il ARMY MENTAL TESTS COMPILED AND EDITED BY CLARENCE S. YOAKUM AND ROBERT M. YERKES PUBLISHED WITH THE AUTHORIZATION OF THE WAR DEPARTMENT mcmrpt. NEW YORK HENRY HOLT AND COMPANY ^ 1920 TZ 5 5^ LIB SCRIPPS INSTITUTION OF OCEANOGRAPHY iNlVERSITY OF CALlFORNlii LA JOLLA. CA-klyFORNlA 17m Copyright, 1920 BY HENRY HOLT AND COMPANY PREFACE During the past fow months the C)fficc of the Surgeon General of the Army and the National Research Council have l^ecn be- sieged with requests for information concerning the methods of psychological examining and for the printed materials used in the United States Anny. To meet this demand it has seemed advisal)le to prepare this little book, which, in addition to the ''Examiner's Ciuide," presents information concerning the re- sults of psychological examining in the Anny and indications of the possible uses of similar methods in education and industry. The book has been prepared under the editorial direction of Majors Clarence S. Yoakum and Robert M. Yerkes, who, in cooperation with other members of the psychological staff of the Surgeon General's Office, selected the various materials and decided about the mode of presentation. The editors are re- sponsible for the material of certain of the chapters, and they have indicated the resiwnsil)ility of others wherever possible. It has been arranged that the royalty from Army Mental Tests shall be i)ai(l to the treasurer of the National Research Council for the support of psychological research. The instructions originally printed in the " Examiner's Guide" for the Stanford-Binet scale and the Point Scale have been omitted from this volume because of copyright restrictions, but these materials are available in books previously published. A detailed and complete account of the methods and results of psychological examining in the Army is in course of publica- tion in the Memoirs of the National Academy of Sciences, Washington. The Editors, lU CONTENTS PAGE Preface iii Introduction vii CHAPTER I Making the Tests 1 CHAPTER II Methods and Results 12 CHAPTER III The Examiner's Guide for Psychological Examining in the Army — Directions for Giving the Army Mental Tests 41 CHAPTER IV Army Tests in the Students' Army Training Corps and Col- leges 153 CHAPTER V Practical Applications 184 CHAPTER VI Army Test Record Blanks and Forms 205 INTRODUCTION * The human factors in most practical situations have been neglected largely because of our consciousness of ignorance and our inability to control them. Whereas engineers deal con- stantly with physical problems of quality, capacity, stress and strain, they have tended to think of problems of human conduct and experience either as unsolved or as insoluble. At the same time there has existed a growing consciousness of the practical significance of these human factors and of the importance of such systematic research as shall extend our knowletlge of them and increase our directive power. The great war from which wo are now emerging into a civil- ization in many respects new has already worked marvelous changes in our points of view, our expectations and practical demands. Relatively early in this supreme struggle, it became clear to certain individuals that the proper utilization of man power, and more particularly of mind or brain power, would assure ultimate victory. The war demanded of us the speedy mobilization of our military machine and in addition the or- ganization and training of an immense supplementary armed force, tlu; manufactun; of ordnance and munitions of war in well-nigh unimaginable quantities, the construction of ships, motor transports, and of varieties of rolling stock in vast num- bers. All this had to })e done in the least possible time. Never before in the history of civilization was brain, as contrasted with brawn, so important; never before, the proper placement and utilization of brain power so essential to success. * Roprintrd, in part, from a Harvoy l(>cf uro dolivfTod l)y Major Robort M. Ycrkos in Now York, January 25, 1919, and i)ublish('(l with the ajjproval of tho SurK('on Ctonoral of the Army, from the Section of Psychology of the Medical Department. viii INTRODUCTION Our War Department, nerved to exceptional risks by the stern necessity for early victory, saw and immediately seized its opportunity to develop various new lines of personnel work. Among these is numbered the psychological service. Great will be our good fortune if the lesson in human engineering which the war has taught is carried over directly and effectively into our civil institutions and activities. Scarcely had war been declared by our country before the psychologists were brought together in a plan to make their professional knowledge, technique, and experience useful in the emergency. In April, 1917, the American Psychological Asso- ciation appointed numerous committees to study the situation and prepare for action. At the same time a Committee for Psychology was organized by the National Research Council. Thus it happened that from the outset American psychologists acted unitedly, whereas their professional colleagues in France and Great Britain served individually wherever they could discover opportunity. The Committee for Psychology of the National Research Council has continued active over a period of nearl}^ two years. Almost all of the psychological contribu- tions which the United States has made to the war are either directly or indirectly due to the efforts or the support of this body, the Avork of which has been carried on through confer- ences, sub-committees, or military appointees in the army and the navy. In order that the psychological examining of the soldier may be seen in its proper setting, the various chiefly significant lines of psychological service will be enumerated and briefly char- acterized.* Under the Adjutant General, the Committee on Classification of Personnel in the Army, which was originally organized by a * An account of the kinds of psychological assistance given to various branches of the service will be found in the "Report of the Psychology Committee of the National Research Council," Psychological Review, March, 1919, vol. 26, pp. 83-149. Reprinted as No. 2 of Reprint and Circular Series of the National Research Council. INTRODUCTION ix gi'oup of psychologists wiio were at the time serving as members of tlie Committee for Psychology of the National Research Council or of committees of the American Psychological Asso- ciation for the furtherance of the niilitary service, developed and introduced throughout the army methods of classifying and assigning enlisted men in accordance with occupational antl etlucational qualifications and also methods of rating officers for appointment and promotion. The services of this Commit- tee, to the work of which the War Department dedicated nearly a million dollars, ultimately touched and more or less pro- foundly modified almost every important aspect of military personnel. To the Signal Corps, and subsequently to the Division of Military Aeronautics, psychological service was rendered in connection with nieasurement of the effects of high altitude and also in the selection and placement of men. Numerous im- portant methods new or adapted, were introduced in this service by groups of psychologists whose primary concern was improved placement and the proper utilization and protection of the flyer. Tlu^ Conunittce for Psychology promoted effectively interest in measures for the control and improvement of both military and civilian morale. The interest and persistent activit,y of its members ultimately resulted in the organization of a Morale Branch within the General Staff of the Army. At various times as many as twenty-five officers and enlisted men trained in military psychology were engaged in the conduct of practical morale woik. For the Division of Military Intelligence psychological methods were devised or adapted to assist in the selection, l^lacement and effective training of scouts and observers and in addition service of minor importance was rendered in nunuMous training camps. In response to requests from the Chemical Warfare Service, psychological problems presented by the gas mask were studied X INTRODUCTION and the major recommendations resulting from these investiga- tions were embodied in the latest improved form of mask. The psychological problems either partially or completely solved for the navy are comprehended in the proper selection, placement and training of gunners, listeners and lookouts. Numerous situations were carefully analyzed for the navy, and methods and mechanical devices which have achieved extensive application and appreciation were developed. Within the Medical Department of the Army a Division of Psychology was organized for the administration of mental tests to enlisted men and commissioned officers in accordance with plans perfected during the summer of 1917. The history of this work will be briefly told as an introduction to the account of methods and results. The chief purpose of the psychological assistance originally offered to the Medical Department was the prompt elimination of recruits whose grade of intelligence is too low for satisfactory service. It was believed by psychologists assembled in con- ference that their profession is better prepared technically and by practical experience to measure intelligence than are mem- bers of the medical profession and that psychologists therefore should be able in the military emergency to render invaluable assistance to medical officers by supplying reliable measures of intelligence which might be used as partial basis for rejection or discharge. Thus, it was thought, the efficiency of the service might be considerably increased and the costs materially diminished. As it happens, the purposes of this service as actually developed differ radically from that originally pro- posed; moreover they serve to identify this work even more closely with the personnel work of the Adjutant General's Office and of the General Staff than with anything in the Med- ical Department of the Army aside from neuro-psychiatric work. To meet the prospective need of psychological assistance a committee of seven experts in practi'^-al mental measurement was organized in the suimncr of 1917 and called together for INTRODUCTION xi the preparation or selection of suitable methods. This group of men worked almost continuously for a month, devising, se- lecting and adapting methods. Another month was spent in thoroughly testing the methods in military stations in order that their value might be definitely established before they should be reconunended to the Medical Department of the Army. The results were gratifying and the methods were therefore recommended to the Surgeon General of the Army in August, 1917, and promptly accepted for official trial. During October and November they were applied in four cantonments und(!r conditions which could scarcely have been more; un- favorable but with results which led the official medical in- spector to formulate the following statements and recommenda- tions : "The purposes of psychological testing are (a) to aid in segregating the mentally incompetent, (b) to classify men ac- cording to their mental capacity, (c) to assist in selecting com- petent men for responsible positions. "In the opinion of this office these reports (accompanying recommendation) indicate very definitely that the desired re- sults have been achieved. "The success of this work in a large series of observations, some five thousand officers and eighty thousand men, makes it reasonably certain that similar results may be expected if the system be extended to include the entire enlisted and drafted personnel and all newly appointed officers. " In view of these considerations, I recommend that all com- pany officers, all candidates for officers' training camps and all drafted and enlisted men be required to take the prescribed psychological tests." In Januar}'^, 1918, this new work of the Medical Department was extended in accordance Avith the above recommendation. Placing psychological examining in the Medical Department naturally caused certain difficulties of administration. The confusion of psychological work with neuropsychiatry was one xii INTRODUCTION of the first difficulties met. The administration of psychological examining by a medical officer increased the work of this officer and at the same time added to his staff a group of psychologists with whose work he was unfamiliar and who were perhaps more interested in establishing their particular examinations than in correlating their work with the work of the Medical Depart- ment. Notwithstanding these and many other difficulties which the new methods met, official inquiry into the results of the examining made in the latter part of November and the early part of December, 1917, indicated that seventy-five per cent of the officers who had become even slightly acquainted with the work favored the continuation of psychological exam- ining. The original purposes of the committee in the preparation of methods for intelligence testing were less important than the uses actually made of the results. It was the intention of the committee as stated above to prepare an examination that would indicate the drafted men who were too low-grade mentally to make satisfactory privates in the Army; it was desired also to indicate, if possible, those who were mentally unstable or who might prove incorrigible so far as army discipline was concerned. In addition, the committee hoped to be able to pick out exceptional types of men who could be used for special tasks that demanded a high degree of intelligence. In interest- ing contrast with these original purposes of mental examining stand the results actually achieved. 1. The assignment of an intelligence rating to every soldier on the basis of systematic examination. 2. The designation and selection of men whose superior in- telligence indicates the desirability of advancement or special assigmnent. 3. The prompt selection and recommendation for develop- ment battalions of men who are so inferior intellectually as to be unsuited for regular military training. 4. The provision of measurements of mental ability which INTRODUCTION xiii onabic assigning officers to build organizations of unifonn mental strength or in accordance with definite specifications concerning intelligence rcquii'enients. 5. The selection of men for various types of military duty or for special assignment, as for example, to military training schools, colleges, or technical schools. 6. The provision of data for the fonnation of special training groups within the regiment or battery in order that each man may receive instruction suited to his al)ility to learn. 7. The early discovery and recommendation for elimination of men whose intelligence is so inferior that they cannot be used to advantage in any line of military service. It is of course unfortunate from the point of view of scientific research that many lines of investigation indicated by these general results could not be carried out. The; psychological service existed in the; Anny for strictly practical purposes. The directors of tlu^ service emphasized continually the necessity for rendering immediate assistance in the organization of the Anny and the setting aside of all investigations which did not further this practical end. The results given in the following chapter are therefoi'e l)ased almost entirely on military nvv(h and indicate the success of this service in the Anny. The more strictly scientific aspects of this type of examining can be con- sidered in future studies when the practical aim is less insistent or can more readily be made subservient to scientific standards. ARMY MP:NTAL TESTS CHAPTER I MAKING THE TESTS The origin of general intelligence tests is due to the genius of Alfred Binet. His investigations and early publications gave the stimulus to the development of mental tests for school children. He also did pioneer work in the study of the charac- teristics of the feeble-nunded. Since his early work appeared in 1905, the volume of material has become extremely large. Nu- merous tests have been used in the schools and in psychological laboratories. Many of these have been standardized and have proved particularly useful in school and coimnunity surveys. Noteworthy advances have been made by psy(!hologists in the United States. Three of the most important steps in individual testing are represented by the Goddard revision of the Binet vScale, the Yerkes-B ridges Point Scale and the Stanford revision of the Binet Scale. Whipple's "Manual of Mental and Physical Tests" conveniently presents the literature of tests and stand- ards for many of them. Group methods of mental testing were foreshadowed b}^ a few studies previous to the development of the army methods. These were scattering and had had no extensive; use ])efore 1917. The idea of examining children and others in groups, however, existed and it was on the basis of these preliminary studies and the work in indiviihial examining that the conmiittee whicli met at Vineland felt that it could produce a group examination which would serviceably classify recruits for army purposes. Three or four of the members of this committee had had direct experience with group methods. 1 2 ARMY MENTAL TESTS The committee consisted of II. M. Yerkes, Ctiairman; W. V. Bingham, Secretary; H, H. Goddard, T. H. Haines, L. M. Ter- man, G. M. Whipple, and F. L. Wells. Each of these men brought to the work of the committee a large amount of ma- terial which was sifted to produce the group test and individual examining materials of the first "Examiner's Guide." Hun- dreds of tests already published were also available. The com- mittee drew upon these published tests and upon the materials brought together by the members for the group methods and for the individual methods devised for the Army, A complete group test, the work of A. S. Otis of Leland Stanford University, quite similar in form to that finally adopted by the Anny was in manuscript. It also was drawn upon in making the army tests. It is not the purpose of this chapter to go into detail concern- ing the work of the committee in the preparation of the anny mental tests. But it does seem worth while to call attention to certain principles that underlie the making of general intelli- gence tests and to suggest certain cautions in their use. The ease with which the army group test can be given and scored makes it a dangerous method in the hands of the inexpert. It was not prepared for civilian use, and is applicable only within certain limits to other uses than that for which it was pre- pared. In order to indicate this limited applicability, we shall quote here the criteria foraiulated and accepted by the com- mittee before any work on the tests was attempted. The test to be devised for army use the committee believed should, first, be adaptable for group use for the examining of large numbers rapidly. Second, it should have a high degree of validity as a measure of intelligence. Third, the range of in- telligence measured by the tests should be wide; that is, the test should be made difficult enough to measure the higher levels of intelligence and at the same time be an adequate measure of the extremely low levels that would probably be found in the Army. Fourth, as far as possible, it should be arranged for MAKING THE TESTS 3 ol)j(>('liiiiination of personal judsinont coiiccining correct answers; thus (he results of scoiinji; in one camp would he strictly coniparahh^ with (hose obtained in another. Fifth, the test sliould be so arranji;ed tiiat the scoring could be done rapidly and with tlui least chance of error. Also, this arrangtinient should i)e so simple that relatively iiK^xpert assistance could b(^ used in scoring the large numbers of papers. Sixth, there must be either tlifTcrent forms or alternative tests of ecjual tlifficulty to prevent coaching. Seventh, it was neces- sary also to obtain clues wiiich would enable examiners to detect malingering in connection with the examination. Eighth, cheat- ing must also b(^ avoided. Ninth, the test must be made as completely independent of schooling and (educational advantages as possible. Tenth, the arrangement should be such as to allow a mininnnn of wilting in i"(>cording answei's. Eleventh, the tests must consist of material whicii would arouse interest in the subjects. Twelfth, the different tests used should be arranged to yield an accurate measure of intelligence in a reasonalily short time. With these criteria in mind the conmiittee set to work on the materials availal)le to produce what is now known as (lie army mental test. In the original series there were thirteen different tests. These were rated by the psychologists present on the basis of their validity as measures of intelligence. All other criteria mendoned were also taken into account. These tests were then given to selected groups and the results compared with the crheiia laid down. As a result certain tests were elim- inated because tluey failed to meet tiie requirements. In connection with each of the tests finally selected, certain additional cautions are to be noted. In general, the battery of tests selected was composetl of separate tests no one of which exceeded a time limit of approximately five minutes. The num- ber of items in each test and the time limits were so fixed that five per cent or less in any average group would be able to finish the entire scries of items in the time allowed. It was deemed 4 ARMY MENTAL TESTS advisable to have the directions for each tost read aloud by the examiner and to have the subjects follow the reading of the directions. For each test a series of sample items correctly answered was given. In order to prevent coaching and cheating, alternative forms were prepared. Materials were gathered by the committee for ten of these alternative forms, })ut only five were finally printed. In making the alternative forms of the tests, approximately equal difficulty for the forms was desired. This was obtained by using the principle of random selection in preparing the items for each test. For example, if a test had forty items, and ten forms were to be made, four hundred items of the nature desired in the test were prepared. These were printed on separate slips of paper and shuffled. From this mass of four hundred items were drawn the items for each form alternately. The methods of scoring necessary for speed and accuracy were determined empirically after the first and second trials of the tests. Special methods of selecting the material for the items in each of the tests were used and specific cautions were observed in the arrangement of the items in each. These need not be discussed here. As an example, however, of the care with which the tests were made, we may cite the procedure used in test seven, known as the analogies test. Here two words with a specific relation are given together with a third word which bears tliat same relation to another word in a group of four words. This word in the group of four bears, as has been stated, the relation to the third word that holds for the first two. However, another word in this group of four words bears a relationship to the third word commonly known as the "free association relationship." That is to say, if the third word is spoken to a listener who is asked to give the first word that occurs to him after hearing this word the chances are high that he will give this second word as the "free association" word. The peculiar nature and diflficulty of the test at once becomes apparent when this method of making it is known. MAKING THE TESTS 5 In test five (the disarranged sentence test), as in certain of the other tests, the chance order of true and false sentences was used. In other words, an equal luuiihor of true and false items was selected for any one form of tiiis test. The sequence in which they apjx^arcd on the page was determined by tossing a coin. In addition to those special principles in making up the tests, the items were arranged as far as possible in the order of difficulty, th(; (easier ones being placed first and the more difficult ones last. As stated above, the prelimi nary trials gave t he basis for the revision and modification of the tests originally selected. After this revision and modification, ten tests remained. These ten tests were then given to approximately five thousand men in the Regular Army and National Guard, and in addition, to a variety of subjects outside of the Army. This range of subjects included inmates of institutions for the feeble-minded, members of officers' training schools, and students in colleges and univer- siti(?s. The examination papers, just as the examinees had marked them, were sent to Columbia University, whore a statistical group headed by Edward L. Thorndiko studied the results of the tests to check their validity, reliability and significance. The technical methods used cannot be described here. Some of the more simple methods and checks, however, may be men- tioned. A brief enumeration of these will indicate the laborious natur(! of the task of standardizing a test. Certainly the useful- ness of a test requires clear fonnulation and close study of the problem, painstaking "fitting" of the test to the conditions set, correct and proper statistical studies of results and, first and last, skill anfl originality in devising the form and content of the test itself. At the same time that these statistical investigations were being carried on, the tests were given to other subjects who had previously been examined by established methods of mental testing. Other measures of intelligence, such as oflficers' ratings 6 ARMY MENTAL TESTS of soldiers of the National Guard and the Regular Army, were obtained. Where school children or college students were exam- ined, teacher's estimates of intelligence and college or school grades were used. The results of the army intelligence tests were then compared with these other measures of intelligence. In a group of t(;sts, such as the army group examinations, each of which is made up of eight types of test, it is necessary to note the relations between the separate tests. If, for example, the relationship between two of the tests is very high, it is pos- sible that the tests are repetitive and that one of them is un- necessary. On the other hand, an extremely low relationship between one of the tests and the total score might indicate that the test should be omitted because it adds little to the measure of intelligence yielded by the group of tests as a whole. The caution to be observed in this instance, or where a specific testing purpose is in view, is that the test may measure some ability of equal importance with the abilities measured by the other tests of the group. The relation of the group of tests to the independent measure of the trait in question constitutes the specific reason for keeping or rejecting a test which shows low relationship to the total score. Other things to be noted in measuring the usefulness of a particular test are the number of zero scores produced by the test, the time allowance, and the method of scoring. It is ob- vious, for example, that if fifty per cent of the group tested, or even twenty per cent, make zero scores, the test is unsatisfactory as a measure of a wide range of intelligence. It is also important to note whether most of the persons tested are given oppor- tunity to exhibit their maximum ability in a test; too short a time allowance may prevent some from reaching items of suffi- cient difficulty to test their ability. On the other hand, in preparing the army tests it was necessary to limit the time al- lowance in accordance with the practical situation. In scoring the tests certain mathematical precautions are necessary. For instance, the test which offers only two alterna- MAKING THE TESTS 7 tives will yield a high percentage of right scores by chance. To coinpen.sat(> for tliis, such a test may be scored "right minus wrong." In atlchtion, a considerable list of observations neces- sary in finally checking the validity of the anny tests might be given. It was found that on the whole the ten tests which constituted the examination known as Examination A, fonns A, B, C, D, and E of the official army trial in the fall of 1917, were fairly satisfactory measures of intelligence. The score distributions for each of the tests were good; that is, there were relatively few zero scores and a small percentage of the subjects could either finish or practically finish the tests in the time allowed. A study of the increase in incorrect answers in the upper range of items in each test also indicated that the tests approximated a measure of actual ability and were not merelj^ testing speed in reading or thinking. There proved to be a regular gradation of score distributions from the graduate students through the officers' training school men, regular and national guard pri- vates, down to the inmates of institutions for the feeble-minded. Comparison of the results of the tests with officers' ratings of their own men showed a satisfactory degree of correspondence. On the whole, the tests graded the men as the officers estimated the value of these same men to the army. Repetition of the tests indicated that they had a fairly high degree of reliability. If a man did his best, the chances were that he would vary ten points or less on a second trial. The statistical results indicated further that for the entire group it was fairly safe to say that the men's true scores were not more than fifteen points above or below the ones actually recorded. In this connection, it may be noted that the alpha examination, which is the one given in the Examiner's Guide included in this volume, shows an even higher reliability. The evidence indicates that the average scores due to accidcMital circumstances vary, for this examination, not more than five points up or down. Comparisons of the results of the tests with schooling as re- 8 ARMY MENTAL TESTS ported by the person tested indicate that the tests are not merely a measure of schooling or of opportunity to attend school but are actually a measure of native ability. All five forms of the group examination were used in the pre-official trial of the tests. The differences in forms were so slight as to indicate the success of the random method of selecting items. Form B proved more difficult than the other forms. The order of items was changed, as a result of the trial, in a few instances. One further question remained. How should the results of widely distributed testing of this sort be interpreted? In this connection it may be emphasized again that the group examina- tion used in the Army was interpreted entirely in terms of military needs. Modifications made in the tests, such as scor- ing and weighting, were all intended to make it a better measure of ability in the Army. This specialization of the group exam- inations for the Army makes them less valuable in other fields. We have indicated above that the range of intelligence meas- ured by the tests included distinctly feeble-minded persons as well as officers and graduate students. The assignment of letter grades to the score distributions was based upon this range. The scores were designated as A, B, C, D, and E ratings. This division into five grades or ratings was con- sidered sufficiently fine for the principal army uses. Subdivi- sions can be introduced to any extent desired. The alpha numerical score ranges from to 212 points. In preparing distribution tables, scatter tables, and in all statistical calcu- lations 5 and 10 point groups or classes are used. For example, all scores of 55 to 59 points (or 70 to 79 points) inclusive form one group. Officers' training school candidates and graduate students made as a rule A and B scores. Clerical assistants and men in the Regular Army who could handle the paper work usually made grades in upper C or B. The average private scored C. Men who reported themselves as laborers fell in grade D and privates who belonged to service organizations or who were MAKING THE TESTS 9 relatively iiielToc(iv(i in the Army or men who were inmates of institutions for the feeble-minded made scores in low D or E. Tiie fi;en{!ral intelligence test for literates, covering a wide range of ability, was i)repared for its official trial in the manner described above. The need for haste in its construction made it important that a thorough study of the test in actual camp conditions be undertaken. This trial was made in four national army cantonments in the fall of 1917. Approximately 80,000 men were testetl in this official trial of the methods. About 7,000 college, high school and elementary school students were also tested in order to clieck the anny results. All of the data available from the official trial were then subjected to statistical treatment as a basis for revision of the tests. Psychologists from the camps and nunnbers of the original committee spent over two months in tiie study of results and in the revision of methods. From this woik and the preliminary trials that followed the revision, the present methods were ob- tained. The group examination beta was prepared to enable examiners to make a rapid survey of the 30 per cent who either could not read English or read it so slowly that they could not do themselves justici; in tlu^ test for literates. The Stanford- Binet and the Point Scale were adapted for anny use at this time and the individual examination for foreigners and illiterates was prepai-ed. The validity of the tests as measures of intelligence was checked against every available criterion, including officer rat- ings of men, army rank as an outcome of survival of the fittest, other kinds of intelligence scales, professional success, and abil- ity to learn as evidenced by school standing. Not only has the scale as a whole been thus checked up, but also every one of the separate parts making up the scale. The correlations with other criteria of known validity were almost invariably high. The influence of literacy, repetition of the test, physical con- dition of the examinee, and the personal equation of the exam- iner have all been carefully considered. 10 ARMY MENTAL TESTS The development of the beta test and of the performance test for the examination of the foreign speaking and illiterate pre- sented special problems. The use of demonstration charts and pantomime to convey the instructions to the persons being examined proved successful. The new type of test in the beta, using geometrical designs, mutilated pictures, etc., required different principles in its construction. The individual per- formance tests also involved additional and peculiar standards of construction and evaluation. The important purpose of these supplementary tests was, of course, to give to those handicapped by language difficulties a real opportunity to show their ability. In addition, two definite aims were planned in the use of all forms of testing: first, to point out the feeble-minded and those incapable of mili- tary service because of mental deficiency and, second, to find those of unusual or special ability. The arrangement of each test, in both group and individual examinations, was therefore checked against the scores of men in institutions for the feeble-minded. If no score had meant low mentality the first task would have been solved ; but we have shown that literacy was an important factor in the alpha test. The beta test practically eliminated this factor and was thus a step further in selecting those of low intelligence. To prove conclusively that a man was weak- minded and not merely indifferent or malingering, the per- formance test was added. The individual examinations as finally used in the Army were, therefore, primarily checks on the group examinations. No person was rcported as feeble-minded until a detailed individual psychological examination had been made. Many cases of mental disorder were discovered and referred to the psychiatrists for examination. Disciplinary cases referred to the psychol- ogists were always given individual examinations, as were re- ferred cases of men having difficulty with drill or those who failed to improve in the Y. M. C. A. schools and elsewhere. A detailed statement of hov/ these tests are made is impracti- MAKING THE TESTS 11 cable hero. Most of the methods used m the aimy and j;;iv('n in the Examiner's Guide are (les('ril)ed in journals and in the litera- ture of mental tests. The results of their use are indicated by the numbers of examinations made and by the totals of low-grade cases found. The instructions for siving the tests are perhajis more essential in individual examination than they are in the group examinations. Again, the detailed cautions have been l)i'esented in the literature of mental tests and need not be repeated at this point. CHAPTER II METHODS AND RESULTS* After preliminary trial in four cantonments psychological examining was extended by the War Department to the entire Army, excepting only field and general officers. To supply the requisite personnel a school for training in military psychology was established in the Medical Officers' Training Camp, Fort Oglethorpe, Georgia. Approximately one hundred officers and more than three hundred enlisted men received training at this special school. On November 11, 1918, the psychological personnel consisted of about one hundred and twenty officers and three hundred and fifty enlisted men. Over five hundred additional clerks were used in the examining service in the thirty-five different camps in which- psychological examining had been established. The army intelligence examination had been given to 1,726,966 men; of these 41,000 were officers. Approximately 83,000 individual examinations had been given. Over 7,800 men had been recom- mended for immediate discharge; 10,014 had been recommended for labor battalions or other service organizations; 9,487 had been recoimnended for development battalions for further ob- servation and preliminary training. Nearly 30 per cent of the 1,556,011 men for whom statistics are available were found to be unable to "read and understand newspapers and write letters home," and were given a special examination prepared for illiterates. The general classification of the men proceeded as rapidly as * Reprinted, with modifications, from the Harvey lecture cited above and "Army Mental Tests." The latter was prepared by Major Lewis M. Terman and Dr. Mabel R. Fernald and printed by the National Research Council in 1918. 12 METHODS AND RESULTS 13 thoy reported to caiiip. jNIcm (lualificd to Ix; non-coininissioned officers and candidate-officers on the basis of satisfactory intel- ligence scores werc jiointed out within forty-ei{2;}it liours of their arrival. By this time tlie general usefuliK^ss of psychological examining was no longer seriously questioned, and it had be- come necessary for the jisychologists of a camp to emphasize continually that the methods were intended as a measure of only one of the essential qualities of a soldier. A few quotations from the statements of officers will indicate their general attitutie, and typical ways in which tlu; results were used in training men and in selecting candidates for the officers' training schools. "Officers and men should be given a psychological examination as a matter of routine. "The results of the psychological examinations are fully borne out by actual observation of the abilities and the capacity of various officers in the performance of duties assigned to them. I do not mean by this that these tests are an absolute gauge, but I do mean that they are an absolute guide, and that given the practical tests we are enabled to arrive at the best possible determination of ability to meet the require- ments of the service. "... This subject of psychology in its relation to military efliciency is an entirely new one, and the War College Division approached it with a good deal of doubt as to its value. A very thorough study of the re- ports submitted, however, has firmly convinced it that this examination will be of great value in determining the possibilities of newly drafted men and all candidates for ofticers' training camps. "... At first, due to the innate conservatism of line and even of medical ofticers, his (the psychological examiner's) task was a rather uphill one, but now, due to his own energy and tact and to the thor- oughness and honesty of his work, practically all officers have been convinced of its practical value and unique assistance in rating, sorting and disposing of the divers kinds of men as well as officers who pass through such a camp. ... I consider such an expert and his specialty among the most useful aids in the scientific and non-wasteful utiliza- tion of man power. "... I consider the Psychological Service of especial value in this camp, which is devoted to the elementary training of recruits for field artillery. . . . 14 ARMY MENTAL TESTS "The forms (filled out by applicants) were arranged in the order of the psychological murk, and all applicants of Class A were gone over with a view of finding out if there were any who, because of a specific statement of the company commander, should be thrown out without further examination. There were almost none of these. The same thing .was done with all of Class B. The Class C applicants were then gone over with a view of seeing if there were any who, notwithstanding their low psychological mark, should nevertheless be considered be- cause of the specific statement of the company commander. There were very few of these. "The psychological examination of these men . . . has been a great aid to me as commanding officer of the school, not only in the final summing up of their qualifications for an officer's commission, but also during their stay at the school in working out the reasons for their apparent deficiency. ... It is recommended that in the future all candidates for Officers' Training School be sent first before a psycho- logical board, and that the results of this examination be a determining factor in their entrance to the school." "I consider it highly desirable to use psychological ratings in the selection of all applicants for the Officers' Training Camp. ... It is doubtful whether applicants should be admitted to the school who have not, according to the psychological examinations, made a score equivalent to "high average" intelligence (C+). . . . Intelligence rating should receive primary consideration, and all other important factors secondary consideration. In very exceptional and rare cases it is possible that this order of consideration may be reversed. . . . We find the psychological ratings more reliable than any other in- formation. Above all else, an officer should have a high degree of in- telligence, and when this is combined with an excellent physical record, leadership, etc., we have the type desired for a commissioned officer." "The Board of Officers, charged with the duties of examining can- didates for the Officers' Training School regard the psychological rat- ings as the one best factor of the various factors which determine a candidate's qualification for entry to said school. "Concurring in the opinion of the Commanding Officer of the Training School, this camp, the above board of officers hold that all candidates should have not less than a high average intelligence rating (C+) to (jualify for entry to training schools, except in rare and exceptional cases in which other factors are extremely favorable. It is the unani- mous opinion of this Board that the intelligence rating is the most reliable index, in that a quantitative statement is available and in that METHODS AND RESULTS 15 rough observation is effectively chocked. Tlie psychological rating is, therefore, considered of primary importance. ". . . From my experience in ditVerent cainjjs, I am of the opinion that enlisted men who rate helow the A and B classes (by the psycho- logical test) should not Ijc considered as candidates for the Officers' Training Schools. "All enlisted men sent to Officers' Training Schools from this camp are insjjected as to their military apjiearance and bearing, and their knowledge of the elementary duties of a soldier; they are given a physical examination, a mental (examination, and the p.sychological examination. If they do not rate A or li in this examination they are rejected." Tiic luctluKls oiisiiially prepared for use in tlie Army were subjected to lepeated rovi-sions, in the light of results, for in- crease in reliability and military value. The procedure finally adopted and used throughout the Army consists of two chief types of examination: the group examination and the individual examination. The former was necessitated by the demand for speed of examination and report, the latter l)y the desire for reliability and fairness to the individual. Of group examinations, there are two varieties used in the Aniiy; the one for men who can riead and write English fairly well (literates), known as alpha; tlie other for men who are unable to read and write English well (illiterates), known as beta. The individual examination includes three varieties de- veloped, as were the group examinations, to suit different types of subjects. They are: (1) the Point Scale examination, (2) the Stanford-Binet examination, and (3) the Performance Scale examination. Both the Point Scale and the Stanford-Binet aie used in the Army in three forms: (a) as complete scales, for literate subjects, (b) as abbreviated scales, for literate subjects, (c) as specially adapted scales, for relatively illiterate subjects. These two types of examination, the Point Scale and Stanford- Binet, are used as alternates, the examiner selecting in accord- ance with his pr(!ference. For the examination of foreign and illiterate men who can 16 ARMY MENTAL TESTS neither read nor write ]*]nslish and of whom many speak and understand it very imperf(K5tly, the special form of examination known as the performance scale, has been developed and is effectively used. Examination alpha consists of eight tests, describable by title as follows: test 1, directions or commands test; test 2, arithmetical problems; test 3, practical judgment; test 4, f^ynonym-antonym; test 5, disarranged sentences; test 6, number series completion; test 7, analogies; test 8, general information. With this method men are examined in groups as large as five hundred. Every man is supplied with a pencil and an examination blank. He then, under military discipline, follows directions to the best of his ability. The examination requires approximately fifty minutes. It demands almost no writing since responses are indicated by underscoring, crossing out, or checking. The examination papers are quickly scored by means of stencils, and mental ratings recorded for prompt report. To avoid, within reasonable limits, the risk of coaching, several duplicate forms of this examination have been made available. Each test of examination alpha consists of a number of parts arranged in order of difficulty from low to high. It is therefore possible for low-grade subjects to make a start on each test, and, at the same time, practically impossible for highly intelli- gent subjects to complete the tests within the time allowed. The tests are varied in character and undoubtedly sample the most important types of intellectual process. Examination beta consists of seven tests, listed thus by title: test 1, maze test; test 2, cube analysis; test 3, X-0 series; test 4, digit-symbol; test 5, number checking; test 6, pictorial completion; test 7, geometrical construction. This examination, which was devised after alpha had been put into use to meet an unexpected demand for the examination of subjects of low literacy and extreme unfamiliarity with English, is in effect, although not in strictness test for test, alpha translated into pictorial form so that pantomime and demon- METHODS AND RESULTS 17 stration may be subsdtuted for writtoii and oral directions. B(!ta may l)e {j;ivon sii('C(!ssfully to nu^n who neither speak nor undei-stand l^^ngUsli. lOxaminations alpha and l)(>ta arc so constructed and admin- istered as to minimize Ihe handicap of men who because of for- ei{i;n birth or lack of education are little skilled in the use of English. These group examinations were originally intended, and are now definitely known, to measure native intellectual ability. They are to some extent influenced by educational actjuirement, but in the main the soldier's inborn intelligence and not the accidents of environment det(M-mines his mental rating or grade in the army. Like alpha, examination beta requires about fifty minutes and the papers are scored by the use of stencils. Both alpha and beta yield numerical scores or intelligence scores which for practical military purposes are translat(Hl into Icttci- grades. The several lett(»r grades used in the Army, with their score-equivalents and appropriate definitions are pre- sented in the following table. nlelligeiice grade Definilion Score (alpha) Score (heia) A Very superior 135-212 100-118 B Superior 105-134 90-99 c+ High average 75-104 80-89 c AvoriiKe 45-74 65-79 c- Low average 25-44 45-64 D Inferior 15-24 20-44 D- Very inferior 0-14 0-19 E grade was reserved for men wiio were recommended for re- jection, discharge, development battalion, or service organiza- tion. All men deemed satisfactory for regular military duty were graded D — or higher. Neither the Point Scale* nor tlu^ Stanford-Binet Scale f * iSee "Point Seale for Moasurinp; Mental Ability, " l)y Ycrke-s, Bridges, and Hardwick. Warwick i^' York, Baltimore. t Sre "The Measurement of Intelligence," by L. M. Tennan. Hough- ton Mifflin Company, Boston, 7A30 18 ARMY MENTAL TESTS need bo described in detail, sin(;e both aie widely known and adequate descriptions aie available. The military adaptations of the scales may prove useful in various civil situations, but because of copyriglit restrictions they are not reproduced in this volume. The several procedures of individual examining have played a most important role in the military service, and the examiner who lacks familiarity with them and reasonable skill in their application and the interpretation of their results is ill-prepared for psychological military service. The army performance scale cannot be adequately described by reference since it is in the main a product of military expe- rience and effort. It consists of ten tests, the titles of which fairly well suggest their nature: test 1, the ship test; test 2, manikin and feature profile; test 3, cube imitation; test 4, cube construction; test 5, formboard; test 6, designs; test 7, digit- symbol; test 8, maze; test 9, picture arrangement; test 10, picture completion. As in the case of group examinations alpha and beta, so also in that of the several forms of individual examination, numerical scores for subjects were secured which could be translated into letter grades. The general procedure of examining which was developed to meet military requirements is briefly describable as follows: A group of draftees, the size of which is determined by the seating capacity of examining room (it varies from one hundred to five hundred men) is reported to the psychological examining building for mental test. The first essential step is the segrega- tion of the illiterates. This is accomplished by having all men who cannot read and write their own letters and those who have not proceeded beyond the fifth grade in school step out of the original group. The remaining men are sent to the alpha room. Naturally, among them there are likely to be several wlio will subsequently have to take the beta examination. The illiterates are sent directly to the beta room. METHODS AND RESULTS 10 Men who fail in alpiia arc sent to beta in order that injustice by reason of relative unfaniiHarity with Enfj;lish may be avoided. Men who fail in beta are referred for inchvichial examination by means of what may appear to be the most suitable and alto- gether appropriate^ procedure among the varied methods avail- able. This rc^ference for careful intlividual examination is yet another attempt to avoid injustice either by reason of Hnguistic handicap or accidents incident to group examining. It is to be emphasized that the interests of the individual who is either in the army or in process of being accepted for military service are safeguarded by a system of three types of examination which serve as sieves. Every soldier is required to take at least one examination. Men who are of low mental- ity, those who are of foreign birth or for other reasons illiterate, and those who exhibit marked peculiarities of behavior may be required to take either two or three examinations before the psychological report can be completed. Despite the necessity for haste which in some instances com- pelled small examining staffs to grade and report on as many as two thousand soldiers per day, the army mental test work has been done with an average thoroughness and degree of re- liability which would do credit to any school system or other civil institution. When psychological examining was originally accepted by the Medical Department for official trial, there was extreme and widely prevalent skepticism won among psychologists .themselves concerning the rc^liability of the measurcnnents of [intelligence which could be secured and still more concerning their practical value to the Ami}'. The measures of reliability or validity of army methods of mental measurement wiiich have been obtained during the past eighteen months arc there- fore quite as important as a partial basis for safe opinion con- cerning the significance of this service as are the evidences of practical value which have accumulated. Effort will be made to present, as ade(iuately as is possible within brief compass, 20 ARMY MENTAL TESTS samples of both kinds of measure. First, reliability may be considered. For examination alpha the probable error of the score is approximately 5 points. This is one-eighth of the standard deviation of the score distribution for unselected soldiers. The reliability coefficient is approximately .95. Alpha yields cor- relations with other measures of intelligence as follows: (1) with officers' ratings of their men .50 to .70; (2) with Stanford-Binet measurements, .80 to .90; (3) with Trabue B and C completion tests combined, .72; (4) with examination beta, .80; (5) with composite of alpha, beta and Stanford-Binet, .94; (6) in the case of school children alpha measurements correlate with (a) teachers' ratings .67 to .82, (b) school marks .50 to .60, (c) school grade location of thirteen and fourteen-year-old pupils .75 to .91, (d) age of pupils .83.* Results for examination beta correlate with alpha, .80; with Stanford-Binet, .73; with composite of alpha, beta and Stanford- Binet, .91. Results of repetition of the Stanford-Binet examination in case of school children correlate .94 to .97. The abbreviated form of the Stanford-Binet scale consisting of only two tests per year, extensively used in the army, correlates .92 with results for the entire scale. Reliability coefficients for results of point scale examination closely approximate those for the Stanford-Binet scale. The several tests of the performance scale, taken separately, correlate with Stanford-Binet measurements, .48 to .78. Five of the ten tests of the performance scale yield a total score which correlates .84 with Stanford-Binet results. It is definitely established that examination alpha measures literate men very satisfactorily, considering the time required, for mental ages above eleven years. Examination beta is some- what less accurate than alpha for the higher ranges of intelli- * Chiefly because of the relatively narrow age range, the correlation of alpha score with age of recruits is practically zero. METHODS AND RESULTS 21 gencG. There arc convincing evidences that some men are not fairly measured by either alpha or beta and that the provision of careful individual examination for men who fail in beta is therefore of extreme importance. There follows a brief statistical summary of results of in- dividual examining in the Army, and a discussion of military applications and evidences of practical value. Between April 27 and November 30, 1918, 7,749 men (0.5 per cent) were reported for discharge by psychological exam- iners l^ecause of mental inferiority. The recommendations for assignment to labor battalions because of low-grade intelligence, number 9,871 (0.G+ per cent). For assignment to development battalions, in order that they might be more carefully observed and given pieliminary training to discover, if possible, ways of using them in the Army, 9,432 men (0.6+ percent) were recom- mended. During this same six-month interval there were reported 4,744 men with mental age below seven years; 7,762, between seven and eight years; 14,566, between eight and nine years; 18,581, between nine and ten years. This gives a total of 45,653 men under ten years mental age. It is extremely im- probable that many of these individuals were worth what it cost the government to maintain, equip and train them for military service. The p.sychological rating of a man was reported promptly to the personnel adjutant and to the company commander. In addition, all low-grade cases and men exhibiting peculiarities of behavior were reported also to the medical officer. Tiie mental rating was thus made available for use in connection with re- jection or discharge, the assignment of men to organizations and, their selection for special tasks. The mental ratings were used in various ways by cornmanding officers to increase the efficiency of training and to strengthen organizations by im- proved placement. It was repeatedly stated and emphasized bj' psychological 22 ARMY MENTAL TESTS examiners that a man's value to the service should not be judged by his intelligence alone, but that instead temperamental characteristics, reliability, ability to lead and to "carry on" under varied conditions should be taken into account. Even after the feasibility of securing a fairly reliable measure of every soldier's intelligence or mental alertness had been demonstrated, it remained uncertain whether these measurements would cor- relate positively with military value to a sufficient degree to render them useful. Data which have become available during the past yesix settle this question definitely by indicating a rela- tively high correlation between officers' judgments of military value and the intelligence rating. A description and explanation of the letter ratings used by psychological examiners were handed to each officer who received the scores of recruits. Directions for the use of the ratings were also supplied. Quotations from "Army Mental Tests" will indicate the nature of these explanations and directions. In explanation of letter ratings: — The rating a man earns furnishes a fairly reliable index of his ability to learn, to think quickly and accui'ately, to analyze a situation, to maintain a state of mental alertness, and to comprehend and follow in- structions. The score is little influenced by schooling. Some of the highest records have been made by men who had not completed the eighth grade. The meaning of the letter ratings is as follows. A = Very superior intelligence. This grade is ordinarily earned by only four or five per cent of a draft quota. The "A" group is composed of men of marked intellectuality. "A" men are of high officer type when they are also endowed with leader- ship 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 many men of the commissioned officer type and a large amount of non-commissioned officer material. METHODS AND RESULTS 23 C += High avcmj^e intollifiicncc. This fi;ioup includes 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 commis- sioned rank. C = Average intelligence. It 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. This group includes about twenty per cent. Although below average in intelligence, " C — " men are usually good privates and satisfactory in work of a routine nature. D = Inferior intelligence. It includes about fifteen per cent of soldiers. "D" men arc likely to be fair soldiers, but they are usually slow in learning and rarely go above the rank of private. They arc; 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 di- vided 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 reconmiendation for development battalion, special service organization, rejection, or discharge. The majority of "D— " and "E" men are bellow Um years in "mental age." The immense contrast l)etween "A" and "D — " intelligence is shown by the fact that men of "A" intelligence have the al)ility to make a superior I'ecord in college or university, while "D — " men are of such inferior mentality that they are rarely a])le to go beyond the third or fourth grade of the elementary school, however long they attend. In fact, many "D — " and ■' E" men are of the moron grade of feeble-mindedness. "B" intelligence is capable of making an average record in college, "C + " intelligence can not do so well, while mentality of the "C" grade is rarely capable of finishing a high school course. 24 ARMY MENTAL TESTS Concerning 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 im- portant 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 military 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 they possess 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 im- portant in view of the likelihood of promotion from non-com- missioned to commissioned rank. Even apart from considera- tions of promotion, it is desirable to avoid the appointment of mentally inferior men (below C) as non-commissioned oflficers. Several careful studies have shown that "C— " and "D" ser- geants and corporals are extremely likely to be found unsatis- factory. The fact that a few make good does not justify the risk taken in their appointment. 4. ]\Ien 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 METHODS AND RESULTS 25 who also have the other necessary qualifications. If they make good thej^ should he 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, exten- sive data have been gathered on the range of intelligence scores found in various occupations. This material has been placed in the hands of Personnel Officers for use in making assigimients. 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 the needs for that occupation. After that, men with lower ratings should Im; considered. G. In making assignments from the Depot Brigade to per- manent organizations it is important to give each unit its pro- portion of superior, average, and inferior men. If this is left to chance there will inevitably be "weak links" in the army chain. Exception to this rule should be made in favor of certain arms of the service which require more than the ordinary numlier of mentally superior men; for example, Signal Corps, Machine (lun, Field Artillery and Engincters. These organizations or- dinarily have about twice the usual proportion of "A" ;uiiin'"'.i^:ii!ii2I O.T.S. Students 92 to I I I lilll(illi!l|i''lillilTllllli!iil,'lllllllill(llllillllHlll Sergeants 3393 I I I [ Corporals 4U'J3 I I 1 E "Ten Best Privates 600 White Recruits 77299 Disciplinary Cases 491 Camp Dix "Ten Poorost"Private» S32 I I Q "Men of Low Military Value" 147 Camp Cusltr I I D "Unteachable Men" 20S Camp Uucock Figure 4. — Purportion of low, average and high-grade men in typical groups. figure are important because of their relatively high intelligence and the mental initiative demanded for success, whereas those in the lower half of the figure are important because of poor intelligence and relative inefficiency or uselessncss. These results suggest that if military efficiency alone were to 30 ARMY MENTAL TESTS be considered, the Army would undoubtedly gain largely by re- jecting all "D— " and "E" men. This procedure would greatly lessen the group of disciplinary cases so troublesome and costly in the military organization and also the group which in the figure is distributed among "ten poorest privates," "men of low military value" and "unteachable men." Numerous varieties of evidence indicate the extreme military importance of the prompt recognition of low-grade men. The percentages of men ranking below the average in psychological examinations are notably large for the disciplinary group, men having difficulties in drill, men reported as " unteachable " and men designated by their officers as "poorest" from the stand- point of military usefulness. The comparison of negro with white recruits reveals markedly lower mental ratings for the former. A further significant dif- ference based on geographical classification has been noted in that the northern negroes are mentally much superior to the southern. The relation between officers' judgments of the value of their men and intelligence ratings is exhibited in somewhat different ways by Figures 5 to 7. Thus the median scores for five groups of privates arranged in order of military value from "very poor" to "best" are presented in Figure 5. The total number of in- dividuals in the group is 374. The men were selected from twelve different companies, ap- proximately thirty men in each company being ranked by an officer in serial order from "best" to "poorest." The rank order for each company was then correlated by the psychological examiner with the rank order supplied by psychological exam- ination. In seven of the twelve companies the correlations ranged from .64 to .75. The average correlation was .536. These correlations are high, considering the large number of factors which may influence a man's value to the service. The median score for the "very poor" group of Figure 5 is 28 points in an examination whose maximal score is 212 points. By METHODS AND RESULTS 31 contrast with this, the inodian score of the "best" j^roup of privates is 99 points. The coniniandinfi; officers of ten different organizations, repre- senting various arms of the service, in a certain camp were asked to designate (1) the most Officers' Rating Median Score efficient men in their organ- izations, (2) the men of average ahilit}^ and (3) men so inferior that they are "barely able" to perform their duties. The officers of these or- ganizations had been with their men from six to twelve months and knew them ex- ceptionally well. The total immber of men rated was 9G5, about equally divided among "best," "average," and "poorest." After the of- ficers' ratings had been made, the men were given the usual psychological test. Compari- son of test results with officers' ratings showed Very Poor 28 Poor bl Fair 70 Good 75 Best FiGtJUE 5. — Median iiitelliKonce scores (by points) of groups desiKnated as best, good, fair, poor, and very poor in military value. (a) That the average score of the "best" group was approxi- mately twice as high as the average score of the " poorest " group. (6) That of men testing below C — , 70% were classed as "poor(>st" and only 4.4% as "best." (c) That of men testing above C+, 15% were classed as "poorest" and 55.5% as "best." (fl) That the man who tests above C+ is about fourteen times as likely to be classed "best" as the man who tests below C— . 32 ARMY MENTAL TESTS (e) That the per cent classed as "best " in the various groups increased steadily from 0% in D— to 57.7% in A, while the per cent classed as "poorest" decreased steadily from 80%inD- to 11.5% in A. In an infantry regiment of another camp were 765 men (regu- lars) 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." (6) 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 of company commandei*s 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 per cent of cases. Figure 6 exhibits a striking contrast in the intelligence status and distribution of "best" and "poorest" privates. The per- sonal judgment data for this figure were obtained from sixty company commanders who were requested to designate their ten "best " and their ten " poorest " privates. Of the " poorest," 57.5 per cent graded D or D— ; less than 3 per cent graded A or B. The results suggest that intelligence is likely to prove the most important single factor in determining a man's value to the militaiy service. In one training camp excellent opportunity was offered to compare a group of soldiers selected on the basis of low military value with a complete draft quota. In the "low value" group there were 147 men, in the complete draft quota 12,341 men. The distribution of intelligence ratings for these two military groups appear as Figure 7, from which it is clear that if all men METHODS AND RESULTS 33 with intelligence ratings below C— had been eliniinateti, the "low value" group would have been reduced by at least half. In a c(M-tain training camp 221 inapt sokliors, Ix^longing to a negro regiment of Pioneer Infantry, were referred by their com- manding officer for special psychological examination. Nearly one-half (109) of these men were found to have mental ages of seven years or less. The Army nevertheless had been attempting to train these men for military service. In justice to the Psycho- fitting Figure 6. — Intelligence grades of best ( ) and poorest ( ) privates (best, 606; poorest, 582; total 1,188). Rating 0. D C - 9 C « B A' Figure 7. — Men of low mili- tary value ( ) 147, com- pared with a complete draft quota ( ), 12,341. logical Service it should be stated that these negroes had been transferixxl from camps where there were no psychological examiners; for this reason they had not been examined before being assigned to an organization for r{>gulnr ti'aining. In another instance sonu^ 300 soldiers from organizations about to be sent overseas were designated by their commanding officers as unfit for fo resign service. They were referred for psychological examination witii the result that 90 per cent were discovered to be ten years or less in mental age, and 80 per cent nine years or less. It has been discovered that when soldiers are assigned to 34 ARMY MENTAL TESTS training units without regard to intelligence, extreme inequal- ities in the mental strength of companies and regiments appear. This fact is strikingly exhibited by Figures 8 and 9, of which the former shows the proportions of high grade and of illiterate or foreign soldiers in the various companies of an infantry regi- 29 30 23 Per Cent Rated A or B ill 16 16 Company ABCDEFQH 1 KLM M.G.Sup.Hdtj. Per Cent ^^ Illiterate or Foreign 29 18 24 24 28 34 38 39 42 11 46 Figure 8. — Inequality of companies in an infantry regiment. ment. Compare, for example, the intelligence status of C and E companies. The former happens to have received only 3 per cent of A and B men along with 38 per cent of illiterates and foreigners; the latter received by contrast 29 per cent of high- grade men with only 9 per cent of men who are as a rule difficult to train. It is needless to attempt to emphasize the military importance of this condition. The tasks of the officers of these two companies are wholly incomparable. But more serious even than the inequalities in response to training are the risks METHODS AND RESULTS 35 Per Cent Rated A or B u 317 318 319 320 ln(. Inf. Inf. Inf. 314 315 313 F.A. F.A. F.A. of weak points in tiio army cliain as a result of such random or unintelligent assignment. Naturally enough the officers of the Army were quick to appreciate the disadvantages of a method of assigning recruits which permits such extreme inequalities in mental strength to appear and persist. They promptly demanded the reorganiza- tion of improperly constituted units and assignment in accord- ance with intelligence specifications so that the danger of weak links in the chain and of extreme difference in rapidity of train- ing should be minimized. That serious inequalities existed in regiments as well as in smaller units prior to assignment on the basis of intelligence is proved by the data of Figure 9, which pictures the differences found in four infantry regi- ments and three regiments of fiekl artillery. Following the demonstra- tion of the value of psychologi- cal ratings in connection with assignment, the experiment was tried in various training camps of classifying men in accordance with intelligence for facilitation of training. To this end A and B grade men were placed in one training group, C-|-, C and C— men in another, and D and D— men in a third. The three groups were then instructed and drilled in accordance with their ability to learn. Thus delay in the progress of high- grade men was avoided and the low-grade soldiers were given special instruction in accordance with their needs and capacity. The marked differences in the mental strength of groups in different officers' training schools are shown by Figure 10. For the eighteen schools of this figure, the proportion of A grades varies from 16.6 per cent to 62.4 per cent; the proportion of A Per Cent Illiterate or Foreign Figure 9. — Inequality of regiments. 36 ARMY MENTAL TESTS and B grades combined, from 48.9 per cent to 93.6 per cent; and the proportion of grades below C+, from to 17.9 per cent. Since it is unusual for a man with an intelligence rating below C+ to make a satisfactory record in an officers' training school, it is ck^ar that the pedagogic treatment of these several student groups should differ more or less radically and that elimination must vary through a wide range if the several schools are to graduate equally satisfactory groups of officers. Far more important than the contrast in student officers' train- ing groups noted above are the dif- ferences in the intelligence status of officers in different anns of the service as revealed by psychologi- cal examining. Figure 11 exhibits the data obtained for several groups. The variations are ex- treme and seemingly unrelated to the requirements of the service. Medical officers, for example, show a relatively large percentage of men rating C+ or below, whereas engineering officers head the list with relatively few men whose intelligence is rated below B. There is no obvious reason for assuming that the military duties of the engineer demand higher intelligence or more mental alertness than do those of the medical officer. Since it is improbable that any arm of the service possesses more intelligence than can be used to advantage, the necessary inference is that certain arms would benefit by the elimination of low-grade men and the substitution of officers with better intellectual ability. Sheridan cm: Deveos HII Funaton UBI Taylor ■■ Sherman Kearny Meade Grant m Cu3ter ■ Cody ■ Travis ■ Bowie ■ Pike ■ Jackson ■ Shelby ■ Wheeler ■ Below C + Figure c + A end B CS 10. — Inequality of mental .strength in eighteen officers' training schools, 4th series (total enrollment 9,240). METHODS AND RESULTS 37 Table 1 summarizes the general classification obtained by tlio psychological examination. The column headed "White draft" is a random sampling of the 1,720,000 men exaniiiusd. The column headed "Recruits" is a small group, l)rought out by t^- E 1 1 Art.ll,.^ Ml 1 1 6on D(^pot Brigade but not yet assigned to regular organizations. "Privatc^s" designates a random selection of men reported as being in named organiza- tions, such as Infantry, Artillery, Machine Gun, etc. The other columns are self-exjilanatory. They do not represent exactly the same method of sampling but are clearly typical of the differences revealed by other methods of sampling described and i-epresented in the figures above. The group headed "Ser- geants" includes all classes of sergeants. ]\Iedical officers are 38 ARMY MENTAL TESTS H t^ h-l H m w < t— ' H H t4 ^ xj tf o H 02 # o C^J LI o CM CO CM o t^ d CM 1 «< ffl 1 1 c; 1 1 p 1 Q 'o d 1 METHODS AND RESULTS 39 -i8 8 8 -a ^ I ■f ^ ^ ^ ^ i i S is 1 i I i I 40 ARMY MENTAL TESTS iTicludod in the percentages given. With the medical officers omitted practically no correlation with rank appears. The medical officers taken alone show a high correlation with rank. It has been suggested that this represents the professional grading that has already been made in civil life. Figure 12 presents the percentages of Table 1 in graphic form. The different grades and ranks are shown according to the letter grade classification given in the table. The dividing line is placed between C+ and B. Further evidence indicates that the tests prophesy success in field operations. When the classification made by them is compared with total value to the service after a year of training and actual fighting the correspondence is still positive, and an average statistical prophecy of attainment exists. The degree of practical success in the application of such a measure may well be considered one of the major achievements of the war. CHAPTER III EXAMINER'S (JUIDE FOR PSYCHOLOGICAL EXAMINING IN THE ARMY DIRECTIONS FOR GIVING THE ARMY MENTAL TESTS Prepared especially for military use by the Sub- committee on Methods of lOxamininp; Recruits of the Psychology ('omitiittcM^ of the National Research Council Revised by direction of the Hurgeon General of the Army and printed by the Medical Depart- ment, U. S. A., September, 1917 Second revision, July, 1918 41 CONTENTS Page I. Introductory statement 43 1. Purposes of psychological examination 43 2. General plan of examination 43 3. Organization and routine 45 4. Utilization of results 47 5. Conferences with officers 49 II. Segregation of illiterates 51 III. Group examination alpha 53 1 . Procedure 53 2. Directions for scoring [keys] 66 3. Total score and rating 78 IV. Group examination beta 79 1. Directions for setting up apparatus 79 2. Procedure 80 3. Directions for scoring 88 4. Total score and rating 91 V. Individual examinations 92 1. General directions 92 2. Point scale examination 96 (a) Procedure . . 96 (6) Adaptation for use with illiterates 96 (c) Expressing and interpreting results 96 3. Stanford-Binet examination 98 (a) Procedure 98 (b) Adaptation for use with illiterates 98 (c) Expressing and interpreting results 99 4. Performance scale examination 100 (a) Procedure 100 (b) Procedure for non-English-speaking subjects. 120 (c) Directions for using record blank 123 (d) Directions for weighting 124 (e) An abbreviated performance scale 126 (/) Expressing and interpreting results 127 5. Mechanical skill test 128 Appendix A. — Table of equivalent scores 133 Appendix B. — Examiner's outfit 135 Appendix C. — Building and equipment 137 42 EXAMINER'S GUIDE 43 I. INTRODUCTORY STATEMENT 1. PURPOSES OF PSYCHOLOGICAL EXAMINATION (a) To classify soldiers according to their mental ability, thus supplementing peisonnel records of occupational qualifications and assisting with assignment in the Army. (6) To supply a mental rating for each soldier which shall assist personnel officers in building organizations of equal or of appropriate mental strength. (c) To assist regimental, company and medical officers })y careful examination and report on men who are not responding satisfactorily to training, or are otherwise troublesome. (d) To assist officers of development battalion with classifica- tion, grading, training, and ultimate assignment of men, (e) To assist in discovering men of superior mental ability who should be selected for officers' training camps, for promo- tion or for assignment to special tasks. (/) To assist in discovering and properly placing men of marked special skill, as for example, observers or scouts for intelligence service. (g) To assist in discovering men who are mentally inferior and who in accordance with degree of defectiveness should be recommended for discharge, development battalions, labor or- ganizations or regular military training. 2. GENERAL PLAN OF EXAMINATION (1) Segregation of men obviously illiterate. (2) Group examination alpha (for literates) : Time, 40 to 50 minutes. Number, 100 to 200 men in a group. (3) Group examination beta (for illiterates and men failing in examination alpha) : Time, 50 to GO mijuites. Number, up to 60 men in a group. 44 ARMY MENTAL TESTS (4) Individual examinations (for men failing in beta, or re- ferred) : Point-scale examination. Stanford-Binet examination. Performance-scale examination. Time, 15 to 60 minutes. Mechanical skill examination (supplementary) : Time, 15 to 30 minutes. The order of procedure is as follows : (a) A group consisting of 100 to 200 men will report to the psychological examiner at designated room for examination alpha. (6) Men who cannot read and write English at all should first be eliminated from this group by directing those who can- not read or write to stand, and by observing the manner in which the remainder fill out the headings of the examination alpha blank. Those who are eliminated should be sent to the special beta examining room; the remainder should be given examination alpha. (c) Men found later to have made scores of less than 15 (raw score) in examination alpha should be given examination beta. (d) Individuals rated D — after beta or after alpha and beta will report by appointment for individual examination. It is estimated that not over 5 per cent of the strength of an organization should require individual psychological examina- tion. Summary. — All enlisted men take either alpha or beta. Those who can read and write English, take alpha immediately. Those who cannot, take beta immediately. Those who make scores of less than 15 in alpha take beta. All who fail in beta take individual examination. The form of individual examination given varies with the characteristics of the subject. Point- scale or Stanford-Binet examination may be given to subjects who are able to understand English fairly well. To all other EXAMINER'S GUIDE 45 suhjocts poifornicanco-scalo oxaiiiination should ho p;ivcn oithcr aloiH' or ill addition to one of the other scales. 3. ORGANIZATION AND ROUTINE The value of these examinations will depend upon the per- fection of organization and the efficiency of the routine pro- cedure which is developed by the examining staff. The follow- ing points are especially important : (a) Previous arrangement should insure the prompt reporting of men either by groups or individually at a given time and place for prescribed exaniination. C'onii)an3' officers accom- panying groups to be examined, should be asked to list men who give ti'ouble, or whom they would like to see examined in- dividually; reasons and company record should be noted in each case. (b) (Iroup and individual examination blanks should be scored and recorded as i)romi)tIy as possible, and ratings prepared for immediate report. The chief psychological examiner is respon- sible for one complete file of all examinations, to be kept in easily accessible form by organizations. All available lists of names, such as company rosters, personnel officer lists, etc., should b(! used by exaniiners to simplify and to increase the accuracy of the reports. Time will often be saved by typing or writing scores directly on such lists, especially if they can be obtained in duplicate or triplicate. (c) Th(! intelligence rating of every man examined should be reported promptly to Personnel Officer, with comment con- cerning any special aptitude noted. Company commanders should also have all available information as soon as men are assigned. (d) All cases of mental deficiency, as well as all cas(\s for which neuro-psychiatric examination is especially indicated, should be referred promptly to the psychiatrist through the camp or division surgeon. Complete report of psychological examination, on blank furnished for the purpose, must accora- 46 ARMY MENTAL TESTS pany every such case, whether referred for discharge, assign- ment to special organization, or neuro-psychiatric examination. (e) Psychological record card, complete with recommendation and disposition of case, and report on cases recommended for neuro-psychiatric examination should be forwarded to the Surgeon General's Office, Division of Psychology, after the soldier has left camp. (/) Weekly statistical sheet should be sent promptly on or before Tuesday of each week to Surgeon General's Office. It should be supplemented by such letter statements and special reports as seem desirable. (g) Every effort should l^e made to cooperate as fully and effectively as possible with all officers of the camp or division for the increased efficiency of the Army. February 2, 1918, the following instructions were issued, by the divisions concerned, to promote cooperation and increase the efficiency of the psychological and neuro-psychiatric services: PROVISION FOR COORDINATION OF PSYCHIATRIC AND PSYCHOLOGICAL EXAMINATIONS IN DIVISIONAL TRAINING CAMPS It is agreed between the Division of Psychology and the Division of Neuro-psy chiatry : (1) That psychiatric survey of organizations shall be made in con- junction with psychological survey. (2) That for this purpose psychiatric examiners shall be present at group psychological examinations, to observe the behavior and ap- pearance of soldiers. It is further provided that the work of the psychiatrist shall not interfere with the proper conduct of psychological examination. (3) That rooms numbered 5 and 6 in Psychology Building shall be designated for psychiatric examining. (4) That the name, rank, and organization of individuals receiving grade E in group psychological examination shall be reported promptly to the division psychiatrist through the division surgeon. (5) That report of individual psychological examination shall be accepted by psychiatrist as part of the medical examination and shall EXAMINER'S GUIDE 47 be included in the case record if subject be recommended for discharge or for special assignment. Pearce Bailey, Major, M. R. C, Chief of Division of N euro-psychiatry. RoHEUT M. Yeukes, Major, S. C, N. A., Chief of Division of Psychology. 4. UTILIZATION OF RESULTS Psychological ratings should be valuable alike to personnel officers, line officeis, and medical officei\s. To the first, as partial basis for placement of soldiers; to the second, as supple- mentary information for guidance in connection with training, or special treatment of men who give trouble; and to the third, as partial basis for recommendation for discharge, special examination, or medical treatment. The results of examination should be made available to these officers as carl^^ as possible. It is therefore the duty of the psychological examiner to see that eveiy drafted man is exam- ined as promptly as possible after arrival in camp, and that report is inunediately made to the personnel officer, to the medical officer if the case requires it, and subsequently to the company commander to whom the man is assigned. The draft contains an adequate number of high-grade men to fill positions of responsibility. The psychological examina- tion helps to reveal non-connuissioned officer material and suitable candidates for officers' training camps. It also supplies partial basis for assignment of men to specific trades or occu- pations in the Army. In making selections for training in any specialized branch of military service it will probably be wise to select individuals whoso intelligence scores are well above the lower quartile for the occupation in question. Apart from inequalities in experience or special training, the difference in the scores of two men will, in a general way, indicate tlicnr relative value for assignment to a specific ti-ado or occupation. Emphasis should be placed upon the desirability of balancing 48 ARMY MENTAL TESTS the special trades and occupations in the various companies and regiments. Each unit should have its proper share of high, medium, and low-grade men for special assignments as well as for the ranks. It is evident that the ultimate value of the )isychological service in balancing the units will depend very largely upon the estal)lishment of proper cooperative relations with personnel officers. Frequent conferences with the per- sonnel officers should be held, and ways and means considered for securing efTective coordination of effort. To ])e of the greatest value the psychological examination should be given at the earliest possible date after the arrival of the men in camp, in order that the personnel officer may have the results on the qualification cards when making assign- ments. Unless the scores are available and used properly at this time, com. panics will be built up that are very uneven in general intelligence. In order to balance companies and regi- ments satisfactorily it is necessary to observe not only the special requirements laid down in the tables of organization, but also the requirement that there shall be equivalent grades of intelli- gence in company organizations and in the various trades and occupations demanded in each. Cooperative relations should be established between psychia- trists and psychological examiners in order that company com- manders and personnel officers may obtain promptly detailed information concerning any individual recruit. The lower grades of mental capacity are clearly indicated by the alpha and beta examinations. The lowest cases should be given individual examination with the least possible delay. Com- pany commanders should be encouraged to refer for examina- tion men whose drill or conduct is unsatisfactory. Where de- velopment battalions have been formed special study should be made of the results of the development work in the case of men of various grades of intelligence. The psychological service should be able to make an effective contribution in the handling of development units. EXAMINER'S GUIDE 49 5. CONFERENCES WITH OFFICERS In ordcM- that the results of (examinations may he used effec- tively, it is nee(\ssaiy lliat psycholofiical examiners take pains to acquaint all officers in their stations with the natur(> and uses of intelligence iatinf>;s. To this end, conferences with jjvoups of officei's, by ref2;iments or other convenient unit, should !){> arranged by the chic^f psychological examiner. In these con- ferences the methods of examining should be explauied clearly and simply, and the possible ways of using ps^ychologieal in- formation described and illustratetl. The examiner should strive especially to take the military point of view. Unwar- ranted claims concerning the accui'acy of the results should be avoid(Ml. In general, straight forwaid common-sense stat(>ments will be found more convincing than technical d(\scriptions, statistical exhibits, or academic arguments. In ordei- to make such confei-ences of th(> greatest value, the views and ci'iticisms of officers slioiild be elicited as fully as possible. In this way misunderstandings will be cleared uj) and the way paved foi- effective coopei'ation. The criticisms most likely to arise are the following: (1) That the scoi'e made is greatly influenced by such accidental factors as fatigue, homesickness, illness, time of day, etc. (2) That the tests do not m(>asur(> real ability, but instead merely reflect the man's educational and social advantages. (3) That the scoi-e may be greatly influenced by coaching or by a repetition of the test. While it has hvon well enough esta])lished that such factors as these are not pres{>nt in a sufficient degree to invalidate seriously the test results, their presence caimot be denied. It can hardly be clain cd that the mental or phvsical condition of the subject and the circumstanc(>s und(>r which the test is given have no effect upon the score. Similarly, it would be un- reasonable to suppose that the result is wholly uninfluenced b}- educational advantages. While coaching is not likely to in- 50 ARMY MENTAL TESTS validate the results to any great extent in army testing, it is nevertheless a factor which should be carefully guarded against by measures designed to prevent the dissemination of blanks. As regards practice effects, it has been found that the average gain in a repeated alpha examination is approximately 8 points (raw score). The P. E. of an alpha raw score is approximately 5 points. While cases will admittedly occur in which men will receive a rating on the psychological examination somewhat higher or lower than they deserve, this would occur on any method of classification that might be used. It may well be emphasized that the psychological examination furnishes for immediate use a rating of the men which in vahdity compares not unfavorably with ratings furnished by officers after months of acquaintance. In using the psychological results there is a tendency to over- look the fact that they give evidence concerning but one quality important in a good soldier. The company commander should be cautioned not to neglect the importance of other qualities, such as personal appearance, energy, military experience, leadership, initiative, tact, etc. It is no criticism of the psycho- logical rating that it fails to measure these other qualities of the soldier. All it does is to afford a reasonably reliable measure of one essential quality — i. e., general intelligence. Although there is a fairly high correlation between general intelligence and other desirable traits, like character, leadership, etc., the fact must not be overlooked that there are individuals of high intelligence who are not properly fitted to command. It has been proved quite definitely that the results of the psychological examinations are valuable when properly used. They cannot, however, be made to take the place of all other criteria. Each officer should be encouraged to scrutinize the men of his com- mand carefully in order to discover their individual differences in other traits as well as in intelligence. Individual cases will be found in which the information of the company commander is greatly at variance with the psycho- EXAMINER'S GUIDE 51 lofijical luting. In such cases ono would not ho warranted in Muikiufi; ,swc('i)in infallihihty of the test resuhs. It should be |)ointed out tliat the discre[)ancy nia}' be due to the presence or absence of important traits not measured by the iiitellifz;ence examination. Such cases, however, afford oppor- tunity for the psycholof^ical (^xaminer to make clear the value of a rating which is absolute rather than relative. The company conmiander will readily appreciate the fact that his own esti- mate is relative; that he inevitably judges his men with refer- ence to the average in his company. For this reason in the company which in general is inferior a high man will be over- estimated. Similarly, in a specially high company a low man will be underestimated. Company commanders will readily appreciate the impoi'tance of bi-inging to light extreme cases of unevenness in different organizations in order that such inetjualities may be remedied. II. SEGREGATION OF ILLITERATES Su])jects reporting for group examination belong in one of the following classes: (1) Men totally illiterate or unal>le to understand English; (2) Men who read or write English only with difficulty; (3) Men who read and write English readily. Examination alpha will not measure the intelligence of the first group; it may or may not yield a reliable measure for the second group; it will measure the intelligence of the thiid group. Group 1 should l)e given beta only; group 3 should be given alpha (but not beta unless the score earned in alpha was below D); group 2 should be given ]:)Oth alpha and beta in order that men making below D in alpha because of language difficulty may have opportunity to improve their scores in examination beta. Examiners should eliminate at the outset of examination alpha 52 ARMY MENTAL TESTS all total illiterates and men who cannot understand English, by ordering these to stand and to leave the alpha room. They may then be referred to examination beta. Officers' statements that men cannot read and write may be used to advantage in maldng this separation. After these men have been segregated and the remaining group satisfactorily placed, each man is supplied with a pencil. Then E. should say: "We are going to pass around some papers now; don't turn any of the pages until I tell you to." Have assistants distribute alpha booklets, face up, making sure that only one is handed to each man. As soon as the booklets have been distributed E. should continue, slowly and distinctly, pausing after each instruction to give subjects time to respond: "Now, at the top of the page before you, print your name after the word 'Name.' Print your first name first, then your middle initial, if any, and then your last name. Take time to print very plainly." After name has been written, say: "Put your rank in the Army after the word 'Rank,' such as private, corporal, ser- geant, sergeant first class," etc. "Put your age in years after the word 'Age.'" "In the next line write your company, regi- ment, arm, and division." (E. should mention designation of these.) " In the next line write the name of the state or country in which you were ])orn." "If you were not born in this country, tell next the number of years you have lived in the United States." "After 'Race' write the word 'White.'" (In exam- ining negro troops substitute the word "Negro." If there are Indians in the group, ask them to write the word "Indian." Similarly for Chinese, Japanese, Filipinos, etc.) "In the next line after 'Occupation,' write your usual work, trade or business (such as carpenter, grocery clerk, laborer, farmer, student)." "Next put down how much you earned a week before you entered the Army; not how much a dmj or a month, but how much a icecl." EXAMINER'S GUIDE 53 "After 'Schooling,' draw a line under the highest grade or school you attended. For example, if the highest grade you attended was the fifth grade, draw a lino under Grade 5; if you attended the second year in tiie higii school or preparatory school, draw a line under High School, Year 2, etc." After these directions have been given, the orderlies should systematically examine the paper of each man to discover his ability to carry out the above directions. Those subjects who are unable to read and write sufficiently to fill out these headings should be commanded to stand, and on completion of prelim- inary survey by examiner and his assistants should be ordered to enter examining room for examination })eta. The above direction is based upon the assumption that a man who cannot understand the directions given l)y E., road the words "occupation," "wookly wages," "schooling," etc., and write the necessary replies, cannot do justice to himself in examination alpha. III. GROUP EXAMINATION ALPHA 1. PROCEDURE Examination alpha is to bo given to all subjects who remain in the room after the elimination of illiterates. In giving the following directions E. should speak rather slowly, distinctly, and with proper emphasis. He should expect and demand per- fect order and prompt response to commands. When everything is ready E. proceeds as follows : " Attention ! The purpose of this examination is to see how well you can remember, think, and carry out what you are told to do. We are not looking for crazy people. The aim is to help find out what you are best fitted to do in the Army. Th(; gi-ade you make in this examination will be put on your qualification card and will also go to your company commander. Some of the things you are told to do will be very easy. Some you may find hard. You are not expected to make a perfect grade, but do the very best you can. 54 ARMY MENTAL TESTS "Now, in the Army a man often has to Hsten to commands and then carry them out exactly. I am going to give you some commands to see how well you can carry them out. Listen closely. Ask no questions. Do not watch any other man to see what he does. "Look at your papers. Just below where you have been writing, there are several sets of forms — circles, triangles, and so forth. First you will be told to do something with the circles at 1, afterwards^ with the circles at 2, and so on. "When I call 'Attention,' stop instantly whatever you are doing and hold your pencil up^so. Don't put your pencil down to the paper until I say 'Go.' (Examiner lowers his pencil.) Listen carefully to what I say. Do just what 3^ou are told to do. As soon as you are through, pencils up. Remember, wait for the word 'Go.'" A^. B. Examiner. — Give the following instructions very dis- tinctly and at moderate speed. After giving the command "Attention," always notice carefully and have orderlies notice whether all pencils are up. Never proceed until they are. This is especially important in the beginning. Be careful to use the directions that fit iheform of alpha booklet distributed. Be careful not to pause or to drop the voice in the course of a compound direction, e. g., in 3, before the words "and also." Raise your pencil whenever you say "Attention." Lower it promptly whenever you say "Go." Test 1, Form 5 1. "Attention! 'Attention' always means 'Pencils up.' Look at the circles at L When I say 'go' but not before, make a cross in the first circle and also a figure 1 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 ^\'ill pass above Circle 2 and below Circle 3, — Go!" (Allow not over 5 seconds.) EXAMINER'S GUIDE 55 3. "Attention! Look at the square and triangle at 3. When I say 'j:;o' inakc a cross in the spaf;^ which is in the trianj^If! hut not in the square, anti also make a figure 1 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 hgure I in the space which is in the circle but not in the triangle or square, and also make a figure; 2 in the space which is in the triangle and circle, but not in the square. — do!" (Allow not over 10 seconds.) (A''. B. Examiner. — In reading 5, don't pause at the word CIRCLE as if ending a sentence.) 5. "Attention! Look at 5. If a machine gun can shoot more bullets a minute than a rifle, then (when I say 'go') put a cross in the second circle; if not, draw a line under the word NO. — Go!" (Allow not over 10 seconds.) 6. "Attention! Look at 6. When I say 'go' put in the second circle the right answer to the question: 'How many months has a year?' In the third circle do nothing, but in the fourth circle put any nmnber that is a wrong answer to the question that you have just answered correctly. — Go!" (Allow not over 10 seconds.) 7. "Attention! Look at 7. When I say 'go' cross out the letter just before C antl also draw a line under the second letter before H. — 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 tho//\s/ circle ihc fii'st letter of the first word : in the second circle the first letter of the second word, and in the third circle the last 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 20 but less than 30. — 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 3 or a 2 in each 56 ARMY MENTAL TESTS of the two largest parts and any number between 4 and 7 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 even 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 7 is more than 5, then (when I say ' go ') cross out the number 6 unless 6 is more than 8, in which case draw a line under the number 7. — 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." * Test 1, Form 6 1. "Attention! 'Attention' always means 'Pencils up.' Look at the circles at 1. When I say 'go' but not before, make a cross in the second circle and also a figure 1 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 2 to Circle 5 that will pass above Circle 3 and below Circle 4. — Go!" (Allow not over 5 seconds.) 3. "Attention! Look at the square and triangle at 3. When I say 'go' make a cross in the space which is in the square but not in the triangle, and also make a figure 1 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 1 in the space which is in the triangle but not in the circle or square, and also make a figure 2 in the space which is in the square and circle, but not in the triangle. — Go!" (Allow not over 10 seconds.) EXAMINER'S GUIDE 57 (A^. B. Examiner. — In reading 5, don't pause at the word CIRCLE as if ending a sentence.) 5. "Attention! Look at 5. If a regiment is bigger than a company, then (when I say 'go') put a cross in the first circle; if not, draw a hne under the word NO. — Go!" (Allow not over 10 seconds.) 6. "Attention! Look at 6. When I say 'go' put in the second circle the right answer to the question: 'How many months has a year?' In the fourth circle do nothing, but in the fifth circle put any number that is a 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 before D and also draw a line under the second letter before 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 the first word; in the second circle the last letter of the second word and in the third circle the third 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 30 but less thjin 40. — 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 3 or a 2 in (>ach of the two smallest parts and any number between 4 and 7 in the part next in size to the largest 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 circle anrl also through every odd number that is in a circle with a letter. — Go!" (Allow not over 25 seconds.) 12. "Attention! Look at 12. If 6 is more than 4, then (when I say ' go ') cross out the number 5 unless 5 is more than 58 ARMY MENTAL TESTS 7, in which case draw a line under the number G. — 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." Test 1, Form 7 1. "Attention! 'Attention' always means 'Pencils up.' Look at the circles at 1. When I say 'go' but not before, make a figure 1 in the first 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 3 to Circle 6 that will pass above Circle 4 and below Circle 5. — 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 triangle but not in the square, 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 sa}' 'go' make a figure 1 in the space which is in the square but not in the circle or tri- angle, and also make a figure 2 in the space which is in the circle and triangle, but not in the square. — Go!" (Allow not over 10 seconds.) {N. B. Examiner. — In reading 5, don't pause at the Avord CIRCLE as if ending a sentence.) 5. "Attention! Look at 5. If a battleship is larger than a submarine, then (when I say 'go') put a cross in the third circle; if not, draw a line under the word NO. — Go!" (Allow not over 10 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 third circle do nothing, but in the fourth circle put any number that is a wrong answer to the question EXAMINER'S GUIDE 59 that you just answered correctly. — Go!" (Allow not over 10 seconds.) 7. "Attention! Look at 7. When I say 'ii,o' cross out the letter just before E and also draw a line under the second letter before H. — 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 first letter of the first word; in the second circle the second letter of the second word, and in the third circle the last letter of the last word. — Go!" (Allow not over 10 seconds.) 9. "Attention! Look at 9. When I say 'go' cross out each nunil)er that is more than 40 but less than 50. — 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 smallest parts and any number between 6 and 9 in the jxirt ne.xt in size to the largest part. — Go!" (Allow not over 15 seconds.) 11. "Attentioji! Look at 11. When I say 'go' draw a line through every even nunib(>r that is not in a circle and also through eveiy odd nimiber that is in a circle with a letter. — Go!" (Allow not over 25 seconds.) 12. "Attention! Look at 12. If 5 is more than 3, then (when I say 'go') cross out the num})er 4 unless 4 is more than G, in which case draw a line under the number 5. — Go!" (Allow not over 10 seconds.) "During the rest of this examination don't turn any page backward or forward unless you are told to. Now turn over the page to Test 2." Test 1, Form 3 1. "Attention! "Attention' always means 'Pencils up.' Look at the circles at 1. When I say 'go' but not before, make a figm'e 2 in the second cii'cie and also a cross in the third circle. — Go!" (Allow not over 5 seconds.) 2. "Attention! Look at 2, where the circles have immbers 60 ARMY MENTAL TESTS 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 1 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 sound 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 10 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 a 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 the 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.) EXAMINER'S GUIDE 61 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 Ijctween G 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." Test 1, Form 9 1. "Attention! 'Attention' always means 'Pencils up.' Look at the circles at 1. When I say 'go/ but not before, make a cross in the first circle and also a figure 1 in the last 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 2 to Circle 5 that will pass helow Circle 3 and above Circle 4. — Go!" (Allow not over 5 seconds.) 3. "Attention! Look at the square and triangle at 3. When I say 'go' make a figure 2 in the space which is in the triangle but not in the square, and also make a figure 3 in the space which is in the square and in the triangle. — 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 triangle but not in the circle or square, and also make a figure 3 in the space which is in the 62 ARMY MENTAL TESTS square and circle, but not in the triangle. — Go!" (Allow not over 10 seconds.) (A'^. B. Examiner. — In reading 5, don't pause at the woi'd CIRCLE as if ending a sentence.) 5. "Attention! Look at 5. If a captain is superior to a corporal, then (when I say 'go') put a cross in the second circle; if not, draw a line under the word NO. — Go!" (Allow not over 10 seconds.) 6. "Attention! Look at 6. When I say 'go' put in the third circle the right answer to the question: 'How many months has a year?' In the fourth circle do nothing, but in the fifth circle put any number that is a 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 G and also draw a line under the second letter after H. — 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 third letter of the first word; in the second circle the ^rs^ letter of the second word and in the ihird 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 60 but less than 70. — 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 2 or a 3 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 even 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 3 is more than 1, then EXAMINER'S GUIDE 63 (when I say 'go') cross out the number 2 unless 2 is more than 4, in which case draw a line under the number 3. — Go! '' (Allow not over 10 seconds.) ''Dui'ing 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." 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 figui'e 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 an- swered correct l^^ — Ready — Go! " After 5 minutes, say "STOP! Turn over the page to 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 ques- tions. Thi-ee 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 !~~1 they look well [x] they keep us warm [~1 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 l*/-* minutes, say "STOP! Turn over the page to Test 4." 64 ARMY MENTAL TESTS Test 4. — Synonym — Antonym "Attention! Look at the directions at the top of the page while I read them." (E. reads 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 can- not be sure, guess. The two samples are already marked as they should be.' — Ready — Go!" After IV2 minutes, say "STOP! Turn over the page to Tests." (Pause.) " Now you have to turn your books around this way." (Examiner illustrates the necessary rotation.) Test 5. — Disarranged Sentences "Attention! Look at the directions at the top of the page while I read them." (E. reads 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 straight- ened 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 6. — Number Series Completion (N. B. Examiner. — Give these instructions very slowly.) "Attention! Look at the first sample row of figures at the EXAMINER'S GUIDE 65 top of the page — 2, 4, 6, 8, 10, 12; the two numbers that should come next are, of couise, 14, 16. "Look at the second sample— 9, 8, 7, 0, 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 mmutes, say "STOP! Turn over the page to Test 7." Test T.^Analogies "Attention! Look at the first sample at the top of the page: Sky — blue : : grass — table, gix'en, 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 : : wliite — red, black, clear, pure. "Here the word black is imdcn-lined because l)lack is the op- posite 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 3'ou are to do in each line is to see what the relation is between the first two words, and under- line 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. — Readj — Go!" After 3 minutes, say "STOP! Turn over the page to Test 8." 66 ARMY MENTAL TESTS Test 8. — Information "Attention! Look at the directions at the top of the page while I read them." (E. reads slowly.) " '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 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 scries of groups). Have all examination booklets and pencils collected imme- diately and before the men are allowed to leave their seats. Before dismissing the group, the number of booklets collected should be carefully checked with the number of men present and the number of booklets issued. 2. DIRECTIONS FOR SCORING 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 Avrong 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 EXAMINER'S GUIDE 67 the test page and encircle it. When the test has been re-scorecl, a check mark may ho made beside the circle. (i. Red or blue jxmcil increases accuracy of scoiiufr. Test 1 (Score is numl)er 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 '*?'«" a given space, give credit if a mark crosses a line from haste or awk- wardness; give no credit if the position is really aml)iguous. 3. Where something is to be underlined or cros.sed 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 nmst 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 nuist be some number which is not 12, such as 5, 0, 27. 6. Item 9. — The proper numbers must l)e crossed out to receive credit. 7. Item 10.— In Form 5, "2" alone and "8" alone, but not "2 or 3," in each of the two largest parts; "5" alone and "6" alone, but not "5 or G," 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 accompanjang let t CIS. ]\Icre 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 niay be written on dotted line or elsewhere near its problem. 68 ARMY MENTAL TESTS 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 brackets, and the next answers are all thus mis- placed, give credit for the answers that are right even if mis- placed. 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. Tests (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 under- lined right down the column. Tests (Score is number right minus number wrong.) Same rules as for Test 4. Teste (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. EXAMINER'S GUIDE 69 3. If four numbers arc written, as frequently happens with certain items (i. e., 33, 11 instead of 3, 3), give full credit. Test? (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. Tests (Score is number right.) Same rules as for Test 7. 70 ARMY MENTAL TESTS KEYS TO TESTS The following keys for the several tests of the alpha examina- tion which demand them are additions to the Examiner's Guide. Keys were not printed during the war either in the "Guide" or elsewhere. KEY FOR ALPHA, TEST 2 Form 5 Form 6 Form 7 Form 8 Form 9 1 37 46 58 6.5 29 2 $28.00 $30.00 $35.00 $27.00 $36.00 3 3 4 5 6 8 4 9 8 7 6 6 5 2 3 5 6 4 6 11 12 13 14 16 7 20 16 12 24 40 8 7 6 4 9 8 9 $1.21 $1.29 $1.31 $1.19 $1.11 10 36 32 28 24 40 11 5 4 10 8 6 12 8 12 6 4 10 13 $2.40 $1.60 $.80 $1.60 $3.20 14 $33.00 $36.00 $20.00 $26.00 $21.00 15 2V2 41/2 2-/3 3V2 1V2 16 6 12 9 15 18 17 9 S 6 8 12 18 17 19 18 27 28 19 300 200 400 500 600 20 3,463 3,213 3,409 3,895 3,607 EXAMINER'S GUIDE 71 KEY FOR ALPHA, TEST 3 Form 5 FormG /'orA/i 7 Form 5 Form 9 1 *1 1 1 1 2 2 2 2 2 2 2 3 2 1 2 3 3 4 1 3 3 2 1 5 3 1 3 2 2 6 3 2 1 3 1 7 1 3 2 1 2 8 2 2 1 3 3 9 2 3 1 1 3 10 1 1 3 2 2 11 3 2 2 2 2 12 1 3 3 1 1 13 2 1 1 3 2 14 3 2 2 3 2 15 3 2 3 1 1 16 2 3 2 3 3 * The numbers indicated mean the order of the correct sentence in each case KEY FOR ALPHA, TEST 4 Forms Form G Form 7 Form 8 Form 9 1 opposite opposite opposite opposite opposite 2 opposite opposite opposite opposite opposite 3 opposite same same same same 4 same same opposite same opposite 5 opposite opposite same opposite same 6 same same same same same 7 opposite opposite opposite opposite opposite 8 same same same same opposite 9 same opposite same same same 10 same same same opposite opposite 72 ARMY MENTAL TESTS KEY FOR ALPHA, TEST 4— Continued Form 5 Form 6 Form 7 Form 8 Form 9 11 same same opposite opposite same 12 opposite same opposite opposite same 13 opposite opposite same opposite same 14 opposite opposite opposite same opposite 15 opposite same same opposite same 16 same same same opposite opposite 17 same same opposite same same 18 same opposite same same same 19 opposite opposite opposite opposite same 20 opposite opposite opposite same opposite 21 same same same opposite same 22 same opposite opposite same same 23 same same same opposite opposite 24 same same opposite same same 25 same opposite opposite same same 26 opposite same same same opposite 27 opposite opposite opposite opposite same 28 same same same same opposite 29 opposite same same opposite opposite 30 same opposite opposite opposite same 31 opposite same same opposite opposite 32 same same same same same 33 same same opposite opposite same 34 same opposite opposite same opposite 35 same same same same opposite 36 same opposite same opposite same 37 opposite opposite same same same 38 same same opposite same same 39 same same opposite same opposite 40 same same same same opposite EXAMINER'S GUIDE 73 Key FOR ALPHA, TEST 5 Form 5 Forme Foryn 7 Forms Forms 1 true true true true true 2 true true true true true 3 false false false false false 4 false true false true false 5 false true false true false 6 false false true false false 7 true false false true true 8 false false false false true 9 false true true true true 10 true true true false false 11 false false true true true 12 false false false true false 13 true true false true false 14 true true true false false 15 true false true false true 16 false false false false true 17 true true true false false 18 false false true true true 19 true true false false false 20 false false true true false 21 false true false true false 22 true false true false true 23 true false true false false 24 true true false true true 74 ARMY MENTAL TESTS KEY FOR ALPHA, TEST 6 Forms Fo •m 6 For7ti 7 Form 8 For m9 9 10 8 9 8 9 9 10 8 9 40 45 35 40 4 3 2 1 40 45 2 1 4 3 35 40 40 45 2 1 21 24 24 27 2 2 3 3 24 27 29 33 2 2 24 27 21 24 29 33 2 1 27 31 3 1 2 1 2 1 15 5 3 1 27 31 29 33 13 13 64 128 13 13 16 17 20 21 64 128 20 21 16 17 13 13 15 15 16 17 3 3 6 3 64 128 64 128 2 2 4 1 64 128 6 3 4 1 4 1 23 30 24 31 15 17 14 16 24 31 14 16 15 17 24 31 23 30 15 17 8 1 16 15 13 9 15 11 8 1 15 11 13 9 16 15 8 1 15 11 V9 V27 V4 Vs V4 Vs 8 5 V4 Vs 8 5 12 19 49 64 V9 V27 12 19 13 20 49 64 9 6 49 64 49 64 49 64 9 6 12 19 13 20 9 6 38 76 46 92 46 92 38 76 38 76 KEY FOR ALPHA, TEST 7 Form 5 ^orm 6 Form. 7 For7n 8 Fo 'm 9 1 cuts mew barks head foot 2 see cow water sheep bed 3 bird kitten daughter winter boy 4 door floor dog good Thanksgiving 5 head yard auto foot bottom 6 eat man enemy bird meat 7 automobile bad collar nose speech 8 thin sheep army bark man 9 nest head shoe wolf vinegar 10 buy d angerous J coat short good EXAMINER'S GUIDE 75 KEY FOR ALPHA, TEST 7~Conlinued Form 5 Form 6 Form 7 Form 8 Form 9 11 ocean shoe sweet small America 12 sccoikI wood tame month little 13 leave east carriage summer horse 14 July sky west dark mouse 15 retreat steam sink enemy obey 10 l)()ttom finger man plant net 17 ])laiit Saturday bird house steam IS herbivorous coin floor enemy niece 19 army tree engine peasant body 20 hoar small wheel breeze cloudburst 21 sadness top life second flowers 22 sadness limb China obey dark 23 repel money earth cniumon costly 24 parent lioys second negative disagreeable 25 general country (lucen week army 20 end shallow weak room blame 27 first bee divide horse hive 2S small auto today table grief 29 end cow harvest bicycle d 30 bright water stubborn books sound 31 friend enemies honey Chinese easy 32 dull criminal silence whol(> discordant 33 warm j'^y (>arly enemies rascal 34 bird negative torrid leave love 35 books end sadness costly si)hcrc 30 pleasure war sorrow loud idiot 37 bricks ]ioverty trivial traitor lcmj)erature 38 sun 10,000 originate distracting memorj' 39 jfy originate compulsion sculptor depression 40 steam fiction year exhilaration bright 76 ARMY MENTAL TESTS .S =! OJ .4-D fcuo TO ^ bD ^s t/J ^ — 3 "o a 73 1 a o a P. 1 CI a, 'Sb 2 Oi a -•A •73 U O "S ^ 3 t3 a> S OJ -G O «-i 00 Eh 0? 'S £ o ^ cC ^ CD CD S rH 0^ ^ <^ ^ CZ^ -4^ T^ vj f.^ uj ^ Cj -*-' -4-^ O '^ (-♦ OJ O ci <1^ '^ u 3 •73 O I ^H C3 ft o G « § g P, 03 ^ t*-i ■+J 1-1 < o =3 T3 o rt t3 bC c3 .S M TO j . OI ^ •— < l>> bC 5 T3 c3 OJ ," cl •^ c3 c< c Ei c3 2d ^ bfi 53 ft .2 0) .g "S ^ 1 ft S H-S TO ^ g ft O -tl flJ 03 oi o XJ C3 ft XJ 3 ^ ^ S 3 a s^ 'to ti M tH C T3 -Q ^ a 'o PLh o _TO _g 'o 03 o 03 TO a -1^ o ■ H -H 3 {S TO ^ 'S p- o 03 3 o K-* O o o 03 ti; ►> iXl o o s (N CO 't O o t^ oo o -= 9 Oj _5 ft yq oj "3 -5 ?^ 3 S o ft " O o o T3 £3 GO Oi O ^ r-H (N EXAMINER'S GUIDE • 77 W Oi >> a, ai o a 'S -G o •r" m o rt 3 >> a d o o >. (i o tp _o _o G O ^ _rt 'C o fc-.' s a o s > o a^ "3 C "o o "a o o -C5 ■^ It' o Si o a o "3 ^ > O w ^ o c3 o C ^ C3 C3 B" <^ CA « c^ Pb:^|| mil Ip^II s|I&| ^88a.S S^Sc^Si >:^|^^ ^-Im^S H > CO t„ H K .a ^ ^" ^ S 2 ^'^Ocrt '■>rtr^^o j::^Crto 0C^r*1^S^ O fe. 'H lO o o 3 a O rt 3 O (l 3 _o 'g o o o 3 'o 1— ( b 3 o o _c3 bC 3 a I-H o 3 1 1 1 09 ^ •4^ a, 03 o 3 o -a CO tJD jj '2 3 -b bC .2 o r gestures or woids for one group tiian for another. Oral language shoukl be rigidly limited to the wortls and phrases given in the pro- cedure for the different tests. Whether the men get the id(>a of the test and enter into it with the proper spirit will depentl 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 imatlapted for beta. Both examiner and demonstrator must be adept in the use of gesture language. In the selection of a demonstrator the Personnel Ofhce siiould ])e consulted. One camp has had grtnit success with a "window seller" as demon- sti'ator. 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 eiicouragcHl without actually heli)ing them. The deinonHtrator 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 tlu; demonstrator must be hotter l^cn-fect in his part. Both E. and demonstrator must be very careful to stand at the side of the }3lackboar(l 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 saj^ "Here are some papers. You must not open them or turn them over until you are told to." Holding up beta l)lank, E. continues: "In the place where it says name, write your name; print it if you can. (Pause.) Fill out the rest of the l)lank about your * Test 8, although printed on the record blanks, w.is not used. 82 ARMY MENTAL TESTS 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 necessaiy information is supplied. Before the examination proceeds each paper should be inspected in order to make sure that it is satis- factorily 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 mem- bars 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 demon- strator 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 prolilem (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 blackl^oard, drawing cur- tain as ho does so. After the personal data called for on page 1 of Ijlank have been gathered and recorded, the orderlies' vocabulary in beta is rigidly restricted to the following words, or their literal equiv- alents in Italian, Russian, etc.: Yes, No, Sure, Good, Quick, EXAMINER'S GUIDE 83 How many? Same, Fix it. Under no circumstances may sub- stitutional ('xplaiuitions or directions !)(> ^iven. Test 1.— Maze "Now turn your papers ov(m-. This is Test 1 here (pointing 1() pafz;e of record blank). Look." After all have found the jxige, Vj. continues, "Don't make any marks till I say 'Go ahead.' Now icatch." After touching both arrows, E. traces through first maze with pointer and then motions the demon- strator to go ahead. Demonstrator traces path through first maze with crayon, slowl}' and hesitatingly. E. then traces second maze and motions to demonstrator to go ahead. Dem- onstrator 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 allej'; then E. shakes his head vigorouslj', 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 ho impressed on the men during the maze test. E. and orderlies walk around the room, motion- ing to men who arc 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." Test 2. — Cube Analysis "This is Test 2 /iprc. Look." After every one 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 rotar}^ movement of the pointer to embrace the entire picture. 84 ARMY MENTAL TESTS (2) With similar motion he points to the three-cube model on shelf. (3) E. points next to picture on blackboard and asks, "How much?" (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 much?" (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 count- ing. E. then holds model in same plane 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 much?" Demonstrator counts the cubes on blackboard (pointing but not speaking) and writes the response. Throughout the demonstration the counting is done delib- erately, 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 273 minutes he says, "Stop! look at me and don't turn the page." EXAMINER'S GUIDE 85 Test 3.— X-0 Series "This is Test 3 here. Look." After everyone has found the page — "Now watch." E. first points to the blank rectanfj;lf's 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 l^/i minutes he says, "Stop! Turn over the page to Test 4." Test 4.— Digit-Symbol "This is Test 4 here. Look." After every one has found the page — "Now watch." E. points to first digit of key on l)lack- board 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 si)ace l)elow digit, (3) points to corresjionding 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. Similarly with the other samples. While working, demon- 86 ARMY MENTAL TESTS strator shoukl stand as far as possible to the left, doing all the samples from this sid(\ 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 /lerc. Look." After every one has found the page, "Now watch." In this demonstration E. must try to get "Yes" or "No" responses from the group. If the wrong re- sponse 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 numljer in right column, then to second digit first niunber 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 b}^ shaking head and saving "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 colunm 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 saj's "All right. Go ahead. Hurry up!" At the end of 3 minutes, E, says "Stop, Turn over the page to Test 6." EXAMINER'S GUIDE 87 Test 6. — Pictorial Completion " This is Tost G /irrp. Look, A lot of pictures." After every one has found the page, "Now watch," E. points to hand and says to demonstrator, "Fix it." Demonstrator does nothinf^, 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 nays, "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 fini.shed E. saj'S, "All right, rio 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," tiying to set everyone; working. At end of 3 min- utes, I'], says, "StopI But don't turn over the page," Test 7. — Geometrical Construction "This is Test 7 here. Look," After every one has found the page, "Now watch," Examiner points to the first figure on l)lackhoard. He then takes the two pieces of card})oard, fits them on to the similar drawings on blackboard to show that they correspond and puts them together in the square on black- board 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 scjuare, 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 88 ARMY MENTAL TESTS 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 the end of demonstration E. holds up l)lank, points to each square on the page and says, "All right. Go ahead. Hurry up!" At end of 2V2 minutes, "Stop! Turn over the page." Papers are then collected immediately. 3. DIRECTIONS FOR SCORING 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 re- scored a check may be made beside the circle. 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 lino of maze (except through awkwardness) nor an imaginary straight Mne 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. EXAMINER'S GUIDE 89 Tests 1. Score is nunibor rifj;ht. 2. Ally incomplete item receives no credit. 3. Count any item correct if intended plan is carried out. Disregard additional unnecessary marks, such as circles be- tween 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. Tests 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 numl^ers 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. Teste 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. Adtlitional parts do not make item wrong, if proper missing part is also inserted. 4. Rules for individual items: Ite7n 4. — Any spoon at any angle in riqht hand receives credit. Left hand, or unattached spoon, no credit. 90 ARMY MENTAL TESTS 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 repre- sented in hand of woman, or in motion, no credit. Item 16. — Single line indicating net receives credit. Ite7n IS. — 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? 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 center, 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. EXAMINER'S GUIDE 91 4. TOTAL SCORE AND RATING The rosult 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 2 3 4 5 6 7 Total . . Half point for each half maze .... Number right 5 16 12 30 25 20 10 Number right One-third of lunubcr right Riglit minus wrong Number right Number right 118 Letter ratin{i;s are assigned on exainiiinlion beta as follows: Rating Scores A 100-118 90- 99 80- 89 65- 79 45- 64 20- 44 0- 19 B C-f- C C- D D-* * Recalled for individual examination. All ratings al)ove D— are entered and reported at once. Men whose scores fall below D arc recalled for individual ex- amination. 92 ARMY MENTAL TESTS Rat ings of D — may not be given in examination beta, unless recall of t'he men for individual examination is impossible. v.— INDIVIDUAL EXAMINATIONS 1. GENERAL DIRECTIONS Purpose. — The main purpose of the individual examination is to secure a more accurate measurement of the mental ability of those who have made D — in alpha or beta, or in both. By the personal contact it allows it should also yield valuable sup- plementar}^ information of a kind which cannot be brought out by a group examination. All the kinds of information secured should be considered in connection with recommendation con- cerning a man. The Subjects. — Men who are likely to be summoned for in- dividual examination fall into three classes — literates, illiterates, and non-English speaking. Since the procedure of examination varies importantly with the class, the first task of the examiner is to assign the man who has reported for individual examina- tion to his proper category. The following definitions will assist in the process of classifying: Literates. — Those who have been allowed to take alpha may ordinarily be considered literate for purpose of individual ex- amination. Subjects who have not taken alpha may be con- sidered literate if they have completed the third grade (or its equivalent) in an American school. E. should question S. regarding his opportunities for schooling, and if necessary may test his ability to read and write English. Illiterates are those who do not meet the above requirements, but who understand and speak English fairly well. The sub- ject may be highly literate in some language but illiterate in English. Such are to be classed as ilhterate for the present purpose. Non-English-speaking subjects are those who, whether foreign EXAMINER'S GUIDE 93 born or American born, are unable to understand or speak English sufficiently well to take an oral examination given in English. The majority of such subjects are foreigners, but many foreigners belong in either the literate or the illiterate class instead of in the non-English speaking. Choice of Examination. — Literates should be examined by means of the point scale or the Stanford-Binet scale according to availability of materials and preference of the examiner. Usually it will not be necessary to give a literate subject fur- ther examination, but if the examiner is in doubt as to proper rating and recommendation concerning subject, he should, after completing examination by the one or the other of these scales, supplement his observations by giving such performance tests as seem desirable. Illiterates should be examined by means of one or more of the following systematic procedures: (a) the point scale as adapted for illiterates: (6) the Stanford-Binet scale as adapted for illiterates; (c) the performance scale with oral instructions. In certain instances it may be obviously desirable or necessary to use the performance scale in addition to the one or the other adapted scale. As a rule it should be unnecessary to use other than either the point scale or Stanford-Binet (complete or adapted) in the case of a subject who has attended an American school as much as four or five years. Inability to read and write after that amount of schooling nearly always indicates grave mental inferiority, and should not be considered an excuse for failure on such tests as writing from dictation, counting backward, making change, etc. Those who are illiterate from complete lack of educational opportunity should be given the performance scale. Non-English-speaking subjects can be examined safel}^ only by means of the performance scale with non-verbal instructions. Those subjects who understand English slightly ma}^ profit by the use of such words as "no," "yes," etc. For this reason words may be used by the examiner to supplement his gestures. 94 ARMY MENTAL TESTS Ijut tliey must not be depended upon as a means of conveying the idea of what is to be done in a given test. The thn-ation and extent of an hidividual examination should depend upon the nature of the case and should vary with the information necessary for safe report and recommendation. In some instances only a few tests need be given, in others, even a prolonged examination may leave the examiner in doubt con- cerning suitable recommendation, and may force him to appeal to company commander or others for supplementary informa- tion. Unless conditions render haste imperative, the examiner should obtain a definite intelligence rating for each subject in terms of mental age. Condensed instructions for administering the point scale and the Stanford-Binct scale are printed in this guide for the con- venience of examiners, but these instructions can be used safely only on the basis of thorough knowledge of the detailed de- scriptions of these two scales which arc available in book form. The performance scale is fully described in this guide, since its constituent parts and their standardization are newly chosen and especially adapted for arni}^ use. It is the task of the psychological examiner to obtain reliable intelligence ratings and to make recommendations based there- upon. Where serious mental peculiarities or psychopathic conditions are discovered, full report should be made and the subject promptly referred to the psychiatrist with such informa- tion as the psychological examination has supplied. The Examiner^ s Recommendations. — As a result of careful psychological examination, the examiner may conclude, (1) that the subject should be assigned or returned to appropriate mili- tary organization for regular training; (2) that he should be assigned or transferred to the Development Battalion or to a sei-vice organization in which simple forms of manual labor arc the chief requirement; (3) that he should be recommended to the psychiatrist fordischarge by reason of intellectual deficiency; (4) that he should be referred to the psychiatrist for further EXAMINER'S GUIDE 95 examination because of peculiarities of beluivior or definite psychopathic tendencies. It is impossible to state with safety the jxarticular degree of intellectual deficiency which justifies recommendation for dis- charge. Other factors than intelligence contribute to a man's serviceableness in the Army. These must be taken into account. If the officers who are attemptLug to train a man are satisfied with his responses, the indications are that he should not be discharged, even if very inferior in intelligence. In general, subjects whose menial age is below eight should be seriously con- sidered for discharge or Develo'pynent Battalion. Those whose mental ages range from eight to ten should be considered for use in special service organizations or for assignment to Development Battalion. All others, except those whose psychotic symptoms would caus(» their immediate reference to the neuro-psj'chiatric examiner, should be assigned to regular training organizations. Grade E shall be given to all men who arc recommended by the (>xaniiner for discharge, Development Battalion, or service organizations, and to such men onlij. All men whose intelligence is deemed satisfactory for regular military duty shall be given rating of D — or higher. In this connection too great emphasis cannot be laid upon the use of common sense as well as technical skill and informa- tion by the psychological examiner. Whil<> doing his utmost to obtain reliable measurement of mental traits, he should b(; (juick to observe indications of qualities of physique, tempera- ment, and character which are important in the soldier. 96 ARMY MENTAL TESTS 2. POINT SCALE EXAMINATION (a) PROCEDURE * The directions for the Point Scale examination given on pp. 39-44 of the Examiner's Guide are omitted here because of copyright restrictions. (b) ADAPTATION FOR USE WITH ILLITERATES In the examination of an ilHterate subject, tests 14 and 18 should be omitted and the following additions made to the total score: Total Points score added 18-51 52-58 2 59-62 4 63-69 6 70-74 8 75-77 9 78-90 10 (e) EXPRESSING AND INTERPRETING RESULTS The results of the point-scale examination should be expressed in the following ways: (1) Total score; (2) mental age; (3) letter rating. The accompanying tables will enable the examiner readily to transmute any point-scale score into mental age and letter rating. * The following condensed directions for point scale examination (omitted) should be supplemented by reference to Yerkes, Bridges and Hardwick, "A Point Scale for Measuring Mental Ability," Warwick and York, Baltimore. TABLE OF KQUIVALRNl Score Menial aye 88 to 100 { 18 or 1 above 17.5 17 16.5 10.1 15.7 15.3 14.9 14.5 14.2 13.9 13.6 13.4 13.2 13 12.8 12.5 12.3 12 11.8 11.7 11.5 11.3 11.2 11.0 10.8 10.7 10.5 10.3 10.2 10 9.9 9.8 9.6 9.5 9.4 9.3 87 86 85 84 83 82 81 80 79 78 77 76 75 74 73 72 71 70 69 68 67 66 65 64 63 62 61 60 59 58 57 56 55 54 53 52 51, 50. 49. 48. 47. •IG. 45. 44. 43. 42. 41. 40. 39. 38. 37. 36. 35. 34. 33. 32. 31. 30. 29. 28. 27. 26. 25. 24. 23. 22. 21. 20. 19. 18. 17. 16. 15. Menial age 9.1 9 8.9 8.8 8.7 8.6 8.4 8.3 8.2 8.1 8.0 7.8 6.9 0.7 6.6 6.4 6.3 6.1 6.0 5.8 ,7 5 3 2 9 7 4.6 4.4 4.3 4.1 4.0 97 98 ARMY MENTAL TESTS Subjects obtaining a score of 60 points or more may ordinarily be recommcndod for roftular military training; subjects obtain- ing scores from 40 to 59 points should be considered for assign- ment to service organizations or to Development Battalion; subjects with scores below 40 points should be considered for discharge. Letter ratings should be assigned as follows: A (Not given) B 95-100 C+ 90-94 C 80-89 C- 70-79 D 60-69 D- 0-59 (See below.) Grade E shall be given to all men who are recommended by the examiner for rejection, discharge, Development Battalion, or service organizations, and to such men onhj. All men whose intelligence is deemed satisfactory for regular military duty shall be given rating of D— or higher. 3. STANFORD-BINET EXAMINATION (a) PROCEDURE * The directions for the Stanford-Binet examination on pp. 47- 66 of the Examiner's Guide are omitted here because of copy- right restrictions. (b) ADAPTATION FOR USE WITH ILLITERATES In the examination of an illiterate subject only those tests in each year-group which are stari-ed in the record blank * The following directions (omitted) for the Stanford-Binet examination should be supplemented by reference to Terman, "The Measurement of Intelligence," Houghton Mifflin Company, Boston. EXAMINER'S GUIDE 99 should be given. ^ When only the starred tests are given, credits should be assigned in accordance with the following table: Years 3 to 10 3 i)()iiits (or months) })cr test. Year 12 5 points (or months) per test. Year 14 G j)oints (or months) per test. Year 10 7)^ points (or months) per test. Year 18 9 points (or months) per test. The probable error of a mental age score derived by the scale as thus abbreviated is ai)proxiniately 73^2 months, as contrasted with a probable error of less than 6 months for the unabbre- viated scale as applied to unselected adults. (c) EXPRESSING AND INTERPRETING RESULTS As this is an ago scale, the responses are ordinarily scored in terms of months. They may also be scored in terms of points by those who prefer this method. When this is done, each test is given a point value corresponding to its value in months. A subject is credited v/ith the full number of points for each test below the year-group actually given, ayid in addition with 2J^ points for years 1 and 2. lie is also credited with the actual number of points scored in the year-groups given. It is thus possible to score as high as 30 points (months) in year XVI and 36 in year XVHI, making a total possible score of 234 points, or a mental age of 19 years, C months. If fewer than the regular number of tests are used from a given year-group, each test should 1)0 assigned a proportionately higher point value. If more than the regular number are used, each test should 1)0 assigned a proportionately lower value. Where half credit is allowed for a response, half the number of points is given. The results of Stanford-Binet examinations are to bo expressed in the following ways: (1) Mental age in years and decimal of a year; (2) letter rating. " This blank is reproduced in " Psychological examining in the United States Army." Memoirs of the National Academy of Scipnces. vol. 15. (In press). 100 ARMY MENTAL TESTS Mental ages correspond to the letter ratings as follows: A 18. -19.5 B 16.5-17.9 C+ 15. -16.4 C 13. -14.9 C- 11. -12.9 D 9.5-10.9 D- Below 9.5 Subjects obtaining a score of 10 years (120 points) or more may ordinarily be recommended for regular military training; subjects between 8 and 10 years (96 to 119 points) should be considered for assignment to service organization or Develop- ment Battalion; subjects below 8 years (96 points) should be considered for discharge. Grade E should be given to all men who are recommended by the examiner for discharge, Development Battalion, or service organization, and to such men only. All men whose in- telligence is deemed satisfactory for regular military duty shall be given rating of D— or higher. 4. PERFORMANCE SCALE EXAMINATION (a) PROCEDURE Test 1.— The Ship Test Materials. — A frame and ten pieces which, when properly fitted together, form a ship. Directions. — -E. shows S. the frame with the pieces properly fitted therein, and says: '' This is a picture of a ship. Look at it carefully." S. is allowed to look at the picture for 10 seconds; then E. withdraws the picture from view, removes the pieces, and presents the empty frame and the pieces arranged as in Fig. 13 (1).* * The figure numbers of the "Guide" appear in parenthesis. EXAMINER'S GUIDE 101 The pieces may be numbered on the edge toward E. from left to right to indicate their positions. The frame is next the sub- FlGURE 13 (1). ject. E. says: "Put these pieces in the frame as quickly as you can so as to make the ship you just saio^ S. is given jive minutes, and is allowed to make any changes 102 ARMY MENTAL TESTS he wishes withm the time hmit; hut E. must not suggest the changes. Scoring. — A score of one is allowed for each of the lower or upper pieces, if placed in the lower or upper portion of the frame, i. e., the "water" pieces at the bottom and the "sky" pieces at the top, except that no credit is given for an inverted piece. In addition to this, a score of one is given to each piece that is in its correct relative position in the upper or lower row. The maximum score for accuracy is thus 20 points. If the score for accuracy is 18 or more, additional credit is given for time as follows: Time Credit 0-20 5 21-30 4 31-50 3 51-80 2 81-120. 1 121-300 ; The maximum raw score is, therefore, 25 points. Test 2. — Manikin and Feature Profile Materials. — (a) Six pieces which when put together represent the conventional figure of a man. (6) Eight pieces which when put together form the figure of a human head. Directions. — (a) The pieces are placed before S., as in Fig. 14 (2). Each arm and each leg is placed at the opposite side of the body from the place where it fits. E. says, "Put this together as quickly as you can." (b) The pieces arc placed before S., as in Fig. 14 (2). The three pieces forming the face are separated from each other by the four pieces forming the ear. E. says, "Put this together as quickly as you can." The time limit for (a) is two minutes, for (6) five minutes. EXAMINER'S GUIDE 103 Feattire Profile S Figure 14 (2). Spontaneous changes aiv allowed within the time limit. S. is not told what the pieces make. If S. scores .3 or less on (a), E. fits it together correctly and then goes on to (6). If the score on (a) is 0, (6) need not be given. 104 ARMY MENTAL TESTS Scoring. — The end products are scored as follows: Points (a) One point for each piece in correct position; i. e., for a perfect performance 5 One or both arms not exactly fitting joints 4 One reversal of arms or legs 3 Two reversals, arms and legs 2 Legs and arms interchanged, or any other result that looks like a man 1 Poorer than this, not resembling a man (6) One point for each face piece in correct position, 1 point for a partly correct ear — i. e., one, two, or three pieces in the correct place — and 2 points for a completely correct ear, making a total for accuracy of 5 points. Credit is given for time only if the score for accuracy is on (a) 4 or 5 points, on (6) 5 points. Then credit as follows: Time (a) (6) Credit 0-10 0-30 5 11-15 31-40 4 16-20 41-60 3 21-30 61-80 2 31- 50 81-120 1 51-120 121-300 The maximum raw score is, therefore, 20 points on (a) and (6) together. Test 3. — Cube Imitation Materials. — (1) Four 1-inch cubes fastened 2 inches apart to a wooden base. Both cubes and base are painted a dark red. The cubes are numbered 1 to 4 from right to left. (2) A fifth EXAMINER'S GUIDE 105 cul)c of the same siz(^ unattached and similarly painted. (3) Ten imitation jjioblems (a to j), as printed on the record sheet. Directions. — E. {places the cube board before S., with the numbered side of tlu> cubes directed away from him, and says: " Watch carefully and then do just what I do." E. next with the fifth cube taps the attached blocks in a predetermined order, as, for example, in (a) 1 — 2 — 3 — 4, at the rate of one per second. He now lays the tapping cube down before S., midway between the second and third cubes, but nearer to S. than the cube board, and says: "Do that." If in the first problem S. taps 4 — 3 — 2 — 1 instead of the reverse, E. credits the response and says: "No, begin here" (pointing to 1). Parts (6) to (j) are given in order unless S. fails in 5 successive parts. In this ev(>nt the test is discontinued. It is important that the rate of tappijig should not be faster than one per second. Scorifig. — The responses are recorded as right (+) or wrong (— ); and 1 point is given for each success. The maximum raw score is 10 points. Test 4. — Cube Construction Materials. — (1) A block of wood (model 1) I Ijy 3 by 3 inches, painted a dark red on the four sides, not on the upper or lower surfaces, and cut to a depth of 2 mm., so that it closely resembles a composite of 9 small cubes. (2) Nine 1-inch cubes necessary for the construction of model 1, four painted on two sides, four painted on one side, and one not painted. (3) A block of wood (model 2), same size as model 1 l)ut painted on the top as well as the four sides. (4) Nine 1-inch cubes necessary for con- struction of mod(>l 2. (5) A 2-inch cube (model 3), unpainted and cut on tlu^ six siu'faces so that it looks like a composite of eight small cubes. (6) lOight 1-inch cubes painted on three sides for the construction of model 3. Directions. — E. ])r(>sents model 1, and says: "You see this Mock. Notice that it is painted on the sides hut not on the top or 106 ARMY MENTAL TESTS the bottom; and you see these smaller blocks [E. presents blocks described under (2), above] partly painted and partly unpainted. These nine blocks can be put together so as to make one just like this." E. puts the blocks together, pointing to the painted surface or surfaces of each cube as he fits it in position. (a) E. then presents the same model and blocks in irregular order, and says: "Now, you fit the blocks together so as to make one like this." (b) E. now presents model 2 and the blocks for its construc- tion and says: "Noiv, put these blocks together so as to make one just like this. Notice that it is painted on the edges and on the top but not on the bottom." (c) E. presents model 3 and says: "You see this block; notice that it is not painted anywhere; and you see these smaller blocks [present blocks described under (6) above] that have three sides painted and three not painted. Now, I want you to fit these eight blocks together so as to make one just like this. Remember, it is not painted on the bottom, top, or sides." With a stop watch E. takes time in seconds for assembling the cubes. He also counts the number of moves. A move is to be understood as a placement in some position designed to complete the structure. If parts of a structure are assembled separately, putting such parts together does not count an addi- tional move. If the blocks are fitted together in the hand, the moves are counted just as they are if assembled on the table. Turning a block over or otherwise shifting its position in the structure is counted a move, but turning it over in the fingers, picking it up, and placing it upon the table are not to be counted moves. S. is penalized sufficiently for such behavior by the longer time. Time for work on each part, two minutes. If S. assembles blocks before time is up, allow spontaneous corrections, count- ing extra time and additional moves. Each block changed counts one move as before. The time should be taken when S, indicates verbally or otherwise that ho has finished. EXAMINER'S GUIDE 107 Scoring. — No credit is to be given for tiino, if the blocks arc not all assembled; l)ut if they are, credit as follows: (a) (6) and (c) Seconds Seconds Credit 1-10 1-20 .5 11-25 21-30 4 26-50 31-50 3 51-80 51-80 2 81-120 81-120 1 No matter whether S. has finished or not, count each mis- placed block as thr(H» additional moves and each unassembled block as six additional moves, and credit total moves as follows: (o) and (6) (c) Moves Moves Credit 9 8 5 10-11 9-10 4 12-15 11-15 3 16-25 16-25 2 26-50 26-50 1 Note that the minimum number of moves is nine for («) and (6), and eight for (c); that no credit is given for over 50 moves; and that the maxinmm raw score is 10 points for each part, or a total of 30. Test 5.— Form Board Materials. — See illustration of problems. Fig. 15 (3), for identification of the materials. Directions. — E. places the board before S., arranged as shown in "demonstration." "E." and "S." in this figure indicate the relative positions of examiner and subject. E. says: "These blocks can be changed around so as to make room for this extra square, like /^/.s." E. proceeds to solve the pro})lem in the minimum number of moves, making sure that S. is attending. 108 ARMY MENTAL TESTS (a) E. now presents the board arranged for problem A, saying: "Without viaking any more moves than you have to, DKlBBORH POSH BOiieD Va- i- Figure 15 (3). change these blocks around so you can find a place for the extra square (pointing to square). DoTi't have any blocks left over. Ready — go ahead. ^' (6) E, now presents the board arranged for problem B, say- EXAMINER'S GUIDE 109 ing: "/ want you to change these blocks around so you can find places for these two extra squares (pointing to them). Ready — go ahead." (c) E. presents the board arranged for problem C, saying: "Now I want you to change the blocks around so you can find places for these four extra blocks. Ready — go ahead." E. records the time in seconds from start to finish, and counts the number of moves. A move is to be understood as placing or trying to place a block in some position on the board. Taking a block out of position, and placing a Ijlock upon the table are not counted as moves. Time for work on (a) antl {b), two minutes each; on (c), three minides. If (a) is not solved in the time allowed, E. demon- strates that correct solution before going on to (6). Scoring. — If a problem is not solved within the time limit, score that part 0; but if a correct solution has been accomplished, give credit for time and for moves as follows : MOVES (a) {h) (c) Credit 8 5 9 4 3 5 10-11 3 4 G 12-14 2 5-7 7-10 15-20 1 TIME («) and (b) (c) Credit 0-10 0-20 5 11-20 21-40 4 21-40 41-70 3 41- 70 71-110 2 71-120 111-180 1 Note that the minimum num])er of moves for prol)lems (a), (b), and (c) is 3, 5, and 8, respectively, and that the maximum raw scores are 8, 8, and 10, or a total of 26 points. The examiner will find it advantageous to niak(> a diagram of the arrangement of the blocks for each prol)lem, as in Fig. 15 (3), and paste it on the screen between him and the subject. He can then copy the pattern on the board out of view of the subject, and with a little practice, can ilo it very expeditiously — often in less than 30 seconds. no ARMY MENTAL TESTS Test 6. — Designs Materials. — The five plates of designs on pp. 143 to 152. E. provides S. with pencil and paper. Directions. — The designs are given in order, (a), (b), (c), (d). Formula for (a) and (6): "/ am going to show ijou a drawing. You will have just ten seconds to look at it; then I shall take it away and let you draw it from memory. Don't begin to draw till I say 'go.'" Formula for (c) and (d): "This time I shall show you two drawings. You will have only ten seconds to look at them, then I shall take them away and you are to draw them both from memory.'* Before exposing the designs, E. says: "Ready; look closely." When designs are removed, E. says: "Go." Designs are ex- posed with greatest length of page horizontal, and with front of Guide toward E. The time limit is 3 minutes, but S. is not stopped or penalized if he appears to have the correct plan and is carrying it out. If the raw score on (a), (b), and (c) to- gether is less than 3, (d) need not be given. Scoring. — Emphasis is put upon reproduction of the plan of the designs rather than upon the neatness of the drawing. Credit as follows: («) 1. Two lines crossed, four flags 1 2. Correctlj'' facing one another 1 3. Accuracy (lines nearly equal, nearly bisected, nearly at right angles ; flags nearly square) 1 Total possible points, 3. (b) 1 . Large square with two diameters 1 2. Four small squares within a large square 1 .3. Two diameters in each small square 1 4. Sixteen dots, each alone in a small square 1 5. Accuracy of proportion (width of spaces around the four small squares between 3), (r), and id) should be pi-esented in the same way as (a) except that no further demonstration is allowetl. Time limit for each maze, 2 minutes. If the score on (a) and (6) is 0, the test may be discontinued. 114 ARMY MENTAL TESTS E c _L. s 1 1 1 1 J L, L - s 1 ~ Figure 17 (5). Scoring. — Time is recorded in seconds from start signal to successful exit. If this occurs within the time limit, credit for time is given for each maze as follows: Time Credit 0-20 3 21-40 2 41-70 1 71-120 Whether S. finishes in the time limit or not, credit is given for the degree of success he has attained as follows: Each maze EXAMINER'S GUIDE 115 is divided into five succossivo steps, which are indicated by dotted lines crossing!; the patii of the maze in the key niaz(>, FiS- 17 (5). A cre(Ut of 1 point is ^ivcn for eacli step success- fully acconiplishetl; i. e., for each imaginary dotted liiie crossed, niakinfj; a total of 5 points for each maze. The openin^-s of all blind alleys are indicated by heavy black lines across the path of the maze, A penalty of 1 point is given for each imaginary heavy hne crossed. Thus the .score equals the number of dotted lines a'ossed niinus the number of heavy lines crossed, and maze lines crossed not through carelessness (see above). Any negative score, thus obtained counts as zero. (No matter how many times any dotted line or heavy line is crossed, only one credit or penalty is given therefor.) Maximum raw score, 32 points. Test 9. — Picture Arrangement Materials. — Five sets of "Foxy Grandpa" pictures, Figure 18, one set for demonstration, and four for actual tests. Directions. — E. presents demonstrational set (x) in a row in the order 4 — 2 — 6 — 3 — 1 — 5 and says: "These pictures tell a funny story if they are placed in the right order." E. then pro- ceeds to arrange the pictures properly, telling the stoiy as he does so, and calling subject's attention to the proper sequence of the important details. He next removes this set, and i:)resents set (a), saying: "Now see how quickly you can change these pic- tures around so as to make them tell a good story.'^ S. is not told if he is wrong, but E. goes on to the next set. Sets {b) to {d) are presented in the same way. The sets are shown in a row in the order 4—2—6—3—1—5 and 5—1—3—^—2 — 1 alter- nately. The time limit for each vSet is three minutes. Scoring. — E. records the time and the arrangement for each set; and give? a credit of 1 point for each pair of pictures in correct juxtaposition, i. c., a maximum of 5 points for accuracy for each set. When, however, the error in arrangement con- 116 ARMY MENTAL TESTS sists only iii the reversal of one, two, or three juxtaposed pairs, a penalty of 1 point is given for each such reversal. Thus a credit of 4 points is obtained for arrangement 1 — 2 — 4 — 3 — 5 — 6, ■W P I* Vt: „,.m.3i ^1^^ \j^^. -Jiff*^ 3a ^r^ '^ ^ iil ^ ■• ^Tlffl .'s^N- ^ '^^W Figure 18. — Materials for test 9, picture arrangement. This figure was not included in the Examiner's Guide. which would receive only 2 points credit for correctly juxta- posed pairs. No credit is given for time unless the arrangement is correct. Then credit as follows: Time Credit 1-30 3 31-60 2 61-120 1 121-180 Maximum raw score, 32 points. 117 118 ARMY MENTAL TESTS Test 10. — Picture Completion Materials. — Two boards upon which arc depicted successive scenes from the day's activity of a boy; and 00 small blocks from which are selected the pieces to complete the pictures, Figure 19. Directions. — The l)oards are placed before S., part 2 at his right. The GO small pieces are placed above the boards in the Figure 20. — ^Test 10, picture completion. Representing the pic- tures from which selection is made. This figure was not in- cluded in the Examiner's Guide. box arranged in a predetermined order as indicated in the box. In this arrangement ambiguous pieces are located in the same area. E. says: "Here is a jncture — it begins here (pointing to demonstration picture) where the hoy is getting dressed. It shows the same boy — remember, the very same boy — doijig one thing after another during the same day. (E. points along first row and then along second to indicate the sequence in which the pictures come.) You sec in each picture a piece is missing. Scoring of completion test [The value of minus 5 is to be given to all placings where in the table below no numbers are inserted. These represent the marked absurditi(>s.] vaiat: of pirces in pictures /'„•,■,.. / n /// IV V VI VII VIII IX ,Y 1 ... . . .2. . 12 5 2 . . . . . 0. . . 0. . . . .1. . o . . .0. . . . .0. . . . .0. . . . 0. . ;j 1. . IS 4 , . .0. . . I> . . .0. . . (i . . . . 0. . 7 . . . 0. . 1 . ...().. . . .0, . . . 0. . S 9 6 5 lo:::- . .0 1 1 1 12 . .0. , . () . . . 1 . 1.5 :{ 1 11 . . 1 . . l.'> 1 1 l(i . (). . 0. . . 0. . 17 . . .1. . . . .(>. . IS . .0. 9 19 •> 0. . . . .0. . 20 .... 21 ... . . 0. , 1. . . 22 ... . 6. . 2.{ 17 24 . .0. . . .6. . 2"> . . •i 2(1 . .0. . . 4 . 0. 27 . . . r . . .0. . .1 . 2S . . .0. . . . 4 . . . .0. . 0. n 2!» 0, . ;«) •> ;{i ■VZ . 0. 7 x\ . . . 1 . :5t 5 5 .■jr> 12 5 . . .1. . . . .0. . . . .0. . 0. . :{(i . . .2. . . .0 . 0. . 0. . Wl . . .0. . . . .4. . . . . . . . . .0. . . .0. . as 3!) . . 0. . 1 40 1 41 . . .0. . . . .2. . 0. . 42 . 0. 4.'5 . . . . . .2. . 44 . . . 1 . . . . .0. . . . .0. . . . 0. . 4.5 . .'i 4(; . . .0. . . .0. . . . .0. . . . .0. . . . .0. . . ..0. . . . .0. . 47 . Ty 1. •> 4.S . . 6 4!) 10 . . . . . . . .1. . . . 2. . .")0 . . .0, . .. .0. . . . . . . . . .1. . .-)1 . . . . . . . .0. . . . .1. . . . .2. . . . .0. . . . .0. . . .■)2 . . .1. . . . .S. . o;3 .-)4 . ..0. . ...0.. . . .1. . . . .2. . ...0.. . ..0.. .0. . . .0. . . . .0. . ...0.. . . .0. . ...c. . . .c. . . . 0. 0. . .-)G . . .2. . . ..0. . . ..0. . . . .0. . . . .0. . . . .1. . ."iS . ..0. . . . .0. . . ..1. . o . . .0. . . . .0. . . . . . . ...().. . . .0. . .")!) . 2 (10 . ..6.. . . .2.. . . .0. . . . .0. . . .0. . 119 120 ARMY MENTAL TESTS Here are a lot of stnall pieces. They go into the empty places. You are to pick out the piece that you think is needed, that is best to make the picture right. For example, what is gone here?" (pointing to demonstration picture). If S. answers correctly, E. says " ThaVs fine. Now see if you can find the best piece for each of the other places." If S. does not answer correctly, E. finds the piece for him, explains why it is right, and then says: "Now see, etc. — " as above. E. gives no help after the first explanation, but S. is allowed to change pieces if he wishes. When S. in- dicates that he has finished as well as he can, time is recorded. The time limit is 10 minutes. Scoring. — No credit is given for time, but the very slow are indirectly penalized Ijy not finishing in the time limit. The scoring of the performance is indicated in the accompanying table. When a square is left unfilled, the score for that item h 0. Negative score on the entire test counts as zero. Maximum raw score, 100. (b) PROCEDURE FOR NON-ENGLISH-SPEAKING SUBJECTS E. should take care that his directions do not appear too artificial. For this reason he should not always remain ab- solutely silent. He should try to use whatever words are in- telligible to his subject. "No," "Yes," "Hurry," etc., can be used in most cases; and even when S. does not understand, it is often better for E. to speak as well as gesture. The aim here is only to make the instructions intelligible apart from the language used. Test 1.— The Ship Test E. shows S. the frame with the pieces properly fitted therein. After S. looks at picture for 10 seconds, E. withdraws picture, removes pieces and presents the empty frame and the pieces arranged as in Fig. 13 (1). E. points in order to S., to the pieces, to the frame, and nods affirmatively. If S. does not understand, E. repeats. EXAMINER'S GUIDE 121 Test 2. — Manikin and Feature Profile E. places pieces before S. as previously described. Then points to S., to pieces, nods affirmatively, and sweeps hands together over pieces to indicate that they arc to be assembled. This may be repeated. If 8. does not understand, or if pieces are not properly assembled in the time limit, E. demonstrates part (a) and goes on to (b). Test 3. — Cube Imitation E. places the cube board before S. as previously described; then taps the first imitation problem slowly, puts down the tapping cube, points to S., and nods affirmatively. If S. fails to understand, E. repeats; if he begins at the wrong end, E. shakes head negatively, points to the first cube, and repeats the probknu. E. should make sure he has subject's attention before tapping any problem. Test 4. — ^Cube Construction (a) E, presents model 1 and the corresponding blocks, points to bottom, top, and sides of model; then places it upon the table and assembles the blocks rather slowly, turning each block over in the fingers and pointing to painted and unpainted sides. E. now presents the same model and the blocks in irregulai- order, then points in order to S., to the model, to the blocks, and nods affirmatively. E. repeats, if S. does not understand. (6) E. presents model 2 with the nine blocks for its construc- tion; shows S. bottom, top, and sides of model; then places it upon the table, points to S., to the model, to the blocks, and nods affirmatively. E. repeats gestures, if S. does not under- stand. (c) E. presents model .3, turns it over slowly, showing each side, presents blocks, picks up a block, points to painted side, shakes head, points to unpainted sido, nods, puts down ])loc'k, points to S., to model, and to blocks, nods affirmatively. 122 ARMY MENTAL TESTS Test 5.— Form Board E. places board before S. as previously described, points to square and to empty spaces, and proceeds slowly to change blocks and put in square. E. next removes board, rearranges it for problem (a), and again presents it to S. He then points to S., to square, and to board, nodding afhrmatively. If S. does not understand, E. repeats gestures; and if problem is not solved in the time limit he again demonstrates the correct solution and passes on to (6). Problems (b) and (c) are pre- sented in the same way except that they are not demonstrated in case of S.'s failure. Test 6. — Designs E. shows S. demonstrational design (x) for 10 seconds. Then he takes it away and draws it for S. He now shows test design (a) for 10 seconds; then takes it away, gives S. pencil and paper, points to S., to paper, nods affirmatively. If S. does not re- spond, E. draws it for him, then passes on to (b). Designs (b), (c), and (d) are presented in the same way except that E. does not demonstrate further. Test 7.— Digit Symbol E. shows S. the record sheet, points to blank below 2 in the sample, then to symbol for 2 at top of page, writes in symbol, proceeds in the same way with the other parts of the sample, then gives S. pencil, points to space below 3 in the test, and nods affirmatively. Test 8.— The Maze E. shows S. demonstration maze (a), and with his pencil pro- ceeds to trace the shortest way out. At critical points he hesi- tates, moves pencil in wrong direction without marking, shakes his head, and continues to work in the right direction. He next presents test maze A, gives S. pencil, points to starting EXAMINER'S GUIDE 123 point and to exit of maze, and nods affirmatively. If S. fails to understand, E. demonstrates again witli maze; A and passes on to (b). Mazes (b), (c), and (r/) are presented in the same way, but no more demonstration is given. Test 9. ^Picture Arrangement E. presents demonst rational set and allows S. to see it for about 15 seconds. Then, making sure that S. is attending, he slowly rearranges the pictures and points to each one in succes- sion, attracting subject's attention especiallj' to the sequence of important details. Next E. removes these pictures and pre- sents set (a), points to S., and moves his hand about the pictures to indicate that the}' are to be arranged. If S. does not under- stantl, E. shows him the proper arrangement and then goes on to set (6). Sets (b), (c), and (d) are presented in the same way as (a), except that no further demonstration is given if S. fails. Test 10. — Picture Completion E. places material before S. as previously described. He then slowly points to the same boy in each of the pictures in succession to indicate the proper sequence of events. He next returns to the demonstrational picture, points to dressed and undressed foot and to empty space. Next he looks leisurely over the small blocks, tries the slipper or the low shoe in the space, points to dressed foot, and shakes his head negatively. Then he puts in the correct piece showing satisfaction with result. Finally, he points in order to picture 1, to S., to small blocks, and to the empty space in the picture, and nods affirma- tively. If S. docs not understand, E. repeats. (c) DIRECTIONS FOR USING RECORD BLANK In general, the subject is given credit for both speed and accuracy or degree of success; and the record blank is designed 124 ARMY MENTAL TESTS to convert timo and accuracy measurements into points of credit without delay or inconvenience. As soon as S. has completed tests 1, 2, 4, 5, 8, or 9, or any part of any one of them, E. checks the space containing the figures which include the subject's time. In tests 1, 2, and 9, he next scores the performance for accuracy; and, if the condi- tions for crediting time are fulfilled, he adds the credit below the time checked to the credit for accuracy and records the sum in the column marked "score." In tests 4 and 5, E. also checks the space which includes the number of moves; and, if the conditions for crediting are fulfilled, he adds the credit below time checked to the credit below moves checked and records the sum in the column marked "score," as above. In test 8 time is checked and the credit for time added to the credit for success, etc., as before. The abbreviations T. L. in these tests means "time limit"; and this space is checked only when S. is actually stopped before the test or part of the test is completed. In test 3, E. records the response only when it is incorrect; but always writes + or — in the proper column. In test 10, the number on the back of the block selected for a given picture is written below the number of the picture, and the credit for that part is written in the next space below. If no block is selected for any given picture, E, leaves that space blank. Tests 6 and 7 require no explanation. The score for each part of tests 2, 4, 5, 8, and 9 are written in the column marked "score"; and then these part scores are totalled below the heavy line, except in test 2, where the total for the two parts is merely written at the foot of the space for score. In all other tests only the total score for the test is written in the "score" column. (d) DIRECTIONS FOR WEIGHTING PERFORMANCE SCALE SCORES The raw score for each of the 10 tests is converted into a weighted or equalized score, which is entered on the perform- EXAMINER'S GUIDE 125 ance-scale record blank and on the psychological record card in the column headed: "Wtd. score." This weighted score is obtained by means of the accompanying table. In the table all the possible raw scores for each test are listed in colunms bearing the number of the test. The weighted scores corre- sponding are listed in the columus under the letter "W" at either side of the page. For example, to convert a raw score, in test 1, into a weighted score, look at the column under figure 1, find the raw score, and take the score in either column W. which is on the same line. Thus, the weighted score corre- sponding to the raw score 19, in test 1, is 13. The weighted score corresponding to the raw score 35, in test 7, is 15, etc. TABLE FOR WEIGHTING PERFORMANCE SCALE SCORES w. 1 2 3 4 5 G 7 8 10 W. 1 2 3 0-3 4-G 7-9 10-11 12 13 14 15 10 17 IS "ig '26 "21' 0-1 2 3 4 .") ...... 0-1 2 3 4 .") 8 9 0-2 3-5 G-7 8 9 10 11 1 2 . ..^. 4 1-4 5-7 8-10 11-13 14-15 10-17 18-19 20-21 22-23 24-25 20-27 28-29 30-31 32-33 34-35 30-37 38-39 40-41 42-43 44-45 40-47 48-49 50-51 52-53 54-55 50-57 58-59 00-01 02-03 04-G5 06-07 0-3 4-7 8-10 11-13 14-15 10 17 18 19 0-1 2 3 1 2 3 4 5 4 5 6 1-2 3-5 0-8 9-11 12-14 15-17 18-20 21-23 24-20 27-30 31-33 34-37 38-10 41-44 45-47 48-50 51-53 54-50 57-59 00-02 03-05 00-08 09-71 72-74 75-77 78-80 81-80 87-92 93-l(K) 4 5 7 7 s 7 '8 q 12 •> 8 10 11 9 3 10 11 13 14 20 21' 22 ' 23 "24' 25 ■■'26' 27 ■ ••2g' ■ 29 30 31 32 7 8 9 10 11 12-13 14-15 10-17 18 19 20 21 22 23 24 25 20 27 28 29 30 31 32 10 11 T? 10 V?. ^'^ 12 13 14 If) 15 7 13 14 11 12 ■ ■ '4' ■ 14 lo 10 10 8 15 10 17 17 9 17 IN 18 19 "22 13 •'"' 10 17 IS 10 19 ?0 ?i 14 19 20 22 23 24 25 20 11 i2' i:'} " it 1.5 10 17 ?1 ?? 18 19 20 21 22 23 24-25 20-27 28-30 ■'? 23 24 23 If) 10 23 2t 25 20 27 ?8 "2\' 17 18 7 26 27 ?8 29 30 31 "25' 19 20 8 9 10 29 30 31 32 32 126 ARMY MENTAL TESTS (e) AN ABBREVIATED PERFORMANCE SCALE If time does not permit the giving of the complete perform- ance scale, a short scale selected from tests 1, 2, 3, 4, 6, 7, and 8 may be used. These tests must be given in the following order: 7, 6, 2, 4, 8, 1, 3 (or 3, 1). After each test is given E. should compute the weighted score obtained by S. up to that point; and he may discontinue the examination after the first test, if the score is 14 or more; after the second, if it is 22; after the third, if it is 27; and after the fourth, if it is 32. The fifth test should be given if the score on four tests is less than 32; but only very rarely need more than five tests be used. If S. is absolutely illiterate (whether American or foreign born), E. should begin with test G instead of 7, and follow the same procedure. If the examination is discontinued after the first test, S. should be rated D (C — , if the score is 21 or more) and as a rule recommended for regular service. If two or more tests are given, a final score should be obtained by finding the average for the tests actually given and multiplying by 10. The letter rating for this score can then be read from the table of norms for the short scale. If eight or more tests are given, the norms for the long scale should be used EXAMINER'S GUIDE 127 (f) EXPRESSING AXD INTERPRETING RESULTS The results of the performance scale examination should be expressed in the following ways: (1) Total weighted score; (2) letter rating; ('.i) mental age. The letter ratings corresponding to various scores and mental ages are as follows: Complete scale Short .scale Mental f 3 2 4.5 4 5 5 6 8 5.5 9 12 6 17 17 6.5 30 24 7 41 33 7.5 52 42 8 62 53 8.5 72 67 9 91 86 9.5 114 108 10 135 127 10.5 153 144 11 166 158 11.5 175 169 12 183 179 12.5 189 188 13 195 197 13.5 201 205 14 208 214 14.5 216 223 15 223 232 15.5 230 241 16 237 250 16.5 244 259 17 251 267 17.5 258 275 18 268 283 18.5 290 291 10 128 ARMY MENTAL TESTS Letter ratings should be assigned as follows: Complete scale Short scale A 260-311 275-308 B 240-259 250-274 C+ 215-239 220-249 C 190-214 190-219 C- 150-189 145-189 D 90-149 85-144 D- 0-89 0-84 Grade E should be given to all men who are recommended by the examiner for discharge, Development Battalion, or serv- ice organization, and to such men only. All men whose intelli- gence is deemed satisfactory for regular military duty shall be given rating of D — or higher. Subjects obtaining a score of 100 points or more (short scale) may ordinarily be recommended for regular military training; subjects obtaining 40 to 99 points should be considered for assignment to service organization or Development Battalion; those below 40 points should ordinarily be considered for discharge. 5. MECHANICAL-SKILL TEST The mechanical test is intended for use (1) in aiding decision in doubtful cases under individual consideration, and (2) as a special test of mechanical skill. Materials. — One set mechanical test (Stenquist), single series 1.* Instructions. — Place the open box before S. with the cover toward him. Say, "Here are some things that have been taken apart. You are to put them together. Begin here Ipointing to A]; take the parts and put them together so that the thing will work. * Consists of ten small mechanical objects taken apart. Each set of pieces is placed in a separate compartment. The objects are in order of use: wrench, chain, paper clip, bicycle bell, coin holder, clothespin, "shut- off," push button, lock, and mousetrap. EXAMINER'S GUIDE 129 Then go on to this one [pointing to B]; then to the next, and so on. If you come to one that see7ns very hard, go on to the next one, and if there is time later try it again. The more things you get done the larger your score. Ready — Go." Time for tho entire test, 30 minutes. Scoring. — Giv(^ 10 points for the complete and correct as- sembling of each object. Total possible score, 100. If the assombliiifi; of any object is only partially correct, give partial credit, accoiding to ilut schedule. A list of the possible steps in the assembling is given for each object. Note in each case of partial solution which steps have been completed, and give credit for <>ach step as indicated. The items included in a brace are alternative reactions, therefore give credit of only one number of points from any brace. It will be noted in D, for example, that, failing only to screw cover on, S. gets but 6 points, while screwing the cover on counts but 1 point. The additional 3 points of penalty are for lack of "workability." If any step is omittecf in the solution of any object except E, then item of "workability" is consid- ered as lacking. In E, however, credit of 2 points is given for workability if the solution is correct except only 2 sides snapped or caps out of order, or both. In case of the lock, the spring is properly inserted when the bend is hooked over the projection in the frame to prevent slipping. By "Spring inserted workably" is meant one of the three other workable positions in which it is possible to place the spring, but which make no use of the bend. In the case of the mousetrap, by "in slot" is meant that the long arm of the spring is inserted in the slot of the U-shaped band. By "Right way," reference is made to the direction in which the U-shaped band snaps. A "weak snap" is occasioned by having the spring or springs inverted. If one spring is more nearly correctly inserted than the other, count best one; that is, give credit for the best spring, and for that only, except in the last case. 130 ARMY MENTAL TESTS Schedule of scores Head inserted correctly. . . 2 Nut screwed on — Properly ])ctween cross bars of handle 4 Otherwise 1 Score (wrench) . . . . ( ) B: Complete chain of single joined links 3 One correct joint between links 2 Two correct joints 4 Three correct joints 6 Four correct joints 8 Score (chain) ( ) Thumb lever inserted in armholes — Below spring, arm of lever out 3 Above spring wrong side forward 8 Score (tube shut off) ( ) D: Thumb lever on pin either way 1 Gear on pin right side up in mesh with lever 1 Knockers right side up in mesh with gear 2 Cover screwed on 1 Spring hooked 2 Score (bell) ( ) Center stud in place 2 Springs in place 1 Caps in place — Out of order 1 In order 3 Cover snapped — Two sides 1 Three sides 2 Workability 2 Score (coin box) . . . ( ) F: Spring correctly placed on one stick 2 Imperfect usable clothes- pin — Unsymmetrical 4 Symmetrical 6 Score (clothespin).. ( ) G: Small lever in place 2 Lock bolt in place 1 Spring inserted — Workably 4 Properly 5 Top fitted on properly and screw inserted 1 Score (lock) ( ) H: Both levers backward .... 1 One forward clear in, other backward 3 Other part way in, for- ward 4 EXAMINER'S GUIDE 131 Both part way in, forward 5 Botli dear in, forward, one facing wrong S Botli facing wrong ... Score (paper clij)) . . ( ) Button properly inserted in upper ring 2 Circuit-closing disk projv erly fitted in bottom ring 2 Rings snapped togetlier. . . 3 Score (electric but- ton) ( ) U-shaped band held in proper place by pin or wire 1 Trip lever on pin — Improperly 1 Properlj'^ 2 Wire lever hooked — Improperly 1 Properly 2 Springs on i)in (count best one) — Weak snap, not in slot, either way. ... 1 Weak snap, in slot, either way 2 Strong snap, in slot, wrong way 3 Strong snap,, in slot, right way, One spring 4 Both springs .... 5 Score (mouse- trap) ( ) 132 ARMY MENTAL TESTS ABBREVIATED MECHANICAL TEST The abbreviated mechanical test includes only items A, B, D, E, and G of the complete test. Time, 15 minutes. Score each item according to directions given above and double their sum to secure the total score. Table of norms (Derived from 909 cases; 303d Engineers, Camp Dix.) Precentile rank, Score per cent 10 1.5 20 6 30 12 40 22 . 50 37 60 53 70 , 69 80 ' 83 90 94 98 100 Letter rating Score A 96-100 B 80-95 C 40-79 D 20-39 E 0-19 EXAMINER'S GUIDE APPENDIX A Tabic of equivalent scores 133 Alpha Beta Point scale Complete performance Short performance Stanford- Bind 4.0 3 2 4.5 4 5 5.0 6 8 5.5 9 12 6.0 31.5 17 17 6.5 36 30 24 7.0 2 42 41 33 7.5 6 46 52 42 8.0 2 11 51 62 53 8.5 4 17 55.5 72 67 9.0 7 24 60 91 86 9.5 11 30 64 114 108 10.0 16 37 68 135 127 10.5 21 42 71 153 144 11.0 27 47 74 166 158 11.5 33 53 77 175 169 12.0 40 58 79 183 179 12.5 47 63 81 189 188 13.0 56 67 83 195 197 13.5 63 71 85 201 205 14.0 71 75 87 208 214 14.5 78 78 88 216 223 15.0 85 81 90 223 232 15.5 93 84 92 230 241 16.0 102 88 95 237 250 16.5 114 91 98 244 259 17.0 125 95 100 251 267 17.5 137 99 258 275 18.0 147 104 268 283 18.5 161 108 290 291 10.0 134 ARMY MENTAL TESTS Basis for the assignment of letter grades Alpha Beta Point scale A 135-212 100-118 Not given B 105-134 90-99 95-100 C+.... 75-104 80-89 90-94 c 45-74 65-79 80-89 c 25-44 45-64 70-79 D 15-24 20-44 60-69 D-.... 0-14 0-19 0-59 Whole Short per- per- formance formance 260-311 275-308 240-259 250-274 215-239 220-249 190-214 190-219 150-189 145-189 90-149 85-144 0-89 . 0-84 Stanford- Binet 18 -19.5 16.5-17.9 15 -16.4 13 -14.9 11 -12.9 9.5-10.9 - 9.4 EXAMINER'S GUIDE 135 APPENDIX B. -EXAMINER'S OUTFIT * I. A supplomenlary outfit is furnislicd at tlio coiiimonccmont of camp exaniiniup; to provide for the iinmodiato needs of the staff. This outfit inckides: (1) G gross lead pencils, (2) 3 pencil sharpeners. (3) 2 typewriters. (4) 2 typewriter tables. (5) 1 chest of tools. Additions to and replenishment of these materials must be secured regularly from the medical supply officer by requisition through the division or camp surgeon. II. Psychological equipment, as such, consists of three groups: (A) Group examining outfit. (R) Individual examining outfit. (C) Printed materials. The regular procedure for increasing or replacing these sup- plies is a request through military channels addressed to the Surgeon C(^neral of the Army, attention Division of Psychology. The various items under psychological equipment are listed below. (A) Group examining: 1. Beta outfit — (a) Blackboard frame. (6) Beta chart. (c) 6 cardboard pieces, test 7. 2. Alpha stencils for each form. 3. Beta stencils. * Appendices B and C are retained as they appear in the guide. They will give the reader some understanding of the minimal e(iuii)ment neces- sary to handle the work of examining large; numbers of men day after day. The building space indicated is actually less than was used in the majority of the camps. 13G ARMY MENTAL TESTS (B) Individual examining: 1. Point-scale materials. 2. Stanford-Binet materials. 3. Performance-scale materials — (a) Ship test. (b) Manikin. (c) Feature profile. (d) Cube construction. (e) Cube imitation. (/) Form board. (g) Picture arrangement. (h) Picture completion. 4. Mechanical skill test. (C) Printed materials: 1. Group examination alpha, five forms. 2. Group examination beta. 3. Point scale examination. 4. Stanford-Binet examination. 5. Performance scale examination. 6. Psychological record. 7. Report of psychological examination. 8. Examiner's guide. EXAMINER'S GUIDE 137 APPENDIX C— BUILDING AND EQUIPMENT Follow! I ifz; authorization by the Socretaiy of War for con- struction in each camp of .si)ocial psychology building, it was decided to secure, wherever possible, the assignment of small l>arracks building, and to n^modol the same for psychological use. Suitable building for psychological examining lias been designated in many of the divisional training camps. In others, temporary arrangements have been effected. For the use of the school of military psychology, Medical Officers' Training Camp, Fort Oglethorpe, Ga., a special psychology building has been constructed. In general, it is desirable that building for psychological examining be located conveniently near receiving and exam- ining station of camp, and if possible also near the personnel office and the office of the camp surgeon and psychiatrist. Where there is a depot brigade the building should be either in or near the same. Since the psychologist will have important functions in connection with the development battalion, it also should be considered in selecting location for psychological work. For the information of examiners and their guidance in select- ing and planning for the remod(>lijig of such building as they may secure for their work, the plans of special psychology building are reproduced herewith. In planning modifications for any assigned buildmg, it is well to keep in mind the fact that other uses than psychological examining will be found for the psychological building. In the oiiginal plan it was intended that the Division of Psychiatry should also have an office in the building and, where necessary, sufficient examining space for individual examinations and con- sultation. In certain of the camps plans are already on foot to use this building for medical conferences, for conferences between psychiatrists, psychologists, and line officers, for ad- dresses to the line officers on morale, and for discussions and 138 ARMY MENTAL TESTS conferences on methods of instruction, and training of the new recruit. The first fioor of the original building was planned to contain alpha and beta examining rooms and a storeroom for heavy materials. The alpha examining room was planned to seat on the floor 160 to 200 men. This room was without benches, but the necessary space for each man is marked out roughly by lines running crosswise of the length of the room. These lines were spaced 3 feet apart. Since the men were to be seated on the floor or on small wicker mats, it was deemed desirable to make the floor of this room of double thickness. A small reading stand with shelves was planned for the large examining room. The small examining room, or beta room, was planned to seat between 60 and 100 men. A bench designed for this room, with its partitions and other measurements, is shown in Fig. 23 (8). It was also deemed desirable to have in this room a raised platform, about 18 inches high, from which the demon- strations could be more easily seen from the back of the room. A bank of lights so arranged as to illuminate the beta black- board will be found essential on cloudy days. Cross-lights should be avoided. Lights in alpha room should barely clear the tallest men. The storeroom should have built-in shelves sufficient to enable the examiner to unpack at least one week's supply of the neces- sary examining materials. Similar shelves should be planned for the scoring room, record room, office, and small storeroom. Shelves in the record room can be made wider than usual shelv- ing, so that if long, narrow boxes are built to contain the record cards they may be placed lengthwise across these shelves. Other necessary changes are indicated on the plan. A certain amount of furniture, either built by the construc- tion quartermaster or supplied through the camp quartermaster upon requisition, is indicated in the plan. Examiners should have on hand at least 250 strips of beaver board 12 by 18 inches, wicker mats for the alpha examining roon^, if possible, and a EXAMINER'S GUIDE 139 JL>Yy 5 1 u lii r <0 / , l, uy 3 y 3. « I yt ^ o 3 > -1 < ■j tg p. !^ "X ■'j y=. c i 3 t- o z o im^ gl 3 ^ y " \ c © — n l__ k^ \ I -^1 V h= r ^ ^ y / r ■> > o l\ "■ •y i \ 1 1 1 EXAMINER'S GUIDE 141 -MfVA mattt ^itrtri*tit ■A I »*= J I — •^o^ * |< e-t^ J • 1*- StitTitfl E.I.CVATMH BcNcn IN Sm^lu txAKiMiwc Room 10 I^^NTCO l9-0'LOM(m - 1- .SCCTIOJI* -< E SCCTIOM Tabuc IN ScoringRook Plan l-'KillKK Xi (S). 142 ARMY MENTAL TESTS sufficient supply of wall hooks for overcoats and hats of those being examined. Each of the individual rooms on the second floor should be supplied with small tables. In addition, about 20 small tables, 3 by 6 feet, 30 inches high, are needed in the scoring room. According to the desire of the examiner, these tables may be supplied with special scoring tops, as indicated in the specifications and plan in Fig. 23 (8) . For the regular work of the examining staff and scorers at least 75 ordinary chairs should be sufficient. This is a brief description of the building and equipment as originally planned for the psychological examining staff. It is obvious that no one of the buildings already constructed can be adapted to meet these suggestions exactly. The original plan and equipment are presented here as suggestions rather than as essential in all details. It is essential that the individual examining be done under as uniform conditions as possible. It is necessary that the chief examiner have a definite address and office within the camp boundaries, and it is further essential that proper storage space be furnished and supplied with locks or guards to protect against loss of examining materials. It is also necessary, for accurate scoring and recording, that per- manent and sufficient floor space be supplied for the scoring unit. Outside these essential and necessary requirements and the expendible equipment necessary to carry on the examining, scoring, and recording, physical properties will vary consider- ably from camp to camp. EXAMINER'S GUIDE 143 I— » 144 ARMY MENTAL TESTS /\ \ > \/ EXAMINER'S GUIDE 145 146 ARMY MENTAL TESTS EXAMINER'S GUIDE 147 cr 148 ARMY MENTAL TESTS • • • • • • • • • • • • • • • • EXAMINER'S GUIDE 149 150 ARMY MENTAL TESTS EXAMINER'S GUIDE 151 ^ o p O 152 ARMY MENTAL TESTS CHAPTER IV ARMY TESTS IN THE STUDENTS' ARMY TRAINING CORPS AND COLLEGES The form of the Examiner's Guide prepared by Major Lewis M. Terman for use in the Students' Army Training Corps dif- fers sHghtly in directions for its use and in the method of givinj); instructions to the subjects for all separate tests except one. The instructions were not read aloud to those taking the tests. The time limits, in consequence, were changed slightly to in- clude a portion of the reading time. All other cautions and directions are identical with those of the regular anny guide. It was unnecessary to prepare tests for illiterates and defectives since the early plans of the corps did not include instruction for the non-English reading men of draft age. The form containing the essential changes is reproduced here. INTRODUCTORY STATEMENT The instructions presented herewith are for the conduct of examination alpha, the intelligence tost prepared especially for literate men in the army. With minor exceptions the procedure is the same as that used with other literate recruits. The purposes of the alpha examination in the Students' Arniy Training Corps are: (a) To secure an objective rating of all students according to general intelligence, as an aid in their final classification for service; (b) To acquaint prospective officers with the nature and value of the psychological ratings which are in general use in the Army; 153 154 ARMY MENTAL TESTS (c) To aid in the educational guidance of students; (d) Where the examination can be given at the opening of a new tenn, to aid in the selection of candidates for ad- mission. When the examination cannot be given as part of the en- trance requirements, it should be given as early as possible after the opening of a new term. The results, if promptly avail- able, will be of value both in the educational guidance of the students and in the evaluation of their work. In order to eliminate all possibility of coaching, the following precautions should be taken: (1) Different forms of the alpha examination booklet should be used in successive terms. In general, it will be advisable not to use a given fonn more than once in a school year of four quarters. (2) The examinations in a given school should be completed in the shortest possible time. In the smaller schools, all the students may ordinarily be examined in the same half day, and in the larger schools in one, or at most, two days. (3) The greatest care should be taken to prevent the dissemina- tion of examination booklets. Before the men are allowed to leave the room after an examination, the number of booklets collected should be carefully checked against the number distributed. Used blanks and blanlvs held in reserve should be safeguarded by the examiner accord- ing to directions furnished by the Regional Director of Psychological Tests. The number of men who should be examined in a group will be determined largely by the available space. Groups of 100 to 200 men arc preferable, but under suitable conditions groups of 300 or 400 are readily handled. Crowding, however, should be avoided. When circumstances will permit, the men should be assigned to alternate seats. TESTS IN STUDENTS' ARMY TRAINING CORPS 155 It is necessary that sonu* kind of support ho provided for the booklets. If there is no suitable room which is fitted with desks, or with chairs havinp; arm rests, then each student may l)e supplied with a book on which to rest the examination blank during the examination. While discipline must be preserved throughout the examina- tion, it is necessarj'^ that the men be made to feel at ease. State- ments which might cause apprehension or nervousness should be avoided. Clenerally speaking, litth; should be said by the examiner beyond givinfj; the directions for the separate tests. The procedure, as set forth in the following pages, should be adhered to rigidly. The directions should ])e given in the exact words indicated. No supplementary instructions of any kind are pennissible. The rule that no questions shall be asked should be strictly enforced. Each test should be timed with a stop watch and care should be exercised to avoid error in timing. A few extra pencils, sharpened, should be at hand to supply men who need a new one during the examination. Pencil, not pen, should be used in all cases. PROCEDURE After the men have been seated, each is given a pencil. Then E. (examiner) should say: "We are going to pass around some papers now; don't turn any of the pages until I tell you to." Alpha l)ooklets are then distrii)uted, face up, the greatest care being taken to see that no one is given more than one booklet. As soon as the ])ookl(^ts have Ijoen distributed, E. should con- tinue, slowly and distinctly, pausing after each instruction to give subjects thne to respond: "Now, at the top of the page, print your name after the word 'Name.' Print your last name first, then your first name, and then your middle initial, if any." After name has been written, say: "Put your ag(^ m years after the word 'Age.'" (Pause.) "Next, in the third line, write the name of the state or country in which you were born. If you were not born ia 156 ARMY MENTAL TESTS this country, tell the number of years you have lived in the United States." (Pause.) "After the word 'race' write the word 'white.'" (In examining negro groups substitute the word "Negro.") " Next go to the line that begins with the word 'sciiooling' and draw a line under the highest school grade you a ( tended before you entered the S. A. T. C. For example, if (he last grade you attended before you entered the S. A. T. C. was the fourth year of high school or preparatory school, draw a line under High School, Year 4. If you had reached the second year of college before entering the S. A. T. C, draw a line under College, Year 2, etc." When everything is ready, E. proceeds as follows: "Atten- tion! The purpose of this examination is to see how well you can remember, think and carry out what you are told to do. It is a test of general mental ability, and will help to find out what you are best fitted to do in the army. Such tests are given to all enlisted men in the Army. The results have proved to be of great value. The grade you make in this examination will be put on your Qualification Card and will become a part of your pennanent record. Some of the things you will be given to do are very easy. Some you may find hard. You are not expected to make a perfect grade, but do the very best you can. "In the Anny a man often has to listen to commands and then carry them out exactly. I am going to give you some commands to see how well you can carry them out. Listen closely. Ask no questions. Do not watch any other man to see what he does. "Look at your papers. Just below where you have been writing, there are several sets of fonns — circles, triangles, and so forth. First you will be told to do something with the circles at 1 , afterwards with the circles at 2, and so on. "When I call 'Attention,' stop instantly whatever you arc doing and hold your pencil ui:) — so. Don't put your pencil down to the paper until I say 'Go.' (Examiner lowers his pencil.) Listen carefully to what I say. Do just what you are told to TESTS IN STUDENTS' ARMY TRAINING CORPS 157 do. As soon as you are through, pencils up. Remember, wait for the word 'Go.'" A^. B. Examiner. — Give the following instructions very dis- tinctly and at moderate speed. After giving the cormnand "Attention," always notice carefully and have orderlies notice whether all pencils are up. Never proceed until they are. This is especially important in the beginning. Be careful to use the directions that fit the form of alpha booklet distributed. Be careful not to pause or to drop the voice in the course of a com- pound direction, e. g., in 2, before the words "and also." Raise your pencil whenever you say "Attention." Lower it promptly whenever you say "Go." Instructions for test 1, each form, are exactly the same as in the original guide. When the examiner is through giving the directions for test 1, he says: "During the rest of this examination don't turn any page for- ward or backward unless you are told to. Now turn over the page to test 2." Test 2. — Arithmetical Problems "Attention! Read the directions at the top of the page and do what they tell you to do. I will say stop at the entl of five minutes. Do as many as you can in the time allowed. — Ready — Go!" After 5 minutes, say "STOP! Turn over the page to test 3." Test 3. — Practical Judgment Attention! Read the directions at the top of the page and do what they tell you to do. — Ready — Go!" After 1 minute and 40 seconds, say "STOP! Turn over the page to test 4." Test 4. — Synonym— Antonym "Attention! Read the directions at the top of the page and do what they tell you to do. — Ready — Go!" 158 ARMY MENTAL TESTS After 1 minute and 40 seconds, say "STOP! Turn over the page to test 5." (Pause.) " Now you have to turn your books around this way." (Examiner illustrates the necessary rota- tion.) Test 5. — Disarranged Sentences "Attention! Read the directions at the top of the page and do what they tell you to do. — Ready — Go!" After 2 minutes and 10 seconds, say "STOP! Turn over the page to test 6." Test 6. — Number Series Completion "Attention! Read the samples and the directions at the top of the page and do what the directions tell you to do. — Ready — Go!" After 3 minutes and 10 seconds, say "STOP! Turn over the page to 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, hlack, clear, pure. "Here the word black is underlined because black is the op- posite 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 under- line the word in heavy type that is related in the same way to TESTS IN STUDENTS' ARMY TRAINING CORPS 159 the third word. Bcghi with No. 1 luid 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 8. — Information "Attention! Read the directions at the top of the page and do what th(>y tell you to do. — Ready — Go!" After 4 minutes, say "STOP! Close your booklets and turn them over to test 1. Have all examination booklets and pencils collected imme- diately and Ix'fore the men are allowed to leave their seats. Be- fore dismissing the group, the number of booklets collected should be carefully checked with the number of men present and the number of booklets issued. DIRECTIONS FOR SCORING * The scoring is done by means of stencils, one for each of the eight tests. A test is scored by placing the stencil upon the appropriate page of the record booklet and comparing the re- sponses given with the marks on the stencil. The stencils may be made of cardboard suitably marked to indicate the correct answer. For tests 4, 5, 7 and 8, stencils made of thin, transparent strips of celluloid are preferable. If celluloid cannot be obtained, stencils for these tests may be made of cardboard. In this case, the scoring of tests 7 and 8 will be facilitated )jy perforating the cardl)oard stencils so as to show where the correct responses are located. Letter ratings (A, B, C-(-, (3tc.) together with total score earned in the mental test, should be recorded promptly on each student's qualification card. Detailed instructions for the use of mental ratings in the S. A. T. C. will be supplied separately. * The rules for scoring are given on page 66 and need not he reproduced here. The results of the examination as expressed in total score are also given in connection with rules for scoring. 160 ARMY MENTAL TESTS A few days after authority to administer the general intelli- gence tests to the S. A. T. C. was granted, the armistice was signed. Personnel plans were delayed until the future status of the Students' Army Training Corps could be determined. The general considerations that led the Committee to offer to the colleges the opportunity to use the army tests, notwith- standing the sudden disappearance of the military necessity, are summed up in the following memorandum prepared by Major Terman. " In the first place, the tests will furnish an extremely valuable check upon the work of the students. There is no other means of ascertaining so definitely whether the student is working up to the limits of his abilities. Without a knowledge of the quality of the student's ability there is no means of appraising his efforts. Over and over, both in high school and college I have seen students of ' A ' intelligence, but poor performance, stimu- lated as a result of the test to improve their work. On the other hand, it is by no means uncommon for an unsuccessful student to be blamed by his instructor, when in fact the cause of his failure is inferior ability, rather than lack of effort. Without a knowledge of the quality of its raw material a school has to work more or less in the dark. "The test would also be valuable as an aid in the educational guidance of students. Men will be found attempting work in lines for which their native ability does not fit them. Such students will be everlastingly benefited by being guided into other lines more nearly commensurate with their ability. "The experience with the tests in the S. A. T. C. would un- doubtedly be of value if the military situation should ever again become acute; or if this should not happen they would be of value in connection with the future military training, wherever this might be given. I believe that the value of the tests for military purposes have been suflficiently demonstrated and that they will play a part in all future educational institu- tions giving military training. TESTS IN STUDENTS' ARMY TRAINING CORPS 161 "The tests would be a valuable experiment for the colleges, apart from present or future military consi(l(>rarials to the colleges. A circular letter was sent to the colleges containing this infonnation and they were requested to state in reply wiiether they desired to use the test materials and to designate a member of the faculty who would assume responsibility for receiving the blanks and instructions and directing the admin- istration of the tests. Approximately one hundred favorable replies were received almost inun(>diately and instructions and materials were sent. Before the order demobilizing the Corps was issued two hundred and nine schools and colleges had indicatcid their willingness to cooperate in the use of the tests. Some of the data thus obtained follow. DATA FROM COLLEGES AND THE STUDENTS ARMY TRAINING CORPS Data resulting from giving tlu; alpha examination to the Students' Army Training Corps and to college groups are of interest as bearing upon the intelligence of such groups and upon the position of these groups on the scale of alpha scores. Caution is necessary in the interpretation of the data of the tables. It is by no means certain that the values given arc typical of the groups which they represent. The institutions from which the data were obtained are largely the smaller schools and colleges of the west and south. Few data are at hand from the larger universities, and tiie records suggest that inclusion of figures from a number of large universities of high standing would materially raise the medians and the percentage of higher ratings. It cannot be stated with certainty that the groups to whicU 162 ARMY MENTAL TESTS the examinations were given were truly representative of the institutions. There arc from Brown University, for instance, records of only 210 men. This group is such a small proportion of the total registration that the chances are very much against its being a representative group. At some of the institutions the tests were given only to those who volunteered to take them, a procedure which introduces a factor of selection. Sometimes the records were obtained from only one class. Such a limitation probably gives a selected group ; the figures from the University of Illinois show distinct class differences. A third factor making for variability in the results is the fact that tests were given under widely varying conditions and by many examiners, most of whom were untrained. While the chances of variations from this cause are not large, the possi- bility of such variations must be held in mind while examining the figures. Table 2 shows the distribution of alpha scores in several of the larger groups, and Table 3 the median scores, quartiles, and percentages of A and B grades for the groups listed in the table. There are wide differences between these groups. The medians vary from 111 for the normal school women to 130 for the college men, and the percentage of A and B grades combined for the same groups varies from 57.4 to 75.2. None of the groups makes a record as high as that of the army officers chosen for the principal sampling for Hollerith analysis, but all groups rate higher than the army sergeants, who made 50 per cent of A and B grades. The men of the Students' Army Training Corps and the Reserve Officers' Training Corps seem to offer good material for the selection of officers for the army. TESTS IN STUDENTS' ARMY TIUINING CORPS 1(33 TABLE 2 Distributions of Alpha Scohks foh Various (iRoui'ij from Educational Institutions 205-212. 200-204 . 1 !).')- 1 !)0. 190-194. 18'>-1.S9. ISO- 184. 175-179. 170-174. lC5-I(i9. 1«0-I(i4. 155-159. 150-154. 145-149 140-144. 13")- 139. 130-134. 125-129. 120-124. 115-119. 110-114. 105-109. 100-104. 95-99 . . 90-94 . . 85-89 . . 80-81. . 75-79.. 70-74 . . 05-09 . . 00-04. . 55-59 . . 50-54 . . 45-49. . 40-44. . 35-39 . . 30-34 . . 25-29. . 20-24 . . 15-19. . 10-14. . 5-9... 0-4... Total. . /J .S. A. T. C. imrn) 4 10 11 29 5.") 79 103 137 III l,-)2 1,S9 I.ss 202 204 197 193 179 178 l(i(i 130 123 97 S3 70 52 49 30 IS 27 1.") 11 4 n. o. T.c (lUfll) 1 1 4 2 9 12 s 22 2(1 21 29 37 35 37 45 41 41 37 34 29 35 21 27 17 ir. IS IS 13 30 Coll,vi; (mt/t) 11 12 3S 41 Of) 92 99 123 175 1.S3 ISO 199 ISS ISO ISl 175 l.->s 133 131 131 95 81 7S 80 (•)() 44 43 31 42 2S Ui 9 11 11 10 ( Normiil xchooh (men) IS Clleiie, (ivomtn) 1 4 13 10 3S 30 ()9 S3 OS OS 11)1) OS OS 99 92 7S 75 79 71 45 35 32 7 Xormiil xrltnol 1 3 4 10 4 S 17 17 19 33 2S 35 45 40 41 5'> 41 49 35 37 32 35 Ml ('otli'ijes (mm iiiul uuinien) 7 12 1(> 43 54 82 130 135 192 237 271 203 297 280 298 282 273 257 225 209 206 174 155 123 121 92 00 54 42 46 28 17 12 13 13 10 2 164 ARMY MENTAL TESTS TABLE 3 Summary Median alpha scores, quartiles, and percentages of A and B grades made by various groups from educational institutions. 50 CO 05 CO O 1 «o S s 5i Si c CO "co e ^ !^ J^ _co C ^ g. ^ -^ U •cJ 55, ^ ^ College men 130 105 154 44.8 75.2 3,175 1,575 20 College women 127 100 142 38.8 75.2 13 College men and women combined. . . . 127 105 150 42.8 75.4 4,750 22 S. A. T. C. men 133 111 153 48.0 81.1 3,146 15 R. 0. T. C. men 121 97 141 31.6 67.6 663 3 Normal school men .... 115 85 135 24.5 59.5 163 5 Normal school women. . 111 90 130 20.4 57.4 723 7 White officers' principal sampling 139 IIG 161 55.6 84.1 15,385 TESTS IN STUDENTS' ARMY TRAINING CORPS 165 In Table 4 an analysis is made of the records of five units of the Students' Army Training Corps which included more than a hundred men. Here again wide differences are apparent. TABLE 4 Students' Army Training Corps Median alpha scores, quartiles, and percentaKes of A and B grades made by various Students' Army Training Corps groups ^ "Si 1 si o 1-^ B Si a. a. CO s to. 05 «0 S o Dartmouth 147 145 132 125 105 101 70.0 03.0 94 . 5 90.4 595 Case vSchool, Cleveland 472 U. of California 135 126 124 UG 109 104 153 141 144 50.0 38.0 34.8 84.0 78.4 73.7 621 U of Texas 717 Coll. of Wooster, Ohio 208 15 S. A. T. C.'s combined.. . 133 111 153 48.0 81.1 3,146 White officers' principal sampling 139 110 101 55.0 SI . 1 15,385 166 ARMY MENTAL TESTS Two of. the groups of the Reserve Officers' Training Corps were made up of more than a hundred men each, and these two groups are compared in Table 5. There is a difference of ten points in the median scores and a difference of 18.5 per cent in the number of A and B grades obtained. TABLE 5 Reserve Officers' Training Corps Median alpha scores, quartiles, and percentages of A and B grades made by various Reserve Officers' Training Corps groups CO ^ -^3 C 'ii ■^ <3s "S >; =0 cq c c "e CO g 5i S< S K <4> CO c :i.^ 1- Cts C e ^ s^ a. -^ "^ o 1 5 ^ ^ ^ The Citadel, Charleston, S. C 125 107 144 37.6 77.8 222 Virginia Polytechnic In- stitute 115 89 135 24.2 59.3 368 3R. 0. T. C.'s combined. . . 121 97 141 31.6 67.6 663 White officers' principal sampling 139 IIG IGl 55.6 84.1 15,385 TESTS IN STUDENTS' ARMY TRAINING CORPS 1G7 The figures for various groups of college men are presented in Table G. Here the tlifferences are even more striking, for the medians range all the way from 80 to 150, while the percentages of A and B grades run from 17.4 to 95.5. Several colleges pre- sent here a better record than that made by the white officers in the principal sampling. TABLE 6 College Men Median alpha scores, quartiles, and percentages of A and B grades made by various groups of college men I Mass. Agri. Coll Rutgers Brown University Colorado College Johns Hopkins, Freshmen.. . Notre Dame U. of Minnesota, Freshmen . Southern Methodist Univ. . . U. of Idaho U. of Florida Lincoln Memorial, Tenn. . . . Atlanta Southern Dental College 20 Colleges combined White officers' principal sampling 150 138 142 142 137 137 129 127 125 120 80 SO VM) 139 135 131 125 12G IIG 116 109 108 107 87 56 105 llC) 1G4 103 160 162 155 152 142 146 145 144 121 95 154 161 C^ 74.2 69.4 61.4 .57.4 53.0 53.6 42.4 42.1 38.8 30.2 8.2 7.0 44 . 8 .55 . (i cq t^ 95.5 94.0 88.5 88.5 85.0 82.6 79 . 9 79.3 7() . 6 66.9 36.4 17.4 75.4 84 . 1 154 358 210 148 140 321 534 162 277 215 171 184 3,175 15,385 168 ARMY MENTAL TESTS The data for the women from various colleges (shown in Table 7) again emphasize the differences between institutions. The variations are not so great as they were in the case of the college men, but they are large enough to be significant. TABLE 7 College Women Median alpha scores, quartiles, and percentages of A and B grades made by various groups of college women tii ^ 1^ t; 05 Oq e -TS "S CO ^ C?i c:^! !^ s; ; •TS ?> ~ & en c ~ 05 5 j^ V. Ss C C -3 jj -r; -- O k3 ^ ^^ Literature, Arts' and Sciences 145 128 1G2 65 . 4 93.0 1,410 Commerce 143 139 126 125 150 157 61. S 58.0 93.3 90.7 539 Agriculture 385 Engineering 144 127 160 63.9 93.2 755 Graduates 154 137 170 77.0 93 . 8 161 172 ARMY MENTAL TESTS Differences between the men in the four years of college were also obtained from the Illinois data. The results are shown in Table 11. There is a slight but definite increase in the per- centage of higher grades with the longer stay at college, pre- sumably as the result of the elimination of poorer men. TABLE 11 College Class Intelligence grades according to college class of students at the University of Illinois Intelligence grades C — C C + B -4 A and B No. cases Freshmen .1 .8 7.7 33.4 58.0 91.4 1,342 Sophomores. . . 1.5 6.2 28.6 63.7 92.3 730 Juniors .7 5.1 27.8 66.3 94.1 607 Seniors 4.2 19.7 76.2 95.9 410 The chart reproduced on i^iage 36 (figure 10) is of interest in connection with possible uses of such examinations in our high schools and higher institutions of learning. All of the students had been selected because they were judged by their commanding officers to have the necessary qualifications for success as army officers. They were believed to have the neces- sary physique, leadership, ability, intelligence, initiative and responsibility. The following discussion of tests in colleges is quoted from an article by Lt. Col. W. V. Bingham in the Proceedings of the American Association of College Registrars for 1919. "These men were all given the army intelligence examination. The results were grouped according to army standards into the grades A, B, C plus, C, C minus, D, D minus and E. But TESTS IN STUDENT'S ARMY TRAINING CORPS 173 tlicrc was none wlio scored D minus or E. Of those wlio scoreti C minus, or D, about seven-eigliths failed to get through the course of training. Of those who scored C, about one-half suc- ceeded and one-half failed. Of those who scored A or B, about eight-ninths succeeded. In other words, intelligence, while by- no means the only factor in determining their success in the officers' training schools, was enough of a factor so that even with such a rough tool of measurement as the anny intelligence examination, it was possible to predicate with some certainty that anyone who scored C, C minus or D, was probably wasting his time in going to an officers' training school. "Another chart (page 34, figure 8) illustrates the tremen- dous inequalities of ability in various companies within a single regiment when the men were assigned to the companies hap- hazard or by geographical location. The captain in command of Company D with a small percentage of A and B men and a large fraction of illiterate and foreign born soldiers was ex- pected to train his men and get them ready for France at the same time that the captain of Company E got his men ready, and yet the captain of Company E had a large percentage of men, who, as far as intelligence was concerned, were officer material and he had only a small proportion of the illiterate or foreign. College instructors sometimes face a similar situation of inefjuaiity in their classes, having to cover the ground in the same length of time that other instructors do who have very different material to work with. Among 15,385 officers whose intelligence scores are hen; tal)ulated, only one made a rating as low as D; 84.1% of the 15,385 officers' sampling made ratings of A' or B, a proportion quite similar to the proportion of college students with A or B mentality as measured by the same tests. "During the past four y(\ars the C'arnegie Institute of Tech- nology has been developing and utilizing the group method of examining students. TluM-e has been a gradual evolution in these tests, in which several jirogressive stages are to be noted. "First, a number of different kinds of tests that seem promis- 174 ARMY MENTAL TESTS iiig are given to a large group of students, and the results for each test are plotted in the form of a percentile graph. In ths number-completion test, for example, the scores made by the students are plotted against the percentages of students who attained each score. Such a graph is very convenient later on in making a comparison between the performance of any in- dividual student and that of the large group as a whole. Know- ing his score in the test, one can say instantly, by reference to the chart, that this student is superior to say 67% of his class. "The next stage is to compare these test rankings with scholarship records and with estimates of the students' ability made by their instructors. These statistical comparisons show that some tests are much less indicative of success in college than others. Such tests are eliminated and the following year new tests are tried in their place. "When a student's score is obtained in several tests that have proven to be reliable, it is convenient to prepare a diagram that may be called his 'psychological profile.' One student, for example, in the Margaret Morrison Division, the vocational college for women, ranked in the lowest 10% of her class in the opposites test, in the lowest 8% in the analogies test, in the lowest 5% in the completion test, and so on. Her psychological profile chart shows at a glance that in only one test did she do better than the lowest 25%. That student was soon dropped for poor scholarship. The average faculty estimate of her ability placed her very near the bottom. It was 1.67 on a scale of ten. The faculty estimate, made after three months' ac- quaintance with tne student, agrees with the psychological test made on the day of entrance. "The mental profile of another student, instead of running near the bottom of the chart is almost entirely in the upper half, showing instantly that in nearly all the tests she excels the majority of her classmates. She is, as a matter of fact, a good student, the faculty estimate on her ability being 9.8 on a scale of 10. TESTS IN STUDENTS' ARMY TRAINING CORPS 175 "By such means as these the Institute has tried to make the information regarding the intelligence test records of its students conveniently available to the administrative officers: it has also endeavored to improve the tests year by year. The work is under the immediate direction of Professor L. L. Thurstone. He has recently combined the results of previous experience into a new group test in two parts. Each part requires less than half an hour to give. It is called the "cycle-omnibus test" — "omnibus," because it includes in one test several forms of tasks, such as marking true and false statements, analogies, opposites, proverbs of similar meaning, etc., and 'cycle,' be- cause these varied fomns of task are presented in succession re- peatedly. The forms of task selected for this cycle-omnibus test are those which have already proven their worth as in- dicators of the ability of students to do college work satis- factorily. " It is interesting to make a comparison })etwcen the reliability of psychological tests and other means ordinarily employed for predicting success or failure of college students, such as college entrance examination grades, high school records and the like. "Three of the best criteria of success that arc employed in the college entrance procedure of the engineering school are: the entrance examination in algebra, the dean's interview rating, and the rating given by the high school principal bastnl upon the boy's performance in the high school. Combining those three criteria and using them for prediction of the students' success, it is found that they correlate about .40 with instructors' estimates made after the students have been known to them for one semester. That correlation is somewhat higher than college entrance examinations taken alone ortliuarily give. I do not know just what the results have been with the College Entrance Examination Board examinations of the past years. When Thorndike some years ago computed the correlation between college entrance examinations at Columbia and the student's scholarship standing in the college, he found prac- 176 ARMY MENTAL TESTS tically zero correlation. In other words, the student's perform- ance in the entrance examination was no prediction whatever of the degree of his success with his college studies. "When we used last year as a basis of prediction for the en- gineering students, three of the dozen or so tests that we had been working with at Carnegie, the correlation with instructors' estimates was .48. It was somewhat better than when the combined high school record, algebra examination and Dean's interview rating were used. But here is a significant point. If we combine the information from those sources with the test scores, the coefficient of correlation is raised to nearly .57. We get a more reliable prediction by using both the old criteria and the new criteria in combination. Information obtained by such psychological methods will undoubtedly have its value in connection with problems of admission to college. This ques- tion of admission is one that suggests desiral^ility of making improvements in two directions. Is it not possible to admit a larger number of students who are now excluded but who could profit by the college course? Is it not possible to exclude from college a larger proportion of the students who now come to college and fail, who leave with the brand of failure upon them, having wasted their own time and their fathers' money? "The use of psychological methods ought to help in solving both of these problems. It should make possible more elasticity in the administration of entrance requirements. "In the state universities and middle western colleges there is an enormous mortality in the freshman year. Perhaps, that is the way it ought to be. We ought to give everybody an op- portunity who can possibly make good in college. But at the same time we ought to make more of an effort to exclude those who, even though they may be high school graduates, cannot possibly succeed in college, and direct them toward a type of training that they could really profit by. How is one to suggest wisely the direction in which a student not able to take college training should turn? Can mental tests be of any assistance TESTS IN STUDENTS' ARMY TRAINING CORPS 177 whatever in specific vocational guidance? At some far distant date psychological methods are going to be a help even in this difficult task of guidance. They cannot help to-day. I mean that there exist now no adequate psychological tests of special- ized vocational talent. One striking exception to that general- ization is S(>ashore's tests for the measurement of musical talent. But in general, psychology has very, very little to offer in the way of specialized tests of ability in different vocations. "Mental tests are, however, tools of som(5 reliability in deter- mining general intelligence, in ascertaining the level of a per- son's ability to learn to profit by experience and to adapt himself to changing demands. These tests are not 100% perfect, but tlu>y are reliable up to a certain point; and to that extent I am confident they are going to find a useful place in university administration, not only with r(>ference to the administration of admissions, but also in the guidance of students in the problems they face throughout their academic career. " In conclusion, let me offer one word of caution against en- couraging the adoption of psychological methods unless faculty and administration are quite ready to cooperate in checking up the results and in putting them to use. The group exam- inations should be followed up by more detailed indiviilual examinations of students who make a poor score. Individual examinations should also be made of students who are known to be on tlu; verge of failure in their work, to ascertain definitely whether their poor showing is due to lack of native ability. All this work takes a great deal of time and should not be required of psychology instructors who already are carrying full sch(>tlules of teaching. Any thorough-going program for the us(> of psychological methods in university administration should in- clude provision of time and funds for an additional specialist in individual psychology and mental measurement." * *See the Appendix to "A Study of EnRineering Education," 1918, by Charles R. Mann, Ttie Carnegie Foundation, for a more detailed study of prediction by the use of objective tests. 178 ARMY MENTAL TESTS The suggestions contained in the above results of mental tests are of considerable importance in the systematic study of college personnel. The demonstrated value of the work of the Committee on Classification of Personnel in the Army and of the Division of Psychology of the Surgeon General's Office should not be lost. The suggestions for systematic study and cooperation in re- search contained in an article recently published by one of the editors of this volume seem pertinent here. The dignity of the study of human qualities is worthy a still more pretentious plan.* "Personnel classification in the formation of the United States Army brought into high relief certain difficulties that institu- tions deaUng with the training and education of young men and women had vaguely felt. A few institutions had attempted to set into operation methods aimed at the solution of these questions. The systematic and persistent exploration of the difficulties and their solution were forced upon the War Depart- ment. Its rapid and unprecedented expansion gave clear def- inition to many unsettled personnel problems. It found the source of supply unanalyzed and its own needs but vaguely in mind. Large numbers of specialists were suddenly demanded. Experience quickly demonstrated that personal qualities were extremely important assets in war. It became necessary to specify in detail the personal, educational and technical re- quirements for each important task. To insure proper quali- fications, specially devised tests proved necessary. The in- creased size of the army forced it to maintain complete and detailed systems of personnel records and to devise special 'follow-up' methods. " Army experience can be duplicated in the experience of our educational institutions. We believe that the pressure of war * Clarence S. Yoakum, Plan for a Personnel Bureau in Educational In- stitutions, School and Society, May 10, 1919, pp. 556-559. Portions of this article are reprinted by permission of the Editor of School and Society. TESTS IN STUDENTS' ARMY TRAINING CORPS 179 has produced a elearor conooption of (ho problems involved in training and placement. It has emphasized the advantages of carefully systematized procedure in discovering needetl qual- ilies of human nature, and the importance of freeing estimates of persons, as nmch as possible, from the errors of personal bias and incidental acquaintanc(\ Vague memories of so-and-so's p(>rsonality and qualifications broke down ' utterly as a means of building up an ;jrmy. " This article pioposes the general outline of a plan for a per- sonnel bureau. The principal f{>atur(>s of such a bureau can be put into opei-ation in any educational institution, large or small. The plan considers the study of student personnel as fundamental in any institution that believes its function con- nected in any way with the well-being of its patrons and with the success of its graduates in their chosen professions. It also contains the implication that such an institution must keep fuller and more definite records of success and failure, of per- sonalities and of the results of its training and teaching. The essential functions of such a bureau, or committee, are four. Modifications of the plan will emphasize one or the other of these functions, according to local conditions, the specific aims of the institution or the personnel of the bureau itself; subdivi- sion of fun(rtions will increase with the growth of the Ijureau and the financial and moral encouragement given it. " The primaiy functions of the bureau are, to obtain accurate data on each student, to codify the requirements of different profe.ssions, to supervise the use of tests and to provide means whereby each student may become acquainted with his aljilities and the rc(}uirements of the occui)ations in which he is inter- (^sted. Properly to perform these functions as complete an in- v(Mitory of the human material passing throughthe institution as is possible must ])e made in permanent form. Second, the files of this bureau must contain a similar inventory of the impor- tant vocations. Third, the bureau will provide the responsible agencies for bringing to the student seeking a life occupation 180 ARMY MENTAL TESTS all its systematic material on the opportunities and require- ments necessary to attain a certain degree of success in those vocations open to him. Fourth, the bureau will proceed on the assumption that all of these problems can be investigated in a scientific manner and will initiate and encourage research in this field. " The essentials of the inventory of human material can be placed on a single card — the personal history card or qualifica- tion card. This qualification card will contain facts concerning the previous history of the individual. This previous history should contain items concerning his social and school life per- tinent to the purpose of such an inventory. The card will also be a permanent record of his educational career. It is not necessary to summarize in detail the items involved in such a record. Ratings which will consist of elementary school grades, marks in college or technical school studies and the results of specially devised rating plans will also be recorded on this card. It is further expected that on the student's qualification card space be left for recording the results of intelligence tests and of other tests important in determining the qualifications of the individual. Recent determinations of the usefulness of such intelligence ratings and specialized tests make it probable that in the future no institution will be without such information concerning its student body. " The information desired as a part of the student's perma- nent record may be obtained in several well-known ways; though at present none of these is satisfactory. Extremely valuable estimates of the individual's qualifications and qualities of mind and person may nevertheless be obtained by careful inter- viewing when he reports for entrance to the college or other educational institution. Such estimates as the student himself gives at this interview can be supplemented and checked by carefully prepared letters of inquiry to persons who have known him in his previous school work and outside activities. Addi- tional ratings and estimates on personal qualities and on special TESTS IN STUDENTS' ARMY TRAINING CORPS ISl aptitudes should be obtained at least yearly from his instructors and follow students. These estimates properly tabulated and combined with the objective ratings obtained from the tests give the foundation for tentative judgments of the student's ability and probable future career. " The second function of this bureau is the colk^ction and classification of vocational information. This should include carefully obtained opinions on the qualities necessary for success in each of the vocations studied. Each vocation should be carefully studied from the point of view of the range of mental capacity that will stand a satisfactory chance for success. A card for a vocation should also indicate minimum and maximum educational qualifications so far as they can be returned. Such a record must also specify the need for any special ability if such is an essential. When properly completed the specifications for any vocation will also include a statement of the more essen- tial qualities necessar}' for success in that vocation. It is not too much to believe that sometime in the future these may be given their proper weighting in a great many vocations. Bib- liographies pertaining to special fields can also be made avail- able to students through the bureau. "Again much careful investigation is necessary. Tiiis part of the work of the bureau must begin at the beginning. The utter lack of agreement on the qualities that produce success and satisfaction in life is easily demonstrated. Whether this failure to agree is a matter of permanent differences indicating many roads to success or .satisfaction, or is rather one in which a limited number of qualities receive different weights under definitely doscribable conditions, is surely a problem worth ex- perimentation. Minimal requirements of education and train- ing can undou))tedly be specified and standardized. "The third important function of this personnel bureau will be to l)ring to the student seeking a life vocation all material col- lected on vocations. By proper methods of cataloguing this material can be readily presented to the stutlent. In this con- 182 ARMY MENTAL TESTS ference section of the bureau, problems concerning his college advancement may also be taken up with the student. It is, of course, here that the importance of the objective tests can most readily be seen. The collection and recording of the information as described above will be of extreme advantage to the dean, and to others whose duty it is to discuss with the student his place in the school work and his success in advanced studies. "Properly to develop the fourth function, it is important that a single responsible agency have charge of general intelligence tests and other forms of testing used. This agency should not be within any single school or department of the institution. The value of modern group and individual examinations of relative intelligence is now thoroughly established. The plan proposed aims to make these an integral part of the personnel inventory. The satisfactory development of their values rests on the scientific care and common-sense skill with which they are used. Their proper use is obviously in connection with the two inventories above described. So used they will undoubtedly prove invaluable aids in personal interviews with students. "The importance of following up the use of tests is, of course, patent. The correlations desired are essential in estimating the significance of tests, the prophetic value of personal data and the weightings for vocational qualifications. Constant revision, retrial and experimentation are implied in this fourth function of the bureau. "The personnel of such a bureau should be carefully selected. During the first years of its operation and in preparing the final form of organization, its work should be supervised by a general committee. Immediate responsibility for the bureau should be in the hands of a smaller group of men who have shown themselves to be particularly interested in human quali- ties and their development. If properly managed, it w'ill re- quire part time from at least three men of professional rank. The chairman of this smaller group should be responsible for the general organization of the plan and its coordination with TESTS IN STUDENTS' ARMY TRAINING CORPS 183 otlier imiveisity activities. The second member of the sub- committee should be a specialist who is thoroughly acciuaiuted with business methods and. vocational sju'cifications. The third member slioukl have special (lualities fitting hhn for pei-sonal contact witli the student and for tiie wihiased presentation of the re(iui lenient s of different vocations. The direct manage- ment of the affairs of the bureau should be in the hands of a secretaiy, who should have at least the rank of an assistant professor. It is probable that practically full time will 1)0 reciuiied of this man, and in the current management of such a bun'au he doubtless will be the important active member of it. " The proposed bureau does not present a scheme for voca- tional guidance. If an institution or a dean feels that it or he can properly carry the responsiljility, the bureau provides the only safe procedure for obtaining guidance in passing out such ad- vice. We believe rather that an institution owes it to its student- body to provide systematically prepared information about life and its business. Further, if the study of human qualities is to be removed from the realm of palmistry and 'get rich quick' schemes, systematized research must provide the means. Per- sistent and organized research of this type must be done in permanent institutions that will provide continuous and ac- cessible records. Several years of cooperative research among widely distributed institutions might even produce principles for vocational guidance." CHAPTER V PRACTICAL APPLICATIONS * "In an address at the Personnel Officers' School at Camp Meigs less than a year ago, Major-General Hutchinson, C. B. D. S. O., Director of Organization of the British Army, spoke very frankly of the serious mistake of Great Britain in recruiting her skilled labor indiscriminately into fighting units. They made good soldiers, but the plan seriously interfered with the development of technical units and the ' output of many vital things.' "No one has computed the cost of bringing back those skilled men from the Western Front after they had been trained as soldiers, or of having the vital things made elsewhere that might have been made at home. If it had not been for the great American reservoir of skilled labor it would probably have cost the war. That the United States did not make a similar, and with the exhaustion of the reservoir, a disastrous mistake in the military distribution of our skilled labor is due primarily to the Committee on the Classification of Personnel in the Army. "The work of this committee is commonly regarded as one of the great contributions of civilians to the efficiency of the Army. It is probably the greatest single piece of mental en- gineering that has ever been attempted in this country. But it is by no means the only task of the war that was successfully * The introductory section is quoted from an article entitled "Mental Engineering; During the War," by Raymond Dodge, which api)eared in the Avierican Review of Reviews for May, 1919. It is reprinted here in part l)y permission of the Review of Reviews Company. 184 PRACTICAL APPLICATIONS 185 met by an application of the principles of the science of human behavior to war conditions. "Mental engineering as an organized war service of American psychologists began at an informal meeting of experim(nitalists in the spring of 1917. They asked th(>niselves the universal question, what they could do to help win the war. The an.swer to that question as it finally evolved, has come to be more than a matter of historic interest, more than a war measure, more than practical applications of a single science. It is a permanent contribution to the organization and utilization of human forces. It inevitably projects itself into the great reconstruction, and supplies at once a prophecy and an obligation. "The work of the Committee on the Psychological Examina- tion of Recruits was another of the nota})lc mental engineering achievements of the war. Its original purpose was to help to eliminate from the Army at the earliest possible moment those recruits whose defective intelligence would make them a menace to the militaiy organization. But the military value of an early and reliable estimate of the general intelligence of each recruit proved enormously greater than had been anticipated. "But in the enormous task of building up an efficient army organization it proved important to discover at the earliest opportunity those recruits who could learn the new duties that were required of them as soldiers in the shortest time. To train the quick learners and the slow learners together in the same companies was an intolerably wasteful process. Moreover, the anny needed an enormous number of meii with sui:)erior intelli- gence for officers. While high general intelligence did not guar- antee good officer material it was a conspicuous fact that good officers regularly ranked high in the intelligence tests. In the selection of men for officer training camps mental tests were ob- viously preferable to the importunity of influential friends. They proved greatly superior to personal iinjiressions. 186 ARMY MENTAL TESTS NECESSITY OF A SCIENTIFIC BASIS " For a variety of reasons mental testing has aroused an un- usually widespread popular interest. It was initiated and first developed in France as a scientific instrument for educators. It has become an important adjunct to the juvenile court, and bids fair to become a valuable instrument for social research, and a practicable device for solving a considerable number of perplexing educational and industrial problems. "For example, the various trades represented in the draft made rather insistent demands not only on physical strength and endurance but also on that ability to meet new and complex situations which we call general intelligence. We commonly deplore spoiling a first-class mechanic to make a poor executive. Apjmrently the scientific measurement of general intelligence will go a long way in estimating whether a person has the general intelligence that is required for average success in any given trade or profession. "But it is easily possible to expect too much of mental tests. Prophecy of the future is vastly more difficult than a record of actual developments even in such relatively simple matters as the weather. The only final indicator of the inability of a per- son to succeed in a profession is failure; and even a failure may be the one factor in the complex conditions of the mental life that is necessary for success. In view of the suddenly developed popular interest in mental tests, it is necessary to point out that no so-called mental test is of the least scientific value unless it rests on a scientific analysis of the process to be tested, and unless it has been thoroughly systematized and statistically evaluated. The preparation of the army tests of general in- telligence was a notable technical achievement of far-reaching importance." Lieut. Commander Dodge gives in a succeeding paragraph an illustration of the steps necessary to the analysis of an interesting psychological problem and to the preparation of PRACTICAL APPLICATIONS 187 practical methods of usins tlio solution when obtained. The brilliantly successful solution of tiiis problem is due primarily to his skill and insight. "The first problem that was referred to the sub-committee on vision was the question whether we had any way of selectinp; those naval recruits who could be trained most quickly as gun- pointers for the armed merchant ships. "The first step was to learn exactly what a gun-pointer had to do. The next was to reduce the more or less complicated processes of gun-pointing to their simplest neuro-muscular tenns. It was a definite problem for analysis; and, because of the perfect systematization and high specialization of naval tasks it was relatively simple. The third step was to adapt ap- proved scientific technics to the study of this particular complex of neuro-nmscular jirocesses. For this purpose an instrument was devised that would show all ihv following facts on a single record lin(>: 1, the time that it took a sailor to start his gun- pointing reaction after the target at which he was aiming started to move; 2, the accuracy with which he was able to 'keep on' the moving target; 3, the time tiiat it took him to respond to a change in the direction of motion of the target; 4, the ability to pi-ess the firing key when he was on; 5, the effect of firing on his pointing. "All these data were so simi)litied that they could be ac- curately estimated from simple measurements of a single line without elaborate computations. A succession of records in- dicated the probable quickness with which the sailor would learn the new coordinations. The final step was to test the probahly militaiy value of our instrument and its records by performances of expert and inexpert gun-pointers. "The first trials proved the u.scfulncss of the device. It clearly differentiated between the qualified gun-pointers, the partially trained, and the untrained. It picked a number of promising novices and indicated the faults of some who were slow to improve. Predictions based on the records were uni- 188 ARMY MENTAL TESTS formly corroborated by subsequent experience. Somewhat later it was possible to construct a robust training instrument along similar lines that was rather enthusiastically reported on by various Naval officers, and was widely reproduced by the Navy for use in the Naval Training Stations. "At a time when every available gun was needed for service afloat, the utility of our relatively simple and inexpensive train- ing instrument that closely reproduced the coordinations of actual service needs no emphasis." The emphasis Lieut. Commander Dodge places on the neces- sity for thorough systematization, analysis and statistical evaluation is timely. The spread of the use of the army in- telligence tests and the numerous requests for data regarding them make the emphatic reiteration of this caution extremely important. Army tests were prepared for a specific purpose. The suc- cessful results obtained were due in large measure to the strict limitation of use to that purpose. Any educational, social or industrial applications the tests may have must necessarily be less successful in that degree in which the aim and the groups tested differ from the selected group reporting to the great cantonments to be trained as soldiers. New standards for these tests must be formulated. New tests will need to be de- vised in many instances. Especially will it be necessary to reinterpret results and establish new critical points in the scale. EDUCATIONAL APPLICATIONS The group method of examining school schildren for general intelligence is already in use. It is proving important as a method of making rapid school surveys for states and cities. Within these units, it enables school principals to make frequent surveys of class rooms in order to discover promptly pupils who are retarded or who are being held in grades too easy for their ability. These rapid surveys indicate quickly and with a high degree of accuracy the students who need special atten- PRACTICAL APPLICATIONS 189 tion. They point out those cases that need more careful in- dividual examination, and give standards of measurement that possess a much greater degree of reliability than have those used horotofore. A very respectable list of group tests for school purposes is available to-day. Some of those are adaptations of the army tests. One from which extremely interesting results may be expected is being used in the Mrginia School Survey. School surveys are in ]irogr(>ss in other states using the army intelli- gence test in the; form described in this ])ook. Other group tests in use are to gnviter or less degree divergent in content but utilize the princii)l('s described a])0ve in Chapter II. Under th(! direction of the National Research Council, a group test especially planned for school children is now being prepared. A study of the army tests in the selection and rating of ele- mentary and high school teachers is in progrc^ss. Correlation coefficients for the army alpha test and other measurements of intelligence were presented on page 20. An especially severe test of the army intelligence tests is shown there in the correlation of school grade location of thirteen and fourteen year old pupils. The coeffic;ients of correlation range from .75 to .9L Numerous factors work against such iiigh correlations, for example, the tendency of schools to try the liackward jiupils in advanced grades regardless of attainment; the large numbers of those who, discouraged by being forced to remniii in classes with pupils much younger than they or by the difficulty of the work, drop out of school entirely; and also the chance that brighter pui)ils because of youthfulness arc held back and forced to go more slowly than their ability warrants. Two of these factors tend to displace; correct grade location. The other materially reduces the probable range and thereby tends to lower correlations. In spite of these factors, high correlations are shown. The following table gives the distribution for 139 school children who took Examination A. This is the first annv form "190 ARMY MENTAL TESTS of the examination for literates. The table is given here as a sample of the results obtained in preparing for the revision of this examination which resulted in alpha. No alpha results other than correlations are (luoted. No school should expect exactly similar scatter tables. The correlation here is . 821. TABLE 12 Grade score 4h 4a oh Ga ah (ki 7h 7a Sh 8a fJh Oa 300-319 .. 280-299 .. 1 5 6 260-279 .. 2 4 2 8 240-259 .. 1 2 2 4 1 10 220-239 .. 8 1 2 11 200-219 .. 4 7 3 3 1 18 180-199 .. 1 2 3 3 6 1 16 160-179 .. 1 2 6 6 2 17 140-159 .. 1 3 7 3 2 1 17 120-139 .. 1 5 4 2 1 2 15 100-119 .. 1 2 1 4 80-99. . . 1 1 3 1 6 60-79. . . 1 1 2 1 5 40-59. . . 2 1 1 4 20-39. . . 1 1 0-19.. . 1 1 Total 2 6 3 5 11 12 24 21 27 12 15 1 139 The beta test (the army group test for illiterates and for- eigners) has also been used in testing school children. Cases numbering 597 representing all grades give the correlations age with score .76, school grade with score .85. One feature of the new tests now being developed is that the characteristics of the alpha and beta tests are combined in a single scale. At PRACTICAL APPLICATIONS 191 the close of active psychological work in tlic Army, such a com- bined test was almost completed for army use. A plan for the specific experimental use of intelligence tests in the s(;hools was presented l^y Major Yerkes in his Harvey lecture cited above. It is in line with results obtained by sim- ilar experiments in the Army. "From leaders in our school systems, from administrative officers and teachers in colleges and professional schools, and from specialists in educational psychology come requests for permission to use the army mental tests. It is the hope of many of these men that mental ratings, as soon as it is made possible* to secure them conveniently and reliably, may be used in our puljlic schools as partial basis for grading, promotion and vocational advice; that they should prove valuable also in in- stitutions of higher learning as partial l)asis for admission, classi- fication, grading, promotion, assignment to special work, and vocational guidance. Such applications of mental measurement would, it is true, radically change our educational system, for at present mental achievement, the extent of information or the lack of it is virtually the sole basis for admission, classifica- tion and promotion. Mental measurement of school pupils, college and jirofessional students indi{;ate extreme differences in mental ability throughout the educational range as well as important differences in the mental constitution. These facts nmst be taken into account if educational procedure is to benefit the individual in highest degree. It therefore is pro- liosed that children should be classified in accordance with nuMital ability either as they enter school or shortly thereafter and that mental abihty should thereafter be taken into account in connection with their educational treatment. "The following plan is therefore proposed as a means of utilizing mental ratings in the interests ahke of education and of vocational placement. "On the basis of reliable mental ratings, ciiildren should be classified in one of three intellectual groups, which may be 192 ARMY MENTAL TESTS designated by the letters A, B, and C. Group A would consist of children of supc^rior intelligence, group C, of children pos- sessing relatively inferior intelligence; and group B, of those of intermediate grade. The three groups would not necessarily be of equal size. "Mental classification having been effected, educational treatment should be adapted to the needs and possibilities of the individual. To this end the following facts must be recog- nized: (1) that both rate of educational progress and limit of educability are conditioned chiefly by degree of native or inborn mental ability, (2) that range of vocational choice varies directly with mental ability. We have assumed that the children of a given grade will be classified in three groups which shall be taught either in the same classroom or in different rooms. Each section shall be permitted and required to progress in accord- ance with its mental ability, thus group A might readily pass through the grades at twice the speed of group C. "Up to a certain point in the educational development these three groups can profitably follow the same course of instruc- tion. This point is the completion of the fifth grade of elemen- tary school. By the time this stage of educational development has been achieved, many individuals of the C group will exhibit difficulties in learning and diminution of interest, both of which, as a rule, indicate approach to the limit of one particular sort of educability. In recognition of the fact that there is a limit to the educability of every living being, the diagram indicates that after the fifth grade divergent series of courses will be followed by the three groups. The A grade pupils may profit- ably continue, if they have the will, their primarily intellectual course of training toward those vocations or professions which require high grade intelligence and excellent educational train- ing. The middle grade individuals may more profitably follow a course in preparation for highly skilled industrial vocations or those lines of professional work Avhich make less exacting educational and intellectual requirements than do the leariied PRACTICAL APPLICATIONS 193 professions, so called. Pupils of grade C should, by contrast, follow a manual traininfi; course as a means of continuing to its limit tluur intellectual development and simultaneously fitting tiienisclv(^s for the most appropriate type of vocati<^nal activity. "Mental classification and educational treatment in accord- ance with the same, althougii seemingly undemocratic, is quite the reverse. While boasting of equality of opportunity in our national life and particularly in our educational system, we are, as a matter of fact, sei'iously discriminating against individuals because of our failure to take their characteristics and needs into account. Equality of opi)ortunity in our schools necessi- tates classification in accordance with ability, individualized treatment, recognition of limitations and of jiractical limits of educability, differentiation of courses, and vocational direction and training wiiich shall enable i\\v individual to avoid failure by reason of undertaking the iin)M)ssil)le or waste because of the choice of an occupation which makes slight demand upon the abihty of the individual." * SOCIAL SIGNIFICANCE The army data on racial differences are meagre. The intro- duction and development of the group tests and the invention of successful individual and group methods for testing the il- literate and non-Iuiglish speaking will now make it feasible to carry out experiu)ents in mental testing that have previously been impossible. It seems within the bounds of reason to prophesy the development of methods that will finally aid in defining racial and environmental likenesses and differences. For the present two or three steps of social significance are indicated. The problem of illiteracy has been (unphasized by the re- * This plan was more fully d('scril)c>d in Nalioiial School Sendee, Feb. 15^ 1919, pp. G-7. 194 ARMY MENTAL TESTS cruiting of the draft army. Attention has been focussed on this great educational problem by the facts brought out by the Army's attempt to instruct the draft. Psychological methods have aided in the discovery of those unable to learn and in the classification according to literacy. The group method of examining, checked up later by individual examination for failures, throws each man on his own resources. It establishes a check on progress after leaving school and by careful use will shortly enable us to standardize a practical definition of illiteracy or literacy. Many men in the Arniy reporting fourth and fifth grade schooling proved unable to make scores in the army test for literates (alpha) because they could no longer read in anything but a halting manner and because the simple arithmetic prob- lems carried no meaning. Many of these write letters with frequent misspelled words and no longer read more than a few of the headhnes in newspapers. The general intelligence exam- ination offers an objective standardized test both in the school- room and without, to measure actual ability in mastery of these important social tools. The discovery of the semi-literate is a secondary use of the group test. Its correlation with school grade is high ; and the results, in the primary grades, are, there- fore, excellent indications of success in the mastery of the neces- sary elementary equipment of a citizen. The interrelations of illiteracy, crime, prostitution, poverty, mental disease and mental deficiency are by no means clear. The methods of investigation are in their infancy. Means of measuring degrees of importance of this or that factor are still primitive. The very definition of the traits that may or may not be responsible for the soc;ial results enumerated is still to be accomplished. Specific delimitation and formulation of these problems are much needed. In lieu of something better the anny methods of testing in- telligence were used to assist if possible in the solution of these pressing problems. The question of discipline is extremely im- PRACTICAL APPLICATIONS 195 poit;int to tlio morale and efficioncy of an Army. It sccmod probable that one of the causes of crimes in the army is the lack of a sense of i-esponsibility due to feel)le-mindedn(»ss. Many sununary court cases were first tested by the army psychologists. They were called in to testify in numerous other instances. Minor breaches of discipline were frequently reported to the psychologist for examination and rcconmiendation. It was not an unusual sight in the camps to see a soldier under guard in the psychological building awaiting mental examination. A complete survey of the Disciplinary Barracks at Fort Leavenworth was made shortly after the armistice. The details of the study cannot be reported here. On the whole the group averaged in mental ability the equivalent of the entire draft. The range of intelligence was approximately the same. Certain differences in mental capacity were api^arently related to crimes of special sorts. Desertion correlatetl positively with low men- tality though the correspondence was not high. The actual percentage of low grade mental cases increased with certain other army offenses. The preliminary nature of the study nuikes it unwise to quote extensively from the report. The army tests have recently been used in surveys of state reformatories and state pi'isons. The argument states that the transfer of the mentally deficient to state institutions for the feeble-minded and defectives would relieve the prisons of per- sons who do not properly belong there, would reduce the expense of their care, and place them where they would not be turned loose again in a society where they cannot protect themselves. Thus a necessary first step would be taken in the solution of causes of crime by the classification of these men and women on the basis of intelligence. The evidence so far does not indicate that the problem is solved by this classification. On the contrary it indicates rather definitely that other causes or facilitating conditions are largely responsible. The negative character of the evidence is important. Where positive correspondence of crime with 196 ARMY MENTAL TESTS feeble-mindedness exists we can proceed at once with segrega- tion. Classification by such progressive steps becomes easier as on(i after another of the causes arc uncovered and removed. The significance of mental tests is greater in the cases of prostitution studied. In several hundred cases investigated by the psychologists, 53 per cent of the women were ten years mental age or less; 10 per cent were so feeble-minded that they should have been placed in custodial institutions. These results correspond to previous results obtained in many parts of the country. A large percentage of those who tested above ten mentally showed marked evidence of mental instability and in some instances definite mental disease. A relatively small number cculd be said to be mentally normal. Studies of conscientious objectors by means of the psycho- logical examinations showed that they averaged slightly higher as a group than the draft. A few were foreign born, but the cause evidently must be sought elsewhere than in either of these conditions. The clannish nature of the groups that fur- nished the majority of the conscientious objectors has been suggested as the condition underlying their failure to appreciate the aims and ideals of the great mass of men and women. Whatever the cause or condition, it does not seem to lie in any difference of general mental ability. Again the evidence is negative, but one of the most common explanations, ignorance as evidenced in lack of mental capacity, can no longer be offered. INDUSTRIAL APPLICATIONS The following discussion is quoted in the main, from a manu- script by Major Yerkes. The convincing demonstration of the practicability of mental measurement in connection with placement is one of the con- spicuously important contributions of psychological service to the Army. It is generally admitted by those who have taken the trouble to consider the matter, that the methods prepared to meet militaiy needs have wide applicability and possibility PRACTICAL APPLICATIONS 197 of indefinitely increasing value. Within the Army, cxperitMiced officers as well as men new to the service recognize that the utilization of mental ratings has increased efficiency \)y im- proving placement and facilitating elimination. Psychological service has suddenly created a large demand for technohjgical work. This demand is most insistent from education and in- dustry, although the sciences also ai"e making tht^ir n(!eds known. Before the war mental engineering was a dream; to-day it exists, and its effective develoi)ment is amply assur(>d. The relation of intelligence to occupation as studied in tiu; Army is of very obvious importance for education and for in- dustry. Figure 24 presents the projiortion of the three chief groups of intelligence ratings for a number of army occupations. The data are not comparable with those which would be ol)- tained from civilian groups because of various selectional factors which appear in the Army. In order of diminishing intelligence the occupational groups represented in Figm-e 24 may be classified thus: professions, clerical occupations, trades, partially skilled labor and unskilled labor. The greatest differences in intelligence required or ex- hibited by different occupations appear at the ends of the scale, whereas diffc^rences in the trained group arc relatively slight. Further differences in range of intelligence for the va- rious occupations are considerable and probably significant. The range in general diminishes from unskilled labor to the intellectually difficult professions for the obvious reason that whereas any individual may attempt tasks which require rela- tively little intelligence or education, only able individuals can succeed in the learned professions. It is well worthy of n^mark that whereas the group of army laborers contains few individuals of high grade intelligence (A or B ratings), the group of engineer- ing officers contains very few except high grade individuals. Figure 25 presents the relation of intelligence to occupation for a similar group of army occupations but in quite diff(^rent manner. 198 ARMY MENTAL TESTS D- D I C- I C I C+ I B I A I C-^ Laborer . . Cen. miner Toamster . Barber . . c < Uorseshoer . . . — — Bricklayer . . Cook: Baker Painter Gen. blaokamith . . — Gen. carpenter . . . Butcher Gen. machinist . . . Hand riveter .... Tel. & tel. lineman . Gen. pipefitter . . . Plumber Tool and g&ugo maker Gunsmith Gen. mechanio . . . . Gen. auto repairman . Auto engine mechanic Auto aaeembler . . . Ship carpenter . . . Telephone operator . C4^ Concrete const. Stock-keeper . Photog^rapher . Telegrapher . . R.R. clerk . . Piling clerk . Gen. clerk . . Army nurae . . Bookkeeper . . Dental officer . . . Mechanical draftsrr-n Accountant Civil engineer . . . MediOEil officer . . . inocr officer "c=n c I en B I a" D Figure 24. — Occupational intelligence standards. Based on data for 18,423 men. Data taken from soldiers' qualification cards. Length of bar shows range of middle 50 per cent. Vertical crossbar shows position of median. PRACTICAL APPLICATIONS 199 The data sampled by Figures 24 and 25 suggest both the possibiUty and th^sirability of securing intelligence specifications for use in ('diication and industry. Such sp(,'cifications, if satis- OCCUPATION5 NQCASCS /. BCFA ENG OrF5 1^ I i 675 MED OFFS l^^y" :y-"\ I I 407 37 ArrnuNTANTsr-^ ,. •: i i 2 64- 0.8 38b BOOKKEEPERS I - ■■ " ": i ~ 4.Sft 17 APMV NIIR.SF.S P ; I I 5 92 38^ CLERKS i "' ■"'.'M-JitiSm/ . ■ 7' \ I I l5flQ 1.5 iq$ Fi R-TPiriANs m' - '. ^i^j'^ami^ : ::::^7?ri ! i 499 3.4 311 Tri Fr.p^PHFP.sr-"'--:rTjrri;:nr- .■r.-.i:-/r/: ?-a i i 26 1 2.3 185 ST0CKKEEPER5K;::;^Fr 4' g ;irr . T ::'^i^i}im i i 4-12 3.4 24^ AUTO REPAIRMENME:^SZgl!^lJ«llliiS-- \m^^=--=i ' 3 1249 8.6 6^ MAC H I N I5T.5 11^ i|||ll|ii|M 'i' I I4p PLUMBERS ^ r7^-:::msmF,v ^ -'r. ■■'.-.■< 1 1 \Z3\ 14.9 ■^- ».iW!Pji:Tnr7~ '—" •""' n Z70 1 7.0 ?3t TRUCK DRIVERS mm.'z.'i..^r^i!m^^^^i^^x^nzzz:i^B 1019 1 3.0 7^ BLACKSMITHS — L.^"^ FiiiffgiTZl^nilTr:.:^ 351 2t6 8^ CARPENTERS ■■ii:ji::zr2E]niffiZ]g5ZS3=n 79Z I ?:o 40cC00K5 wa^mLiziiziiznznuizrirD 435 28.3 45 BARBERS 11^ ^^'■^'-,%-r-^;:.-,\ II 377 271 27h HORSE H05LR5 ■^ITm rT:^ ^TTXI O I02 I 292 12^ MINERS — .^1--- i ,,'; , „ A-^J- ^TTTl 852 30.2 3. LABORERS MlMMMLZZIEIZIinESSlEID 14 5 3 32.4 D- D C- C_C+ B A FifiURE 2.'). — Relation of occupation to intelligence in the army. factorily prepared, should greatly assist teachers in advising and directing pupils in accordance, for example, with some such plan of educational organization as has been suggested al)Ove. They should also prove of value in connection with indust rial placement . Within the industrial sphere, as contrasted with educational. 200 ARMY MENTAL TESTS intelligent employment management requires abundant infor- mation and the development and use of scientific methods. Individuals, if hired and placed at random, seldom hold their jobs for more than a few days. The enormous labor turnover of many industrial concerns is due chiefly to three causes: (a) the relative unfitness (by nature or training) of the individual for the work assigned, (b) unsatisfactory conditions of labor and (c) the mechanization and the resulting dehumanizing of industrial processes. For wise and effective industrial placement and occupational guidance, two things at least are absolutely essential: first, definite knowledge of the physical and mental requirements (specification) of the job, and second, equally definite knowledge of the physical and mental characteristics and capacities of the individual to be placed. If these requirements are to be met satisfactorily, occupations will have to be carefully analyzed in their relations to the in- dividual and definite specifications will have to be prepared. In addition, individuals will have to be classified in accordance with intelligence, temperament, education and occupational taste or preference. It is now possible to prepare specifications and suitably to classify individuals with reference to intelli- gence, education and occupational taste. For the present at least it is probable that if three grades of intellect were distinguished in industry, as has been suggested for the school, a very great gain would be made in degree of fitness of the individual for his task, and in his resulting con- tent and efficiency. Concerning temperamental measurement and classification, there is little to say, for methods at once simple and reliable are not yet available. It is nevertheless obvious that tempera- ment is as important as intelligence for industrial placement and vocational guidance. Despite the seemingly infinite variety of temperaments, there are probably just a few classes which have great occupational importance. It is possible, indeed, PIIACTICAL APPLICATIONS 201 that even three classes, as in the case of inteUisence, might suffice for iuimecHate practical requirements, could we but de- vise methods of measuring temperamental characteristics as satisfactory as those now used for nu^asuring intelligence. The concrete significance of general intelligence testing is difficult to describe. It is conceivable that some occupation will show a perfect degree of correspondence between score and success. If such an occupation were ever found the application of the test to candidates for positions in that occupation would be seen to be the best measure possible. No one expects to find such an occupation. That correspondence between school suc- cess and the tests is relatively high is shown above. Clerical workers succeed in general in proportion to score; but many other factors are to be considered even in these cases of positive correlation.* An illustration of a negative correlation or correspondence is given in the following table compiled from records of a group of machine operators. Here the correlation between production and the army test scores is — .087, Distribution tables comparing score and errors and score and combined production and errors for this special group of oper- ators give similar results. Two things are at once apparent. A number of girls are putting in their time on work at which thc^y do not excel. Some of these have high intelligence scores, some have extremely low scores, but neither group is producing results comparable with those of a third group of girls whose intelligence is nearer the average for the entire group. In the second place the evidence points definitely to other factors than intelligence as important in determining the success of an op- erator. In this instance the intelligence test may be said to have shown that certain girls are not doing work in which they excel. * See an excellent discussion of the problem in an article by T. L. Kelley in The Journal of Applied Psijchologij, March, 1919, entitled "Principlce Underlying the Classification of Men," 202 ARMY MENTAL TESTS TABLE 13 Alpha Score o o O CO o o o CO o o o o o o o o CO o ^+1 o o CO o o GO o iM f ■4^ 400 390 380 370 360 350 340 330 320 310 300 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 4 2 2 3 290 2 1 1 2 6 280 1 2 1 1 5 270 1 1 2 5 C^ 260 2 1 2 1 3 1 10 ^ 250 1 2 1 6 240 3 1 2 1 1 1 10 230 1 1 1 1 5 3 ^ 220 210 200 190 ISO 1 1 1 1 1 1 1 1 3 2 2 2 2 1 5 1 1 1 1 1 1 1 10 7 15 3 3 170 1 1 1 160 1 1 2 150 1 1 1 3 140 130 120 110 1 1 f 2 1 1 12 13 12 17 21 6 7 8 2 3 1 106 PRACTICAL APPLICATIONS 203 The problem of finding what they would excel in is, of course, untouched. The results also indicate; the need for a more de- tailed analj^sis of the particular task. The list of cautions in the use of tests is already a long one, but many more might be added. In this chapter certain fields that" are open and ready for the intensive labor that accom- panies research have been described briefly. The most dan- gerous thing that can happen is to have education, economics, sociology and industry accept the results of mental tests un- critically and with haste for immediate service that does not permit careful stud}'^ and additional research. The army dem- onstration has proved conclusively the value of psychological investigations. But it established another idea equally im- portant — the value of group cooperation. The following quotation from Lieut. (Jommandcr Dodge em- phasizes this point: Value of Group Cooperation "The list of incompleted services that were cut short of full fruition by the signing of the armistice would be too long to even mention here, though it would include some of the more difficult and important enterprises of psychological service. "The most important facts that appeared in the war work of the psychologists were, first, the value of the applications of the principles of psychology to concrete militarj^ problems; and, second, the importance of cooperation in practical scientific service. To the military tasks the psychologists brought their appreciation of the distinctly human and mental aspects of the problems that were involved, their training in the technic of mental analysis, their laboratory methods for estimating human reactions, and their ingenuity in developing new instruments for special purposes. "But in no case was the necessary skill and practical expe- rience in the possession of any one person. The best work of the psychologists was the product of group cooperation for which 204 ARMY MENTAL TESTS the far-sighted guidance of the chairman, Major R. M. Yerkes, and his colleagues of the National Research Council was an important condition. Success in our undertakings would have been impossible without the will to cooperate with each other, with representatives of the other sciences, with employment managers, industrial and educational experts, as well as with officers of the Army and Navy. While it was not always easy to convince responsible persons that we could help, when they were once convinced the only limit to our service was the limit of human endurance. At the end of the war, avenues were opening for genuine cooperation in scientific matters between the various scientific bodies of the Allies. "At the conclusion of our war work two real dangers confront us, one military and the other social. The military danger is that with the passing of the military crisis we shall stop our study of the mental factors in war. If some other country with more permanent policies should take up the mental anal- yses where we have left them, and develop a real military psychology, they would have a military instrument vastly more effective than 42-cm. guns. "But even if the efforts of our statesmen are successful and war is forever abolished, the relative importance of psycholog- ical offensives will not be diminished. On the contrary, when mental weapons become the only legitimate means for securing national ends they will become increasingly more important. Whether the reconstruction is military or non-military, the need of cooperative studies of vital mental problems and of cooperative efforts at scientific mental engineering will certainly not be less important for society than the scientific and engineer- ing problems that concern material things. In view of these future needs, our war-time activities, however interesting, and however successful they may have been, seem relatively trivial and insignificant." CHAPTER VI ARMY TEST RECORD BLANKS AND FORMS The different forms of the tests and other printed materials used in psycholofi;ical examining in the army are reproduced in this chapter. The keys for the alpha forms have been placed after the rules for scoring, pp. 70-77. No key is given for test 1, since the paper is easily scored by referring to the directions or a key can be made on a separate copy of the page for test 1. Form of beta, the only form usetl in the army, is reprotluced with correct answers indicated where needed. Keys for these tests are also easily made. Form 5 alpha and form beta are reproduced original size. The separate tests in the alpha booklets were arranged so that test 1 came on the outside page as shown. Test 2 was on the right-hand inside page. Test 8 was placed upside down on the second or left-hand page of the ))ooklet. Tests 3 and 4 followed test 2 on succeeding right-hand pages. From the back tests 5, C, 7 and 8 came in order. This arrangement assisted in keeping the subject from looking ahead or correcting the previous test after time was called. 205 206 ARMY MENTAL TESTS H a o ^ 13 !» ,-1 OS 5 m o o 'B. 3 3« X o a o 0.22 -1^ j3 P o O O ai^ >0» ffi 1— < (N CO fin 02 O jj tn rn '!ji M CSC a 2 M C3 -i. O !3 cc O P^ 2 — C" G o oT ~^ o QO" 2 '"o ^ C" O ' ~ o ~ " > hSj ^ -. :. >'^ c3 '"' -C M ^ o ^2 - 1— I o ^ t- o > 5R o-r-c CD "a ^^ o p O -o c3 a. _b£ g 9 G a 5i i^ G -5 \^< 2 p G 2 P < l-c -g^ 2^ Cj -^ fc/O "3 G ^3 ^ G c3 o ^ ' ^ ^ ^^ ^ "^ G "^ O G o ^ c3 c t3 ;g ^ == G •- :i o o 2— ~-^.2 ^ o .-S G i-H j:^ I— ( "O f-H 01 CO ■* lO O t^ 00 o J\ FORM 5 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. TESTl 1. ooooo 2. ®©®©®®®®® 3. 4. 5. O O O Yes No 6. ooooo 7. ABCDEFGHIJKLMNOP ®« O O O /^li-l'^^RY GUN CAMP 9. 34-79-56-87-68-25-82-47-27-31-64-93-71-41-52-99 10. 11. 7F AQAQQA®!!] 12. 123456789 ARMY TEST RECORD BLANKS AND FORMS 207 CO a be G :2 B o" o o e^ T5 C C o o 9^ CO IS' O '^' m £ Ji -- 5 c' is f ^ c . 52 CO t-t— i c5 o — c c c a O o o o 02 1^ r- — bt ffi.5 > ® S o 7i O 73 2 0.22 ; m o 3 i- -^ o 3 c ^ i^ -^ .-, — — ox < o O J2 « " SCO a . « rt CO !- ^ :2 72 rt S c3 ^'^^ p o g g C1.-5 ^ 7- ^ >{ a v^ 'z- cl' '^ rt i< ?3 ^ > £ c3 o 5-c a — S is ^ ^^ o QJ " 3 CO =; o . ;::: ^ ~ -S; -i£ c3 > :^ ■. ::; ^ <— r* j2 i3 ~ ci . x '- 6 3 -- - ^ !i£ ■= ^ O o %% '" i sunshine falls ob- ii(iuely at the poles G there is more ice at the poles 210 ARMY MENTAL TESTS ^ (0 C CI CO x^ O o ■^ G 3 ci o ^ S =3 e« '^ e3 '-t (N CO '^ »^0 O t^ »D O O I— 1 r-l (N CO -^ lO T— ( T— 1 1— 1 r— 1 I— ( CD t^ I— ( I— 1 CO O a a o CD 'm O a a o same — opposite same — ^opposite same — opposite same — opposite same — opposite same — opposite same — opposite same — opposite same — opposite same — opposite same — opposite same — opposite same — opposite same — opposite same — opposite 'w 'co O O a a a a o o a, i> £ a CO CO ■/'-' o o faC pq (U 0^ g 2 s-^ c3 M ^ r; ^ G >: o3 OJ i; .1h ri C >.^ a; « '^ ,^ C c3 G h— ( W P f C3 >-HC -t^+i^4J+J+J-(^H^+J-4-'-+J O (D o3 J« c3^ m Oh 0) o u Si^ O g g CO c 2^ ^ ^ ^ ^^ o-id CO (U o3 o ^ S^ o 1^ "^ qzl TJ O ?H C! 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C M +--G C3 -^ ^ y o 5 '^ o a; 7-,^ w c3 _, J£ G £■1 I- P '^ ^ '' o ^ '-I "^ '^ rt J- tK CO -C C 5=; .--^ G t; "^ S 5 "" ^ ^ o c G ~ O ^ O - rt 3 !T) O CJ CS ^ o rt j3 ci i- c ~ SX ?: ^ v^ c3 >, 02 O G G G ^b£i£ ^ G ^ ■^ .G o -- K' ~ ^ rt o 5 2 G «3 ^ rtT3 c G""t: O G O G o r-li-HT-1i-li-|i-iT-lT-i(N(N(NC^(M 214 ABMY MENTAL TESTS cc v^ ^ GO •O (M rt^ rt< t^ w 1— I o c O lO Tt< CO W 00 O CO t^ o «0 l> CO (N i* fe ^ -^ OO (N I> C o o -iOOt^»iOrfl(N h|?505 Oi CO O CO i-HCSI 1— ICO'— I 1— (r-^T— It— I i— ICOCO t^O-^iO— iTt.|>.rt^CO T— I C^ 1— (1— iC^I'— iC^»— ll— ( COOOOCOiOOOt^T-tOOCSOiiN'— iCiOOr-HOCOi-ICO T— I (N r-lr- ((Ni— iCXC^r-t 210 ARMY MENTAL TESTS in rH O ^.S Si s o 3 c3 u 03 3 03 c3 I - !_ '^ CD O ^ o3 O &,J5 o3 >--5 ja CO l> X 05 O T-H (N CO TfH iC ARMY TEST RECORD BLANKS AND FORMS 217 tOt^OOOO <— i(McC-t.00C5O ^^C^CO'^iO <:0t>-00C5O rH»-t,-H^C^ (M(M(N(N(M C^,^ Xi ^ -^ ^ "" S d s «1 •4^ ^ o a. •S 2 ^ 5b o o ^ --^ 5 *" £ S ? o . o .: "" s £ n ^ §5 I s r I ^ o do; <+^ _ , o *-• o Ml C I ^ M f >j'3 >^-c fc-i a f o e3 ^ o E r .-^' d d ii o g:: d ^ S d;g erf ^d d o ^ O " I I fcr, S O •• I "hf !5 OX! •^ d «* o b£ d O -M Ui Ui > ^ (U 3 •r. t*-, O »- O <^ J3 (U 'So d •Q «S e3 3x: 5= r^'-ii (~ L ^ ^ ^ 1^ C/l two O O .3 rt y u (U (U .. .- ii CO T! QhJ3 d 1 ., § o d bi :- 'S I ^^ c3 a c3 I ^ C bC T3 O fc;-3 o y i^ O rt K C -5 o CO r^ 00 01 o 1— t >— I 1— ( 1— I c^ r-l (M CO -fl »0 (N (N (N (N (M O t^ 00 Ci o C^l (M (N (M CO ^ (M CO -r >o CO CO CO CO CO O t^ X o o CO CO CO CO "^ 218 ARMY MENTAL TESTS ^ .00C5O u Ol CO -fl ^ ARMY TEST RECORD BLANKS AND FORMS 219 «0t^00050 ^HC^cO-t^iO COI^OOOlO •-<(MCO'*»0 CDI^GOCiO ,_(T_i,_(r-t(N {M(M >> 0) ■•/; 0) "^ ■/: O .« ert d ex u bO o d jd u Or lU d x! Oi It i; o 2-^ ej •/; '/^ O •"> CO >» (M t>>C30 O CSS CO r^rdx! ., bO i; d u <" ecJ +-> a bfl Sm Oi-l i^ ^ O 4) ;x' to .d d ^ C/2 d d js ^ Q. to o (U d >.'^ b d x! .S o .2 ft t* o bC o .d d to fcC T. d o 0) t5 XI P' d-T^ „ 0) X -• Ui 73 -- ^ b: C bfl '- *--d 2 rtii d :r. -^ ^ tofX, " H a 5^ c: o -d .-H ^^ ^ !_, d "^ to d . bfl O o ' b-H r— kH CJ %^% m CO i^ oo o o I— ( r-4 I— I 1— I CS 1-1 (N CO -t< >0 (M (N (M (M (M CO I- GO Oi o CM CM (N (N CO 1— I (M CO -^ 'O CO CO'CO CO CO O 1^ 00 Ci o CO CO CO CO -^ 220 ARMY MENTAL TESTS ^ 1^ a o d s >< o o VO O a bO O g en o3 o o 'B >^ rrt pl bij CO "^ a; t» OP »o C<1 o oj S pi ^ fe 2 2 55 fide S3 < o o o3 S b£) S CD "^ S fl 03 sS O "^ H-H HH o3 '♦^ 02 o S '^ 03 c3 bC cr o CO ^ 2 o a3 o -is sc --i; c3 b 03 (D 2 bX) > ^ S^ S-H Is IS HH l-H O; c3 1-2 O 52 03 a, m <-- .> _j O cj CO -2 ?^ o ^ . -L^i b£ O ^ ^ o CD c3 CD GO o be ^ CD c3 < CO 2 ^ o cuHJ CO O C r? W 53 rt^ c^ >."£ t*-, c3 3 OTS O t? w «:' o3 t- r^ ,H:^ M O CO 111 o3 § si ^^ ^ 2 ^ S § S S s s « ^ ?^ oj en CI < CI a a 'a 03 CIS-: ^ 03 -^ O "'^ o3 .5 "^CH c3 CO O _i3 ■ "S"^^ c^. Cl I ^ >^ O) O 5 ^^ ^ o 'O 00 •+^ 'V -t^s +0 o3 Q CD g g ^ ^^ ?no o +i &C o 03=1=; 5 ^ ° S ^ >-' bCC 'T3 (>- .-2 a^ g 03 ^ 13 2 0) c3 '^' S-^ bfl o<:=^ ffi^ffiOSfiCrtOc« ^ 5 S X P !^ § ::K.s7 o g ^ ^'-g 2 5 3 c£ S" 5 _^ CO « ^ c cj."2^-c C ;:i O J^ ^ r- X ^ ^ _ ^ -- o <^' ~ 1^ rt > p c^ CO S ^ a; g _ -< <<5 CO C <5l . rt Qj ^ (3 -M Oj <^x p: »r y, a c 5 . O c3 c3 t^ ^ P(N- 2 o bC -3 O c3 c^ O O o o c3 .2 ' ^-^ a oil ■" 00 <^ ^ 00 O - +^ \^ — ' d O o ^ -4-3 & "^ c3 r^ ^ o I o o "C ^y C ri ^T^ ii' S-i "iz; V ^ (-1 ^ 2"^ ^ ^ ^ ."t; ^ ^ -^ o is .2 ^ CO ><> CO rt a O IS W = 2^ O CO f-. CO '71 ^ "^ -at; « a^ o 3 G "-^ O 'G "o C3 S fcH rt O - c2 — i r: -t^ lO r- •— il' r. ^ fl .fl fl a> O a a, oi 7j ^i-i '-' c; - fl^^ X S ;r5 rt-^Kc'^:^ a<3 L O > c3 CO — o ;- _0 3 fl *.f< "^ -- fl o 250 ARMY MENTAL TESTS 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 n they look well [x] they keep us warm n they are black Here the second answer is the best one and is marked with Begin with No. 1 and keep on until time is called. a cross. 1 It is wiser to put some money aside and not spend it all, so that you may n prepare for old age or sickness n collect all the different kinds of money n gamble when you wish 2 Shoes are made of leather, because D it is tanned n it is tough, pliable and warm □ it can be blackened 3 Why do soldiers wear wrist watches rather than pocket watches? Because n they keep better time n they are harder to break D they are handier 4 The main reason why stone is used for building pur- poses is because n it makes a good appear- ance n it is strong and lasting n it is heavy C^ Go to No, 5 above 5 Why is beef better food than cabbage? Because n it tastes better n it is more nourishing n it is harder to obtain 6 If some one does you a favor, what should you do? n try to forget it n steal for him if he asks you to n return the favor 7 If you do not get a letter from home which you know was written, it may be be- cause n it was lost in the mails n you forgot to tell your people to write n the postal service has been discontinued 8 The main thing the farmers do is to n supply luxuries n make work for the un- employed n feed the nation CyGo to No, 9 ARMY TEST RECORD BLANKS AND FORMS 251 9 If a man who can't swim should fall into a river, ho should n yoll for help and try to scranil)lc out n dive to the bottom and crawl out Q lie on his back and float 10 Glass insulators are used to fasten telegraph wires be- cause n the glass keeps the pole from being burned n the glass keeps the cur- rent from escaping n the glass is cheap and attractive 11 If your load of coal gets stuck in the mud, what should you do? n leave it there D get more horses or men to pull it out n throw off the load 12 Why are criminals locked up? D to protect society n to get even with th(!m □ to make them work 13 Why should a married man have his life insured? Be- cause n death may come at any time D insurance companies are usually honest n his family will not then suffer if he dies 14 In Leap Year February has 29 days because n February is a short month n some people are born on February 29th n otherwise the calendar would not come out right 15 If you are held up and robbed in a strange city, you should n apply to the police for help n ask the fii\st man you meet for money to get home n borrow some money at a bank 16 Why should we have Con- gressmen? Because n the people must l)e ruled n it insures truly repre- sentative govermnent n the people are too many to meet and make their laws 252 ARMY MENTAL TESTS t*^ o ^Xi ^ -u «to o g CI C C! =^ 03 J- <^ unde you «-i-i O 1— ( c o3.-« si c3 P, ±; ?i- -o o ^r s-i <3i 03:3:3 ^"S ^ ^ ^ TtH o3 > -t-* C ^ 2 i^ tH o3 H o ^ Ul C K o3 c3 O £3 O 73 2 o3 -^^ '^ S-& u, c3 03 -^ s-i 'a o3 c s IK 'cC o 73 O S POO) O (» 03 J;3 T3 O O bJO 02 (N CO Tf »0 (D (D -J:; c p :^ C o C C d c cj ^ c3 CO X X CO X s ^ <^ b£ S c3 p ^1^ p ■+j > ■^ Y o.-~: p I i C J^ tt^ X C3 t- ;:. X u g ;^ o c3 -tJ a p ppppp a a a a a ;3 c3 c3 c3 ^ CO X X CO CO O P _ 5 =■ c3 =*H -^^'^•:3 a^ G 03 > c3 O -^J ■ X P X p^ 3 O C p o 3 ^ t- c a vi p a X X :3 CD t^ 00 C5 O >— I (M CO -^ >0 (N J (M (N C^ CO t-H (M CO Tf^ lO CO CO CO CO CO CO t^ 00 Ci o CO CO CO CO -"^ 254 ARMY MENTAL TESTS H m <1> to < « c3 '^ 73 c3^ S "^ -^ o3 5^ C3S 03 O ' • S i» ^' o3 H w q ffi w P4> o< O «2 03 ^ rt ?:; <3-> o ^ >,S a- « 03 ^ ;3 g o H o 5 -1^ O) S > o3 C fl ^ ^ tfc G ^ S • - . o a; OJ o; M be a C " P S-H O -^ O O ^ 6 <^ ^-^ (V) bJC 5 r- ^j r- tn G ^ ^^-§ G O «^ 03 c <^ " G " ;m o o a P ►^ "W ^ ^ ^(NC0-rtii0COt>-00C5O 75 * 'XJ 72 73 7i 73 CC CO ^ O3o3o3c3o3o3o3o3o3.^ ti_|t.|_it4-l«+H«+H«<-lt4-l«+-|tt-l«<-l GGGGGGGGGG !-ii-.t-iS-SH!-(lH!-<'T|r^ ARMY TEST RECORD BLANKS AND FORMS 255 ^rHrHrHr-(T-lT-lrHl-((M(M(N(M(N -2 ^ — 3 a &£•? 3 1- 3 ^ O •- "■ C 3 ^ 3 O r^ G 2 rt-- " ^ f J er C 73 — - 3 o 3 O o s° £-:: ^ a GJ r/j o 1/1 C-i — I •-'•:~ o .-. oi a O. > o O 03 rt 3 ^ 3 o C JS o p ^■ > >• fc- "^ c3 O , 3 J^*^ 'A ^ 'r. o ?: --^ o 3ii it*-' ^ '/■j O o .3 a, S fcc i^ -^ X -::: 5 1- .:^ C i. -T' 3 cu O 3 2; 3 o^ O 3 a -M '^ t*H rHnnnri'-irir-ir-icSpqp^ ^ a a o J3 5«DlOt-C^^O* CO tH C^ tH tH CO iH iH tH iH C-^0»0»0'«4<'iH«005CDO^eOCQ«005TH CO iH Ol tH iH iH tH tH iH iH tH «OlOlOt*C^THb-COeOOOiHTj-0>«OeOC»005COiHOi05t»C3«OCOCO'<* tH OIiHtHtHNiH eOOOOO>eOOO»OOOt»tH05rHC^00050 S 00 «0 Oi a io CO 00 r-t 258 ARMY MENTAL TESTS m 43 I ,-1 '^ ft 1 o; O) O o +2 c s c 03 ^ O P _ « -. o d) "d > 0) ^§ £ c - Vh > §§0 o3 -J^ c3 _ O 03 O O ■• .. s ■• .. 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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 n they look well [x] they keep us warm n 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 Cotton fibre is much used for making cloth because n it grows all over the South n it can be spun and woven n it is a vegetable product 2 Thermometers are useful, because n they regulate the tem- perature n they tell us how warm it is n they contain mercury 3 Why are doctors useful? Because they n understand human na- ture n always have pleasant dispositions □ know more about dis- eases than others 4 Why ought a grocer to own an automobile? Because n it is useful in his busi- ness n it uses rubber tires n it saves railroad fare O:^ Go to No. 5 above 5 A machine gun is more deadly than a rifle, because it n was invented more re- cently n fires more rapidly n can be used with less training 6 Why is the telephone more useful than the telegraph? Because n it gets a quicker an- swer n it uses more miles of wire n it is a more recent in- vention 7 Why is wool better than cotton for making sweat- ers? Because n wool is cheaper n it is warmer n it wears longer 8 Why is New York larger than Boston? Because □ it has more railroads n it has more millionaires n it is better located O:^ Go to No. 9 ARMY TEST RECORD BLANKS AND FORMS JGo 9 Every soldier should be inoculated aj!;ainst. typhoid fever, because □ many men have typhoid □ tlie doctors insist on it n it prevents epidemics 10 Theatres are useful insti- tutions because n The3' employ actors □ they afford a method of relaxation n the}^ f2;ive the rich a chance to spend their money 11 A train is harder to stop than an automobile be- cause □ it is longer n it is heavier n the brakes are not so good 12 Why is winter colder than sum nun-? Because □ the sun shines obliquely upon us in winter n January is a cold month n there is much snow in winter (C^ Go to No. 13 above 13 Many schools arc closed in summer, so that □ the tea(;hers may have a vacation n the children shall not be indoors in liot weather D the schoolhouses may be repaired 14 If a drunken man is quar- relsome and insists on fight- ing you, it is usually better to n knock him down n ("ill the police n leave him alone 15 Why arc electrical engin- eers highly paid? Because n their ability is much in demand n they have a college edu- cation n they work long hours IG Aeroplanes failed for many years because n they were too heavy n the materials cost too much n the motor was not per- fected 266 ARMY MENTAL TESTS H H ID o C o a, o o C (/J O 73 2 03 o ^ G (1) o CO .i; G T3 0"C O I (M CO "* lO ARMY TEST RECORD BLANKS AND FORMS 267 CO r^ 00 as o I— ( i-H I— I I— I Cv| .-I (M CO -f< lO (M C^ (M (M iM O t^ 00 Oi o ■*-> -i-i ' V}' m' 'fi fj 'n o o o o o a c- CI, a c- O^ Pi '~'i Pi Pi 0*0000 OOOJCDO OOQJOfU vi G 2 f s i Oh X ^ I IB O -? '-' -^ C3 I C 3 -^^ ^ C5 (U — b£ c3 o O O 4) Q^ O s a a a a Cj Cj C^ C3 9j c/: OT to c« Oh C C Pi-^ J::: trf I I al O T3 c3 I c« o a O ^"^ i^ O C^ ~ O O O d) O O 4) a a a a a c3 o3 cj c3 o3 CO C« M M CO 'X c •-H O -^ I 5 c« ^ --H ^ O CO 4=" . C^ O <1^ ^ c '^ I ^ 2ii I £ o ■— ; o rt 2 CO O O - I o d) o di d) a a a a a Cj ^ oS C3 ^ CO CO CO CO CO r75 cj o rt ^ a o OnfS 2 I o ^ c3 o s- - P t^ ^ 2 Oh Oh.S "o O t^ 00 Ci o r- 1 1— I T— I T— I CS 1-H 00 O cjcj^cj^ c^^cS^^ O) O) <15 CO <1) a; ID 4^ • G o c3 03 o M ^ "^ ^ P O Ol3^ G.S O O M bC :J^ GT3 O o3 G c^ g 03 .S ^ "^ ^ ^.^^ o3 (M CO Tt* 10 G o3 G 'bfi G w faC fl •S >> ■^ (D G > O <1J O CO C o3 ^03^ o3 t3 o3 II G ID O-^ ^ m— . o ^ ^ Gl Ct3 9 ^ G 9 D g o § ^ '^§§ > OJG !> CO -iJ CO !>■ 00 Oi O r-t ARMY TEST RECORD BLANKS AND FORMS 2G9 1)0)00)4) (UOQJOOJ 030)00) Vi V2 'fi m 'n vj 'fj 'fj 'fj 7) ifi Yj 7j (« ooooo ooooo oooo 33:353 33333 3333 C 3 O O o <* 3 H 3 «y 2 3 X ^ ^ O c^ .. a ^ o3 G c3 C C3 5 o c3 O O O O ' o S r. "H 3 C O cS o „ r^ o C o -M ^ ^ 8 j-j o 3-0 O cr rt ^ o tH "^ *-■ ^ 0) a c3 3 3"^ •- 3 O 3 -3 O ^^ -tJ 3 O 0) O G rr, rt ^ 3 , Vj !-- 3 O 3 3 O 3 ~ bf3^ tH G-^ '^ rr " > X « o o ^ t< j:, jh s i a o o o o _, o c^j c3 c/j 3 ^ O O c ^ c3 3 tC 2 a is '^ y 0) 0) "^ o rt o P o o o ^3 a ^ 2 o ^ O faC » -+£ -^ O O 3 -tJ C -3 o3 t. o -^ bfl O W ^ tH _^ o,«^ -*-' o 3 " O O 3 O a o 3 o o c3 o D* ^ k; r* O O ^ O O G c3 3 a ■ri '-I (N CO TfH lO CO r^ 00 Ci o r-i r-H 1-1 —ICS ,-H (N CO Ttl (M CS C^ (N 270 ARMY MENTAL TESTS <:o <^ ©:> »^ f^ ^^ QJ M Cfl Tjl rl< c* C3 1-i 73 O 73 o to Tj< eo O 1-1 o +3 H o UJ 00 o eo t- T3 H o t- eo C4 CO ^ o ^ a 3 Tjt 00 cq t> o (M Ah 02 iH .^ o -(-3 -f-> t-iocoiHirDiHi>c^eo^tDooo'^cq\?i 00 «DiH CO iH C<1 iH iH iH iH »H iH T-t lOlOlOlOt-THiHOOOStOiHOSOCOCOC^ C<1 iH iH CTHlOC^IO00«DTt CO d H bO OS o o . o CI 03 I •• ** S i fe c/j b c O '{i CO c3 I X! 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I g J I 8S 03 o > ^^ s w o w - 00 Oi O COCOCOCvCO COCOOOOO'^ 274 00 H zn s "ot d i c3 ^ 73 q3 ^~' . o3 ?^ cu ?r! a senteni forth ese foil are air ^ -^ TTl O .i; =+:h t; 3 o o a i3r^ CU c ■^0^03 2 f^ o "^ :S == a; 9 O r^i t^ make have inder The ^^ ■ "^ O 1^ » S KS s 3 ^-^ P 03 ^ =3 bC ^ O i^ X2 5^ c3 S ^ t- :3 W m'^ ^' tj o q; -3 .-< 03 O +J o •»-< ^ •>-< -rt ^H ^< CJ rt o3 CO « O 03 o3g=i^ HMHrtW r-(c^eo-^u:i oi>ooo50 -— icqeor^io ARMY TEST RECORD BLANKS AND FORMS 275 CO t^ 00 o^ o T— I 1-H I— I T— I (M r- 1 C^ CO -^ >0 ^ 7I1-. 1 / > / > 71 / ^ 1 1 7 / s- /s- /? ^ IH ifO 10 zo. y —A -^■p^ y ^ ^ f1 1 1 fZ / ^ -/* > /— 7 71 VI f ^ ^ / L J^^ P / /^ /^/T 1 / / / \^-^-^^ / ^'^ ^ (t7 1 - \ J^ I'' 13 20 5-0 Figure 27. ARMY TEST RECORD BLANKS AND FORMS 279 Test 3 XX xxxxx 2l |x| |x| [x[ |x| |x| |XJ |X XOXOXOXOXO mm 4, XX XX XX XX X'Y^ 5. x o X oj X o X o X 6. xxoxxoxxoxxo VV Q T Jololxl xlolohhIololxIxlOlQIXJX 8. X X O O O X I X O o[ X X o j o o ^ X 9. |x|o|x[ |x|.>|.| [x|o|.| T^^x| IXIQIXI 10. |x|x|o|x|o|x|x|o|x|o|x|x|o|x|c[X|XldXlQ ll. lx|o|x|x|o|x|x|x|o|x|o|x|x|o|x|x|x|o|X|OlX;^OlXIXlXIO 12.| x|x|x|x|<.|o|o|x|x|o|x|x|x|x|o|o|o|X|x|o[X!XlXlXlO|0|OlXiy |q Figure 28. 280 ARMY MENTAL TESTS Tesi 4 1 2 3 4 5 6 7 8 9 — M 3 L U A X _~ 1. 3 1 2 1 3 2 1 4 2 3 5 2 9 1 4 2. e 3 1 5 4 2 7 6 3 8 7 2 9 5 4 6 3 7 2 8 1 9 5 8 4 7 3 e 9 5 1 9 2 8 3 7 4 6 5 9 4 8 5 7 6 6. 9 3 8 6 4 1 5 7 2 6 2 4 8 1 3 1 4 9 5 1 7 6 2 6 9 3 7 8 4 1 8 _ 1 ^__ FiGUKE 29. ARMY TEST RECORD BLANKS AND FORMS 281 Test wo 650 )C 041 '..I.. 044 2579 2579 < 8281 8281 X 55190 ,. 55102 89190 89190 K 058049 050849 8295017 3290517 63015991 63019991 39007106 .: 39007106 X 69931087 09931087 X 251004818 251004418 299056013 299050013 X 86015992 300155992 89100CC482 ...-..., .3<.)I00n482 851027.3301 851027.3.301 )C 2C3136996 2G31.3099G % 451 152903 451 152903 X 3259016275 32\)501C725 682039144 5820391 44 % 61558529 01588529 211915883 21901.5883 67041.3822 0701 43822 17198591 ...! 17198591 )C 86482901 30482991 X Figure 5 10248586 10243586 X 659012584 659021354 888172902 381872902 681027594 G3I027594 X 2499901854 2499901584 2261059310 2201G59310 2911038227 2911038227 X 813377752 313377752 X 1012988567 1012938567 X 716C220988 7162220988 8177628449 3177G82449 4C8C720G3 • 468672068 X 9104529003 ; 9194529003 8484657120 3484G57210 8588172550 8581722556 3120166C71 812016G071 X 7G11348879 7611134,5879 2G5572.391G4 20557239104/ 8819002341 8819002341 X C571018034 6571018034 X 887797G2514 38779765214 3900812C557 39008126057 75658100398 75058100.398 X 41181900726 41181900726 X 0543920817 6543920871 30. 282 ARMY MENTAL TESTS Teste 114 Vntt 78 St;' FlGtTBB 31. ARMY TEST RECORD BLANKS AND FORMS 283 Test? 1. 3. D D 7. \\A 10. N \ Figure 32. 284 ARMY MENTAL TESTS TEST I -31 ^ L^^ TE5T2 tftO 1 1 1 1 1 1 mi u lolololQlol TEST 3 Ixl Ixl Ixl Ixl I I lololxloioMoioixT :d lxixlxlolxiaxixi)(fo[xr TEST4. 3l|2l3|2H|2|l|3|4M5|4Ul6 TESTS 62 62 5 9 56 3 2 7' 327 249 24 9 1 536 1 536 374 5 374 5 4 50 1 O 4 500 1 620 1 9 620 19 TE5T6 6»! C^coar^ff TEST 7 WD cOn □ ^n ^ 1 2 TEST a 3 A 1 FiGUKE 33. — Demonstration figures for tests 1 to 8 of beta as they appeared on beta blackboard. ARMY TEST RECORD BLANKS AND FORMS 285 POINT SCALE EXAMINATION Name Age Race Co Regiment Arm Division Station . . Where born Yrs. in U. S Previous occupation Weekly wages Education : grade reached H. S College. Wliere educated Yrs. in school Language ability Disease history, personal and family Remarks: Total Score. Mental Age . Rating Examiner's report: Signature of Examiner Date. . Division of Psychology, Medical Department, U. S. A. Authorized by the Surgeon-CJeneral, Feb. 8, 1918 Edition, August 7, 1918, 100,000 286 ARMY MENTAL TESTS Test 1. Chooses, prettier, each pair correctly twice (1 each, total 3) 1 2 3 2. Sees picture lacks: (a) arms; (6) nose; (c) mouth; (d) eyes. (1 each) 3. Compares, twice: (a) Lines, 5 and 6 cm. (1) (6) Weights, 3 and 12 grams. (1) (c) Weights, 6 and 15 grams. (1) 4. Memory span for digits Credits (a) 374. (b) 2947. (c) 35871. (d) 491572. (e) 2749385. 581. 6135. 92730. 516283. 6195847. 20-1 (4); Lo- ci) (1) (1) (1) (1) -1 (3); 10-1 (2); 5. Counts backward: 5-1 (1) 6. Repeats: (a) It rains. I am hungry. (1) (6) His name is John. It is a very fine day. (c) The sun is very large and red. Our train was more than two hours late. (2) (d) It is not necessary to hurt the poor little httle birds. It is night and all the world rests in sleep. (2) 7. Reaction to three Binet pictures : enumeration, (1 each) ; description, (2 each) ; interpretation, (3 each) (a) Man and boy (6) Man and woman (c) Man 8. Arranges weights: two trials. All correct but one (1); correct (2). Trial 1 Trial 2 9. Compares : (2 each) (a) Apple and banana (b) Wood and glass (c) Paper and cloth Defines in terms of use, (1 each); superior to u.se, (2 each) (a) Spoon (6) Chair (c) Horse id) Baby 10 ARMY TEST RECORD BLANKS AND FORMS 287 Test 11. Resists suggestions: (1 for each resistance) 1 2 3 4 5 6 12. Copies (on back of this sheet) (a) square (1 or 2); (/;) (Uainond ( 1 or 2) 13. Gives words for three minutes: 30 — 44 (1); 45—59 (2); 60—74 (3); 75— and over (4) 1st half minute 2d 3rd 4th 5th (Uh 14. Writes (on l)ack of this sheet) sentence containing Bos- ton, money, river. Three words in two (2); three words in one (4) 15. Comprehends (juestions: (2 each) (a) Missed train (6) Someone unkind (c) Action versus words (d) Forgive easier 16. Draws (on back of this sheet) designs from memory, after 15 sec. exposure. (1 or 2 each) 17. Sees absurdity: (1 each) (a) Swinging cane (6) Unfortunate cyclist (c) Three brothers {(I) Guide-post directions (c) Last car 18. Puts dissected sentences together. (2 each) (a) My teacher (b) A good dog (c) We started 19. Defines (a) Charity (2) (6) Obedience (2) (c) Justice (2) 20. Analogies: (1 each) (a) Oyster is to .shell as banana is to (b) Arm is to elbow as leg is to (c) Head is to hat as hand is to (d) Truth is to falsehood as straight line is to (c) Known is to unknown as present is to (/) Storm is to calm as war is to Ckedits 288 ARMY MENTAL TESTS The record blank used in the Army for the Stanford-Binet examination is not reproduced here because of copyright re- strictions. PERFORMANCE SCALE EXAMINATION Name Company _ Jtegiinent — Where born _ - Previous nccupation _ _ _ Kduration Orade- Where < ducatcd IjinpijaRe nbilily — Disi iise history, personal and family . Age. - _ Race^ „ _ Arm , - J)ivision - „ ^ _ Years in U S „. Weekly wages B. S . Collegt... Years m school Peroenlile rank. . .BaUng. Examiners report . Examiner 1. SbipTeatCS min.) Time : Credit only J accuracy =* 18. ID or iO C. (or Ace "•«/ Score Wtd. 3c 0-20 Cl-30 { 31-50 - 1 51-80 1 81-UO 1 It -300 1 T.L. Credit * « 1 9 1 , 1 , J_ 1 9. Manikin and Feature ProBle (a) Manikin (t mm.) Time: Credit only if ace racy >=4 or Cr. lor Accurftcjr Score Wtd.Sc 0-10 1 11-15 1 16-80 1 81-30 31-50 61-180 1 XL Credit S 1 4 1 3 1 8 1 1 1 1 (t) Feature proBle (5 Mb).. Time Credit only if ac curacy -=6 0-30 1 31-lu 1 »l-60 1 Cl-80 Bl-180 180-300 1 TL. Credit » 1 « 1 3 1 8 1 1 _____ Score L Wtd. 9e. (o) 1-8-3-* m 1-&-S-+-3.... (e) S-S-4-1 , (fl l-S-I-4 («) 1-5-1-8-*... CO I i-*-s-e-4. . . (g) I-S-«-i-l-3. (») i-«-e-5-i-i. (0 1-4-S- 1-8-4. . !i) 8-3-1-8-1 4. Cube Constri miiplaced blockj 3 r 1 Time. Credit only il bloeki all assembled Moves: Credit Score Wld. Sc. (0) 1-10 11-85 86-50 51-80 81-180 TL. 9 10-11 18-15 16-85 86-50 over 50 (*) 1-80 81-30 31-SO 61-80 81-180 T.L. 9 10-11 18-15 16-85 86-50 over 30 (e) 1-80 81-30 "^° 51-80 81-180 TL 8 9-10 11-15 16-85 86-50 over 60 Credit « « 8 I 1 6 4 3 8 1 5. Form Board Tim : Credit only if solved Mo. a: Credit only it lolved Score Wtd. Sc. (a) f«iniQ) _0-lO_ ~it"^~ 41-70 71-180 TL. 3 4 5-7 over 7 (&) (imm! 81-40 41-70 71-180 TL 5 6 7-10 over 10 (c) (3min.) fr-ao 71-110 111-180 T.L. B 9 10-11 18-14 lS-80 over 80 Credit 5 4 13 8 1 5 4 3 8 1 e. 5e»ignf (8 m n eacH 1 ,« b 1 c 1 11 '« . dl d« 1 _6cor. jWtd Sc Credit 1 1 1 11 1 ■ ■ r II Figure 34. ARMY TEST RECORD BLANKS AND FORMS 289 t. B!,liS,.U Tima ■1 Icaa IKoo t a - IU(I» 1 W.OM Scan IWtd at. •. Mu. T«t (« Bio. «ebl . . Timr rmlil l( cut u audi 8«in Hn4.Be. (•) 0-tO tl-40 ♦ l-JO 71-1«0 TL M O-iO 81-40 41-70 71-1« tL (') o.«o «l-<0 41-70 71-HO TL. (fi 0-KO «l-«0 41-70 71-110 TL. CwJil ... s t 1 H Pirlvra Ammtrmtnl (S mi D nrhl Tim* crcdil only if «cvu racv -A ArrkOitrmeDt Ct lor Arr. Scon WUSc. («)' 1-90 9l-«0 01-lfO Ul-ldO TL (M l-W 91-00 01-1«0 TL. (>) l-W 31-00 ei-iKo Ul-llH) 1 Tl- «) 1-90 81-00 CI- wo Kl-IHO TL ■ ? 1 1 1 oj 1 Nurabn " ■ 1 ' ' 1 • i 7 " a » 1 11) 1 Tioa i Scon iWldSc M«l.o„ 1 1 1 1 1 1 C.^1.1 1 1 1 1 ■ 1 1 1 Uoiiiot Figure 35. 290 ARMY MENTAL TESTS Digit-Symbol Test 1 2 3 T 5 6 7 8 9 J2 M 3_ L u A X £. Sauiple 2 1 3 1 2 4 3 5 3 1 2 1 3 2 1 4 2 3 5 2 3 1 4 6 3 1 5 4 2 7 6 3 6 7 2 8 6 4 6 3 7 2 8 1 9 5 8 4 7 3 6 2 6 1 9 2 8 3 7 4 6 6 9 4 8 3 7 2 6 i 6 4 6 3 7 J Demonstration Maze n Figure 36. ARMY TEST RECORD BLANKS AND FORMS 291 1^ _ 1 1 o — 1 "^ r>' — » 1 1 P-, 1 1 292 ARMY MENTAL TESTS PSYCHOLOGICAL RECORD Rank Co - Reg Arm Div Birthplace .._ In U. S. Race . Occupation .. Schooling Weekly Wages GROUP EXAMINATION INDIVIDUAL EXAM. £ Alpha Beta Lit. Performance Raw Score WId. Score Raw Score Wtd. Score Score Raw Score Wtd. Score Pomr Scale 1 1 2 3 4 5 6 7 S S 10 Points M. Age CT... ? z 4 Stanford Scale f, Points M.Age I.Q. - A 7 ft Mechanical Test fl 10 Per contile , •3 |2 1 £ 1 Recommendation . Disposition » Station JExaminar ..» U«dical Ddpartmeat, V. S, A. Figure 38. ARMY TEST RECORD BLANKS AND FORMS 293 REPORT OF PSYCHOLOGICAL EXAMINATION Grade Explanation Number /o A Very Superior B Superior c+ Hinh Average c Average c— Low Average D Inferior D— Very Inferior Co. Reg. . .191 Div . . Th(! standing of your men in the |)sycIiologif'aI examination i.s as indicated helow. An asterisk (*) following the rating of a man indicates that he is relatively il- literate in lOnglish l)ecaus(> of for- eign l)irtli, lack of education, or inferior intelligence, The letter E indicates that tlu; man has been recommended for Develojiment Battalion, special service organi- zation, or discharge. Name Grade Name Grade Name Grade 294 ARMY xMEXTAL TESTS PSYCHOLOGICAL REPORT Station To the Surgeon General, U. S. Army. For week ending Saturday 1918. (To be mailed on or before following Tuesday) 1. Organizations examined: 2. Number men examined: White Colored Total No. men given No. men given E indiv. exam. in indiv. exam. Enli.ited White . Officers Alpha 3. Number of men only examined by: 4. No. E grades: 5. Mental Below 0. 6-7. Colored . Beta only 7-8. Beta after Alpha 8-9. 9-10. Individual Pt. Sc. St. B. Perf. 11-12. 12 and above. Groups: 6. Number cases reported for: • Discharge 7. Personnel reporting IN: Development Battalion OUT: Regular training 8. Correspondence and reports. — Surgeon General's Office Special service or training ILL. Special detail: TO. Date. Subject. FROM. 1. 1. 2. 2. 3. 3. • 4. 4. 5. 5. 6. 6. 9. Conferences and Special activities. 10. Supplies: Alpha Beta 5 6 7 8 9 On hand .... Needed .... Other equipment needed: Date. Subject. Pay. Rec. Rep. Psy. E. Pt. Se. St. B. Perf. Examiner . INDEX Alpha blank, form 5, tests 1-8, 206-219 forir 6, tests 2-8, 22f>-233 form 7, tests 2-8, 231-247 form 8, tests 2-8, 248-261 form 9, tests 2-8, 262-275 examination, 16, directions for, 53-66 test 1, form 5, 54 test 1, form 6, 56 test 1, form 7, 58 test 1, form 8, 59 test 1, form 9, 61 test 2, 63 test 3, 63 test 4, 64 test 5, 64 test 6, 64 test 7, 65 test 8, 66 direftions for scoring, 66 equivalent scores for, 133, 134 keys for, 7()-77 procedure, 53 scores in educational institutions, 163 Analogies test, 65, 158 Apparatus, for beta examination, 79 Appendix A, Exuminer's (luide, 133 B, Examiner's (luide, 135 C, Examiner's Guide, 137 Applications, educational, 188-193 of mental measurements, 184 Arithmetical problems, 63, 157 Army examining, directions for, 41 introduction of, 19 group examination "a," 7 groups, intelligence of, 27 tests, in S. A. T. C, 153 practical effects of, 197 requirements of, 2 295 296 INDEX Assignment, in army, 25 Atlanta Southern Dental College, results for, 167 B Beta, blank, 276-283 examination, 16, 79 and army occupations, 199 apparatus for, 79 blackboard, 2S4 demonstration figures, 284 demonstration maze, 290 directions for, 79-88 directions for scoring, 88 equivalent scores for, 133-134 key, 276 procedure in, 80 test 1, 83, 277 test 2. 83, 278 test 3, 85, 279 test 4, 85, 280 test 5, 86, 281 test 6, 87, 282 test 7, 87, 283 test 8, insert Bingham, Lieut.-Col. W. V., tests in colleges, 172-177 Blackboard, for beta, 79, 284 Brown University, results for, 167 Building, for psychological examining, 137-142 Case School, intelligence measurements in, 165 Children, mental classification of, 191-193 Classes, collegiate, results for, 172 Classification by intelligence, 22-24 mental, and educational treatment, 193 of children, 191-193 College of Wooster, intelligence measurements in, 165 Colleges, army tests in, 161, 177 Collegiate classes, results for, 172 Colorado College, results for, 168, 170 Committee, on army tests, 2 Companies, intelligence of, 34 Comparison of results for students, 164 Conferences, with oflicers, 49 Conscientious objectors, intelligence of, 196 Contents, Examiner's Guide, 42 INDEX 297 Cooperation, value of, 203-2Ot Correlation, intelligence and industrial efficiency, 201-202 with military value, 30-33 of alpha with school data, 189 of l)eta with school data, 190 Correlations, 20 Crime and intelligence, 194-195 Criteria, for army tests, 2 Cube analysis test, S3 construction test, 105, 121 imitation test, 104, 121 Cubes, demonstration for beta, 79 D Dartmouth College, intelligence measurements in, 165 Dearborn, form board, 107, 122 Demonstration figures, beta, 284 Demonstrator, in beta, 80-81 Departments of University, results for, 171 Designs, 110, 122 figures for, 143-152 Development l^attalion, and intelligence, 95 Digit-symbol test, 85, 112, 122, 290 Directions, for alpha examination, 53-GG for army examining, 41 for beta examination, 79-88 for individual examination, 92 for scoring alpha, 66 for scoring beta, 88 Disarranged sentences test, 64, 158 Dodge, Lieut.-Commander Raj'mond, on cooperation, 203-204 on mental engineering, 184-188 E Education, of soldier, 194 Educational applications of mental tests, 188-193 institutions, intelligence measurements for, 163 Engineering, mental, 184r-188 Equipment, for army examining, 135-136 for siKiC'ial l)uilding, 137-142 Equivalent scores and letter grades, 134 table of, 133, 134 Examination, conduct of, 52 for S. A. T. C, 155 individual, 92 purposes of, 43 298 INDEX Examiner's Guide, 41-152 contents, 42 outfit, 135 Examining, general procedure, 18 organization of, 45 Examining, plan of, in army, 43-44 Feature profile, 102, 121 First district Missouri Normal School, results for, 169 Form board, 107, 122 G Geometrical construction test, 87 Group tests, early, 1 Gun-pointing, requirements of, 187 H Hutchinson, Maj.-Gcn., on personnel methods, 184 Illiteracy, in army, 194 Illiterates, individual examination, 92 Point Scale for, 96 segregation of, 51 Stanford-Binet examination for, 98 Individual examination, 15. 92 choice of, 93 examinations, summary of, 21 Information test, 66, 159 Intelligence, and crime, 194-195 and educational treatment, 192-193 and efficiency, 201 Intelligence and military offence, 194-195 rank, 38 service, 95 and occupation, 197-200 and prostitution, 196 by officers and arms of service, 37 differences in army groups, 29 grades, distribution of, 25-26 in university departments, 171 measurements, supplementation of, 50 values of, 28-40 INDEX 299 of army groups, 27 of companies, 34 of conscientious objectors, 196 of regiments, 35 relation to military efficiency, 30 tests, criteria of value, 6 equivalent scores for, 133, 134 method of preparing, 2-5 origin of, 1 purposes of, 43 reliability of, 20 J Johns Hopkins Univ. freshmen, results for, 167 K Keys, for alpha tests, 70-77 for beta tests, 276 Letter-grades and mechanical skill test, 132 and performance examination scores, 128 and Point Scale scores, 98 and scores, 78 and Htanford-Binet age, 100 defined, 22-24 in beta, 91 significance of, 17 table of equivalent scores for, 134 Lincoln Memorial College, Tenn., results for, 167 Literates, individual examination, 92 M Manikin and feature profile tests, 102, 121 Massachusetts Agricultural College, results for, 167 Maze test, 83, 113, 122 demonstration, 290 Mazes, beta, 291 Mechanical skill test, 12S abbreviated, 132 norms, 132 Men, results for, 107-170 300 INDEX Mental age and military service, 95 and performance examination, 127 Point Scale, 97 Stanford-Binct, 100 Military value, relation of intelligence to, 30 Millersville, Pa., normal school, results for, 169 N Negro intelligence, 30 Non-English-speaking subjects, performance examination for, 120 Normal schools, results for, 169, 170 Norms, for mechanical skill test, 132 Notre Dame, results for, 167 Number checking test, 86 series completion test, 64, 158 O Occupations and beta test, 199 and intelligence, 197-200 Officers, conferences with, 49 intelligence by arms of service, 37 opinions quoted, 10-15 ratings of, 31 Officers' Training Schools, intelligence in, 28 intelligence status, 36 Oral directions, test, 53, 157 Organization of psychological service, 45 Otis, A. S., group test, 2 P Performance examination, 18 abbreviated, 126 and mental age, 127 blank, 288-291 directions for record, 123 equivalent scores for, 133, 134 procedure, 100 Persormel, biireau, 179-183 classffication of, 178 officer, report to, 45 Peru, Nebraska, normal school, results for, 169 Picture arrangement test, 115, 123 completion test, 118, 123 Pictorial completion, 87 Placement, industrial, 200 INDEX 301 Plan of examining, 43-44 Point Scale, 17 blank, 285-287 eciuivalent scores for, 133-134 exaininatioM, procedure, 96 score and mental age, 97 Practical judgnient test, 03, 157 Preliminary trial of tests, 5 Procedure, in alpha, 53 in beta, 80 in performance, 100 in Point Scale, 9G in Stanford-Binet, 98 Profile, psychological, 174-175 Prostitution, and intelligence, 190 Psychiatrist, report to, 45- Ki cooi)eration with, 40 Psychology, imi)ortance of, in army, 203-204 Psychological examination, report of, 293 record card, individual, 292 report, weekly, 294 Puri)oses, of examining, 43 R Rank, military, and intelligence, 38 Recommendations, from examinations, 94 Record blanks, alpha, 200-275 army, 20.5-291 beta, 270-283 I>erformance examination, directions for, 123 card, for individual, 292 Regiments, intelligence of, 20, 35 Reliability, of army testSj 20 Report form, for cami)s, 294 of examinations, 21-22, 293 Reserve officers' Training Corps, results for, 100 Results of army examining sununarized, 12 of tests in colleges, 100-177 utilization of, 47 Revisions, of tests, 15 Rutgers College, results for, 107 S Sam Houston, Texas, normal school, results for, 169 School, mental classification in, 191 Scientific basis for pMjrsonnel activities, 180 302 INDEX Score, and mental age for performance examination, 127 in mechanical skill test, 129-131 in performance examination, 124-125 performance examination and letter-grades, 128 Point Scale, 97 raw, 78 total, for alpha, 78 total, for beta, 91 Scores, significance of, 17 table of equivalents, 133 Scoring, directions for S. A. T. C. examination, 159 alpha, method of, 78 directions for, 66 beta, 88 Scoring, beta, method of, 91 directions for S. A. T. C. examination, 159 Segregation, of illiterates, 51 Sex, and intelligence, 170 Ship test, 100, 120 Skill, mechanical, test, of, 128 Social significance, of army results, 193 Southern Methodist University, results for, 167, 168, 170 Specifications, industrial, 200 Standards, occupational, 198 Stanford-Binet, examination, 17 equivalent scores for, 133-134 procedure, 98 Statistical analysis of results, 5 State Teachers College, Col., results for, 168 Stenquist's mechanical skill test, 128 Students' Army Training Corps, examination, 153-160 intelligence measurements in, 165 Surveys of schools, 189 Symbol-digit test, in beta, 290 Synonym-antonym test, 64, 157 Temperament, measurement of, 200 Terman, Maj. L. M., and S. A. T. C. examination, 153 Training schools, intelligence status, 36 U University, of California, results for, 165 of Florida, results for, 167 of Idaho, results for, 167, 168, 170 INDEX 303 University, of Illinois, results for, 171-172 of Minnesota, freshmen, results for, 167, 168, 170 of North Dakota, results for, 168 of Texas, results for, 165 Uses of army tests, 47-48 Value of tests, officers' opinions of, 13 Virginia Polytechnic Institute, results for, 166 Vocational direction, basis for, 200 W Weighting, performance examination score, 124-125 Women, results for, 168, 169, 170 X-0 series test, 85 AA III III llllli lllllllllllllMlllllll I 000 930 546 7 CENTRAL UNIVERSITY LIBRARY University of California, San Diego DATE DUE .v;. , ; - 1^"'- FtB J'//\J pa 7U7- MAYlA"'^ ■^^•'. .i. ^.: VA(i DEC 5- 'Tf CI 39 UCSD Libr.