041 044
2579 2579
3281 3281
55190 55102
39190 39190
658049 650849
3295017 3290517
63015991 63019991
39007106 39007106
69931087 69931087
251004818 251004418
299056013 299056013
36015992 360155992
3910066482 391006482
8510273301 8510273301
263136996 263136996
451152903 451152903
3259016275 3295016725
582039144 582039144
61558529 61588529
211915883 219915883
670413822 670143822
17198591 17198591
10243586 10243586
659012534 659021354
388172902 381872902
631027594 631027594
2499901354 2499901534
2261059310 2261659310
2911038227 2911038227
313377752 313377752
1012938567 1012938567
7166220988 7162220988
3177628449 3177682449
468672663 468672663
9104529003 9194529003
348465120 3484657210
8588172556 8581722556
3120166671 3120166671
7611348879 76111345879
26557239164 26557239164
8819002341 8819002341
6571018034 6571018034
38779762514 38779765214
39008126557 39008126657
75658100398 75658100398
41181900726 41181900726
6543920817 6543920871
6543920817 6543920871
TEST 6—PICTORIAL COMPLETION
“This is Test 6 _here_. Look. A lot of pictures.” After everyone has
found the page, “Now watch.” E. points to hand and says to demonstrator:
“Fix it.” Demonstrator does nothing, but looks puzzled. E. points to the
picture of the hand, then to the place where finger is missing and says
to demonstrator: “Fix it. Fix it.” Demonstrator then draws in finger. E.
says, “That’s right.” E. then points to fish and place for eye and says,
“Fix it.” After demonstrator has drawn missing eye, E. points to each of
the four remaining drawings and says, “Fix them all.” Demonstrator works
samples out slowly and with apparent effort. When the samples are
finished E. says, “All right. Go ahead. Hurry up!” During the course of
this test the orderlies walk around the room and locate individuals who
are doing nothing, point to their pages, and say “Fix it. Fix them,”
trying to set everyone working. At end of 3 minutes E. says, “Stop! But
don’t turn over the page.”
[Illustration: Test 6]
TEST 7—GEOMETRICAL CONSTRUCTION
“This is Test 7 _here_. Look.” After everyone has found the page, “Now
watch.” Examiner points to the first figure on blackboard. He then takes
the two pieces of cardboard, fits them on to the similar drawings on
blackboard to show that they correspond and puts them together in the
square on blackboard to show that they fill it. Then, after running his
finger over the line of intersection of the parts, E. removes the pieces
and signals demonstrator, who draws solution in the square on
blackboard. The same procedure is repeated for the second and third
sample. Demonstrator works out fourth sample, after much study, pointing
from the square to the forms.
Demonstrator first draws the two small squares in the upper half of the
large square, then the two triangles in the remaining rectangle. Each
small figure is drawn in by tracing its entire circumference, not merely
the necessary dividing lines. While drawing each small figure in the
large square, demonstrator points with index finger of left hand to the
corresponding small figure at left of square, taking care not to
obstruct the view. At end of demonstration E. holds up blank, points to
each square on the page and says, “All right. Go ahead. Hurry up!” At
end of 2½ minutes, “Stop! Turn over the page.” Papers are then collected
immediately.
_Scoring the Beta Tests._
GENERAL RULES
1. In general, items evidently corrected stand as corrected. The only
exception to this rule is in the maze test.
2. In tests where the score is number right, only wrong items need be
checked in scoring. In Test 5, where the score is right minus wrong,
wrong and omitted items must be separately checked.
3. 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 may be
made beside the circle.
[Illustration: Test 7]
4. Red or blue pencil increases accuracy of scoring.
TEST 1.
1. One half point for each correctly completed half of maze. A half maze
is correct if drawn line does not cross any line of maze (except through
awkwardness) nor an imaginary straight line across the opening of a
wrong passage.
2. Allow much leeway in the cutting of corners.
3. Spur running into any blind passage counts wrong for that half-item,
even though erased.
4. When two lines are drawn, one straight across the page, the other
correct, full credit is given.
TEST 2.
Score is number right.
TEST 3.
1. Score is number right.
2. Any incomplete item receives no credit.
3. Count any item correct if intended plan is carried out. Disregard
additional unnecessary marks, such as circles between the crosses of
items 2 and 4 in first part of line, etc.
TEST 4.
1. Score is one third of number of correct symbols.
2. Use leniency in judging form of symbol.
3. Credit symbol for 2 even though reversed.
TEST 5.
1. Score is right minus wrong (number of items checked that should be
checked minus number of items checked that should not be checked).
2. If other clear indication is used instead of crosses, give credit.
3. If numbers which should not be checked are marked by some other sign
than is used to check similar pairs, count as though not marked.
4. If all items are checked, the score for the test is zero.
TEST 6.
1. Score is number right.
2. Allow much awkwardness in drawing. Writing in name of missing part or
any way of indicating it receives credit, if idea is clear.
3. Additional parts do not make item wrong, if proper missing part is
also inserted.
4. Rules for individual items:
_Item 4._—Any spoon at any angle _in right hand_ receives credit. Left
hand, or unattached spoon, no credit.
_Item 5._—Chimney must be in right place. No credit for smoke.
_Item 6._—Another ear on same side as first receives no credit.
_Item 8._—Plain square, cross, etc., in proper location for stamp,
receives credit.
_Item 10._—Missing part is the rivet. Line of “ear” may be omitted.
_Item 13._—Missing part is leg.
_Item 15._—Ball should be drawn in hand of man. If represented in hand
of woman, or in motion, no credit.
_Item 16._—Single line indicating net receives credit.
_Item 18._—Any representation intended for horn, pointing in any
direction, receives credit.
_Item 19._—Hand and powder puff must be put on proper side.
_Item 20._—Diamond is the missing part. Failure to complete hilt on
sword is not an error.
TEST 7.
1. Score is number right.
2. Allow considerable awkwardness in drawing.
3. Extra subdivisions, if not erased, make item wrong.
4. Rules for individual items:
_Item 1._—Line of division may be slightly distant from true centre, and
need not be straight.
_Item 3._—Lines of semi-circumference must start from or near corners of
square.
_Item 4._—Line must not start from corner.
4. TOTAL SCORE AND RATING
The result of examination Beta is expressed as 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 SCORE
─────────────────────────────────────────────────
1 Half point for each half maze 5
2 Number right 16
3 Number right 12
4 One third of number right 30
5 Right minus wrong 25
6 Number right 20
7 Number right 10
———
Total 118
─────────────────────────────────────────────────
Letter ratings are assigned on examination Beta as follows:
══════════════
RATING SCORES
──────────────
A 100–118
B 90– 99
C+ 80– 89
C 65– 79
C− 45– 64
D 20– 44
D−[6] 0– 19
──────────────
Footnote 6:
Recalled for individual examination.
All ratings above D− are entered and reported at once. Men whose scores
fall below D are recalled for individual examination.
Ratings of D− may not be given in examination Beta, unless recall of the
men for individual examination is impossible.
APPENDIX C
METHOD OF CALCULATING THE COEFFICIENT OF COÖRDINATION
(See Pages 95–97)
A simple method of determining precisely the degree to which the mental
test of 28 school children reflects or is related to their scholarship
records and the teacher’s estimate, as shown in the table on Page 96, is
to plot the relationship graphically, which has been done in the
accompanying diagrams.
In each diagram a heavy diagonal line shows approximately where the
plotted points would fall if the relationship were perfect between the
numbers of errors in the educational measurements and the other measure
of ability. It is clear that the relationship shown in each diagram is
far from perfect, but it is not clear from the diagrams which rating of
the teacher is most nearly approximated by the educational measurement
scores. To discover this relative degree of relationship, a mathematical
calculation must be made. For the purposes of testing the correspondence
between the scores in the various Mentimeter tests and the production
records or supervisor’s ratings of the group of persons tested, it is
sufficient to calculate what is best called “a coefficient of
coördination.”[7]
Footnote 7:
Calculated by a somewhat more complex formula, approximately the same
measure of relationship might be found, called by the more familiar
name “coefficient of correlation.”
The first step in the calculation of a coefficient of coördination is
the transformation of the original scores into figures indicating order
of merit. In the case of the sixth-grade class here referred to, the
teacher’s ratings of intelligence need not be changed, for they are
exactly the kind of ratings necessary: 1 indicating the brightest and 28
the dullest pupil, so far as the teacher was able to judge her pupils at
the end of a year’s work. Since the educational measurements scores
reported are the number of errors made by each child, the rank of the
child making the smallest numbers of errors will be 1, while the rank of
the pupil making the largest number of errors will be 28. On the other
hand, the scholarship marks are the summaries of the teacher’s
percentage marks for a half year, hence the best pupil is the one making
the highest percentage. In scholarship, then, the highest percentage
should get the rank of 1 and the lowest percentage a rank of 28.
[Illustration: Graphic picture of relation between test results and
intelligence ratings given by teacher]
[Illustration: Graphic picture of relation between test results and
scholarship marks given by teacher]
The first three columns of the following table give ranks in the place
of the original figures which indicated numbers of errors in
measurements and percentage in scholarship. Where two or more
individuals are entitled to the same rank, the figure used is the middle
value of the ranks. Thus in the case of the educational measurements
scores, two girls made 16.5 errors. There are but two pupils making
better showings, and therefore Ruth and Helen would normally rank third
and fourth, but since we have no evidence as to which should rank third
and which fourth, each is given a rank of 3.5. Similarly it will be
observed that Alexander, LaMonte, and Leo each obtained a percentage of
93 in scholarship, therefore the three boys named share equally the
fourth, fifth, and sixth rank, each being given 5 as a rank; and the
next highest pupil, Amelia with a percentage of 92, is given 7 as a
rank.
═══════════════════════════════════════════════════
RANKING OF SIXTH-GRADE PUPILS
────────────┬────────────┬────────────┬────────────
Name of │ A │ B │ C
Pupil │Educational │ Teacher’s │Scholarship
│Measurements│ Ranking │ Marks
────────────┼────────────┼────────────┼────────────
│ │ │
────────────┼────────────┼────────────┼────────────
Adelaide │ 12 │ 19│ 18.5
Ruth │ 3.5│ 15│ 9
Alexander │ 9 │ 7│ 5
LaMonte │ 14 │ 6│ 5
Earl │ 28 │ 18│ 24
│ │ │
Joseph │ 6 │ 20│ 18.5
Amedeo │ 27 │ 14│ 18.5
Leo │ 16 │ 3│ 5
William │ 17 │ 9│ 21
Isabel │ 8 │ 21│ 25
│ │ │
Ida │ 13 │ 4│ 3
Hazel │ 1 │ 10│ 9
Frederick │ 23 │ 26│ 16
Charles │ 20 │ 13│ 18.5
Edward │ 11 │ 1│ 2
│ │ │
Benjamin │ 22 │ 24│ 26
Bruce │ 19 │ 22│ 14
Alden │ 18 │ 12│ 14
George │ 21 │ 17│ 14
Alice │ 10 │ 11│ 12
│ │ │
Almira │ 2 │ 5│ 1
Helen │ 3.5│ 2│ 9
Elizabeth │ 24 │ 23│ 27
Amelia │ 7 │ 8│ 7
Edwin │ 5 │ 16│ 11
│ │ │
Robert │ 25 │ 28│ 28
Edna │ 15 │ 27│ 23
Samuel │ 26 │ 25│ 22
────────────┴────────────┴────────────┴────────────
───────────────────────────────────────────────────
════════════╤═════════════════════════════════════════
│ DIFFERENCES IN RANKINGS
────────────┼─────────────┬─────────────┬─────────────
Name of │ A to B │ A to C │ B to C
Pupil │ │ │
│ │ │
────────────┼──────┬──────┼──────┬──────┼──────┬──────
│ d │ d^2 │ d │ d^2 │ d │ d^2
────────────┼──────┼──────┼──────┼──────┼──────┼──────
Adelaide │ 7. │ 49. │ 6.5│ 42.25│ 0.5│ 0.25
Ruth │ 11.5 │132.25│ 5.5│ 30.25│ 6. │ 36.
Alexander │ –2. │ 4. │ –4. │ 16. │ 2. │ 4.
LaMonte │ –8. │ 64. │ –9. │ 81. │ 1. │ 1.
Earl │–10. │100. │ –4. │ 16. │ –6. │ 36.
│ │ │ │ │ │
Joseph │ 14. │196. │ 12.5│156.25│ 1.5│ 2.25
Amedeo │–13. │169. │ 8.5│ 72.25│ 4.5│ 20.25
Leo │–13. │169. │ –11. │121. │ –2. │ 4.
William │ –8. │ 64. │ 4. │ 16. │ –12. │144.
Isabel │ 13. │169. │ 17. │289. │ –4. │ 16.
│ │ │ │ │ │
Ida │ –9. │ 81. │ –10. │100. │ 1. │ 1.
Hazel │ 9. │ 81. │ 8. │ 64. │ 1. │ 1.
Frederick │ 3. │ 9. │ –7. │ 49. │ 10. │100.
Charles │ –7. │ 49. │ –1.5│ 2.25│ 5.5│ 30.25
Edward │–10. │100. │ –9. │ 81. │ –1. │ 1.
│ │ │ │ │ │
Benjamin │ 2. │ 4. │ 4. │ 16. │ –2. │ 4.
Bruce │ 3. │ 9. │ –5. │ 25. │ 8. │ 64.
Alden │ –6. │ 36. │ –4. │ 16. │ –2. │ 4.
George │ –4. │ 16. │ 7. │ 49. │ 3. │ 9.
Alice │ 1. │ 1. │ 2. │ 4. │ –1. │ 1.
│ │ │ │ │ │
Almira │ 3 │ 9. │ –1. │ 1. │ 4. │ 16.
Helen │ –1.5 │ 2.25│ 5.5│ 30.25│ –7. │ 49.
Elizabeth │ –1. │ 1. │ 3. │ 9. │ –4. │ 16.
Amelia │ 1. │ 1. │ 0 │ 0 │ 1. │ 1.
Edwin │ 11. │121. │ 6. │ 36. │ 5. │ 25.
│ │ │ │ │ │
Robert │ 3. │ 9. │ 3. │ 9. │ 0 │ 0
Edna │ 12. │144. │ 8. │ 64. │ 4. │ 16.
Samuel │ –1. │ 1. │ –4. │ 16. │ 3. │ 9.
────────────┼──────┴──────┼────── ┴──────┼──────┴──────
│Σd^2 = 1790.5│ 1411.5 │ 611.0
────────────┴─────────────┴─────────────┴─────────────
The coefficient of coördination, being an index number to show the
closeness with which two rankings correspond, is dependent upon the
differences between the rankings of the various individuals in the two
measures being compared. The formula used is ρ = (6Σd^2)/n(n^2 − 1),
where ρ stands for the coefficient of coordination, d stands for the
difference between an individual’s rank in the two measures, and n
stands for the number of individuals ranked in the two traits. The
capital sigma, Σ, stands for the sum of whatever follows it, in this
case the squares of the differences between the two rankings.
We may now employ the formula to find the coefficient of coördination
between rank in educational measurements and rank in the teacher’s
judgment as to intelligence. The difference between the ranks in column
A and column B of the above table is given in the fourth column.
Adelaide had a 12 in column A and a 19 in column B, so the difference
(7) appears in the fourth column and its square (49) in the fifth
column. Similarly the difference between Ruth’s 3.5 and her 15 is 11.5,
the square of which is 132.25. Finding the squares of all the
differences between rank in A and rank in B, and adding these squares
together at the bottom of the table gives 1790.5, which may now be
substituted in the formula for Σd^2. n, the number of pupils is in this
case 28, and therefore n(n^2 − 1) is 28 (28 squared less 1) = 28 (784 −
1) = 28 × 783 = 21924. The substitution in the formula then goes as
follows;
ρ = 1 − (6Σd^2)/(n(n^2 − 1)) = 1 − (6 × 1790.5)/(28 × 783) = 1 −
10743./21924. = 1 − .490 = .510
The coefficient of coordination between rank in the educational
measurements and rank in the teacher’s estimate of intelligence for the
sixth grade class is .51, which suggests the question of how to
interpret a coefficient after it is found.
A coefficient of 1.00 would mean perfect coördination and would only be
found when there were no differences whatever between the two rankings
considered. Such a perfect relationship will probably never be found,
except by some freak of chance, for even when a group of persons is
retested with the same test there is almost certain to be some change in
their relative standings. A coefficient of 0.00 would indicate no
relation whatever between the two rankings, while a coefficient of –1.00
would mean perfect correlation of a negative sort, the person getting
highest in one measure getting lowest in the other, the person scoring
next to the highest in one scoring next to the lowest in the other, and
so on. Perfect negative correlation is as infrequent as perfect positive
correlation.
The coefficient found between the teacher’s estimates of intelligence
and the results of educational measurements, .51, indicates a really
useful degree of coördination. Unless a Mentimeter test shows a
coefficient of coordination of .25 or more with the production records
(or other reliable measure of true ability), it may be considered as
having little value in helping to select and differentiate men for that
particular line of work. If the coefficient is above .5, the test is
quite useful, and the nearer the coefficient approaches 1.00 the more
confidence one may place in the test as a means of selecting and
classifying men in that particular field.
The sixth column of the table on page 329 gives the difference between
the test results rankings and the scholarship marks rankings, and the
seventh column gives the squares of these differences, the sum of these
squares being given at the bottom of the seventh column as 1411.5. By
substituting in the formula,
ρ = 1 − (6Σd^2)/(n(n^2 − 1)) = 1 − (6 × 1411.5)/(28 × 783) = 1 −
8469./21924. = 1 − .386 = .614,
it appears that the tests more closely correspond with the average of
the scholarship marks given by the teacher than with the teacher’s
estimate of intelligence. This is partly to be explained by the fact
that the tests given were measurements of ability in school subjects
rather than tests of intelligence, and still more by the fact that the
teacher gave scholarship marks on the basis of relatively objective
examinations while her estimates of intelligence are always wholly
subjective.
The eighth and ninth columns on page 8 give the differences between the
ranks in the teacher’s estimates of intelligence and the ranks in the
scholarship marks given during a half year. The coefficient of
coördination worked out from these differences is
.833 (ρ = 1 − (6 × 611)/(28 × 783) = 1 − 3666/21924 = 1 − .167 = .833)
which would seem to indicate that the teacher drew very heavily on her
knowledge of the relative scholarship of her pupils in making her
estimates of their intellectual capacities.
The three coefficients worked out above for 28 pupils in a sixth grade
are typical of the mathematical relationships the reader will wish to
work out between known degrees of ability in a certain type of work and
the results of the Mentimeter tests. The coefficients of coördination
for the sixth-grade pupils studied above are, between
Educational Measurements and Estimated Intelligence = .51
Educational Measurements and Scholarship Averages = .61
Estimated Intelligence and Scholarship Averages = .83
No method of forecasting degree of success in one line of work from
quality of performance in another task (or in a test) will give a
perfect coefficient of coordination of 1.00, but the nearer the
coefficient approaches 1.00 the more reliance one may put in the test
which furnishes such a ranking of the individuals.
APPENDIX D
CORRECT ANSWERS FOR MENTIMETER TESTS
The advantages of a carefully standardized test over an ordinary
examination which any one might prepare for his own use are chiefly the
characteristics implied in the word “standard.” A standard test is one
which has been carefully prepared after extensive experience with
similar tests; one which is made exact and objective by the most minute
specifications as to how it shall be applied, marked, scored, and
interpreted; and one on which many persons of varying degrees of proved
ability have been tested and reported, for comparison with the results
to be obtained later from testing other persons of undetermined degrees
of ability. The purpose of this section of the appendix is to make
definite and unmistakable the answers to the questions asked in the
Mentimeter tests, in order that each reader may mark and interpret the
results of these tests in exactly the same way, that is, in the
“standard” way.
As was stated in the body of the discussion, each package of test
booklets sold is accompanied by a “stencil” which fits over the pages of
the printed test in such a manner as to bring the correct answer
directly alongside the answer checked or written by the candidate
examined, with the result that there is small opportunity for errors in
the judgment of the persons marking the answers. If the word checked or
written corresponds with the word or words printed on the stencil at
that point, the question has been answered correctly, while if the word
checked or written by the candidate is less applicable than the one
appearing on the stencil, the response is to be marked incorrect. With
the aid of the stencils the Mentimeter tests may be marked correctly by
inexpensive clerical assistants in from one third to one tenth of the
time that would be required for the same work by the most intelligent
men working without the stencils.
No attempt has been made to print here an exhaustive list of correct
answers to each question. The answers printed as correct are merely
typical in most cases of the quality of replies that should be accepted.
Anything as appropriate as or more appropriate than the printed answer
may be given full credit, while anything less satisfactory is to be
given no credit at all. To print here all of the correct answers to each
question would take more pages than can be allowed for this section of
the Appendix and would in many cases cause more confusion than clearness
of thought. It is suggested that any question of right or wrong answers
which is difficult to decide should be settled arbitrarily by the reader
and that a note be kept of just how the matter was decided, in order
that any later investigator may have the benefit of his judgment. In
some of the tests new solutions will continually be appearing, even
after it seems certain that all of the correct answers have been found
and catalogued.
_MENTIMETER NO. 1_: Typical Performances of Young Children.
Success in this test is measured by performances in response to
_situations_ created by the examiner to a much greater degree than by
answers to _questions_ asked by the examiner. The directions themselves
give the answers in most cases, and in the other cases the correct
answers depend upon such facts as the name or sex of the individual
being tested. No set of answers is printed here for these tests,
therefore, since to do so would be to reprint exactly the directions
appearing on pages 115 to 128, which the reader should consult carefully
and even commit to memory before undertaking to apply the tests to any
infants or young children.
_MENTIMETER NO. 2_: Pictorial Absurdities.
In order to receive credit the check mark on each picture should be
placed in such a way as to indicate unmistakably the part of the picture
which is incorrect—in such a way as to leave no doubt whatever as to the
candidate’s having found and identified the incongruous element. The
following are the elements that should be checked in each picture:
1. The front leg or foot.
2. The lower spout on the water pitcher.
3. The mouth on the forehead.
4. The horns (either one may be checked) on the horse’s head.
5. The candle on the right arm of the electric fixture.
6. The rat’s ears.
7. Either end of the spy-glass.
8. The next window to the rear on the third floor.
9. The postage stamp.
10. The sock used as a necktie.
11. The long stem of the lowest leaf.
12. The flag (flying in the opposite direction from the smoke and
weather vane).
13. Either of the lights on the Ford.
14. The left front foot.
15. The man between first and second base (third man from the right).
16. The space between 4 and 5.
17. The claw hammer with which the man is driving the spike.
18. Either of the five fingers of the right hand.
19. The driver (facing the tail).
20. The ball being played by the man at the right.
21. The incandescent electric bulb.
22. Either of the roller skates.
23. The knife in the man’s right hand.
24. Either of the counterbalance weights on the drivewheels.
_MENTIMETER NO. 3_: Maze Threading.
No list of correct answers can be printed for this test. The stencil
provided with the test blanks shows exactly what the correct and most
economical threading of each maze is, but the reader can find this
solution for himself if he will take the time and make the effort. No
credit should be given for any maze not completely traced or for any
maze in which a printed line has been crossed. A candidate who has
gotten into a “blind alley” but has retraced his way and ultimately been
successful in getting through the maze should have full credit for that
particular maze.
_MENTIMETER NO. 4_: Dot Pattern Correction.
Here again, the only way of giving the correct solution of each problem
is by means of the transparent stencil furnished with each package of
test blanks. That dot which can be “cut out” and still leave a perfectly
symmetrical figure is the one which should be circled in each pattern.
This is frequently at the very centre of the pattern, although the
centre is not the correct one if by removing it the pattern is left
unsymmetrical.
_MENTIMETER NO. 5_: Dividing Geometric Figures.
Only a transparent stencil can give a clear impression of the correct
solution of each figure. In dividing a circle into two equal parts it
makes no difference in what direction the diameter is run—in other
words, any correct solution should be accepted and given full credit.
_MENTIMETER NO. 6_: Completion of Form Series.
Only the stencil supplied with the test blanks can represent adequately
the correct completion of each series. No credit is given in a series
unless each blank is correctly filled.
_MENTIMETER NO. 7_: Checking Identity of Numbers.
1. Same
2. Different
3. Different
4. Different
5. Same
6. Different
7. Same
8. Same
9. Different
10. Same
11. Different
12. Same
13. Different
14. Different
15. Same
16. Different
17. Different
18. Different
19. Same
20. Different
21. Different
22. Same
23. Same
24. Same
25. Same
26. Different
27. Same
28. Same
29. Different
30. Same
_MENTIMETER NO. 8_: Digit-Symbol Substitution.
The reader may, by reference to the Key printed at the top of the test
sheet, determine for himself the correctness of any symbol written by a
candidate. The stencil furnished with the Test Blanks makes it possible
for one to score this test very accurately with a very small expenditure
of time and effort. In scoring this test with the stencil the
correctness of the entire list of 100 characters can be checked in less
than a minute by an ordinary clerk.
_MENTIMETER NO. 9_: Completion of Number Relation Series.
No credit is to be given on any line unless all of the missing numbers
are correctly supplied. The score is the number of _lines_ completed
correctly in every detail.
—— —— —— —— —— 6 —— —— —— —— Series 1
—— —— 14 —— —— 20 —— —— —— —— Series 2
—— —— —— 9 —— —— 6 5 —— —— Series 3
—— —— 5 —— —— —— —— —— —— 19 Series 4
41 —— —— —— —— —— —— 27 —— —— Series 5
—— —— —— 10 —— —— —— —— —— 49 Series 6
—— —— —— ⅛ —— —— 1 —— 4 —— Series 7
—— —— 22 —— —— —— 50 —— —— —— Series 8
—— 11 —— —— —— —— 25 —— —— —— Series 9
—— 10 —— —— 14 —— —— —— —— 10 Series 10
—— 8 —— —— —— —— 16 17 19 —— Series 11
1 —— —— —— —— 36 49 —— —— —— Series 12
2 —— —— —— —— 34 37 74 —— —— Series 13
—— 33 30 31 —— —— —— —— 24 —— Series 14
—— —— —— 15 16 16 —— —— —— 6 Series 15
—— —— 51 48 —— —— 45 —— —— 51 Series 16
_MENTIMETER NO. 10_: Addition Tests
Test A: Addition Knowledge or Power.
1. 5
2. 8
3. 17
4. 79
5. 56
6. 88
7. 142
8. 248
9. 1397
10. 1664
11. 5571
12. 50362547
Test B: Addition Speed
1. 6
2. 17
3. 6
4. 11
5. 6
6. 11
7. 3
8. 9
9. 15
10. 10
11. 13
12. 7
13. 10
14. 7
15. 3
16. 5
17. 16
18. 4
19. 12
20. 11
21. 13
22. 7
23. 8
24. 13
25. 14
26. 6
27. 11
28. 8
29. 12
30. 13
31. 15
32. 18
33. 5
34. 13
35. 13
36. 14
37. 10
38. 15
39. 15
40. 12
41. 11
42. 14
43. 11
44. 11
45. 16
46. 11
47. 15
48. 12
49. 9
50. 14
51. 4
52. 9
53. 5
54. 17
55. 11
56. 7
57. 7
58. 9
59. 13
60. 12
_MENTIMETER NO. 11_: Memory for Numbers.
1. 56
2. 27
3. 935
4. 416
5. 7493
6. 4857
7. 95738
8. 68124
9. 268359
10. 635927
11. 9583624
12. 8195263
13. 35268349
14. 28593614
15. 639481725
16. 714963528
_MENTIMETER NO. 12_: Repeating Numbers Backward.
1. 85
2. 46
3. 253
4. 948
5. 4937
6. 8625
7. 35291
8. 69824
9. 752638
10. 746951
11. 4857362
12. 5746283
_MENTIMETER NO. 13_: Memory for Sentences.
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 nothing less than 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.
_MENTIMETER NO. 14_: Speaking-Vocabulary Test.
_Any explanation, which demonstrates conclusively that the candidate
knows the nature and use of the word or object mentioned by the
examiner, should be accepted and given credit_, regardless of the
logical or grammatical form of the statements. The explanatory words and
phrases given below are not intended to serve as logical definitions or
as exhaustive explanations, but merely to indicate the various types of
thing that a given word might signify. In examining very intelligent
adults, meanings not listed below but nevertheless correct and
appropriate may be encountered. If any standard dictionary lists as
authentic the meaning given by a candidate, it should be accepted
without challenge. Repetitions by the candidate of the word to be
explained should not be accepted as an explanation. For example, “buy”
is not explained by “Buy is when you buy something.” An explanation, to
be satisfactory, should be in terms entirely different from the thing to
be explained, although explanations otherwise quite simple are
acceptable here.
1. An article of clothing, a covering or something to wear.
2. Obtaining possession or rights in an object in exchange for a price
or other consideration.
3. Written or printed matter, usually bound in covers for convenience
in reading.
4. A supply of goods or a place where such goods are kept. To lay away
or deposit such supplies.
5. A musical instrument or term.
6. To have or gain temporary possession or rights, in return for some
price or favour. The price paid for such rights. An opening or
torn place, especially in cloth.
7. The flesh of cattle, especially when used as food.
8. A custom or rule established by a legislature or governing
authority, or by the nature of the facts concerned.
9. A malady, illness, or infirmity, frequently accompanied by pain or
weakness.
10. Uncertainty or hesitation in belief; dread, fear, distrust, or
suspicion.
11. An officer who decides disputes or acts as umpire. To decide, pass
judgment, or compare the relative merits of ideas, opinions, or
objects.
12. The coming or occurrence of something considered desirable but not
foreseen as certain. Lucky.
13. One who attends to letters, papers, or business matters for another
individual or group of individuals. A writing desk.
14. Kingly or magnificent. Characteristic of or related to a king or
ruler.
15. A watercourse or channel, usually artificial. A tube or duct.
16. An eager desire or longing, usually of a selfish nature.
17. A person of fair hair, skin, and eyes. Light coloured.
18. Property or possessions having money value. Riches. Goods.
19. To allow, let, authorize, or give consent. A license or permission.
20. Sagacity, knowledge, discretion. Ability to judge or discern,
especially in matters of conduct.
21. To direct or control action. To manage, supervise, or exercise
authority.
22. Authority or permission to do or act. Excess of freedom or abuse of
liberty. To authorize or grant permission.
23. To strive for the same prize or object. To contend in rivalry.
24. The largest of the planets. A Roman god.
25. Humility, self-control, diffidence. Proper delicacy and propriety
about self and actions.
26. A scheme or plan to be followed. Procedure based on material
interest rather than on higher principles. A certificate of
insurance or of money due under certain conditions.
27. The act or instrument used in determining the exact degree or
quantity of a thing. The unit of amount. A division or part of a
tune or other object. To determine degree or quantity.
28. Inspiration, ecstasy, emotion, eagerness, or the object of such
manifestations.
29. Rate of interest, commission, or discount. Number of parts
concerned in a hundred.
30. A measure of distance or area. An agreement between two parties for
accomplishing a common task. To combine for mutual support.
31. A theory or system of social reorganization. Social reform through
political agencies. A theoretically ideal society or state.
32. The science of exact reasoning. The laws or method of abstract
thought. A treatise on thinking or reasoning.
33. To regard with reverence, respect, or veneration. To adore.
34. Satire, ridicule, contemptuous remarks, bitter taunts.
35. Sarcastic reproach, invective. To deride, revile, or reproach with
insulting words.
36. Not transparent, dark, impervious to rays of light. Unintelligible,
stupid.
37. One making a first appearance in society or before the public.
38. Act of repairing or restoring. Giving satisfaction or compensation
for a wrong or injury.
39. To take the tenth part of or to destroy a considerable proportion
of a group.
40. An instrument used to regulate an electric current.
41. Knowing all things. Infinitely wise. One who is possessed of
universal knowledge.
42. To curse or treat basely. Used in imprecations, frequently with
little meaning.
43. A cat-like animal resembling the leopard found in India, Persia,
and Africa.
44. A very large and strong animal—especially one mentioned in the
Bible.
45. A bay window, particularly one which projects from the face of a
wall.
46. One of the great stones or boulders used in prehistoric monuments.
47. A soft, white substance that forms a protecting sheath about the
centre of medullated nerve fiber.
48. An ancient manner of writing. Ancient writings, or the study of
such writings.
49. The branch of surgery that treats of adding artificial parts to the
body to replace natural parts which are wanting.
50. The dried tubers of various orchids, used for food, like tapioca.
_MENTIMETER NO. 15_: Word Discrimination.
_Any real difference_ named by the candidate between the two words to be
compared should be given credit _whether it appears in the following
list or not_. The list merely points out some of the outstanding
differences between the words of each pair, but does not attempt to list
all of the possible differences. Any difference mentioned by the
candidate which is confirmed by any standard dictionary should be
sufficient to give full credit.
1. A bird lives in the air : A fish lives in the water
flies swims
has feathers has scales
2. A snake is long : A fly is short
is a reptile is an insect
crawls flies
has no wings or legs has wings and legs
3. A pen writes only when it has : A pencil writes without ink
ink
is made of steel or is made of lead or soft
hard metal material
does not have to be has to be sharpened
sharpened
4. An eagle flies very high and : A chicken flies very low and but
long distances a short distance
is wild is domestic
is not good for food is good for food
5. A book usually has a hard cover : A magazine has a paper cover
is usually one story, is several stories, by
by one author different people
is published once is published
periodically
6. An orange has a reddish yellow : A lemon has a bright yellow
colour colour
is spherical in shape is oblong in shape
is usually larger than is usually smaller than
a lemon an orange
is usually sweet is usually sour
7. A teacher works in a school : A preacher works in a church
usually teaches usually addresses
children grown-ups
deals primarily with deals primarily with
academic subjects religious subjects
8. Luck comes to a person by chance : Pluck is part of a person’s
character
is a temporary is a permanent
advantage advantage
comes to everyone is characteristic of a
few
9. Stone is a natural product, made : China is made artificially of
of mineral matter fine earth or clay
is used for buildings is used for dishes
is thick and coarse is thin and fragile
10. A balloon depends on the wind : An airplane is run by a motor
for motion
has a large gas bag has no gas bag
moves slowly moves rapidly
11. To plod is to work or travel : To plot is to scheme or plan,
slowly but steadily usually for evil to someone
else
is to toil, to drudge is to conspire, to
intrigue
12. To wither is to fade, to lose : To shrivel is to dry up, to draw
freshness into wrinkles
is to languish is to shrink
flowers wither vegetables shrivel
13. To surprise is to come upon one : To astonish is to strike one
unawares, or unexpectedly with sudden wonder or
amazement
14. Rash means overhasty in counsel : Reckless means careless, utterly
or action heedless of consequences
means undertaking a means indifferent or
matter without thoughtless
sufficient reflection
15. Lonely is to be without desired : Solitary is to be absolutely
companions alone remote from society
16. Sorrow is pain of mind from loss : Sadness is being downcast or
or disappointment unhappy
is deep seated, lasting may be transient,
passing
17. Plutocrat is one whose wealth : Autocrat is an absolute
gives him power or influence sovereign, having usually
inherited authority
18. A rascal is a mean, tricky : A rogue is an idle, mischievous
person person
19. To plunder is to take goods by : To devastate is to lay waste, to
force, to pillage desolate, to ravage
20. To relinquish is to abandon the : To resign is to formally return
thing which has been or give up an office, to
possessed, or the object of submit, to acquiesce, to
pursuit abdicate
21. Shrewd means artful, malicious, : Sagacious means one of keen
cunning, of less dignity than penetration and judgment, one
sagacious with a comprehensive as well a
penetrating mind
22. Dormant means sleeping, not in : Quiescent means resting, in a
action state of repose
23. Reconstruction means to form : Rehabilitation means to invest
anew again with some right or
dignity
means to build over
again
deals more largely with deals largely with
material things mental and spiritual
things
24. Reparation means restoration, : Indemnity means immunity from
renewing, repairing damage loss or damage
done
remuneration for injury
has more of the idea of has more of the idea of
replacing things paying for things
destroyed destroyed
_MENTIMETER NO. 16_: Naming Opposites.
Except in special cases indicated below, no credit should be allowed for
adding “not” or “un” or any other negative prefix to the printed word.
An entirely different word should be used as the opposite of the printed
word. Those words printed in parentheses in the following list should
not be given credit as being satisfactory opposites. Words not printed
below but as satisfactory opposites as those printed should be given
full credit, while words as unsatisfactory as those printed in
parentheses should not be given credit.
1. bad, poor (not good)
2. poor, needy, indigent
3. big, large, great (tall)
4. old, ancient
5. easy, soft
6. light (white)
7. clean, pure
8. well, healthy
9. south
10. full, filled
11. pull
12. right, correct
13. end, ending
14. wide
15. evening, afternoon (night)
16. somewhere, everywhere
17. fresh
18. idle
19. to sink (to swim)
20. rough, ragged
21. tame, domestic
22. weakness
23. guilty
24. ignorance, stupidity
25. negative, uncertain
26. superior
27. modern, new
28. cause
29. generous, liberal
30. concrete, specific
31. justice, impartiality
32. dilatory, sluggish
33. extravagant, wasteful, uneconomical
34. genuine, real
35. depression, melancholy
36. delay, impede, hamper
37. confident, bold, immodest
38. heterogeneous
39. cowardly, irresolute, fearful
40. slanderous, scurrilous, vilifying
_MENTIMETER NO. 17_: Spelling Tests.
The word lists themselves furnish the correct answers and therefore no
further set of answers is needed here. See pages 199–200 for the lists.
_MENTIMETER NO. 18_: Range of Information.
1. COW
2. CLUBS
3. CIGARETTE
4. CARPENTER
5. GREEN
6. AUTOMOBILES
7. DOG
8. ACTRESS
9. HUYLER
10. 1861
11. COUNTY
12. PAINTER
13. MOTORCYCLE
14. NOVELIST
15. FILING-CASE
16. DISTANCE
17. LEG
18. REEFS
19. WATER
20. STOWE
21. STATESMAN
22. POUGHKEEPSIE
23. LAW
24. TWO
25. DICKENS
26. ENGLAND
27. BIRD
28. ATHLETICS
29. DRINK
30. INK
31. FRUIT
32. ISOSCELES
33. 1066
34. HEART
35. PLANT
36. KOREA
37. OXYGEN
38. MUSIC
39. CLOTH
40. ANIMAL
_MENTIMETER NO. 19_: Reading Vocabulary.
1. BODY, TOOL
2. ANIMAL
3. CLOTHES
4. COLOUR
5. BIRD
6. CLOTHES
7. ANIMAL, BODY
8. TOOL, FISH
9. BODY
10. TOOL
11. BIRD
12. COLOUR
13. FISH
14. WAR
15. TIME
16. WAR
17. ANIMAL
18. FISH
19. TIME
20. CLOTHES
21. WAR
22. BODY
23. COLOR
24. BIRD
25. FISH
26. TOOL
27. TIME
28. ANIMAL
29. COLOUR
30. WAR
31. TIME
32. CLOTHES
33. BODY
34. BIRD
35. FISH
36. BODY
37. WAR
38. TOOL
39. ANIMAL
40. BIRD
_MENTIMETER NO. 20_: Reading, Directions.
1. The name should be written _on the line_.
2. There should be a cross or an x _in the square_.
3. There should be a cross or an x in the circle and a dot or period
in the square.
4. There should be a 1 under the letter M and a 2 under the letter W,
in the list of capital letters beginning A, N, etc.
5. The word “Yes” should be written _on the dotted line_.
6. The word “in” should be crossed out and the word “and” should have
two lines or circles around it.
7. The word “seven” or the figure 7 should be written on the blank at
the left, “twelve” or 12 on the middle blank, and “one hundred”
or 100 on the blank at the right.
8. “Ten” or 10 should be written in the square on the left, a small
circle should be written in the second square, and the letter “C”
in the triangle at the right.
9. There should be a line drawn under the word “Peck.”
10. The word “thousand” or 1000 should be written in the circle.
11. The square in front of the word “diminished” should have a check
mark or cross on it.
12. There should be a line under the word “Face.”
_MENTIMETER NO. 21_: Reading, Interpretation.
Answers must show conclusively that the questions and the sentences
answering them were read and understood by the candidate.
1. Boys.
2. In the house.
3. Girls.
4. On farms, in stores, mines, and factories.
5. In the things they enjoy and in the things they are able to do.
6. Wheat, corn, and cattle.
7. To make clothing to keep us warm.
8. To protect us from rain and snow.
9. Differences between people.
10. Because the world has all sorts of work that must be done, or it
makes possible the adjustment of people to the different tasks to
be done.
11. Much of it would be poorly done.
12. The difficulty of the task.
13. Discontentment and unhappiness.
14. “Expeditiously” suggests a lack of economy in time and money.
15. Intellectual measurements.
16. The consummation of the science of personnel engineering.
_MENTIMETER NO. 22_: Disarranged Sentences.
The most frequent arrangement of the words in each sentence is indicated
below by the last word. Any other arrangement of these words which
produces a perfectly logical and grammatical sentence may be accepted.
Very few sentences will be found that are not already provided for in
the concluding words listed below.
1. WHITE.
2. ROBIN. BIRD.
3. WATER.
4. HOUSES.
5. WITH.
6. WEST.
7. COUNTRY.
8. COLDEST.
9. FOOD.
10. EARTH.
11. FOOD. VALUABLE.
12. TREES.
13. GERMANY. ENGLAND. FRANCE.
14. PUNISHED.
15. OCEAN.
16. MISTAKES.
17. NIGHTS. SEEN.
18. CLOTHING. USEFUL.
19. DEBATERS.
20. WARFARE. POISONOUS.
21. DEGRADING. UNFORTUNATE.
22. CRIMES. BIGAMY. PERJURY.
23. PSYCHOLOGISTS.
24. STEALING.
25. FACT. OBSERVED. APPLIED.
_MENTIMETER NO. 23_: Completion of Sentences.
It is impossible for any one to make out a complete list of all the
possible completions of any group of twenty sentences such as those
included in this test. The list of completions given below is therefore
merely suggestive of the perfect sentences which may be made and is not
intended in any way to be exhaustive. Anything which is as good as the
completion listed below should be given full credit. Anything which is
not so satisfactory should not be given credit.
1. _Is_ or _was_.
2. _To._
3. _Gave_, or _gives_.
4. _Girl_ or _child_ in the first blank, and _to_ in the second blank.
5. _And_ in the first blank, with _dogs_ in the second blank.
6. _Have_, _make_ or _gain_.
7. _Not_ or _never_ in the first blank, with _parents_, _friends_, or
_sister_ in the second blank.
8. _Boy_, _man_ or _child_ in the first blank, with _fell_ in the
second blank.
9. _Is_ or _was_ in the first blank, with _to_ in the second blank,
and _windy_ in the third blank.
10. _Succeeds_ or _can_.
11. _Animal_ in the first blank, _his_ or _its_ in the second blank,
and _size_ in the third blank.
12. _Man_ in the first blank, with _carried_ or _carries_ in the second
blank, and _wore_ or _wears_ in the third blank.
13. _On_ in the first blank, _quenches_ in the second blank, _drink_ in
the third blank, and _cold_ or _pure_ in the fourth blank.
14. _Patriotism_ in the first blank, _waving_ or _carrying_ in the
second blank, _come_ or _go_ in the third blank, and _marching_
in the fourth blank.
15. _That_ or _which_ in the first blank, _worth_ in the second blank,
_well_ in the third blank, _doing_ in the fourth blank.
16. _Does_ or _can_ in the first blank, _give_ in the second blank,
_every_ in the third blank.
17. _When_ in the first blank, _better_ in the second blank, _practice_
in the third blank, _at_ in the fourth blank, _wrong_ in the
fifth blank, _doing_ in the sixth blank.
18. _Which_ or _that_ in the first blank, _cause_ in the second blank,
_are_ in the third blank, and _very_ or _most_ in the fifth
blank.
19. _To_ in the first blank, _when_ in the second blank, _thirsty_ in
the third blank, and _great_ or _real_ in the fourth blank.
20. _Whether_ in the first blank, _likes_, _desires_ or _welcomes_ in
the second blank, _or_ in the third blank, _one_ in the fourth
blank, _not_ in the fifth blank, _as_ in the sixth blank,
_insult_ in the seventh blank.
_MENTIMETER NO. 24_: Analogies or Mixed Relations.
As with several of the other lists of answers, no attempt is made here
to give an exhaustive list of the correct solutions. The words which
appear below are standard. Anything as good as this standard list should
be accepted while anything inferior to the printed solutions should not
be given credit.
1. Dogs
2. Far, distant
3. Foot
4. Cat’s
5. Hot, warm, heat
6. Swims, swim
7. Hen
8. Drink
9. School, classroom
10. Her
11. Law
12. Colt, foal
13. Bought
14. Painting, picture, portrait
15. Sheep, ram
16. Floor
17. Bird, birds, fowl
18. Chauffeur
19. Was, were, been
20. School, shoal
21. Night
22. Risen
23. Drake
24. Sheep, animal, beast
25. Women’s
26. Give, donate, buy, return
27. Aviatrices
28. Criterion
29. Joneses’
30. Esoteric
_MENTIMETER NO. 25_: Handwriting.
The reader will be able to count the number of letters written per
minute and thereby obtain the score in this test without any key. For
the quality of the results of such a test the reader will compare the
handwriting of each candidate with the samples printed on page 239.
_MENTIMETER NO. 26_: English Composition.
This test, like the test for handwriting quality, is a test of the
quality of products produced by the candidates rather than of the
difficulty of problems solved. Therefore, no set of correct answers is
necessary. The quality of the candidate’s composition should be compared
directly with the quality of the printed samples appearing on pages 242
to 244.
_MENTIMETER NO. 27_: Poetic Discrimination.
The correct order as determined by the judgments of scores of capable
judges of English Poetry is as follows:
Best Middle Poorest
In Set No. 1 Z Y X
In Set No. 2 X Y Z
In Set No. 3 Z X Y
In Set No. 4 Y X Z
In Set No. 5 Y Z X
In Set No. 6 Y Z X
_MENTIMETER NO. 28_: Arithmetic Reasoning.
In giving the correct answers below each figure has attached to it the
word indicating the commodity concerned. No answer should be considered
incorrect, however, because it omits the words “dollars,” “lemons” or
“men.”
1. 8 men
2. 12 dollars
8. 9 nickels
4. 5 benches
5. 8 cents
6. 23 cents
7. 16 lemons
8. 3373 quarts
9. 500 pounds
10. 51 cents
11. 750 people
12. 22 tons
13. $4.80
14. $1575.00
_MENTIMETER NO. 29_: Practical Judgment Test.
1. Get a drink of water.
2. It tastes good.
3. Wear a raincoat.
4. Ring the alarm and try to put out the fire.
5. Ask the person’s pardon.
6. The frost has killed them.
7. To protect them from the colder weather.
8. At the beach of a summer resort.
9. Try to make time by hurrying.
10. To display the flag and inspire patriotism.
11. Water always becomes solid at low temperatures.
12. Nail a piece of tin over it.
13. It is an easily digested and wholesome food.
14. An incandescent electric bulb.
15. To create a demand for special brands.
16. So that their strength may be utilized.
17. The low temperature keeps it fresh.
18. One could jump from one-story buildings.
19. Discover and remove the cause of its crying.
20. It has fewer impurities in it.
21. To avoid making the city smoky.
22. To remove the electricity from the air.
23. High and rapidly.
24. To help one decide where to read.
_MENTIMETER NO. 30_: Logical Conclusions Test.
1. Older than James.
2. Older than Mary.
3. Shorter than Dot.
4. Not heavier than May.
5. Slower than William.
6. Smarter than Bertha.
7. Not as rich as Mr. Jones.
8. Not noisier than Robert.
9. Less rapidly than Henry.
10. Not warmer than Thursday.
11. Not as frugal as Mrs. Brown.
12. Not larger than the second.
THE END
------------------------------------------------------------------------
TRANSCRIBER’S NOTES
1. P. 98, changed “to errors” to “to make errors”.
2. Silently corrected typographical errors and variations in spelling.
3. Anachronistic, non-standard, and uncertain spellings retained as
printed.
4. Footnotes have been re-indexed using numbers.
5. Enclosed italics font in _underscores_.
6. Enclosed bold font in =equals=.
7. Superscripts are denoted by a caret before a single superscript
character, e.g. M^r.