._—In the circle marked “not 12” there must be some number

which is not 12, such as 5, 0, 27.

6. _Item 9._—The proper numbers must be crossed out to receive credit.

7. _Item 10._—In Form 5, “2” alone and “3” alone, but not “2 or 3,” in

each of the two largest parts; “5” alone and “6” alone, but not “5 or

6,” in the next to the smallest part, are correct. Similarly for other

forms.

8. _Item 11._—The lines must cross, or at least touch, the proper

numbers; they may or may not cut the accompanying letters. Mere

indication of the square, triangle, etc., is not sufficient.

9. _Item 12._—Underlining in place of crossing out is wrong.

TEST 2.

(Score is number right.)

1. Answer may be written on dotted line or elsewhere near its problem.

2. If two answers are given to any problem count as wrong.

3. If it seems clear that, by a slip, one answer has been put in the

wrong bracket, and the next answers are all thus misplaced, give credit

for the answers that are right even if misplaced.

4. Omission of dollar sign is permissible.

5. Omission of decimal point is permissible in items, 2, 9, 13, and 14.

Fraction may be expressed as decimal in item 15.

TEST 3.

(Score is number right.)

1. Any clear method of indicating answer is given full

credit—underlining, checking, etc.

2. If two answers are marked, count as wrong unless one is clearly

indicated as final.

TEST 4.

(Score is number right minus number wrong.)

1. Any clear method of indicating answer is given credit.

2. When both “Same” and “Opposite” are underlined, counts as _omitted_,

not as wrong.

3. If only “Same” is underlined right down the column, score for the

test is zero. Similarly if “Opposite” is underlined right down the

column.

TEST 5.

(Score is number right minus number wrong.)

Same rules as for Test 4.

TEST 6.

(Score is number right.)

1. If only one number is written, give no credit.

2. If only one of the numbers is right, give no credit.

3. If four numbers are written, as frequently happens with certain items

(i. e., 33, 11 instead of 3, 3), give full credit.

TEST 7

(Score is number right.)

1. Any clear indication other than underlining receives full credit.

2. Underlining of any of the first three words of an item does not

remove credit.

3. If two or more of the last four words are marked, give no credit.

TEST 8.

(Score is number right.)

Same rules as for Test 7.

TOTAL SCORE AND RATING

The result of examination Alpha is expressed in a total score which is

the sum of the raw scores of the several tests. The raw scores are

obtained as follows:

═════════════════════════════════════════

TEST METHOD OF SCORING MAXIMUM RAW SCORE

─────────────────────────────────────────

1 R 12

2 R 20

3 R 16

4 R − W 40

5 R − W 24

6 R 20

7 R 40

8 R 40

———

Total 212

─────────────────────────────────────────

Letter ratings are assigned on examination Alpha as follows:

══════════════

RATING SCORE

──────────────

A 135–212

B 105–134

C+ 75–104

C 45–74

C− 25–44

D 15–24

D−[5] 0–14

──────────────

Footnote 5:

Recalled for further examination.

All ratings above “D−” are entered and reported at once. Men whose

scores are below “D” are recalled for examination Beta. Ratings of “D−”

may not be given in Alpha, unless recall of the men for Beta is

impossible.

_Method of Giving the Army Beta Tests._

In practice the Beta tests, reproduced in facsimile on pages 313 to 322

following, are given with the assistance of a blackboard chart on which

the different tests are painted in white, so that the examiner can show

them to the entire group before they see them on their examination

papers. There are also required for giving the Beta tests a set of

cardboard cubes for the examiner’s use in explaining Test 2, and a set

of cardboard pieces cut to the shapes of the figures in Test 7, though

of much larger size. The assistance of a demonstrator is also required.

_Procedure._

It is most important that examination Beta be given in a genial manner.

The subjects who take this examination sometimes sulk and refuse to

work. E. and his assistants will find it necessary to fill out most of

the headings for the men before the examination begins. The time

required for this preparatory work may be used to advantage in making

the men feel at ease. As the demonstration preparatory to each test

requires some time, the “pencils up” command is omitted in examination

Beta. The examiner’s platform should be so high that he can readily see

whether or not the subjects are working. Great care should be taken to

prevent the overanxious from beginning work before the command “Go.”

Seating conditions should be such that subjects cannot copy from one

another and the rule that copying shall not be allowed should be

enforced strictly. The blackboard should at all times be kept clean so

that the visual conditions may be excellent and constant. The blackboard

figures for Test 1 should be exposed when the subjects enter the

examining room. _As soon as a test has been demonstrated and the men

have been told to go ahead, the blackboard should be covered and kept

covered until time is called._ It should not be turned to the next test

until the men have been ordered to stop work on a given test. Care

should be taken to have the physical conditions of examination

reasonably uniform.

With the exception of the brief introductory statements and a few

orders, instructions are to be given throughout by means of gestures

instead of words. These gestures accompany the samples and

demonstrations and should be animated and emphatic.

It is absolutely necessary that directions be followed closely and

procedure kept uniform and definite. Variations of procedure are more

likely to occur in Beta than in Alpha, and there is serious risk that if

allowed they will lessen the value of results. E. should especially

guard against using more or fewer gestures or words for one group than

for another. Oral languages should be rigidly limited to the words and

phrases given in the procedure for the different tests.

Whether the men get the idea of the test and enter into it with the

proper spirit will depend chiefly on the skill with which the examiner,

the demonstrator, and the orderlies carry out their respective parts.

Examiner and demonstrator especially should be selected with the

greatest care. An examiner who succeeds admirably in giving Alpha may

prove to be entirely unadapted for Beta. Both examiner and demonstrator

must be adept in the use of gesture language. In the selection of a

demonstrator the Personnel Office should be consulted. One camp has had

great success with a “window seller” as demonstrator. Actors should also

be considered for the work. The orderlies should be able to keep the

subjects at work without antagonizing them and to keep them encouraged

without actually helping them.

_The demonstrator should have the single task of doing before the group

just what the group is later to do with the examination blanks._ The

blackboard is his Beta blank. Before examination Beta can be given

satisfactorily the demonstrator must be letter perfect in his part. Both

E. and demonstrator must be very careful to stand at the side of the

blackboard in order not to hide the drawings.

As soon as the men of a group have been properly seated, pencils should

be distributed and also examination blanks with Test 8 up. While this is

being done E. should say “Here are some papers. You must not open them

or turn them over until you are told to.” Holding up Beta blank, E.

continues:

“In the place where it says name, write your name; print it if you can.

(Pause.) Fill out the rest of the blank about your age, schooling, etc.,

as well as you can. If you have any trouble we will help you.” The

instructions given under segregation may be used for filling out the

Beta blank. E. should announce the group number and see that it as well

as the other necessary information is supplied. Before the examination

proceeds each paper should be inspected in order to make sure that it is

satisfactorily completed.

After the initial information has been obtained, E. makes the following

introductory remarks:

“_Attention!_ Watch _this_ man (pointing to demonstrator). _He_

(pointing to demonstrator again) is going to do _here_ (tapping

blackboard with pointer) what _you_ (pointing to different members of

group) are to do on your _papers_ (here E. points to several papers that

lie before men in the group, picks up one, holds it next to the

blackboard, returns the paper, points to demonstrator and the blackboard

in succession, then to the men and their papers). Ask _no questions.

Wait_ till I say ‘Go ahead!’”

In general, when instructing the group to turn from test to test, E.

holds up a Beta blank before group and follows his own instructions as

he gives them. As soon as he has turned to desired test or page he says,

“This is test X _here_; look!” (Pointing to the page.)

To suggest to the group the necessity of working rapidly the

demonstrator, after proceeding very deliberately with the early samples

of each test, hurries as soon as he has worked out the last sample

problem.

(1) to record his response as fast as he can,

(2) then to catch E.’s eyes for approval and

(3) finally, to slip away from blackboard, drawing curtain as he does

so.

After the personal data called for on page 1 of blank have been gathered

and recorded, the orderlies’ vocabulary in Beta is rigidly restricted to

the following words, or their literal equivalents in Italian, Russian,

etc.: _Yes_, _No_, _Sure_, _Good_, _Quick_, _How many?_ _Same_, _Fix

it_. Under no circumstances may substitutional explanations or

directions be given.

TEST 1—MAZE

“Now turn your papers over. This is Test 1 _here_ (pointing to page of

record blank). Look.” After all have found the page, E. continues,

“Don’t make any marks till I say ‘Go ahead.’ Now _watch_.” After

touching both arrows E. traces through first maze with pointer and then

motions the demonstrator to go ahead. Demonstrator traces path through

first maze _with crayon_, slowly and hesitatingly. E. then traces second

maze and motions to demonstrator to go ahead. Demonstrator makes one

mistake by going into the blind alley at upper left-hand corner of maze.

E. apparently does not notice what demonstrator is doing until he

crosses line at end of alley; then E. shakes his head vigorously, says

“No—no,” takes demonstrator’s hand and traces back to the place where he

may start right again. Demonstrator traces rest of maze so as to

indicate an attempt at haste, hesitating only at ambiguous points. E.

says “Good.” Then, holding up blank, “Look here,” and draws an imaginary

line across the page from left to right for every maze on the page.

Then, “All right. Go ahead. Do it (pointing to men and then to books).

Hurry up.” The idea of working fast must be impressed on the men during

the maze test. E. and orderlies walk around the room, motioning to men

who are not working, and saying, “Do it, do it, hurry up, quick.”

At the end of 2 minutes E. says, “Stop! Turn over the page to Test 2.”

[Illustration: Test 1]

TEST 2—CUBE ANALYSIS

“This is Test 2 _here_. Look.” After everyone has found the page—“Now

watch.” The order of procedure is as follows:

(1) E. points to the three-cube model on the blackboard, making a rotary

movement of the pointer to embrace the entire picture.

(2) With similar motions he points to the three-cube model on shelf.

(3) E. points next to picture on blackboard and asks, “How many?”

(4) E. turns to cube model and counts aloud, putting up his fingers

while so doing, and encouraging the men to count with him.

(5) E. taps each cube on the blackboard and motions to demonstrator,

asking him “How many?”

[Illustration: Test 2]

(6) Demonstrator (pointing) counts cubes on blackboard silently and

writes the figure 3 in proper place.

In the second sample of this test, when E. counts cubes of model he

(1) counts the three exposed cubes;

(2) touches the unexposed cube with pointer; and

(3) without removing pointer turns model, so that hidden cube comes into

view of group. In other respects procedure with second and third samples

is the same as with first.

In counting the 12–cube model, E. (1) counts the top row of cubes in the

model (left to right), (2) counts the exposed bottom row (right to

left), (3) taps with pointer the end cube of hidden row, (4) turns the

entire model around and completes his counting. E. then holds model in

same place as drawing and counts (in the same order as above) the cubes

on blackboard, counting lines between front and top row as representing

the hidden row. He then asks demonstrator “How many?” Demonstrator

counts the cubes on blackboard (pointing but not speaking) and writes

the response.

Throughout the demonstration the counting is done deliberately, not more

rapidly than one cube per second.

At end of demonstration E. points to page and says, “All right. Go

ahead.” At the end of 2½ minutes he says, “Stop! Look at me and don’t

turn the page.”

TEST 3—X-O SERIES

“This is Test 3 _here_. Look.” After everyone has found the page—“Now

watch.” E. first points to the blank rectangles at the end, then traces

each “O” in chart, then traces outline of “O’s” in remaining spaces.

Demonstrator, at a gesture, draws them in. E. then traces first “X” in

next sample, moves to next “X” by tracing the arc of an imaginary

semicircle joining the two, and in the same manner traces each “X,”

moving over an arc to the next. He then traces outlines of “X’s” in the

proper blank spaces, moving over the imaginary arc in each case, and

motions to demonstrator to draw them in. Demonstrator, at a gesture,

fills in remaining problems very slowly, standing well to the right of

the blackboard and writing with his left hand. E. points to page and

says, “All right! Go ahead. Hurry up!” At end of 1¾ minutes he says,

“Stop! Turn over the page to Test 4.”

[Illustration: Test 3]

TEST 4—DIGIT—SYMBOL

“This is Test 4 _here_. Look.” After everyone has found the page—“Now

watch.” E. points to first digit of key on blackboard and then points to

the symbol under it. Same for all nine digits in key. E. then (1) points

to first digit of sample, (2) to the empty space below digit, (3) points

to corresponding digit of key, (4) points to proper symbol under digit

in key, and (5) traces the outline of the proper symbol in the blank

space under the digit in the sample. Same for first five samples.

Demonstrator, at a gesture, fills in all the samples, working as

follows: (1) Touches the number in first sample with index finger of

right hand; (2) holding finger there, finds with index finger of left

hand the corresponding number in key; (3) drops index finger of left

hand to symbol for number found; (4) holding left hand in this position

writes appropriate symbol in the lower half of sample.

[Illustration: Test 4]

Similarly with the other samples. While working, demonstrator should

stand as far as possible to the left, doing all the samples from this

side.

At the end of demonstration E. says, “Look here” and points to key on

page, repeating the gestures used in pointing on the blackboard at the

beginning of the demonstration. Then, “All right. Go ahead. Hurry up!”

Orderlies point out key to men who are at a loss to find it. At the end

of 2 minutes, E. says: “Stop! But don’t turn the page.”

TEST 5—NUMBER CHECKING

“This is Test 5 _here_.” After everyone has found the page, “Now watch.”

In this demonstration E. must try to get “Yes” or “No” responses from

the group. If the wrong response is volunteered by group, E. points to

digits again and gives right response, “Yes” or “No” as the case may be.

E. points to first digit of first number in left column, then to first

digit first number in right column, then to second digit first number in

left column and second digit first number in right column; nods head,

says “Yes” and makes an imaginary cross at end of number in right

column. Motions to demonstrator, who makes an “X” there. E. does the

same for second line of figures, but here he indicates clearly by

shaking head and saying “no” that certain digits are not identical. E.

repeats for three more sets and after each, looks at group, says “Yes?”

in questioning tone and waits for them to say “Yes” or “No.” He repeats

correct reply with satisfaction. Demonstrator checks each after group

has responded, or at signal from E. if group does not respond.

Demonstrator then works out remaining items, pointing from column to

column and working deliberately. E. summarizes demonstrator’s work by

pointing to the whole numbers in each set and saying “Yes” (indicating

X) or “No”; if “No,” he shows again where the numbers are unlike. E.

then points to page and says “All right. Go ahead. Hurry up!” At the end

of 3 minutes E. says “Stop! Turn over the page to Test 6.”

=Test 5=