ot bythe AE Hh SRRCEC RG CeEbReA & grate ea He SeLeREESLS } fee &3 t 3 ss THE UNIVERSITY OF ILLINOIS LIBRARY \S\ Nitcag pane Return this book on or before the Latest Date stamped below. University of Illinois Library A POINT SCALE FOR MEASURING MENTAL ABILITY A POINT SCALE FOR MEASURING MENTAL ABILITY [Monceraph No. 1 of the Psychopathic Hospital, Boston, Massachusetts] By ROBERT M. YERKES Assistant Professor of Comparative Psychology, Harvard University, and Psychologist to the Psychopathic Hospital, Boston, JAMES W. BRIDGES Lecturer in Psychology, University of Alberta. Formerly Interne in Psychology. the Psychopathic Hospital, Boston, AND ROSE S. HARDWICK Instructor in Education, Boston School of Physical Education. Formerly Assistant in Psychology. the Psychopathic Hospital, Boston. BALTIMORE WAKWICK & YORK, Ine. 1915 Copyright, 1915 by WARWICK & YORK, Inc. To the Memory of ALFRED BINET aiid eye EDMUND B. HUEY w- ae rot ave 385085 ; a2 aeeecad = — 7 7 ch me eg ye : 7 a oe CONTENTS PRreFATORY STATEMENTS AND ACKNOWLEDGMENTS......... 1 By Robert M. Yerkes Part I Tue CONSTITUTION AND RELATIONS OF THE PoINT SCALE By Rose 8S. Hardwick Chapter 1. General Description of the Point Scale: Prin- ciples Involved . i tes Sine, ae 6 Chapter 2. Detailed Deser edn of the ‘Gear PNR Cols: 17 Chapter 3. Relation of the Point Scale to the Binet- Bev ELC Ne 3s Crd Les ora OR eee Pak gore Se od ns ol Parr II RESULTS OF THE APPLICATION OF THE SCALE TO NORMAL INDIVIDUALS By Robert M. Yerkes and James W. Bridges Chapter 4. Measurement of the Pupils of City Schools.. 49 Chapter 5. Norms for Age, Sex, Linguistic, and Social EARS MME! OE OR AAs a iat Or 61 Chapter 6. The Significance of Sociological and Racial ENP TSI Sag 1h A obras Rk Ae geo go) 15 Chapter 7. The Limits of Applicability of the Scale: CART Ce ELLE Pre eee er nn utes rd. soe a 89 Chapter 8. Reliability of Results: Comparison with Pe MAO) a tant ee es cls tee aay GO Part III RESULTS OF THE APPLICATION OF THE SCALE TO DEFECTIVE OR DERANGED INDIVIDUALS By Rose S. Hardwick Chapter 9. Report on One Hundred and Fifty-five Hos- pital Cases Examined by the Point Scale.. 107 CONTENTS vill Part IV REVISION OF THE SCALE By Robert M. Yerkes Chapter 10. Analysis of Results as a Basis for Revision. 121 Chapter ‘11. The Revised Point Scale: Materials and | Directions: for Usine 2 na... ee eee 135 Part V THE OUTLOOK By Robert M. Yerkes Chapter 12. Proposals for a Universal Point Scale...... 165 PREFATORY STATEMENTS AND ACKNOWL- EKDGMENTS By Rospert M. YERKES In the fall of 1913 the writer proposed to Mr. J. W. Bridges the task of aiding him in constructing a measur- ing scale for intellectual ability which should consist of a single series of tests and in connection with which credit should be given according to the merit of the subject’s response. The suggestion for this type of scale was taken from the work of the late Doctor E. B. Huey. The writer’s proposal was foreed by the conviction that the Binet A ge- Seale, with its several groups of measurements and its ‘‘all-or-none’’ method of giving credit, was yielding less satisfactory information than the interests of the Psy- chopathice Hospital demanded. From the first it was our intention to develop a better method rather than to at- tempt to modify the Binet Seale. Our interest was wholly constructive, and we have been critically destructive only in so far as progress seemed to demand destruction. This is still our attitude toward the older scale, in spite of the fact that we now are fully convinced that it has served its most important purpose and must shortly give way wholly to a superior method.’ In the scale which we devised we gave preference to the Binet tests because they had been thoroughly tried out and could be more readily evaluated than could new mate- rials. It was our intention to determine the value of the single-series and the partial-credit ideas before attempt- *The following papers on the Point Scale, parts of which reappear in this volume in modified form, have been published : Yerkes, Robert M., and Bridges, J. W. The Point Scale: a new method for measuring mental ability. Boston Medical and Surgical Journal, 1914, vol. 171, pp. 857-865. Yerkes, Robert M., and Anderson, Helen M. The importance of social status as indicated by the results of the point scale method of measuring mental capacity. Jour. Educ. Psy., 1915, vol. 6, pp. 137-150. 1 2 A POINT SCALE FOR MEASURING MENTAL ABILITY ing to develop a highly satisfactory form of point scale. We deemed it wiser to content ourselves at the start with a pre-adolescent scale than to attempt to construct one which should be equally applicable to all ages. But very early in our work the idea of a universally applicable scale presented itself, and for a time we were strongly tempted to strive to achieve this ideal immediately instead of working toward it gradually. The Point Scale, for which results are now to be pre- sented, was avowedly a tentative and provisional group of tests. It was ready for use early in 1914, and now, approximately a year later, we see clearly the possibility of abandoning it in favor of an obviously better scale. Immediately upon the completion of the preliminary preparations a staff of examiners was organized and sys- tematic examining was undertaken in the public schools of Cambridge, Massachusetts, as well as in the Psycho: pathic Hospital. Our hearty thanks and sincere gratitude for their open- minded and generous co-operation are due to the school authorities of Cambridge, and especially to the Superin- tendent, Mr. M. E. Fitzgerald, and to Mr. H. Warren Foss. Without the opportunity to apply our method to a reasonably large group of normal cluildren we should have been helpless, for the Point Scale’s value depends wholly upon reliable norms. Between January and June, 1914, upward of seven hundred pupils were examined in one grammar school and about sixty in another. The first school included pupils from the kindergarten to the eighth grade; in the second school examinations were made only in the kinder- garten and the first grade. While the public school ex- aminations were in progress psychopathic and defective individuals were being examined daily at the Hospital. The number of such subjects to be reported on is about one hundred and fifty. During the summer of 1914 the Seale was also applied to about seventy-five normal adults rang. PREFATORY STATEMEN'TS 3 ing in age from seventeen to forty-three years. ‘The statements which are to be made in this book will there- fore be based upon approximately one thousand examina- tions, although, because of various demands of classifi- eation, we have been forced to restrict several of our eroups, and somewhat less than one thousand individuals appear regularly in the tables of our report. Approximately four-fifths of the examinations to be re- ported were made by five experienced examiners: Mr. J. W. Bridges, Mr. R. M. Yerkes, Miss Kate F’. Puffer, Miss Rose 8. Hardwick and Mr. L. D. Pedrick. The names are arranged in the order of frequency of the examinations. Substantial help was given also by Mr. J. L. Manahan, Mr. H. B. Dine, Miss H. M. Anderson, Miss O. EK. Martin, Mr. J. A, Bell, Mr. D. G. Nutter, Miss J. C. Perry, Mr. G. S. Goodwin, and Mr. W. F. Dearborn. The writers of this report wish to express their appre- ciation of the aid in the task of establishing norms for the Point Seale so generously and effectively given by the persons named above. Their interest and assistance greatly encouraged those of us upon whom the burden of jabor and responsibility rested most heavily. To the State Board of Insanity of Massachusetts we are indebted for the financial assistance which enabled us to arrange for the clerical and stenographiec work en- tailed by the preparation of our data for publication. We offer this report as a contribution to method of mental examining. It has been beyond our purpose to discuss similar attempts at the development of measur- ing scales or to compare our results with those of other observers,—therefore our evident neglect of the literature. Our debt to the writings of Thorndike, Whipple, and Stern, as well as to those of Binet and Huey, is obvious, and we gladly make acknowledgment. Recently many of the objections to the Binet-Simon Seale which prompted our effort to develop a new method have found expression 4 A POINT SCALE FOR MEASURING MENTAL ABILITY in the psychological literature of at least three countries.” Naturally enough, we are encouraged by this evidence of widespread appreciation of the need for a more satisfac- tory method of estimating mental ability. Our scale is in no sense a finished product. It was originally developed as a pre-adolescent scale, with the expectation that, should it prove valuable, a second seale would be developed for use with adolescents and adults. We have, as this volume will make clear, found reason to change our plan and to attempt the development of a universally applicable scale which shall replace both our preliminary pre-adolescent and our proposed post-adoles- cent scales. The original scale has proved useful to us, and we firmly believe that, in the revised form in which we recommend it for application, it will prove increas- ingly serviceable to all who employ it. It is our earnest hope that the method may prove to be an important step forward. Cambridge, Massachusetts, December 18, 1914. “See, for instance, Stern, W. The psychological methods of testing intelligence. Baltimore, 1914. Burt, Cyril. The measurement of intelligence by the Binet tests. Hugenics Review, 1914, vol. 6, nos. 1 and 2. Berry, C. S.. Some limitations of the Binet-Simon tests of intelligence, Trans, Fourth Intern, Congress on School Hygiene, Buffalo, August, 19138. Part [ THE CONSTITUTION AND RELATIONS OF THE POINT SCALE By Ross S. Harpwick ok ; L ‘ 7 > - a ei. ‘ 7 / *§ rad by « ai De al ket gy aed 5 . ak an, < ~~ ” , * S a ‘* aa CHAPTER 1 GENERAL DESCRIPTION OF THE POINT SCALE: PRINCIPLES INVOLVED The Point Seale here presented is the result of an at- tempt to try out the principle of a graded scale, suitable for use with pre-adolescents over three years of age, pro- viding partial credits whenever possible, and to be inter- preted by the aid of norms. The tests have been selected with the intention of cov- ering, as well as might be, various common forms of the principal mental functions. The distribution of the tests among these functions is shown in tables 1 and 2. Table 2 shows also the distribution of credits, from which it is evident that no specialized defect—even though it were a serious one—could, by itself, lower the record more than fifteen or twenty points out of the one hundred. The original form of record blank, as reproduced be- low, will enable the reader to follow the general de- seriptive statements of this chapter and the more detailed account of the various tests which appears in Chapter 2. TABLE 1. Tests iL Auditory memory for sentences, attention. 2 Perception (visual—of things, relations, mean- ings), apperception, association, imagination. 3 Auditory memory for words (digits), attention. 4 Discrimination—(a).-visual, (b) and (ec) kinaes- thetic. D Motor coordination, visual perception. 6 Ideation (association and analysis). rr ( A POINT SCALE FOR MEASURING MENTAL ABILITY Aesthetic judgment involving perception, asso- 7 ciation and analysis. 8 Perception, apperception, visual memory, imagi- nation. 9 Association (free), vocabulary, attention. 10 Analysis and comparison of remembered objects, attention. 11 Memory, imagination, attention. ib? Practical judgment involving memory and imagi- nation. 13 Imagination and command of language forms. 14 Kinaesthetic discrumimation, ideation (notion of series), attention. 19 Logical judgment based on imagination, analysis and reasoning. 16 Suggestibility, visual perception, comparison. 16a = Logical judgment based on analysis and reason- 1) 17 Ideation involving vocabulary, memory, analysis. 18 Logical judgment based on analysis and reason- ing, attention, memory. ae Visual memory, perception, attention, motor co- ordination. 20 Ideation involving analysis, imagination, com- mand of language forms. TABLE 2 Mental Processes Tests Credits Motor coordination. +...) 7... 5D + Perceptions vistial eerste eee rece) 13 Discrimination (visual)........ 4a 1 Discrimination (kinaesthetic).. 4b and e, 14 4 SA SSOCIA LION Sct fee eee 9 + pucpestibilitves.o) aan 16 3 Memory: Ws. 2a eee 1A 4 *This is an extra test, introduced as a possible substitute for test 16, at a time when that seemed likely to prove unsatisfactory, GENERAL DESCRIPTION OF THE POINT SCALE ) BEBO 6 AUCILOL Vale ark, hes i baa 11 BLeMory- (VISUAL)... .'. 6. yes ify) 4 PAST TOS foo ed ppg eh Le 4 Judgement (aesthetice)......... fi a souormentpract( Gal): 2 ia es 12 8 auaeroent. (lopical) ities 2 eau Oe 1Lba)) aes TL Analysis and comparison....... 10 6 BRIE LOU O MMe rors tee ges atl Sa kiey a Ie, 20 The tests have been drawn from various sources, but Binet material preponderates, that having been tried out and at hand. In the detailed deseription which follows it will be seen that modifications of both materials and procedure have been freely introduced wherever any ad- vantage was to be gained thereby. lor example, in show- ing the pictures, test 2, the form of the question was changed to avoid suggesting the form of response, the Binet absurdities, sometimes considered gruesome, were omitted and others selected to replace them, and so on. Other things being equal, preference has been given to tests applicable through a considerable range of years, such as memory span and free association; and the differ- ing reactions to a given test which are characteristic of successive stages of mental growth have been discrimi- nated in the scoring wherever easily recognizable. For example, four gradations are recognized in the free asso- ciation test; two in definitions of concrete terms; four in the counting backwards, and so on. ‘T’o this end, also, the subdivisions of each test are credited separately, and in several instances partial credits are allowed on the sub- divisions. In the comparisons of remembered objects, for example, 1 point is allowed for one item of difference and 2 points for two or more such items. This method of scoring, by points, is the logical treat- ment for tests applicable through a considerable number of years, and it has various advantages over the ‘‘all-or- none’’ principle. It brings out the full value of the test- ~ *See note (1). BOSTON STATE yn | ae ee en el Rene per) ETS Wh ge yok OPA DATE OF BIRTH. 2....4.52 ee TEST CREDITS 1. Repeats: (a) Itrains. ITambhungry. (2) (b) Hisnameis John. Itisavery fineday. (2) (c) Itis not necessary to hurt the birds. 10. It is night and all the world rests in sleep. (2) ‘Reaction to three Binet pictures: enumeration, (1 each); description, (2 each) ; interpretation, (3 each). (a) (0) (c) Memory span for digits. (a) O74, O81. (b) BOAT. 6135. (c) ailoval 92736. (d) 491972. 016283. (e) 2749385. 6195847. Compares, twice: (a) Lines,5 and 6cm. (b) Weights, 8 and 12 grams. (c) Weights, 6 and 15 grams. (1) (1) (1) (1) (1) (1) (1) (1) Copies (on back of this sheet) (a) square (2) ; (b) diamond (2). Defines in terms of use (1 each) ; superior to use (2 each) : (a) Chair (b) Fork (c) Horse (d) Baby Chooses, twice, prettier of two pictures. (1 each) Sees picture lacks: (a@) arms; (0) nose; (c) mouth; Gives words for three minutes: 380-44 (1) ; 45-59 (2) ; 60-74 (3); T5- (4). 1st half minute ord 4th 5th Compares: (2 each) (a) Apple and banana (0) Wood and glass (c) Paper and cloth (d) eyes. (1 each) 2d 6th HOSPITAL—PSYCHOPATHIC RECORD BLANK FOR POINT SCALE MEASUREMENTS WAS ON OR AC) i Ban f 7 er aire Vane is Sener eee PeeOINALIT Y.......-- tus. SGHOOESGHADE.... inte. TOD ALaGREDI TS... ew TEST CREDITS ‘11. ‘Counts backward: 20-1 (4); 15-1 (8) ; 10-1 (2); 5-1 (1). 12. Comprehends questions: (2 each) (a) Missed train (6) Someone unkind (c) Action versus words (d) Forgive easier 13. Writes (on back of this sheet) sentence containing Boston, money, river. Three words in two (2) ; three words in one (4). 14. Arranges weights: two trials. All correct but one (1); correct (2). Trial 1. Trial 2. , 15. Sees absurdity: (1 each) (a) Three brothers (b) Swinging cane (c) Unfortunate cyclist (d) Lastcar (e) Guide-post directions 16. Resists suggestions: (1 for each resistance) 17. Defines: (a) Charity (2) (b) Justice (2) (c) Obedience (2) 18. Analogies: (1 each) (a) Oyster is to shell as banana is to (bd) Arm is to elbow as leg is to (c) Head is to hat as hand is to (ad) Truth is to falsehood as straight line is to (e) Storm is to calm as war is to (f) Known is to unknown as present is to 19. Draws (on back of this sheet) designs from memory, after 15 sec. ex- posure. (2 each) 20. Puts dissected sentences together: (2 each) (a) : (0b) (c) 12 A POINT SCALE FOR MEASURING MENTAL ABILITY ing material, and thus gives a far more complete account of the individual from the psychological point of view without increasing the expenditure of time and energy. Consider, for ole the possible significance of the counting backward with the two methods of scoring. Suppose A counts successfully from 20 to 0, B makes several errors, but counts correctly from 15, while C fails entirely to get the idea. On the ‘‘all-or-none’’ plan A scores a success, while B and C are recorded simply as having failed, no distinction being made between them; yet the difference between B’s performance and C’s is greater than that between B’s and A’s, and, psychologic- ally, it is more significant. Scoring by points, C would receive 0, B a certain number of credits, and A a greater number. The same amount of time and trouble is re- quired to give the test in either case, but with the point scoring the results are so expressed as to insure both a more exact account of the individual and a better basis for ranking the individuals of a group with reference to each other. By a suitable distribution of ‘‘points’’ the more difh- cult reactions can be properly ‘‘weighted.’’ Thus, if in test 13 the three given words are used in two sentences, the credit is 2 points, while if they are used in one sen- tence, it is 4 points. In case the same individual is examined more than once, the value of the records for purposes of comparison is evidently greater if the point scoring is used, for so they not only will indicate more precisely the total gain, but also will give some information as to the development of the several mental functions. Scoring by points also tends to minimize eae the in- fluence of the personal equation of the examiner and the time and thought consumed in the weighing of doubtful cases—since less depends on any one mark, there are fewer occasions on which serious doubt can arise. In the reactions to the three Binet pictures, for instance GENERAL DESCRIPTION OF THE POINT SCALE Ls (No. 2 on the Point Seale), suppose the subject gives a good interpretation of one picture, a good and full functional description of another, and for the third, one of those not infrequent responses of which it is difficult to say whether it is really descriptive or in- terpretative. If the point scoring is used and the three parts credited separately, it is much easier to judge the doubtful response fairly, on its own merits, than if that decision determines the subject’s success or failure on the test as a whole. This tendency to lessen the number of doubtful cases makes it easier to standardize the procedure; and this, in turn, combines with the diminished influence of the ex- aminer’s personal equation to procure greater harmony. in the results obtained at different times or by different examiners. These two related principles, the selection and arrange- ment in a single series of wide-range questions, and the | scoring by points have long been familiar to educators, by whom the ‘‘all-or-none”’ scoring and the narrow-range test are used only occasionally and for some specific purpose. The ideal examination question is one which the abler candidates will handle very well, and to which even the poorly prepared will give some answer, for it is desirable to know, not merely that certain individuals have a passing knowledge of the topic, while certain others have not, but also to know by how much the better candidates surpass the minimum requirement and by how much the poorer ones fall short of it. If, in this instance, the psychologist has in view the same object as the educa- tor, namely, to become acquainted with the individual in some particular, then it is to be expected that methods which have approved themselves to the one will be found serviceable to the other. A program like this involves but few assumptions, and those, such as are not likely to be called in question, namely, that development goes on in the mental life of all 14 A POINT SCALE FOR MEASURING MENTAL ABILITY normal individuals, that it extends throughout the entire range of mental activities, and that we have some experi- mental knowledge of the upper and lower limits for the pre-adolescent years. Within those limits, it is true, an effort has been made to arrange the tests approximately in the order of their difficulty, but this is purely a matter of convenience. A test might be out of its proper position without affecting the result of any examination, for the relative values of the tests are indicated, not by their relative positions in the series, but by the number of points accorded to each. Hence, moreover, changes in the order can be made at any time without affecting the results of earlier examina- tions. Thus, if the result of one examination is a total of 75 points—the maximum being 100—and if the same or another individual be examined later and obtain 80 points, the gain is the same, and is indicated in the same way, whether the tests were given in the same or in different orders in the two instances. A scale of this type opens the way for the classification of individuals into groups as nearly homogeneous as may be desired, and for the establishment of the corresponding norms as fast as data become available. That is, norms may be determined, not only for ages, but for the sexes, for different races, and for different social and industrial groups. It should thus become possible ultimately to measure up any individual against his own group, thereby greatly increasing the reliability of the conclusion reached in any particular case. Thus an individual may obtain a total of 70 poimts on an examination—100 being the maximum—and 70 may be the average for that age, but if the norm for a group of his own age, sex, race, and social condition is 80, he is evidently somewhat retarded, whereas if the norm for that group is 60, he is just as evidently advanced. In other words, the subject in the first instance makes a rec- GENERAL DESCRIPTION OF THE POINT SCALE 15 ord of <8 or ¢ of the normal, and in the second instance ; of the normal. Records expressed thus, as a certain number of points, whether or not on a decimal seale, lend themselves readily to statistical work. The twenty tests, which, with their subdivisions, con- stitute the original Point Seale, are indicated on the rec- ord sheet reproduced on pages 10 and 11, and are dis- cussed in detail below. As has been said already, the arrangement in general follows the order of difficulty, so far as that was known.’ Nos. 1, 2 and 3, however, are exceptions to this rule, being given first because applicable to all ages. Early in the use of the Scale it became evident that a picture test should be given first of all. ‘To meet this requirement tests 1 and 2 were interchanged; in test 6, fork and horse were interchanged, and in test 17, charity and obedience. A test numbered 16a, following 16, was introduced as a possible substitute for the latter test, whose results at the time appeared to be of uncertain value. ‘Otis, Margaret. The Binet tests applied to delinquent girls. Psych. Clinic. 1913, 7, 127-134. 4 ya a 14 is CHAPTER 2 DHTAILED DESCRIPTION OF THE METHOD In this chapter each of the Point Scale tests is de- scribed in relation to the Binet-Simon materials. For convenience of comparison, Goddard’s record blank for the revised Binet tests is reproduced on pages 18 and 19. Test 1, Memory for sentences (III 2, V 3, XII 3).4\ The examiner says, ‘‘Listen, and repeat just what I say.’’ He makes sure that the child is attending, and then reads the prescribed sentences slowly and distinctly once, paus- ing after each group for the response. Two points credit are given for each perfect repetition and no credit for partial success. The sentences used are selected from Binet material, the second being modified. Test 2, Response to Binet pictures (III 4, VIT 2, XV 1). The examiner places the first picture before the child, saying, ‘‘Look at this picture and tell me about it,’’ and in like manner with the second and third pictures. For each picture 1 point is credited for enumeration, 2 for description, or 3 for interpretation, as the case may be. with a possible maximum of 9 points on the test. The material here used is the usual Binet pictures, but the form of the question is altered. ‘‘ What is this?’’ or ‘‘What do you see here?’’ was considered too likely to suggest enumeration. *The numbers thus given in parenthesis indicate the Binet tests, if any, of the same or similar character, as they are represented on Goddard’s Record Sheet (pp. 18, 19). Readers who are not familiar with the Binet Tests will find a full description of them in the following papers. Binet, A., and Simon, Th. A method of measuring the development of the intelligence of young children. (Town, C. H., trans., 2d ed.) Chicago, 1918. Goddard, H. H. A revision of the Binet Scale. The Training School, 1911, 8, 56-62. dive Name _ Born Admitted III 1 Points to nose, eyes, mouth. 2 Repeats “Itrains. Iam hungry.” 3 Repeats? 2. 4 Seesin Picture 1. D. ae 6. 3. q: 4 8. IV 1 Knows sex, boy or girl. girl or boy.) 2 Recognizes key, knife, penny. 3 Repeats 7 4 8. 4 Compares lines. Vv 1 Compares 8 and 12 grams. 6and 15 grams. 2 Copies square. (Draw on back of this sheet.) 3. Repeats, “His name is John. Heisa very good boy.” 4 Counts four pennies. 5 “Patience.” VI 1 Morning or afternoon. (afternoon or morning.) 2 Defines fork horse table mama chair 3 Puts key on chair; shuts door; brings box. 4 Shows R. Hand. L. Ear, 5 Chooses prettier? 1&2. 4&3. S&6. VII 1 Counts 13 pennies. 2 Describes Pictures. (See III 4.) 3. Sees picture lacks eyes, nose, mouth, arms. 4 Cancopy diamond. (over.) 5 Recognizes red, blue, green, yellow. (Time 6’’.) VIII 1 Compares (Time 20’’.) Butterfly Wood Paper Fly Glass Cloth 2 Counts backward 20-1. (Time 20’’.) 3 Repeatsdays. M.T.W.T.F.S.8. (Time 10’’.) 4 Counts stamps. 111222. (Time 10’’.) 5 Repeats4 7 3 9 5. IX 1 Makes change 20c—Aec. 2 Definitions. (See VI 2.) 3 Knows date. 4° Months, ‘J. EF. M.A. M. J) I. ASS, O2N2DS climes) ®o Arranges weights. (2 correct.) (1 min.each.) 1. 2. 3. — J) He Co be ne ol Oe Ow eON Re Cin Go Ne RECORD BLANK FOR REVISED BINET TESTS Examined. Mental Age x Money ic. 5c. 10c. 25e 50c. $1. $2. $5. $10. Draws design from memory. (show 10 seconds. ) Repeats 854726. 274681. 941738. Comprehends. (1st Series time 20’’ ) (2nd Series time 20’’ ) (2 out of 3) (3 out of 5) a. (Missed train.) a. (Late to School.) b. (Struck by playmate, etc.) b. (Important affair.) ¢. (Broken something. ) ec. (Forgive easier.) d. (Asked opinion. ) e. (Actions vs. words. ) Sentence: Philadelphia, Money, River. (Time 1’.) XI Sees absurdity. (S8outof5.) (Time 2’.) a. Unfortunate painter. d. R.R. accident. b. Three brothers. e. Suicide. ec. Locked in room. Sentence: Philadelphia, Money, River. (See X 5) Give sixty words in three minutes. (Record on back.) Rhymes (Time 1’ each.) (38rbymes with each word. ) day mill spring Puts dissected sentences together. (Time 1’ each.) a. b. ee XII Repeats2964375. 9285164 13839584 7%. Defines Charity Justice Goodness. Repeats, “I saw in the street a pretty little dog. He had curly brown hair, short legs and a long tail.” Resist suggestion (Lines). 1. 2. 3. 4, Problems: (a) Hanging from limb. (b) Neighbor’s visitors. 3. 6. XV Interprets picture. Change clock hands. 6.20 == 2.06 = Code. COME QUICKLY. Opposites. 1 good 3 quick o big 7 white 9 happy 2 outside 4 tall 6 loud 8 light 10. false ADULT Cutting paper. ° Reversed triangle. Gives differences of abstract words. Difference between president of a republlic and a king. Gives sense of a selection read. 20) A POINT SCALE FOR MEASURING MENTAL ABILITY Test 3, Memory span for digits (IV 3, VIII 5, X 3, XII 1). The examiner says, ‘‘ Listen, and repeat exactly what I say.’’ He then pronounces the digits at the rate of about two per second. If the subject fails in both trials with a given number of digits, the test is discon- tinued. One perfect repetition is reckoned a success in each group, and receives 1 point credit. Here, as in test 1, while the scoring for all the subdivisions is uniform, the total credit for the test increases with the increase in the number of digits reproduced correctly. This test includes a group of four digits which is not represented in the Binet tests, and only two trials (as against three in the Binet) are allowed for each group. Test 4, Comparison of lines and weights (IV 4, V 1). (a) The lines used are two horizontal, parallel, black on a white page, 5 and 6 centimeters long, respectively, 3 centimeters apart and 1 millimeter wide. The examiner first presents them to the child with the longer above, say- ing, ‘‘You see these two lines? Tell me which is the longer.’’ If the answer is incorrect, he proceeds no far- ther; but, if correct, he removes the card from view, turns it upside down, and presents it to the child again with the longer line below. If the response is again correct, suc- cess is recorded; if incorrect, failure. This procedure is to obviate the possibility of a chance response being counted a success. The subject must make two correct judgments in order to succeed, while one incorrect judg- ment, whether in the first or the second trial, constitutes « failure. Binet gives but one trial on this test. (b) The two blocks, exactly alike in appearance, but weighing 3 and 12 grams, respectively, are placed on the table before the child with a space of 5 to 6 centimeters between them, and the examiner says, ‘‘You see these - blocks. Now tell me which is the heavier.’’ If the first judgment is correct, the test is repeated in the manner described above for the lines. DETAILED DESCRIPTION OF THE METHOD a (c) In like manner, a comparison of 6 and 15 grams is obtained. For each successful comparison 1 point credit is given (each pair of correct judgments). The maximum for this test is 3 points. The comparison of the weights is made more difficult than in the Binet test in that the examiner is not allowed to suggest lifting them, though if the child merely points and seems to think the question some sort of trick or catch, he should ask, ‘‘Are you sure?’’ or even ‘‘How do you know?’’ Pointing, without lifting, on the part of a child who understands the question is considered to be in itself a sign of mental undevelopment, and therefore properly reckoned a failure. In the Binet test the precaution against a chance success consists merely in alternating the two pairs of weights—first pair, second pair, first pair. Test 5, Copying geometrical figures (V 2, VII 4). (a) The card with the 4 centimeter square is placed before the child, and he is given paper and pencil and asked to draw a figure just like the one he sees. (b) The same procedure, but using the diamond (5 centimeters on a side). In (a), 2 points credit is given if both lines and angles are approximately equal, 1 point if either lines or angles are approximately equal. In (b), 2 points credit is given if both pairs of angles are approximately equal, and 1 point if only one pair is so. For any credit an angle, and not a line, must be at the base of the figure. In the Binet tests the child is required to use pen and ink in drawing. Test 6, Definitions of concrete terms (VI 2, TX 2). The examiner asks, in suecession.‘‘ What is a echair?’’ ‘‘What is a fork?’’ ‘‘What is a horse?’’ ‘‘What is a baby?’’ Credit of 1 point is given for each definition in terms of use and for very meager descriptions and synonyms, and 2 points for each definition in terms superior to use. 22 A POINT SCALE FOR MEASURING MENTAL ABILITY Only four definitions are called for, as against five in the Binet tests, and ‘‘baby’’ is substituted for ‘‘mama’’ as being equally familiar and not involving explanations, as does ‘‘mama’’ for children who have learned to say ‘‘mother.’’ Test 7, Aesthetic judgment (V5). The Binet pictures are used and the faces presented to the child in pairs, each time with the question, ‘‘Which is the prettier of these two faces?’’ In each case, if the answer is incor- rect, it counts as a failure; but, if correct, the same pair is presented again in reversed positions, and if both judg- ments are correct, the subject is credited with a success, which counts 1 point. Some children appear not to un- derstand the question, and the examiner may then ask, ‘Which do you like best?’’ This differs from the corresponding Binet test in much the same way as does test 4. In the Binet test each pair is shown but once, and a chance success is guarded against by showing the pleasing face alternately at the right and the left in the three pairs. Test 8, Detection of missing parts of pictures (VII 3). ‘The examiner asks, with the first picture, ‘‘ What is miss- ing from this picture?’’, and, with each of the others, ‘‘What is missing from this face?’’ Each correct an- swer counts 1 point. Here the order is changed from the Binet, for the sake of showing the easier picture first; and that necessitates u change in the form of question for the last three, else the child, being asked, ‘‘What is missing from this pic- ture?’’ is very likely to answer that the body is missing. Test 9, Free associations (XI 3). The examiner says, ‘‘T want you to say all the words that you ean in three minutes. When I say ‘ready,’ you begin and say all the words you can think of. Continue until I tell you to stop. You may say any words at all, such as pen, table, grass, trees, clouds, horse, dog, brook. Now see how many you ean say.’’? Hach word or phrase is recorded by a stroke DETAILED DESCRIPTION OF THE METHOD 23 of the pen in the proper place on the record blank. Re- peated words may be indicated by dotting the stroke and unusual words by underlining it. Credit is given for words and phrases (except repetitions) as follows: 1 point for from 30 to 44 words, inclusive; 2 for 45 to 59; 3 for 60 to 74, and 4 from 75 upwards. The examiner should reeall the child’s attention every half minute if necessary. In the Binet test the procedure is slightly different, and the scoring takes account only of 60 words; that is, 60 or more counts as a success and less than 60 as a failure. Test 10, Comparison of objects (VIII 1). Credit of 1 point is given for one correct item of difference between the members of each pair, and 2 points for two or more such items. ‘he maximum is 6 points. If the child is satisfied with having given one item of difference, for ex- ample, ‘‘An apple is round and a banana is long,’’ the examiner asks, ‘‘Are there any other differences?’’ If differences in color or taste (for example) are then given, the subject is credited with 2 points, otherwise with-1. No credit is given for incorrect differences. ‘¢Apple and banana’’ are used for the first pair instead of ‘‘butterfly and fly,’’ as in the Binet test, because so many city children proved not to be familiar with butter. flies. Test 11, Counting backward (VIII 2). The examiner says, ‘‘I want you to count backwards from 20 to 1, like this—25, 24, 23, 22, 21.’’ If the subject fails in this, he is asked to count from 15 to 1; from 10 to 1, or, finally, from otol. If he makes mistakes, credit is given for counting from the next multiple of 5 below his mistake. From 20 to 1, 4 points are given; 3 for 15 to 1; 2 for iito.4 anode ior:) tol, Binet allows one error, of omission or inversion, but gives no partial credits. 24. A POINT SCALE FOR MEASURING MENTAL ABILITY Test 12, Comprehension of questions (X 4). The child is asked the following questions: (a) If you were going away and missed your train, what would you do? (b) If some one has been unkind to you and says he is sorry, what should you do? (c) Why should you judge a person by what he does rather than by what he says? (d) Why do we more readily forgive an unkind act done in anger than one done without anger? Each question is read slowly and distinetly twice, and the subject is encouraged to make some reply. For each question answered comprehensively and intelligently 2 points are given. The subject must show by his answer that he understands the question. Correct replies are such as the following: (a) Wait for the next, or take an electric car. (b) Forgive him, pardon him. (c) Because one is more sure of acts than of words, or because one may lie in what he says, but you are sure of what he does. (d) An angry person is not responsible or does not realize what he does, or an act done in anger is not inten- tional. Full credit (2 points) is given for similar ideas ex- pressed in different words, and partial credit (1 point) for such answers as: (a) go home, (b) be kind to him, or do nothing, (c) actions speak louder than words. Here only four questions are selected from the eight used in the corresponding Binet test, and these are some- what modified: (a) is made clearer and more definite; (b) 1s generalized so as to apply to all ages; (c) is worded differently so as not to suggest the reply ‘‘Actions speak louder than words’’ by purely verbal as- sociation; and (d) is made more personal. DETAILED DESCRIPTION OF THE METHOD i 25 Test 13, Constructing sentence (X 5, XI 2). The ex- aminer writes the words. Boston, money, river; shows them to the child and reads them to him several times; then gives him a pencil and asks him to write one sentence containing all of them. The meaning of ‘‘sentence’’ may be explained if necessary. If the subject cannot write, he is allowed to give a sentence orally. The importance of making only one sentence is emphasized. Credit of 4 points is given if the three words are used in one sentence; and 2 points if they are used in two sen- tences; but no credit for more than two sentences. Disjointed ideas connected by ‘‘and’’ are considered as two or more sentences. For example, ‘‘There are many rivers in Boston, and one can spend his money’’ counts as two sentences, but ‘‘I crossed the river to Bos- ton to spend my money’’ counts as one. Hqually satisfac- tory are complex sentences, such as, ‘‘ The rivers in Bos- ton don’t bring much money to the city, because they are not navigable.’’ | This differs from the corresponding Binet test in that the writing need not be done by the subject—so that in- ability or unwillingness to write, for whatever reason, does not constitute a failure here—and, also, in permit- ting explanation of ‘‘sentence’’—so that failures may not be due to deficiency in merely formal education. Test 14, Arranging weights in order (IX 5). The five cubes, weighing 3, 6, 9, 12 and 15 grams, respectively, are placed on the table before the child, and the examiner says to him, ‘‘These little blocks are all the same size, but they weigh different amounts; some are heavier and some are lighter. J want you to place the heaviest here, and by its side the one which is a little less heavy, and then the one a little less heavy, and the one still a little less heavy, and, finally, here the lightest of all.’’ While giv- ing these instructions the examiner points to the position on the table where each block should be placed. If the 26 “A POINT SCALE FOR MEASURING MENTAL ABILITY first trial is not correct, a second is allowed. The subject is cautioned to be careful, and not to hurry. Credit of 2 points is given for correct arrangement, and 1 point if all are correct except that two blocks are out of position by one place each. The cubes are not presented to the child in a pile, as in the Binet test, and one correct arrangement is reck- oned a suecess—two trials being allowed—whereas Binet requires two out of three trials to be correct. Test 15, Detection of absurdities (XI 1). The examiner says, ‘‘I am going to read some sentences to you. In each one of them there is something foolish or absurd. Listen carefully and tell me each time what it is that is foolish.’’ He reads each statement slowly and impress- ively twice, instead of once as in the Binet test, and then says, ‘‘ Now, what is foolish about that?’’ The following are the sentences: (a) A little boy said, ‘‘I have three brothers, Paul, Ernest and myself.’’ (b) We met a finely-dressed gentlemen; he was walking along the street with his hands in his pockets and swing- ing his cane. (c) An unlucky bicycle rider fell on his head and was instantly killed; they took him to the hospital and fear that he cannot get well. (d) It has been found that the last car of a train is damaged most in case of accident. It, therefore, would be better to leave off the last ear. (e) At the cross roads was a guide-post with the fol- lowing directions: ‘‘ Boston, three miles and a half; if you can’t read, inquire at the blacksmith’s shop.’’ Credit of 1 point is given for each absurdity detected, but no partial credits. When the child has answered, it is well to question him farther if there is any doubt that he appreciates the absurdity. For example, he may an- swer to (a) ‘‘myself,’’ and in reply to further questions DETAILED DESCRIPTION OF THE METHOD 270 say that the speaker should have used his own name, thus showing that he failed to appreciate the absurdity. The five sentences are considerably modified from those used by Binet. Substitutes are used for those which have been objected to as ‘‘gruesome’’ because, while normal children would probably be unaffected—as Binet claims—, it is desirable to use the same scale for abnormal indi- viduals and frequently for adults. In sentence (a) the phrase ‘‘a little boy said’’ is introduced lest, when the examiner is a woman, the absurdity be found in her speaking of herself as a ‘‘brother.’’ Sentence (b) is modified from one given by Whipple.’ Sentence (¢) is modified from one in Town’s translation of the Binet papers.° Test 16, Suggestibility (XII 4). This differs from the Binet test in the scoring only. Credit of 1 point is given for each resistance; that is, for saying ‘‘the same’’ or ‘equal’? or for pointing to the left instead of to the right in case of each of the last three pairs. Test 16a, Length of line in letters (adapted from No. 12 of Huey’s Point Seale). This was introduced as a pos- sible substitute for test 16. The examiner places before the child a card bearing the papiial letters N Y LM | H_= in-this order. He says, ‘‘Look at these six capital letters! I wish you to arrange them according to the length of line used in mak- ing each one. You see it takes much more line to make the M than the | (tracing an M and an | with the finger as these words are spoken). Now which of these six letters takes the least line of all?’’ If the child answers correctly, he is then asked which takes just a little more line than the |, and so on. If he does not recognize | as “Whipple, G. M. Manual of mental and physical tests. Baltimore, 1910. p. 509. “Binet, A., and Simon, Th. A method of measuring the development of the intelligence of young children. (Town, C. H., trans. 2d ed.) Chicago, 1918, p. 45. 28 A POINT SCALE FOR MEASURING MENTAL ABILITY the letter with the shortest total length of line, further explanation is given. Credit of 3 points is given for correct arrangement (1 L Y H N M);2 points, if either the pair of letters L and Y or the pair H and N are interchanged (that is, hb Yo oLe He NSM: sors aay eee Neen Ni ceateoitie. if both these pairs are interchanged, no letter, however, being more than one place out of position (that is, | Y L N HM ), but no credit for anything worse than this. Test 17, Definitions of abstract terms (XII 2). The child is asked, ‘‘ What does charity mean?’’ ‘‘What does justice mean?’’ ‘‘What does obedience mean?’’ with a pause after each for the answer. The definition of charity should contain two ideas: that of unfortunate people and that of kindness shown to them. If the child’s answer is ‘‘love,’’ he is asked, ‘‘ What sort of love?’’ or ‘*T'o whom is the love shown ?’’ The definition of justice should contain the idea of people being treated according to their merits, of fair- ness, or of protection accorded to people and their inter- ests. If the child names a Justice of the Peace, he is told that is not the sort of justice meant, and is given another trial. The definition of obedience should be ‘‘to do what you are told,’’ or something similar. If the child says ‘‘to obey,’’ he is asked what obey means. ‘* Justice’ and ‘‘charity’’ are used by Binet, but obedience is here substituted for ‘‘goodness’’ or ‘‘kind- ness,’’ both of which proved unsatisfactory because so difficult for even an adult to define. Test 18, Analogies (adapted from a test described by Stanley Wyatt).*. The examiner says, ‘‘I am going to give you three words; you are to note the relation of the second word to the first, and then supply a fourth word which bears the same relation to the third that the second ‘Wyatt, Stanley. The quantitative investigation of the higher mental processes. Brit. Jr. Psychol., 1918, 6, 116. DETAILED DESCRIPTION OF THE METHOD 29 bears to the first. Now, for example, if I say ‘man is to boy as woman is to -———,’ you must say girl, for girl has the same relation to woman as boy has to man.’’ The following two are also given as examples: ‘‘ Boat is to water as train is to ———’’; and ‘‘Chew is to teeth as smell is to - —.’’ The examiner lets the subject try to get the answers to these before telling him. He then gives the following incomplete analogies for the test proper, first cautioning the subject to think well before he speaks: (a) Oyster is to shell as banana is to ———- (skin or peel). ‘(b) Arm is to elbow as leg is to ——— (knee). (c) Head is to hat as hand is to ——— (glove or mit- ten). (d) Storm is to calm as war is to ——— (peace). — (e) Truth is to falsehood as straight line is to (crooked or curved line). (f) Known is to unknown as present is to ———— (fu- ture or absent). Credit of 1 point is given for each correct analogy. Test 19, Drawing designs from memory (X 2). The Binet designs are used. The examiner says, ‘‘I am going to show you two drawings. After you have looked at them, I shall take them away and ask you to draw them from memory. You must look at them closely, because you will see them for fifteen seconds only, and this is a very short time.’’ Ten seconds is the time used in the Binet tests. Credit of 2 points is given for each correct reproduc- tion, and 1 point for an imperfect reproduction, such as putting the rectangle in the center of the prism section, and turning the small squares in the second design out- ward instead of inward. No credit is given for anything poorer than this. 3 A POINT SCALE FOR MEASURING: MENTAL ABILITY Test 20, Reconstructing sentences (XI 5). The follow: ing sentences are used in the order given: (a) to asked paper my I teacher correct the. (b) defends a his dog master good bravely. (c) hour for we early at park an started the. The examiner says to the child, ‘‘Arrange the words so that they make sense. Make a sentence out of them.’’ Credit of 2 points is given for each properly constructed sentence. No partial credits are allowed. The three sentences used are slightly modified from those given in Town’s translation, and the order is changed to agree with what seemed to be the order of difficulty. Any ‘‘properly constructed’’ sentence is ac. cepted instead of a particular one being required in each case, as in the Binet test. CHAPTER 3 RELATION OF THE POINT SCALE TO THE BINET-SIMON SCALE The question may be asked, ‘‘ Why a new scale for pre- adolescents when we already have the Binet?’’ Or, more definitely, ‘‘Is not the Binet Scale satisfactory, and, if not, what are its defects? Even if it does fall short of the ideal, is it not true that the work already done to- wards perfecting it, and especially towards standardiza- tion, has been so great that it is poor judgment to make a fresh beginning?’’ And, finally, ‘‘ What grounds are there for expecting better results from a point scale?’’ In answer to the first question it must be said that, while the Binet Scale has proved exceedingly valuable, it does fall short of being satisfactory. Many criticisms have been urged against one or an- other detail of procedure or of material, but these may be set aside for the present. Such defects can doubtless be remedied if the fundamental principles are acceptable. The two underlying principles of the Scale are, first, the arrangement of tests in groups corresponding to years of chronological age—and the consequent express- ing of results as ‘‘mental age’’; and, second, the related principle of the ‘‘all-or-none’’ method of scoring. The age arrangement of the Binet Scale assumes that the mental development of all normal individuals pro- ceeds by similar stages, that the correlation between different functions is the same for all individuals at a given stage, and that each stage of mental development corresponds, in turn, to a certain physical age. It fur- ther assumes that the development of Paris school chil- dren follows this normal course. 31 32 A POINT SCALE FOR MEASURING MENTAL ABILITY These assumptions are not yet justified. On the con- trary, the evidence thus far is unfavorable to them. Almost as soon as the Scale came into use it became clear that, if standardized for one group, it would not necessarily be correct for any other group. The children examined by Deer Je and Degand in Bel- gium tested, on the average, a year anda half i in advance of the ‘‘representative’’ group selected in Paris. Binet accounted for it chiefly by the fact that they belonged to a more privileged class.* Moreover, Binet tells of children in one quarter of Paris who were found to be advanced ‘‘by four and even by five years,’’ and he adds, ‘‘One must, therefore, no longer consider the retardation or advance of three years asananomaly.’’® That is, there is a range of six or seven years, in all, for normal individuals. This is a very large proportional variation for a seale that covers, at the most, only twelve years. When, on the same page, Binet says that the rule for expressing the result of an exami- nation allows of estimating the intellectual level to fifths of a year, this degree of precision is evidently a matter of theory rather than of practice. So long as the examiner deals with a fairly homogene- ous group, it may be possible, as Huey suggests, for him to ‘‘set’’ the scale ‘‘somewhat differently for various social and industrial classes, . . . and make various allowances for local cireumstances.’’'® But in this coun- try the conditions are such that local groups are far from homogeneous, and, in the institutions of our larger cities, a single examiner frequently deals in rapid succession with individuals presenting the utmost variety of both inheritance and environment. Even if a table of cor- rections had been established for such use, it is often im- ‘Binet, A. Nouvelles recherches sur la mesure du niveau intellectuel chez les enfants d’école. L’Année psychol., 1911, 17, 145-201. °L’Année psychol,, 1911, 1'7,149. “Huey, E. B. The present status of the Binet scale of tests for the measurement of intelligence. Psych. Bull., 1912, 9, 167. RELATION TO THE BINET-SIMON SCALE Oo possible to glean enough of the history of the case to make the ‘‘setting’’ of the seale other than guesswork. As matters stand, the best that can be done with the Binet Seale is to ‘‘interpret’’ the results in the hght of such facts as are obtainable. That is, the verdict often depends on the judgment of the examiner almost as completely as when no ‘‘seale’’ is used. In consequence of this, much valuable time and effort goes into the weighing of doubt- ful cases; the influence of the personal equation of the examiner is magnified and with it the tendency to dis- agreement between the results of different examiners; and the difficulty of standardizing the procedure is aug- mented—for how can an examiner be expected to scruple over a detail of procedure when the whole result calls for extensive ‘‘interpretation?”’ The rule for expressing the result of an examination is to credit the subject with that age, all the tests for which he passes, plus one year for every five tests passed from more advanced groups. Since the later and more difficult tests have no more weight in making up the score than do the earlier and easier ones, the same ‘‘mental age’’ may correspond to records far from equivalent. For ex- ample, nine years ‘‘mental age’’ might represent : Hither 1X 1, 3, 4; X 1, 3 (tests of memory span and information of a rather mechanical type). Or 1X 3; X 4,5; XI 1,5 (tests of ideational processes— language, analysis and practical judgment). The different age groups deal, in some cases, with quite different mental functions; for example, no memory test appears in VII or in XJ, while IIT and XII have two tests each for memory span. This difference is particularly unfortunate when it i1n- volves tests like VIII 3, IX 3 and 4, and X 1, the results of which have been found to vary greatly with environ- ment and training. Again, let us consider a case of specialized defect. Sup- pose a child of twelve passes all of XI, XII 2, 4 and 5, and 34 A POINT SCALE FOR MEASURING MENTAL ABILITY XV 2, while failing on XII 1 and 3. It seems a clear case of poor auditory memory with an otherwise good men- tality, yet the one defect throws out two tests, and the child ranks as slightly retarded. Another aspect of this defect in the scale is well illus- trated by Binet himself." In discussing one of his own tables he assumes that any child who passes the tests for eight years would pass also any test for seven years, and he cites the repetition of five digits (there given under seven years), but his eight-year group consists of these tests : Counting 9 double sous. Naming 4 colors. Counting 20-0. Comparing 2 objects from memory. Resisting suggestion of lines. Not one of these necessarily involves auditory memory, as does the repetition of digits. A subject might succeed with all of the tests for eight years and yet fail entirely on this one from the seven-year group. Any inference from ‘‘mental age’’ to mental function or the reverse is quite unsafe with this scale, yet such inferences are so natural that it is difficult to guard against errors from this source. Closely related to the above peculiarity of the scale; that is, the irregular distribution of the several mental functions, is the question of what Wallin calls the wide- range and the narrow-range methods of giving the tests. Where shall the examiner begin, and where shall he stop? Shall he begin ‘‘at age’’ and, if there are failures there, work backward till an age is found for which all the tests are passed, and shall his report be made on this basis? or shall he make trial of advance tests also? What if the child passes ‘‘at age?’’ Shall he then have the opportu- nity to try advance tests? and, if so, to what point? Not infrequently a subject passes all of one age group, "T/ Année psychol., 1911, 17, 151-152. RELATION TO THE BINET-SIMON SCALE oo then does some irregular work, and then passes all of a higher age. Which of the two perfect groups is to be the basis for reckoning his mental age? ‘To sum up the case against the principle of age ar- rangement, its presuppositions do not tally well with the facts, and it involves numerous difficulties and anomalies in practice. The following defects and disadvantages seem to be due, in whole or in part, to the working of the ‘‘all-or- none’’ principle in scoring. There is often a waste of valuable data. For example, in the free association (XI 3) forty words or one hundred and. forty in three minutes are quite as significant as sixty, yet this is the only number of which the record takes account—anything greater is no better, anything less is worthless. ‘T’o be sure, if the test is to be used as char- acteristic of a certain age, some number must be selected as normal for that age, but this is an argument against the grouping by years, and not an argument for the ‘‘all- or-none’’ scoring. Anomalies frequently occur. Suppose one child passes X, fails on one test at XI, and succeeds with XII 1; his mental age goes on record as eleven years. Another child, passing X, failing on one at XI, and at XII succeed- ing with one part of (2) and one part of (5) is recorded as only ten years plus, though his is plainly a better per- formance than that of the first child, and indicates a higher intellectual level. Partly as a result of conditions like the above, the examiner is under frequent and strong temptation to modify the procedure. Even where this temptation is resisted, the personal equation of the examiner necessarily has more influence than would be the case if partial credits were the rule. The two preceding conditions unite to produce lack of uniformity in the work of different examiners and even of the same examiner at different times. 36 A POINT SCALE FOR MEASURING MENTAL ABILITY A significant concession is made in the Binet program when some tests, for example, definitions and memory tests, are introduced at several ages and the value of the differing reactions recognized and utilized, though in other instances, for example, the free association test, these gradations are pointed out only to emphasize the fact that all save one are to be disregarded. _ It appears, then, that the two fundamental principles of the Binet Seale are open to serious objections. The second question involves two different points, namely, the work done towards perfecting the Scale—that is, as regards materials and details of procedure—and the progress made towards standardization. Many valuable and interesting suggestions have been made for the improvement of various details, and a great deal of discussion has gone on concerning such proposed changes, but the actual scientific work done does not ap- pear to have been great enough to constitute an argument against other programs. It can only be said that if the more vital requirements can be met, there is no reason to doubt that this also will ultimately be adjusted.” Standardization is one of the vital requirements, and must, therefore, be considered somewhat more fully. When Binet and Simon published their first scale of tests, in 1905, they prefaced their account of it'® with an article’* describing the occasion which had ealled it forth. It was in the nature of an emergency measure. An attempt was being made in Paris to provide special in- struction for abnormal children, and the new rules called for a mental examination of each child before he could “The two following articles give good summaries of the situation up to the spring of 1912. Huey, E. B. The present status of the Binet scale of tests for the measurement of intelligence. Psych. Bull., 1912, 9, 160-168. Wallin, J. E. W. The present status of the Binet-Simon graded tests of intelligence. Alienist and Neur., 1912, 38, 162-173. ‘* “Binet, A., et Simon, Th. Méthodes nouvelles pour le diagnostic du niveau intellectuel des amormaux. L’Année psychol., 1905, 11, 191-244. “Binet, A., et Simon, Th. Sur la nécessité d’établir un diagnostic scientifiques des états ‘inférieurs de l’intelligence. L’Année psychol., 1905, 11, 1638-190. RELATION TO THE BINET-SIMON SCALE ot be assigned to a special school. There was no machinery in existence for giving such an examination. Binet and Simon then came forward with a body of tests, adapted to children of different ages, which they had collected from time to time and which had already undergone some sifting at their hands. Those which they had found most satisfactory they now organized into a tentative age-seale, trying them out on small groups of children selected on the basis of their school records as representative of the different ages. The detailed record of this trying-out process does not seem to have been published, though they say distinctly that this scale was no a priori affair, but the result of numerous preliminary experiments both at the school of Salpétriere and in the primary schools of Paris—thus including both normal and abnormal children. ‘‘ All the tests,’’ they say, ‘‘which we propose have been tried by us many a time and retained from several which, after trial, have been eliminated. We can bear witness that those which we present here have proved their value.’’ » Town says that ‘‘selected groups of pedagogically average public school children were examined—ten each of the ages three to seven, and fifteen each of the ages seven to twelve.’’ *° The 1908 revision was tried out with varying degrees of thoroughness in Belgium, England, Germany and the United States, as well as in France. Thus far, however, all attempts at standardization have fallen short in one way or another. Some, like the work of Decroly and Degand, reported on so few subjects—forty-three in this case’*’7—that no generalization is justified. “7 Année psychol., 1905, 11, 195. _. “Binet, A., and Simon, Th. A method of measuring the development of the intelligence of young children. (Town, C. H., trans.) p. 4. “L’ Année psychol., 1911, 17, 187. Decroly and Degand give the number as 45, but mention an error in procedure which affected the records of two subjects. Decroly, O., et Degand, Mlle, J. La measure de l’inteli- gence chez*des enfants normaux d’aprés les tests de MM. Binet et Simon. Arch. de psychol., 1910, 9, 86, 88. 38 A POINT SCALE FOR MEASURING MENTAL ABILITY Others, whether consciously or not, failed to conform in their procedure or their mode of reckoning to the in- tentions of the authors. Thus Katharine Johnston, in Hngland, examined two hundred pupils in the Sheffield schools, but Binet considered that her conclusions were open to question because her subjects were drawn from at least three distinct social groups and ‘‘these heterogene- ous elements have been confounded in the averages,’’ and, furthermore, her computations were not always in ac- cordance with his rules.*® Still others, while reporting a large number of cases and testifying to the practical value of the Scale, worked chiefly or wholly with feeble-minded individuals, and hence their data yield no standards. This is the case with Huey’s work at Lincoln, [hnois, and at the Johns Hop- kins Dispensary, with Wallin’s at Skillman, and with Kkuhlmann’s at the Minnesota State Institution for the Feeble-minded. Goddard’s testing of ‘‘the entire school population of one complete school system’’*® in New Jersey is the most systematic effort that has been made in this direction. In describing the investigation, he claims that the re- hability of the Seale is established by the distribution curve, which he shows on page 234. To quote his own words: ‘‘To a person familiar with statistical methods the foregoing curve of itself, amounts to practically a mathematical demonstration of the accuracy of the tests. The results could not arrange themselves on this curve, which is recognized at once as practically a normal curve of distribution, if the questions were not carefully graded. Secondly, if they were not right, age for age, but were too hard or too easy, the largest group would not be one at age, but would be a year below or a year above according to whether they were too hard or too easy. Conse- quently, we are forced to the conclusion that the ques- 8’ Année psychol., 1911, 17, 195-196. *Goddard, H. H. Two thousand normal] children measured by the Binet measuring scale of intelligence. Ped. Sem., 1911, 18, 232-259. RELATION TO THE BINET-SIMON SCALE 39 tions that Professors Binet and Simon have selected are well graded, at least from the ages of five to twelve, and that they fit the ages to which they are assigned. ‘““The significance of these figures obtained from the general results is very great. ‘There is every reason to believe, and statisticians confirm this, that any group of two thousand children may be taken as a fair sample of conditions to be found in any number of children in any country.. Consequently, whatever proportions or per- centage are found here may be taken to be very closely the standard to be found elsewhere.’’ *° It may be noted in passing that the total number (given twice on page 234) 1s 1547, which falls short by more than 22 per cent. of the 2000 mentioned in the passage quoted and in the title of the article. Goddard failed to notice what Terman points out—that ‘‘lumping all the ages together conceals, of course, the very facts we wish to know,’’ namely, ‘‘how nearly accu- rate the Scale is at every point.’ * A glance at table I on page 234 of Goddard’s paper shows that the distribution curves for the different ages would, in many cases, be noticeably skewed. For 4, 6, 8, 9, 12 and 13 years, respectively, the largest group is not ‘fat age,’’ but is displaced by from one to three years. To approach the matter from a somewhat different angle, Goddard says, ‘‘We consider that a question is misplaced in the Scale if it is not answered correctly by about 75 per cent. or more, of those trying it.’’** Would it not be reasonable, then, to set up a similar standard for the age-groups, and to say that the questions are suitably grouped under the different ages if 75 per cent. or more of the children at each (chronological) age are able to pass the corresponding groups of tests? That this is far from being the case will appear from “Ped. Sem., 1911, 18, 235. “Quoted by Huey, Psych. Bull., 1912, 9, 164. *Ped. Sem., 1911, 18, 239. 4() A POINT SCALE FOR MEASURING MENTAL ABILITY the following tables A and B, constructed from the data in table I of Goddard’s paper : TABLE A Constructed from Goddard’s Data | | . Mental Age Chrono- | logical Age. No. of years retarded. Normal. No. of years advanced. 6-0 35 RAS Oy Ve Ze | TE a a 4 Lents 2 | eas 5 6 a 8 9 10 TABLE B Constructed from Goddard’s Data o Mental Age : o | © oO} ome ; 3) 22) 285 Chrono-| Nor- Non-normal. _ Ele 3 (eee logical | mal. Sr nee = é Age. | +lyr. +2yrs. + 3yrs. +4yrs. + 5yrs. & a i | 5 40 48 20 6 114 | 35.1] 772 6 48 98 12 0 2 160 | 30.0 | 91.3 7 114 65 12 5 1 197 | 87.9 90s 8 86 103 3 5 2 209 | 41.1 | 90.4 9 | -56 ih 2 31 2 201 “1° 27.9 >} 8ae6 10 124 | 46 32 17 3 222. | 55.9 | 76.6 11 60 | 62 26 13 4 E 166 | 56:10) Woe 12 39 36 42 13 10 4 144 | 27.1 | 52.1 RELATION TO THE BINET-SIMON SCALE 4] In table A the irregularities of the upper and lower ends of the scale come out strongly; but even within the range, from five to twelve years, for which Goddard claims that the questions ‘‘are well graded.....and.....fit the ages to which they are assigned’’ **—even there are found four ages out of eight for which the largest group is displaced by a year or more from the normal, and a fifth, namely, five years, for which as many are one year ad- vanced as are normal. In table B the percentage ‘‘at age’’ for no year rises as high as sixty and twice it falls below thirty. If, with Goddard, ‘‘we allow those children who are one year above and one year below to pass with the central group as satisfactory children,’’ ** we still have passed less than 75 per cent. at eleven and twelve years; and at five and ten years the percentage has not reached eighty; while at the four ages which yield the highest percentages on this basis, namely, six, seven, eight and nine years, we have the anomaly that, at these ages, 61.3, 35, 49.3 and 00.7 per cent., respectively, are ‘‘satisfactory,’’ but not ‘‘normal,’’ and that, at six and nine years the majority of those accounted ‘‘satisfactory’’ are not ‘‘at age.’’ But these figures are probably too favorable. |) 88 81 18 23 | 28 — | 26 32 += 6) | 6007114180769°!| 76.78 | 90 84 Lo) 24) —9 26 | — $5 54 60 | — 72 | 81 71 | 77 78 | 92 — 20 24)) 24 26 | 27 35 Die Oe OSH D ENS. e (Os ino. S0n nO 4 Z0NZonle24. 26.1928. 36 HSBOoelIE CO COMI ESo eto ule CO S4uleoe 22 26 | 25 28 | 31 36 58 65 | 75 76 | 85 80 | 80 86 | — Oma eDL 2S | 194 37 5S OGe ln Ons Lele eG Sl) 8 0es.7. — 28 | 25 28 | 34 387 DOR OMIM eS Lao la See |eole oO 26 — | 25 29 | 35 37 BO al | WA Sse IP HO RSP al) taeh tal sl) 30 (927 30 | 36 39 SIRI el SZ Sonlesis See) Sa Ol 34°), 28 30 | 38-389 60 71 | 85 87 | 87 84 | 84 — Seo OLe hoo 40 61 72 | 85 89 | 87 86 | 84 29° 32°\|)38 40 62 74 | 86 90 | 88 86 | 85 30 32 | 38 40 62 — | 87 91 | 89 86 | 87 31-33 | — 41 64 87 92 | 94 88 | 88 32 33 | 40 43 65. Soe at) 89. 18 90 Som Hees —— 65 89 96 90 | 91 34 33 | 41 45 6 — — |} 92 ale GN) ge el eae 6 92 92 | 92 — — | 42 47 66 ae 95 | 94 35 38 | 42 48 66 veces | eon e4ou4 Ss 67 36 44 | 45 49 67 38 44 68 38 71 39 72 39 {lve 47 ie 76 76 79 79 84 85 89 ot A POINT SCALE FOR MEASURING TABLE 5. MENTAL ABILITY Non-English-Speaking Group for Grammar School B. 4yrs 5 yrs 6 yrs Tyrs: | 8 yrs Syne lolyrs: | 6 gra iy easy ae ae aes Pa eee ak ak ie he sas — 16 — | 19 19 | 19 23 | —.... | 31 — | 44 41 16 .. 18 | — 19 | 19 —W)| 38 25 | — 42-7 .... .... 17 22 | 22 — | 23 26 | 39 — | 38 46 | 46 43 — 25 | 22 34 | — 28 | 39 28 | 41 48 | — 43 19 — | 23 — | 28 29 | 39 — | 41 50 | 56 — —— 285| 26737) 28 S14) 40242 | 742550) 96o 31 29eot |poe- oo 4) 41 P45 el Ase tao leo 34 — 42 | 32 —') 43 44 51 | 63 54 31 34 38 | — 44 52 | 68 55 ae 35 48 44 57 | — 59 42 ae ee 46 58 | 70 60 35 48 —]... — 35 52 63 | 76 66 at OZeeeee Age —- — 64 at 39 5d) 65 81 Rea 57 40 62 41 biyrss| 12 -yrsai Losyrs: MylE So EVES se Meee 42 40 | 46 33 | 48 66 46 45 | — 45 | — 71 eee Day econ (OA anes 507509 |, 65-353 || 760 Sa 50 — | 68 — | 57 83 5d. 595171624 bt. — 59 68 | 72 68 | 60 62 69 | 77 69 | 68 65 — | — 70 | 70 6118 %3 | 72 67 78 wee | 69 78 76 | 80 69 80 ik eters — ... 80 | 82 13 — | 84 qe 86 80 96 14 yrs. M. F. 15 yrs: M. F. 48 87 93 MEASUREMENT OF PUPILS OF CITY SCHOOLS 39) ¢vroups appear separately, and in each age and sex group we have indicated the number of individuals whose scores do not depart by more than 20 per cent. (or 25 per cent., as the case may be) from the average for the group. Thus, for example, in the group of eleven-year-old boys (table 4), the heavy line between 53 and 54 indicates that the 5 individuals above the line obtained scores 20 per cent. or more below the average for the group. The dotted line between 48 and 53 indicates that the indi- viduals above attained scores 25 per cent. or more below the average. At the lower end of the column of scores the solid line between 76 and 79 indicates that all indi- viduals below that point attained scores of 20 per cent. or more above the average, while the dotted line between 79 and 84 indicates that individuals below attained scores of 25 per cent. or more above the average. In tables 6 and 7 we have presented in convenient form the scores for those individuals of the English-speaking and the non-Hnglish-speaking groups which are either 20 per cent. or 25 per cent. below or above the average. The numbers of individuals in the several parts of these tables are as follows: Percent- age of No. Total. English-speaking group, 20% below the average........ 72 = 15.4% English-speaking group, 20% above the average........ 65 = 14.1% Non-English-speaking group, 20% below the average........ 41 = 19.8% Non-English-speaking group, 20% above the average........ 43 = 20.8% English-speaking group, 25% below the average........ 46—= 9.8% English-speaking group, 25% above the average........ 46=—= 9.8% Non-English-speaking group, 25% below the average........ 32 — 15.5% Non-English-speaking group, 25% above the average........ 29 — 14.0% The average score of the group of English-speaking pupils made up of those who attained the lowest score in- their respective sex and age classes is 35 points, as compared with a general average for the groups of 54 points. On the average, then, the least intelligent indi- viduals in the English-speaking group fall 35 per cent. short of the score which they might reasonably be ex- pected to attain. Similarly, it appears that the average A POINT SCALE FOR MEASURING MENTAL ABILITY 4 5 12 Wah BN 15 13 18 4 a) 12 tik lat ity ales 18 4 5 6 Hk Ons 16 iL 4 i) 6 Blab als 16 TABLE 6. English-Speaking Group. Individuals 20% or more below the average 6 7 8 9 10 11 11, 13) 14 21. 2147 35 82215445539) 45-41 15 15 17 23 30 25 43 38 48 40 48 49 21 21 20 25 30 25 44 43 47 53 23 22 23 30 31 29 44 48 53 23 23 23 34 44 53 23 26 34 English-Speaking Group. Individuals 25% or more below the average 6 7 8 9 10 11 J1 13. 14 21 22915382 210-4459 45054) 15 15 17 23 30 25 38 48 40 48 21 21 20 25 30 25 22 . 31 29 Non-English-Speaking Group. Individuals 20% or more below the average 6 7 8 9 10 ii 15.18 17 23 28 22° 3121 -41) 35 142 640 19° 19° 19 25 31 44 41 46 45 Lo eeLo 46 43 50 23 43 Non-English-Speaking Group. Individuals 25% or more below the average 6 7 8 9 10 ital 15 18 17 28 22 31 21 41 35 42 40 iy + tu 31 44 41 46 45 23 (41). 12 Moe: 46 33 45 53 13 48 14 15 61 54 55 65 14 15 M F. M. UF 61 54 55 14 15 M. oF: 41 53 48 14 15 MEASUREMENT OF PUPILS OF CITY SCHOOLS TABLE 7. English-Speaking Group. Individuals 20% or more above the average 6 7 8 9 10 11 35 38 40 45 52 50 67 68 78 74 79 ab oo) 41° 47°53 52°67 70 84 77 79 38 44 41 48 57 56 69 74 77 84 38 44 42 48 58 57 69 77 79 85 39 42 49 69 80 89 39 43 70 93 47 45 71 English-Speaking Group. Individuals 25% or more above the average 6 7 8 9 10 tal 3G 38) 41°47 57° 607570 (0 84 77 84 38°39 41 48 58 52 71 74 77 85 38 44 42 48 56 77 19 89 39 44 42 49 57 80 93 39 43 47 45 Non-English-Sjeaking Group. Individuals 20% or more above the average 6 7 8 9 10 dl 31 3% 39 38 48 42 57 63 70 66 73 42 37 40 45 57 64 76 71 80 42 S 62 65 81 00 ~II Thy S00M0. Non-English-Sjeaking Group. Individuals 25% or more above the average 6 7 8 9 10 ial Mags as ee MO eM Bo MoE MoM. UE. 42 37 40 38 42° 57 64 16 71 80 37 41 45 57 65 81 42 44 62 (65). 12 13 14 M. F. M. F. M. F. M. 92 96 92 95 (46). 12 13 14 M. F. M. F. M. F. M. (43). ily, 13 14 M. F. M. F. M. F. M, 86 80 93 91 96 96 82 84 (29). 12 13 14 M. F, M. F. M. F. M. 86 82 93 96 96 84 15 EF 15 i, 93 15 F. Ds A POINT SCALE FOR MEASURING MENTAL ABILITY for the least successful individual in each of the non- English-speaking age and sex groups is 33 points, as con- trasted with a general average of 50 points. They, there- fore, fall 34 per cent. short of our reasonable expectation. By any ordinary standard these two groups of indi- viduals, 47 in all, are mentally very inferior members of their age and sex groups. The degree of inferiority, to be sure, varies greatly from individual to individual. It has seemed to us wisest in this report to present the point seale score of every individual, and without selec- tion to determine the average for each age and sex group. We have done this in spite of the obvious fact that in each class there are several exceptionally low as well as ex- ceptionally high scores. If it were true that the excep- tionally high were as frequent as the exceptionally low and approximately balanced them, there would be no basis for objection to our method of obtaining the norm for a given group, but examination of our tables 3, 4, and 5 in- dicates that where the number of individuals in a group is very small, the average is likely to be unreliable. For instance, at the age of twelve years for the English-speak- ing group the results for 21 boys are presented. The average for this group is nearly 75 points. Six indi- viduals fall 20 per cent. or more below this average, whereas only 1 individual is 20 per cent. above the aver- age. It is fairly certain that the general average for this group is too low, because of the frequency of mentally inferior individuals. It probably should be 2 or 3 points higher. It is, of course, needless to argue that in the direction of mental inferiority there is practically no iimit, whereas superiority tends toward a limit which is infrequently attained. It is not our desire to defend the method of averaging non-selected groups, but rather to point out here that there are certain obvious advantages in a procedure simi- lar to the following. MEASUREMENT OF PUPILS OF CITY SCHOOLS 59 Let us examine, for example, the children of English- speaking parents in the ten-year group. There are 53 in all—25 boys and 28 girls.*? In the case of such a group as this, or such groups, if we consider the sexes sepa- rately, the obvious danger is that there may be more men- tally inferior individuals than there are correspondingly superior individuals, and that, therefore, as was pointed out in the preceding paragraph, the general average will constitute a norm which is too low. Or, on the other hand, in very exceptional instances, the opposite might be true. We propose, then, to examine the averages for these evroups of ten-year-old boys and girls in the hight of an analysis of the individual scores. For the ten-year-old boys the point scale average, or mean value, is 64 points, and the range of the scores is from 44 to 84 points, or, expressed simply, 41 points. The mean variation for the group of scores is 7.1, while the modal class is 65, if the various scores be grouped in classes of 5 points each, the 65 class including all scores from 65 to 69. For the corresponding group of girls, the mean is 61 points, the range 39 to 80, or 42 points, the mean varia- bility 9.8, and the modal class 55. In order to ascertain whether the numbers of sub- normal and supernormal individuals are equal in these two groups we shall arbitrarily eliminate in our further calculations all of those whose scores depart by more than 2 of the 5 point classes from the mode. As a result of this process of elimination we obtain a group of 19 boys and a similar group of 19 girls. The statistical values for these two selected groups are as follows: For the boys, the mean is 66 points, the range 56 to 78 points, that is, 23 points, and the mean variability 4.0. For the girls, the mean is 57 points, the range 47 to 67; that is, 21 points, and the mean variability 4.5. “Because of an error in the classification of one individual, the data here given differ from those previously presented in the Boston Med. and Surgical Journal, 1914, 171, p. 865, 60 A POINT SCALE FOR MEASURING MENTAL ABILITY By comparing these statistical values with those yielded by the non-selected groups we obtain the following significant data. Elimination of the extremely high and the extremely low scores in the case of the boys raises the average 2 points, while diminishing the variability by 3.1 points. This clearly indicates that in the boys’ group there were more subnormals than supernormals, and that the average was therefore somewhat lower than it should have been. For the girls, the average after the elimina- tion of extreme individuals was 57, as contrasted with 61. In other words, it was lowered 4 points, while the varia- bility was diminished by 4.8 points. It is thus indicated that in the non-selected group of girls there were more supernormals than subnormals, and that in consequence the average for the group was too high. From these data it appears that, whereas the differ- ence in the intelligence of the boys and girls, as indicated by the means of our non-selected groups, is only 3 points, that difference becomes 9 points when, by an apparently fair but arbitrary method, those who exceed a certain limit of intellectual strength or weakness are eliminated. We readily admit that the number of individuals dealt with in the above illustration is too small to yield con- vineing results. But we are confident that the main indi- cations from these results are reliable, and that the caleu- lating of norms, without some means of guarding against the undue influence of inferiority, on the one hand, or superiority, on the other, is unsafe. It seems to us wiser, however, to use non-selected groups than to eliminate only the obviously defective; and we have preferred for the purposes of this pre- liminary application of the point scale method and of the presentation of results to make use of the method of averaging without selection. CHAPTER 5 NORMS FOR AGE, SEX, LINGUISTIC, AND SOCIAL STATUS The Point Scale is next to useless to any examiner, and wholly useless to the inexperienced person, if norms for the evaluating of results are not at hand. We propose, now, to present such norms as we have been able to obtain from the group of individuals whose scores appear in table 3. Although our simplest procedure would be to arrange these individuals in age groups and determine the aver- age score for each year or each half-year, it can easily be demonstrated that this would be worse than valueless, for the school population is entirely too heterogeneous to yield other than misleading averages. Indeed, in this instance, as in many others which might be cited, the in- discriminate grouping of results hides the very facts which we are most anxious to discover and consider. As a demonstration of the practical significance of heterogeneity in School B, we present the distribution of scores for all pupils in the ten-year group, that is, from nine years seven months to ten years six months. There are 76 individuals in this group. In order to construct a reasonably condensed distribution curve for the group, we have classified the scores by the following method. All between 35 and 39 points fall into what is indicated below the base line of figure 1 as the 35-point class; all between 40 and 44 points, in the 40-point class, and so on up to the 80-point class, which marks the upper limit of achievement for the group. ~ The continuous line curve of forte 1 represents the distribution of scores for the entire group. The distribu- tion is pronouncedly trimodal, and it is evident that this 61 62 A POINT SCALE FOR MEASURING MENTAL ABILITY Number 15 14 P “ D / \ ~ 2 - oo” =< —_ 4 ‘ \ 5 L. ‘ ‘ 8 / \ A p Oma tL Sai ee ae ie ' oa se “. ne \ Se < oe Pa “eo eee ron 4 q mak 1 SS Sag es << 30 40 45 50 55 60 65 70 75 80 Figure 1.—Distribution of the Point Scale scores for a group of 76 ten-year-old children, of both sexes, born of English- and non-English- speaking parents. Ordinates represent numbér of individuals. Abscissae represent scores by five-point classes, e. g., 35 includes scores from 35 to 39 points. Solid line (————) indicates distribution for the entire heterogeneous group. Irregularly broken line (—-—-—-) indicates that the English-speak- ing boys. Regularly broken line (----) indicates that for English-speaking girls. NORMS FOR AGH, SEX, LINGUISTIC, AND_SOCIAL STATUS 63 may be due to the heterogeneity of the group. It is there. fore desirable that we analyze its chief constituents. By eliminating the children of non-lnglish-speaking parents we eliminate also the first mode, namely, the 40- point mode, without essentially changing the other fea- tures of the distribution curve. By eliminating, next, the girls of the group, we get rid of the second mode, namely, that at 55 points, or by eliminating, instead, the boys of the group, we get rid of the third mode, namely, that at 65 points. This analysis demonstrates that the trimodal- ity of our distribution curve is due to the heterogeneity of the group, and it further proves that the group must be resolved into four sub-groups in order that norms at all rehable as standards for evaluating results shall be obtained. Figure 1 represents, in addition to the distribution curve for the entire group, the distributions, respectively, for the girls. (regularly broken line of figure) and for the boys (irregularly broken line of figure) of the Eng- lish-speaking group. These two sex groups, although not large, exhibit surprisingly pronounced modes, that for the girls being constituted by the 55-point class, as in the ease of the distribution curve just discussed, and that for the boys by the 65-point class. It appears from these distribution curves that at ten years of age the difference in mental capacity between boys and girls is so great that its neglect would inevitably lead to unfair evaluation of individual results. | We have now demonstrated by the examination of re- sults for a sample age group, from the pupils examined, both the existence of heterogeneity and the importance of considering it in the calculating of norms. It remains to present such norms as promise to meet the needs of the examiner who is attempting to use the Point Scale. We shall now offer, in tabular as well as in graphic form, the several norms which have been obtained. 64 A POINT SCALE FOR MEASURING MENTAL ABILITY ToraL Group Norms By taking the 675 pupils of School B and the 76 adults, irrespective of language or sex differences, we obtain the age norms of table 8 and the graph, figure 2. Once more, for the sake of emphasis, it should be stated that each age group includes individuals from the middle of one year to the middle of the next: thus, four years of age means between three years seven months and four years six months. There is a fairly regular and rapid increase in the average score for the children up to the age of. twelve, and, with the exception of the year four, for which the number of individuals is too small to yield satisfactory averages, it seems probable that the several age norms are reasonably reliable. TABLE 8. Average Scores for the Pupils of School B, by Years. FW pion ae | 5 6 1 8 9° 810 7 11 ~ 12) 18 - Sie beac Number: 5. 39,971) (‘73° (61) "14 "16-579 960 Oe G0 Sea et Score.;..14 _22,,.29 34. 89. 62.59 p64 (0740/4 (8.9 For the age fifteen, the norm again is unreliable, be- cause of the smallness of the group. It is probable that the norm for thirteen should be 76 or more; that for fif- teen at least 85, and that beyond this point a very slight increase in the average score occurs. Indeed, it seems highly probable that the adult level is attained as early as the sixteenth year rather than with the twentieth. We present the above data not because we consider them of special value to the examiner in the evaluation of results, but merely for the sake of completeness of de- scription and to give point to our further analysis. LanauaGeE Groupe Norms In view of the statements already made concerning language differences in the pupils of School B, it is ob- NORMS FOR AGE, SEX, LINGUISTIC, AND SOCIAL STATUS 65 Se 1S (SRE eee een bhp lit eet SORE Se eee ee Poem / Uae _ JS eae eee 4 PA an A SANs i | 12 13 14 15 16 17 18 ei 2.—Norms for heterogeneous group of 751 individuals, Ordinates indicate points scored ; abscissae, age by years. 66 A POINT SCALE FOR MEASURING MENTAL ABILITY viously desirable to resolve the group into the HKnglish- speaking and the non-English-speaking sub-groups. The norms for these appear in table 9, together with the num- ber of individuals in each language and age group. Fig- ure 3 presents the graphs which are constructed from the several averages of this table. The continuous line repre- sents the English-speaking norms and the broken line the non-English-speaking norms. It is not surprising that the language difficulty should manifest itself in these averages, but it is somewhat sur- prising that the difference in the norms for the Iunglish- speaking and the non-English-speaking children should TABLE 9. Average Scores for the Language Groups of School B. FE ead Mat Ie aa 4 5 6 7 8 9 a0 “23s (125-18 ee Number (English)...... 3 28° 55. 748° “470 487°° 58) bb) 40. 1487 SCOOT tisorcte 17. 22 »-29° Bb2" 41s 36> (629 65a hie eo) ee ee Number (Non-English)... 2 “11 7 16° 925° “140-31 9 7e ot 0 ea ee 9 PEDIC fan Oita ee 11° 27, 27 Sl ST 48 56 025161) Bose eee be so shght as 1 and 2 points, respectively, at the ages five and six years. It is obvious that the differences at the extremes of our series, fourth and fifteen years, are unreliable because of the small number of individuals in the groups. In general, it appears that the non-Knglish- speaking children fall short by from 5 to 10 per cent. of the scores attained by their English-speaking companions. It is obviously unfair, then, to judge individuals from these two groups by the same standard. It was our expectation, when we originally classified the data of our examinations, that norms for half-years sufficiently reliable for practical purposes might be ob- tained. Since these may be of some interest and value to certain readers, we present the data in table 10. Our sole reason for fusing the half-year groups is the obvious need for larger numbers of individuals in the groups whose averages are to be used as norms. ~ a NORMS FOR AGE, SEX, LINGUISTIC, AND SOCIAL STATUS 67 eee as | 4 5 6 7 8 9 10 ll 12 13 14 15 Figure 3.—Norms for language groups. Solid line (————) indicates scores for English-speaking (i. e., born to English language) children. Broken line (----), those for non-English-speaking (i. e., born to some other language) children. Ordinates — points scored ; abscissae — age in years, _ D O/6) A POINT SCALE FOR MEASURING MENTAL ABILITY TABLE 10. Average Scores for Sexes and Language Groups, by Half-Year Groups. Yr. Mo Yr. Mo. Yr. Mo. Yr. Mo. Yr. Mo. Yr. Mo. Dio errr corer eho 4 1 4 SET spe ae ak (ae pal Cr iz 4 6 5 0 5 6 6 0 6 6 i. 10 SOx oa ve ecurieoaecsetee: M. F M. F F. M. F. M. F M. F. INGOs Pron elish esses ee 8 6 9 15° 22: 14 14 ies) SCOr eu eee Salar UO aes 25 26 25 28 aay cul ah 835} No. Non-English.. PW, yee al 4 4 3 69 14 Te 4 SCOLC Pees 6 0 17 28 23 20 aye ZALD Pad eat 26 27 +22 ro. rh +& i> +2 +Y :) 3 5 a. 5 Yr. Mo Yr. Mo. Yr. Mo Yr. Mo. Yr. Mo Yr. Mo AE Olin wetciavescucetes ie al ce Sat Seat Oar he FF 7 6 8 0 8 6 9 0 OFEo 10 0 NSD. Cs Ani eh ate ali) M. F. M. F. M. F. M. F M. F. M. F INOS ens Sheree ala alia see | MY) Wey fs i033 14 11 12 14 SCOL CU sere eerie 36 40 al algl 45 40 51 43 61 60 63 57 No. Non-English..| 11 3 Hy als iG 14 6 3 8 Cioerrs SCOR CW treet 35 33 lao 42 32 44 55 50 49 Some fu +1 I FY -2 +f “= 1 +o +" +1 4/5 Yr. Mo Yr. Mo Yr. Mo. Yr. Mo Yr. Mo. Yr. Mo A Cimneen cesar ce eae tenes iy al a) Ye ele: aba abe ab 125 3% 10 6 11 0O it 12750 Tab Lg 0 SOXG sete eee M. F M. FE M. F. M. F. M. F M. F No. English........... 13 14 Pant "eh ie 10 8 gla kak a bp ho ie! SCOPE Mestre 65 65 66 64 65 62 76 77 74 81 82 76 No. Non-English.. ot Ais 6 7 Saar omeeo 4 4 Shae SCONG Mister nes 66 58 67 68 56 56 73 68 60 70 69 77 +! -3 +5" +4 + | Z +|3 —| Yr. Mo Yr. Mo. Yr. Mo Yr. Mo. Yr. Mo. A LO ves Re ieok conacee et ince ances CeReR ORE ROT Lome ee Y Ae! ih te HN jm a ist 14 0 14 6 15 0 ius Ms SOX SE etic schcenteereer eeete sto outememererness M. F. Meek: M. F. M. F. M. F INGPeLUN Bligh Wem rere ce eee ee 9 9 10 9 iS) ee) ah tal SCOL Give erences areca 82 78 83 80 80 78 85 75 94 81 No. Non-Ennglish................0000. 4 2 5 6 be 2 Ah a8 Mien, SCORGii. cotecstetrestovesesesscteommeren 59 72 73 81 81 67 67 76 71 #O Sex Norms In view of the pronounced difference in the sex norms for the ten-year-old English-speaking groups noted on page 63, it seems highly desirable further to resolve our group by classifying according to sex. The sex norms for the combined language groups are given in table 11, and they are graphically represented by figure 4. The interesting thing about these two graphs, of which {he continuous line represents the norms for the males i NORMS FOR AGE, SEX, LINGUISTIC, AND SOCIAL sraTus 69 TABLE 11. Average Scores for the Sex and Age Groups of School B. a ot ks 6 7 8 SE ER WS Nip en es me © ee 5) PROV ere crs wae onl Pueee0r 2b g te ale be.) 62>" 64° — 71° 73" 80° 78 Pie acer. 4 Jeet olve co. wrsco, (040). OS 8G3) “7b 96 "17, 716 and the broken line, the norms for the females, is that they repeatedly intersect one another and thus apparently indicate that there is no constant difference in the in- telligence of the sexes as measured by the Point Scale. That this conclusion is not justified is evident from our previous analysis of the ten-year-old group, and from the further analysis of the norms of figure 4, for, as is read- ily appreciated, it is wholly desirable to deal with the language groups separately when we classify according to sex. The norms for the four groups thus obtained are to be found in table 12, and their graphic representa- tion in figures 5 and 6. ‘Comparison of the data for the English-speaking groups clearly indicates that the girls attain higher scores than the boys between the ages of five and seven, that they then tend to fall below the averages for the boys, with minor variations up to the age of eleven, when they again for a year or two surpass the boys, only to drop below once more from fourteen onward. The results for the non-English-speaking groups are. strikingly different from the above. Especially marked is the superiority of the girls from eleven years on to fifteen. Evidently certain economic conditions differ- ently affect the sex groups in the city school and render the sex norms useless for general purposes. It is evident, however, that interpretation in the light of sex norms is not of so great practical importance, ac- cording to our present indications, as is similar interpre- MENTAL ABILITY A POINT SCALE FOR MEASURING 70 ie is SEE Ee BS Figure 4.—Norms for sex groups, including both language groups. --), for Broken line (-- ) indicates scores for boys. Solid line ( girls. years. = age in = points scored; abscissae Ordinates NORMS FOR AGE, SEX, LINGUISTIC, AND SOCIAL STATUS T71 heed EVAL 4 / / Pheer Daa 4 5 6 wT 8 9 10 11 12 13 14 15 Figure 5.—Norms for English-speaking sex groups. Solid line ( ) indicates scores for boys. Broken line (----), for girls. Ordinates — points scored ; abscissae = age in years. o G2 A POINT SCALE FOR MEASURING MENTAL ABILITY 4 4 5 8 10 ll 12 13 10 8 9 5 Figure 6.—Norms for non-English-speaking sex groups. Solid line (——-—) indicates scores for boys. Broken line (----), for girls. Ordinates — points scored; abscissae — age in years. Nahe? NORMS FOR AGE, SEX, LINGUISTIC, AND SOCIAL sTaTUS (3 TABLE 12. PREG ocuevsnasovesoncin visas 4 5 6 7 8 9 ORR er raat cress teat vvse M. F M. F MoE M. F. M. -F M. F ING? CENBLISHS ccvexsscse 7A St 8} als 29 26 24 24 30 17 27 16 BCOCO Ne ocrccccoteces rs 18 17 20 24 29 30 33 38 43 39 56 55 No. Non-English... 2 0 67 ed We etl LS oat 17 14 SCOP CRG ms cavecat toc 1 0 21 22 25 29 32 30 39 32 46 51 PA Clr incen savesacsadsevedsss 10 11 12 13 14 15 SEX Bade ccvcsstcssctussesses IN Hye M. F. M. F. M. F. M. F. Me Er: No. English........... 25 28 39 16 21.19 20 23 23 14 10 6 SCORERS a cases eases 64 61 66 63 75 80 82 77 82 79 86 76 No. Non-English..| 10 13 14 10 ti als: ie) Cm Cato SCOTCii icc. ccunee: Secure 58 55 61 65 66 68 66 75 74 76 69 76 tation in the hght of language norms. We are fully con- vineed, however, that the accurate determination of norms for the sexes is eminently desirable, and we suspect that at certain ages serious injustice will be done to indi- viduals by evaluating their scores in the light of norms which do not take account of sex differences. We have now presented and briefly discussed norms for age, language, and sex. These are not by any means the only norms which are obtainable and which may prove necessary for the fair interpretation of results. They are, however, the only ones which are furnished by the data obtained in School B, for, although racial dif- ferences existed in the group, and also reasonably impor- tant sociological differences, our attempts to classify our data by race and by social status proved so unsatis- factory that it seemed wiser not to persist in this effort. SocroLtocican NorMs Although we were not able to obtain reliable sociologi- cal groupings within School B, the contrasting of the results from School A with the strictly comparable results from School B provide us with valuable norms. As will be recalled, School A is located in a good neighborhood, and the sociological status of almost all of the pupils is good to excellent. With few exceptions, these individuals are American-born as well as of English-speaking parent- age. School B is, on the contrary, located in a medium 74 A POINT SCALE FOR MEASURING MENTAL ABILITY to poor region of the city, and the majority of its pupils live in medium to poor environment. Unfortunately, we were able to examine in School A only the pupils of the kindergarten and the first grade, and we have therefore to contrast with children of ap- . proximately the same age in School B only 54 individuals. These fall in the age groups four to eight years, inclusive. Since practically all of the pupils of the favored group, as we may call that of School A, were born of English- speaking parents, it is obvious that they should be com- pared with the children of the English-speaking group in School B. TABLE 13. Average Scores for Pupils in School A, Favored, and School B, Unfavored. ALG Ree eee hie eens Fe es eae 4yrs. 5 yrs. 6 yrs. T yrs. 8 yrs. SChOOUTA Sia were e sce pares 15 2hy 42... 49 | 56 Schoolwe teens see ee 17 222 29 35 41 The differences which appear in table 13 are extremely marked. In the first place, very young children of the un- _ favored group seem to have somewhat the advantage of those of the favored group, because they are less timid and seem to be able to meet the requirements of the ex- amination with greater facility. But from five years on- ward the advantage is entirely with the favored -group, and the average scores for the ages five, six, seven, and eight are from 10 to 30 per cent. greater than for the corresponding ages of the unfavored group. We shall, in the next chapter, more fully discuss socio- logical and racial differences, and it must suffice at this point to state that our results indicate that a difference in mental ability, as measured by the Point Scale, of from 10 to 30 per cent. may be associated with difference in sociological status. It is beyond our aim to attempt to analyze the conditions for this difference and to attribute the proper measure of influence to environment as con- trasted with heredity. The use of norms is briefly discussed in Chapter 11, page 160. CHAPTER 6 THE SIGNIFICANCE OF SOCIOLOGICAL AND RACIAL STATUS As has been stated in the concluding paragraphs of the previous chapter, we have excellent materials for the dis- cussion of differences correlated with social status in the data of the two grammar schools in which our examina- tions were made. It was our hope that we might be able to examine all of the pupils in each school, but the magni- tude of our task was over-great, and we were forced to compromise with the completion of our examinations in one school and the sampling of the other by examining all of the pupils of the kindergarten and the first grade. Because of the extreme differences in the results obtained in these two schools, we shall present our data in detail instead of giving only total scores and averages, as has been done heretofore. | Taking the 54 individuals, 26 boys and 28 girls, of School A, we selected from the pupils of School B indi- viduals of the same sex and of as nearly the same age as possible. Care was taken, in this attempt to match an individual of School A with an individual of the same sex and age in School B, to avoid language difficulty. Other- wise, there was no discrimination, and our method of selecting the individuals from School B for comparison with the group from School A tended rather to lessen than to increase the differences in achievement which are now to be discussed. Throughout this chapter we shall designate the pupils of School A as favored and those of School B as un- favored. There are arranged in table 14 the results of the ex- aminations for 26 boys of School A. The age of each in years and months is stated, and following that, in columns 75 76 A POINT SCALE FOR MEASURING MENTAL ABILITY 1 to 20, the number of points scored in each of the twenty tests. A blank indicates failure to score. Finally, in the last column appears the total score yielded by each indi- vidual. For this group, as is indicated at the bottom of the table, the average age is precisely six years and the average of the total scores, 37.2 points. There appear, in addition, averages for each of the twenty tests. In the same manner, table 15 presents the data for a group of 26 boys, who constitute the unfavored group of School B. Their average age is one month greater than that of the favored group, while their average score is only 29.5 points, as contrasted with 37.2. Tables 16 and 17 present the strictly comparable data for groups of 28 girls, favored and unfavored. The aver- age age is the same for each group, six years two months. The averages of these four tables are placed in convenient position for comparison in table 18, in which is indicated also the relation of superiority or inferiority in the case of each test. Thus, the symbol + indicates that the fa- vored group achieved a higher score than the unfavored; the symbol — that it achieved a lower score, and the symbol = that there was no difference. From this table it is apparent that in only one test were the unfavored groups superior to the favored, in one test the results for the two groups of boys were equal, and in three tests the results for the girls were equal, while in yet another neither group scored. The averages of the total scores differ greatly, that for- the favored group of boys being 37.2 and that for the unfavored group of boys 29.5, that is, 21 per cent. less. The favored group of girls attained an average score of 41.0, whereas the unfavored group attained only 32.6, that is about 20 per cent. less. These differences are in- deed startling, but even greater are the differences which appear when, instead of comparing groups which include children ranging in age from four to nine years, as is the case in tables 14 to 18, we compare only the six-year-old groups of the two schools in question. 77 STATUS SOCIOLOGICAL AND RACIAL Or SIGNIFICANCE TABLE 14. BOYS—FAVORED GROUP. Total 18 [a6 [15 [16 ] x7 [8 [20 | | 12 rj2}a|als|e|z)s|o |ro{n Age. No. 2 re Annnnntste Ne ba Ss oe Oe eo 5 on Dh | ANN ANA AN N wre 6- 0 || 3.5| 5.4] 2.9] 2.4] 1.5] 3.7] 2.5] 2.7] 1.2] 2.8] 1.8] 2.2] 0.8] 0.8] 0.3] 1.3] 0.4] 0.3] 0.8] 0.1[| 37,2 _ am NN a OT OT st HT OT 9 00 0D HHO OT OY tH OO POO HHA NIN HHH OOH HH rh OD rd SHOT LD HOD NI © 60 19 1 HOD PHD OD ‘us| nN TT TON ON CN 69 rat Tt Co CY 1 oD CU HED EOD OD CU SH OD SH MH OD HOH eH OT XH OO) HH eee ee | oO OD CD NAMA OD OD OD OD OI OI OI OD OD OD OIA «= OD OD CD OD ee SE se ae a ee ee CR SH HDHD He Ht et tH HD OH I HH C810 = A ANNA MANN M ONAN ROO PAOD OD NT ND OD CD ry OD OD CD OD CD OD OD PH OD) I OD OF OD CI YD 9 VN OTD rH OD OD CN SH OD CUD 09 LOD OD SH eH OD 1 OD OF CN HH OD Le a i I i I a i A i i ali a a A A a i ee ce Eee aa Se ge eee TITLE BED 1S 1D B= G9. P= 00'CO C2 Co 14 CU. SH Ht O09 S v4 CIN CO 7 ' Sdddd disso ss dddsoddorrtenea TAN OO HID WL OM OHA) HIG Oo Fare ys et et eS et Averages. an MENTAL ABILITY MEASURING SCALE FOR A POINT 8 TABLE 15. BOYS—UNFAVORED GROUP. AR BOA ARRGRRASASRBSAU GOS ARO XN «a ARTA sg FN 4 N NM oe oN of ONO xo N oO WN Na —] An «A =~ os) oD i] AN AAA ONW a sl HOD SH SH cH HH a na AOA BAM HMHAIAN ODIO HE ao ol SeAN FA Ae AnNA NH Hh 00 09 09 09 0 SH HH PNT OD OH Girt rissee cy CO HOD A AH ODED EDD ODED CID OD SHU ry ON HHT HOD 09 1D 00 SH RH OD 60 10 SH SH OD OD SH SH SHH on) PNA HAN FANANTRMONRHONS dad MOANA HOM OMRHOT TD OI AT I 69 09 09 HH 69 09 09 C1 I OD I od I OF SHLD 6D C9 OO HH OD OOD HOD LO HO CO HONDO HIN OOOO WOOWO OO I a i a a i a A i BB i A i i a i sn a i Se Cs COIR So = .00 90 Cia 9 et GI C19 SRS O0 rat a io MO Ce ree 5 ea ital Je at | ' ' ' L iesesall a me | ' Ul {poms} ley 211 i al Bet | ere ar ' oe SSS et tt 9 19 19 19 19 OO OO we He ee TANT OD SHLD OB OOM OS AID HIN Ol ONS So oe oo oe oe oe oe oe oe 1 | 0.2] 0.8] 0.3) 1 | 0 | 0.2] 0.3] 0 || 29.5 Averages 6- 1 79 SOCIOLOGICAL AND RACIAL STATUS SIGNIFICANCE OF TABLE 16. GIRLS—FAVORED GROUP. No. bal re Mm NMONAMN bs | ANN eo N sri Sr re = Nes pe ries N N i Bal e NMRA vl ‘| ri Ne are RMANRNNNNNSN Nein ss NN CNS NT NNT ST ed ed SHEN 6 OD SH HO 01 NT OD OD SH |N ri rN N oH rt HHN HN a= St TH AAI OO NOD OANA OD ALD OD OD OD OD SH OD 1D OD ID O11 New ea 2 OD rt HOM AN MRNA SH a OD GYD CD OD NENT OD OF OD OD CD CVD OD OD «OVD. YD. OVD. YD) CVD CVD CD CVD. OD CD CFD YD OD. THAN sh CY) leek es ries oaeyeneeecenacnle lLlolang | [alam lon|ra|aonm|] |maummammannnmanm |ammnmmanela © GARCIA CHRD GR SLOP pak BE a cae ee hie PITTI TPP bila til d bia la bardaee | mH ae aom nd aoccinc ices la Fey Lo eee Seren rs a Inet llant|all lal l lalaan |lanannnnnnanananaANnAAnHaAaalSa “ | Papas land [a [ | a | ANN MHMNANN HH HOON Hoe HO eS nS a SCONE “Ke OD OPO “SH OD HSH OH ed HH OU OD | OD CNY OVD “SH GYD OD “SH SH OD 01D CVD “SH OSH eH eH GYD SH eH cH HH eH 01D HH eH eH OD OD eH eH eH OD Noa acs cas | cago | rere cred ed sa AI aDedadedadadaded ener Eran od edar ar aD ar aDEr od eDeDeseDED ee nies td OO ND SH ed SHON HH OT cH | SSAC SH OS SEL GND SHEL SH eH eH EC SH OH LO SH KH SH O00 1 10 BP 00 10 1D BH 191 IN me | PAN AN HOON OI Ht Pi | Td et HOD OS ND et SET 9 OD ND HET 9 01D 01 HN HO OY HOOD SH eH eH eH eh Ht tH eee OO NT OD SD NNT et HYD HH ED HH OVD 03 OVD OVD SHEOYD OV OD) LED SN SH SHED HH LOS HD Od SH eH 10 10 HI 1 OD 6 FE OOD 1D DDD OOOH SOOO MNOS OPH OO VOR DH OUOUR ORES SSS ss se eH HS cH SH SH CH SH SH OH RH cH eH eH OH OH eH eH cH cH eH eH CD N ~ Evy N a TED md MD dD rd rd OD dd OD dr rd OD dD NY rt 9 OD OD at rd 9 9 CD OD OD OD DD OD OD AI OD OD GD CD OD OD OD OD | ~ oO i) a a) ia Conn on or S TASS 00 A 69 09 19 6 AH PHD OE HOS OL ROHAN ONO AOS HID LD ID OLD DOGOOSL NEEL KKEKDHHMDOHOABABDSD dS HHH HANNAH HS Sc re en ee ee ee eB oe De Oh oe ee 9-2 Spey SS i Gays! pel SS i ea St SS its st mN al rir ai SIA Noor ks | Av’r’gs | 85 STATUS SOCIOLOGICAL AND RACIAL SIGNIFICANCE OF 20. TABLE POINT SCALE RESULTS FOR A GROUP OF FORTY-FIVE IRISH PUPILS. | SHON MMRONNOHRNONE MII AISI OS AI NI OS Oo SH SO SH 44 44 69 43 | Total| Pel el Tot Polat e t- 11 1 eal ance Lh bee [Tees aa coeliaw ents co ose rca [PLE Pe PPLE Led Lead Ler bad [ot [eo | reneacscnca | caren ses oD |] lan la la | ANN NN HHA HANNON AOD HAO HH OU ON HH HOD HO OO i) Todd NT HD rt 9 OD OD HH ET 9 HE HE HH HOD SH HH CH HOH O19 HOH cH OH ND HH OH cH HH eH cH rm jones | cot | rea Hem en aa an od on on 29 09 09 OD ED OD OD OD ODED ODED ODED OD ODED ED ED EDEDED ADEN ENDED ED ENED a SN SH SH OO 1D S19 BD SH OH SH eH oH OVD HH CVD HCO LOD LO XH SH XH LO Sfera 6 2 2 1 jt = “i mob wH BRP dw wR Ww De bO NNWNW EAA Dw OOD wD - ee ro Re = NwWnNwNrH Dwr we He DEW NN LE BE OT pe _ Potaisuny, sjsu 30 28 58 13 19 32 is 10 oo In describing a problem as mental or social it is in- tended to indicate merely the immediate occasion of the individual being presented for examination—the aspect of the case as stated by him, or by his friends or guar- dians. Ifa child is brought in for examination because of backwardness in school, for example, the problem is classed as mental, even though it may prove later that he HOSPITAL CASES EXAMINED BY THE SCALE 109 is normal mentally, but is suffering from some physical disability. The social problems are varied, and include cases re- ferred from the court as well as those sent by some social agency. Stubbornness, violent temper, and cruelty are some of the common complaints among the younger chil- dren, while among the cases of older individuals are found dishonesty, sex offenses, instability, inability to earn a livelihood. It was to be expected that the mental cases would be more numerous in the earlier years, and would reach a maximum early in the school career. Idiocy is recogniz- able still earlier, but a considerable degree of amentia may be present unrecognized so long as no distinctively intellectual tasks are attempted. Moreover, backward- ness in a child under school age may seem to be ac- counted for by unfavorable home conditions, whereas in the schools the conditions are so much more uniform that backwardness there takes on a new significance. At from thirteen to fifteen the individual of the less privileged classes begins to earn his own living—and the Psychopathic Hospital, being a State institution, deals almost exclusively with the less privileged. This involves a fresh adjustment, and sometimes a fresh crisis. Cer- tain intellectual defeets which remain inconspicuous dur- ing school life become serious when the individual is thrown upon his own responsibility. Such, for example, are many defects of judgment and volition, and even in some instances the relatively lower processes, such as auditory memory and motor codrdinations. At the same time, any abnormality of the affective life, retardation, for example, in the development of the sentiments is likely to increase the difficulty of the adjustment. But in what- ever domain of life the origin of the trouble may lie, it 110 A POINT SCALE FOR MEASURING MENTAL ABILITY generally appears, at this stage, as some sort of social maladjustment. Hence there is nothing surprising in the fact that from later childhood onward the mental problems become less frequent and the social ones more so. What might be less easy to foresee is the preponderance of social cases in the totals for the wide range of ages from six to thirty years, inclusive, 58 per cent. coming definitely under that head. This value, moreover, is prob- ably too low, in as much as many brought ‘‘to have men- tality determined’’ would never have been regarded in that fashion if some social difficulty had not -arisen. SELECTED AGE GROUPS Since averages mean little in dealing with such varied abnormalities, four of the age-groups from table 28 have been selected for more detailed presentation in table 29, namely, those corresponding to seven, twelve, fifteen and seventeen years, respectively. HOSPITAL CASES EXAMINED BY THE SCALE TABLE 29. Results from Four Age-Groups of Hospital Subjects. Sex. yy SS55 BS io gyy SSS (S95 Bee SF SSS5 F&F | Ses Point scale Point scale Problem. score. Mental 36 Social and Mental 20 Mental 36 Mental 31 Mental 35 Heredity 45 Mental and Social 48 Heredity 64 Social 70 Social 78 Social and Mental 51 Mental 26 Social 69 Mental 14 Social 81 Mental and Social 70 Social 77 Social 75 Social 58 Social 80 Mental and Social 49 Social 92 Social 10 Mental and Social 80 Mental 66 Hysteria 89 Social 71 Social 91 Social =a ee Social 70 Social 85 Social 72 Social 89 111 age. Binet age. Age. 7.2 7.6 4.6 5.8 7.2 7.2 7 6.3 7 7 7+ 8.3 9 8.5 8.4 or 8.6 10.7 10-+ 11.4 10+ 12.5 10.8 8.7 9.2 12 5.5 6.4 11g ke: 10.8 Less than 4 5-+- 13.9 12 11.4 Ti 12.0 11.4 11.8 12 9.4 10+ 13.4 11.4 15 ars.6 8+ Adult 12+ 11.8 11 13.4 10.2 jm 10+ Adult 12:2 11.5 11.2 Adult 12.2 11.5 11.2 11.4 11 17 Adult 12.2 11.6 *10.2 Adult 12+ Ee A POINT SCALE FORK MEASURING MENTAL ABILITY In the seven-year group number 39 was examined be- cause his mother was a House patient and it was thought well to make a further study of the family, not because he himself had given evidence of any abnormality. The remaining 6 were all distinctly backward in school, but it is noticeable that neither the Point Scale nor the Binet shows any serious retardation, except for number 8, who was said to be unmanageable and irresponsible as well as backward in school, while number 130, who was said to be a particularly troublesome child—disobedient, de- ceitful, stubborn and hot-tempered—is shown by the tests to be distinctly in advance of her age intellectually. These discrepancies seem to point to one of two things: either the trouble is in the environment, or the defect is an affair of affectivity rather than intelligence. In the twelve-year group this discrepancy does not appear. The two definitely mental cases (numbers 124 and 137) appear as from five to more than eight years re- tarded, the retardation being greater by the Point Scale than by the Binet. Number 38 is brother to number 39 of the preceding group, and was examined for the same reason, but, whereas the younger child was in advance of his age, this boy is considerably retarded, though not suffi- ciently to give positive evidence of defect. Number 50 is a court case, and was diagnosed as defective—the de- ficiency again being greater by the Point Scale. The four remaining cases (numbers 43, 44, 126 and 142) present definitely social problems, and none of these shows sufh- cient retardation to be classed as feeble-minded, while one (number 142) is ‘‘at age’’ by the Binet and ‘‘ad- vanced’’ by the Point Seale. For these, and for most of those in the two following groups who reach the eleven- year mark, the standing is higher by the Point Scale. The Binet Scale has been criticised as being too easy in the early years and too difficult in the later ones. So HOSPITAL CASES EXAMINED BY THE SCALE 13 this tendency of the Point Scale to give ratings less favor- able for the younger individuals and more favorable for the older ones seems to be a change in the right direction. In the fifteen-year group the definitely mental case (number 144) shows sufficient retardation to be classed us feeble-minded. The same is true in still greater degree of number 101, where the problem is more complicated. The other two cases of this type (numbers 7 and 120) are subnormal but not clearly defective. Number 120 makes a much better showing by the Point Seale than by the Binet, but she is evidently a variable subject, for on two earlier examinations her records are, respectively, 10 and 11 years (Binet). Number 148 is in a wholly differ- ent category from the rest. There was no reason to sus- pect mental defect in her case, though the result of the examination indicated irregular development, and her rating on the Binet Scale was not much above the twelve- year line. The remaining 7 are definitely social problems. Only 1 of these was clearly defective (number 40). The com- plaint in his case was that he was not able to keep his job or to control his temper. In the seventeen-year group we are dealing with sociai problems altogether. Two (numbers 29 and 123) are evidently feeble-minded. Of the rest, number 15 showed specialized defects, and number 13 was diagnosed as early dementia praecox. That is, in the seven-year group we have 1 defective (number 8); in the twelve-year group, 3 defectives (num- bers 50, 124 and 137); in the fifteen-year group, 3 defect- ives (numbers 40, 101 and 144); in the seventeen-year group, 2 defectives (numbers 29 and 123). Of these 9, 3 only (numbers 124, 137 and 144) were presented as definitely mental problems; for 3 (numbers 5, 090 and 101) the problem was complex; while the other 114 A POINT SCALE FOR MEASURING MENTAL ABILITY three cases (numbers 40, 29 and 123) were presented as definitely social problems. f Considering the greater size of the fifte¢&year group, it is somewhat surprising that only 3 defectiv there. That group, however, does contain sev line eases, that is, individuals already badly retarde@ who may later prove to be defective. Since fifteen years is practically the upper limit of both scales, it is probable that a scale of wider range would split up this doubtful group into three—a few who are really on the border line, some who are really defective already, and some who are more nearly normal than these tests show. ~ ADDITIONAL PROBLEMS Among those whose exact ages were not obtainable, and who, therefore, could not be included in table 28, were some cases of special interest, both psychologically and practically, as follows: Two feeble-minded boys, one an epileptic and one a diphtheria-carrier. A syphilitic boy, somewhat in advance of his age men- tally, but unmanageable, bad-tempered and profane. Three men, diagnosed, respectively, a neurasthenie, paraphrenic and psychoneurotie. Several men who do not hold their jobs, some with a history of wanderlust; one of these last pronounced feeble-minded. Of the women in this group, several were sex offenders, one was an hysteric, two were immigration cases, neither of whom knew the date of her own birth, one being en- tirely illiterate. As regards the types of social problem, it is of interest to note that J0 boys, aged from ten to seventeen years, HOSPITAL CASES EBXAMINBDOBY THE SCALD 115 y from the court, while 17 es of fourteen and thirty-nine, ork or failed to keep their posi- of these latter were females and 8, males. inclusive, were referred ANOMALIES OF Binet AGE The peculiarity of working of the Binet Scale discussed on page 34 is well illustrated by some of these cases: Number 1, a boy of sixteen, a social problem, passes all at XI, one at XII, and all at XV. His mental age may be reckoned as either twelve or fifteen, according to the starting point chosen. ‘The tests on which he fails are two for memory span, definitions of abstract terms, and solution of problems. Number 74, a boy of seventeen, also a social problem, passes all at LX and again at XV, also four at X, four at XI, and two at XII. Hence his mental age would be eleven and four-fifths or fifteen. Three of his failures were tests of memory span, the other two being rhymes and suggestibility, respectively. In this case, and to a less degree in the preceding, the evidence seems to be of specialized rather than general defect. Number 74 was diagnosed as suffering from hypopituitarism (p. 116). In several other instances the same anomaly appeared, though in less extreme form. RaciaL STATUS The different races represented in the entire 155 cases (disregarding the question of language) are, besides Kinglish, Scotch and Lfrish: Colored—4; ages 6 to 20, inclusive. Of German parentage—1; age 18. ~-1t6 A POINT SCALE FOR MBASURING MENTAL ABILITY Of Hebrew parentage—10; ages 8 to 19, inclusive. Of Italian parentage—7 (2 of ages 9 to 18, inclusive. these born in Italy) ; Of Swedish parentage—6 (1 of these born in Sweden) ; ages 7 to 25, inclusive. Of Syrian parentage—1 (also born in Syria); age 13. Also a Portuguese and a Greek, and 8 of mixed race, in- cluding one ean to have Indian blood. Of these 39 individuals of foreign parentage, 14 were included in the English-speaking DIAGNOSES group of table 28. Apart from the question of amentia, the following diag- noses occur: Chorea—1; age 11.“ ee Hat he ages 14 to 22, inclusive. ; ages 9 to 33, inclusive. Dement Satine Ae ages 17 to 20, inclusive. Hysteria—1; age f. Hypo-pituitarism—1 ; age 17. Neurasthenia—1; age 42. Paraphrenia—1; age 39. Psychoneurosis—1; age 28. Rickets—1; age 6. a As regards amentia, we have 50 pronounced defective and 39 doubtful, the cases being between the ages of 7 and 31: distributed as follows AREA ena. 7, 48, 9 410, 911) Gl2e S18) 14. (16 eeG ee eee Defective... Te G2 at Le ee 3 2(3) 3 8 PAR EPS! 9 i Doubtful..... . 1(2Z), 42" e3 bY 2 4(5)- 3 8(9) 4(5) 3 1 ARGi eee r eit. 1920+ 219225 23 *24 26 28 30 31 Detecuyers 2(3) 2(4) Jey th) we Si. d'(2) Dae Doubtful..... . eA al HOSPITAL CASES EXAMINED BY THE SCALB awe The figures in parentheses were obtained by including patients whose exact ages were not obtainable. Some of them probably should be placed a year later. CoNCLUSIONS The cases here discussed are not sufficiently numerous to serve as basis for positive generalization, but as argu- ments for a negative one even a few instances suffice. That is to say, the variety and complexity of a larger group would not be likely to be less than of the smaller one; and, on that ground, certain conclusions seem to be warranted. 1. In consideration of the great variety presented by these cases, and of the fact that the apparent nature of the problem gives practically no clue to the source of the difficulty, it seems plain that, to be satisfactory, an examination program must give as little opportunity as possible for interpreting a specialized defect or ability as general. That is, it is importakt to test all the prin- cipal mental functions for each individual, and not to in- ter the development (or lack of development) of some trom tests of others. 2. The impossibility of classifying the cases in ad- vance makes it important that the preliminary examina- tion should be adapted to all types as well as to all degrees of mental abnormality, and not to amentia solely. 3) 3d. The fact that individuals of foreign parentage, if not of foreign birth, are encountered at practically all ages and with all sorts of problems indicates the urgent need of norms for the various racial and social groups. 4. The distinction between school children and other individuals is artificial; and, while formal education and the nature of the environment in school, home or business should be carefully considered in the study of any case, 118 A POINT SCALE FOR MEASURING MENTAL ABILITY these matters should be left out of account as far as pos- sible in framing a program for mental examination. 5. The distinctions between childhood and _ adoles- cence, and between adolescence and maturity are not arti- ficial, but in neither case is the dividing line a sharp one, nor can it be drawn at any precise chronological age. Hence it is desirable to ignore these divisions also in the examination, and to establish a single scale which shall cover the mental development from early childhood to maturity, and which shall be specifically a scale of men- tal development, that is, not committed to any hypothesis as to the correlation between physical and mental age. Part LV REVISION OF THE SCALE By Ropert M. YERKES CHAPTER 10 ANALYSIS OF RESULTS AS A BASIS FOR REVISION A critical examination of the twenty tests which con- stitute the preliminary Point Scale is necessary as a basis for either the acceptance of the Scale in its present form or its revision. We propose, therefore, to consider both the constitution of the Scale and the results which we have obtained for each test. In the first place, it is necessary to call attention to the fact that the weighting of our several tests is of very uncertain value, since in considering our Scale we had no satisfactory way of deciding concerning the relative values of the several tests. What we actually did in this situation was to examine carefully such data from Binet examinations as were available and from them estimate as well as we could the number of points which should be allowed for each test. We freely admit the unsatisfactori- ness of this procedure, while at the same time pointing out that no better method seemed possible in the absence of definite experimental results from the application of our Seale, or of its various parts.. With such results at hand, it is, of course, possible to determine more accurately the proper value of each part of the Seale. This might be done, for example, by correlating the results for a given test with the total scores. It is but natural that the reader should expect to find such corre- lations in this report, and we regret extremely that we have been unable to obtain them. All of our data are available, however, for their determination at any time in the future when the demand for such statistical values becomes urgent. We have determined for the language groups of School B separately as well as for the two combined, the aver- 121 122 A POINT SCALE FOR MEASURING MENTAL ABILITY age score for males and for females in each test, and in tables 30 and 31 there appear such of our data as seem to justify the cost of printing. The first table contains the data for the English-speaking group of 468 children, which includes both sexes, while the following table gives the comparable data for the non-English-speaking group of 207 children. From these tables, it is possible to dis- cover both the relation of the average score in each test to age, and, by comparison of the two tables, to language - difficulty. As a further basis for a possible revision of our Scale we constructed a table in which the scores for the lan- euage groups and for the sexes, in the case of each of the age groups, were recorded, not for each test alone, but for each of the parts under the several tests. Again, the data seem to us, because of the size and complicatedness of the table which would be demanded, not worthy of publica- tion. They have served their purpose by indicating the values of parts of the tests and by enabling us to make satisfactory rearrangement of the same. The order of the tests in the scale was originally deter- mined by our estimate, based upon published data and our experience in using the Binet Scale, of the relative diffi- cultness of the twenty tests. It 1s now possible, in view of the data contained in the tables of this chapter, to de- termine the accuracy of this arrangement, which was sup- posed to be one of increasing difficultness throughout the series. We shall proceed to examine the statistical data with a view to determining the order of difficultness according to the average scores made by the English-speaking chil- dren of School B in the twenty tests. A convenient method of accomplishing this purpose is to reduce each of the scores of table 30 to percentage values, and this has been done in table 32, in the last column of which appear the general averages for the twenty-one tests which were used, for it is to be remem- 125 SULTS AS A BASIS FOR REVISION rs) ‘ 4 ANALYSIS OF RI TABLE 30. Average Scores for Each Test and Fach Year for the English-Speaking Group. on on © ANNO HNOSKDHOHAMHISDCSCOSKLODS (68-8 ee Lee CeyemcayetG ya (5) 4 CL) (5) 205) 3(5) 213). (14). (14) 518) C1) - 68.7 ee ae CLOIM CLG) Co eC LD )a (2) C2) CLG ie GlG) = (3 )--GLo)) (ha )s (ob) Cle)” 64.7 LS fie ae sae ie 60 16 (6) (Ch). (3) (8) (2) 05) (2) O09) C8). C10) —s64..6 i {eres ore Cit yer to) C10) 096) (10). C1)" 42) (3) G2). 08) (2) - O6Y «59.1 TS eae eh Sc (HO G4 CO) eC1 6) GGie CO) CL) =(6)ie C9) (LZ) 309.) (16) — 56:53 | Cel SR aaah ER Coyeti1 teas (6) (16)e9 (1) (6p (1) (13) 562) (6) 1) 64.1 ipa Roe Ae Ele ene ee C1 aro) ee C9) ee C9 Cs Obs un( 43) Ba (9) 9 C6) 9 CLE) CL2Z) ©) (9) 47.9 11 kaa Rae aes cee (ela) aed ale eC 2) C9) CS ae C9 CLO eC LZ ee (6) (16) C13 jo 45.7 i Sate all Ue Sag ae (CLO) AIO, eC LO) eC LO eC Lome Loon CL2 Ct Ze CL )e C20). (Clr C2): - 43.1 16 CLS Clo) GLa) Geo eC ye 19) CLS) CUE) CLS) 120) G9) <33:9 sh Cio els Cla) Clo) (19). CLS), 15) .(20)) Ga) G9) C5) 33.0 i po ae Gime s Gls )mCoOmC ZO ya 20 C20) CLO )a Chi Cla) C20) 3ie2 LEE oA SN RS Pe rere en ey Lipa C200 GUS) tCES) Cha) eC )aaGl Sy SOLO CLIDS CLT). 27.4 PALIN cat SOR A ier OS aly 8 le es ent CL )eeCL CL yal S)) eChs)) ai S8)= CLS) Gls) CLs je 25.8 so closely approximates the correct, in the several years and for the total group. The last column of table 33 contains the general aver- age of the percentage values given in table 32, arranged in order of diminishing size, since our assumption 1s that the difficultness of a test for the group varies inversely with the percentage value of the score. In the adjoining column appear the numbers of the tests corresponding to the several general averages. It is necessary to call attention to the fact that the order of increasing difficultness, as indicated by the aver- age score, is not identical with that for any one of the sev- eral ages, nor could such agreement reasonably be ex- pected. We have, nevertheless, decided, in the rearrang- ing or revising of our Seale, to follow the order indicated by the averaging of results rather than that for any par- ticular year. It is, further, to be noted that the revised record blank (p. 136) follows the arrangement which is indicated in the last column of table 33. We must. now consider the tests under the numbers originally given to them with respect to their satisfactori- 128 A POINT SCALE FOR MEASURING MENTAL ABILITY ness or unsatisfactoriness, as indicated by the data of tables 30 to 33, which have been briefly discussed. Criticism oF Trsts In THE Licut oF RESULTS Test 1 (Repetition of sentences). According to the re- sults of our analysis of data, this test is eminently un- satisfactory, because parts (a) and (b) are so easy that even the four- or five-year-old child has little difficulty with them, whereas part (c) is so very difficult that only a few of the children among 750 examined obtained credit for it. Such being the case, it is obvious that the score for this test cannot increase either markedly or regularly with increasing age. We therefore deem it necessary, although the value of our norms will be somewhat affected thereby, to modify the test in this manner: letting (a) and (b) stand as in the original, we lessen the credit for each to 1 point; (¢c) we eall (d) and modify it by inserting two words, so that it reads ‘‘It is not necessary to hurt the poor little birds. It is night and all the world rests in sleep.’’ For the perfect repetition of these sentences 2 points credit is allowed. We further add a new part (c), which reads ‘‘The sun is very large and red. Our train was more than two hours late,’’ allowing for the perfect repetition of the sentences 2 points credit. These changes in the test, without altering the maximum credit obtainable, will tend to diminish the scores for younger children and to increase those for older children. This, of course, means that in using the Scale in connection with the norms presented in chapter 5, certain corrections to be determined empirically should be made. In our Re- vised Scale, test 1 appears as number 6 in the modified form suggested above. Test 2 (Description of the three Binet Pictures), we have discovered no sufficient reason for modifying. The three parts differ but slightly in value, and the original arrangement seems practically satisfactory. Were we to ANALYSIS OF RESULTS AS A BASIS FOR REVISION 129 make any change in this test, it would be by changing the credits in this wise: for simple enumeration we should give 1 point; for enumeration coupled with description, 2 points; for excellent description coupled with interpre- tation or for interpretation alone, if the subject also gave evidence of descriptive power, 3 points. This test in our Revised Scale appears, unaltered, as number 7. Test 3 (Memory span for digits) has proved eminently. satisfactory, and we see no reason for making other change than in position. It takes its place in the revision as number 4. Test 4 (Comparison of lines and weights) also is rea- sonably satisfactory, the parts being arranged in order of increasing difficultness and the credits being fair, if the test is given strictly according to instructions and not with suggestion from the experimenter to lift the weights. It becomes test 3. Of the two parts of test 5 (Copying of simple geometri- cal figures), the second is much the more difficult, accord- ing to our findings, than the first. This is one of the parts of our Scale in which scoring is difficult for the inexpe- rienced examiner, and we therefore, in the following chapter, give not only full directions, but sample results which serve as an aid to the standardizing of scoring. The new position of this test is number 12. Certain minor difficulties experienced in connection with test 6 (Definitions of concrete terms) must be men- tioned. There is an indication for a change in order in that fork should come first instead of third. Further, it seems desirable to substitute for the word fork, spoon, since in a considerable number of cases, we discovered that the young child, while being wholly unfamiliar with fork, recognizes and readily responds to the word spoon We have therefore substituted spoon for fork in our re- vision, and have given this test its place as number 10. Test 7 (Aesthetic comparison and judgment), in which we have no changes to suggest, although we find it neces- 130 A POINT SCALE FOR MEASURING MENTAL ABILITY sary to give somewhat more explicit directions: for the presentation of materials than were originally given, is the only test in our series which approaches a measure- ment of the affective. Indeed, it might fairly be classed as an affective test. It ranks as the easiest of all the parts of the Seale, and is therefore given place in our revision as number 1. This is fortunate because of the extreme desirability of beginning an examination with pictorial materials so that the young child’s interest may be ob- tained quickly and its timidity and embarrassment dissi- pated. Similarly, in the case of test 8 (Perception of missing parts of pictures), we have discovered no reason for change aside from the directions to examiners. ‘These we are making very explicit because we have discovered that, whereas examiners who are in consultation are likely to come to a common understanding and to develop a fair degree of uniformity of method, those who work by written rule need extremely explicit and emphatic directions. This test ranks next in difficultness to the one above, and is therefore placed as number 2. Test 9 (Free association) has proved itself valuable, and our only modification is in increased emphasis on the necessity of uniformly stimulating the interest and at- tracting the attention of the subject at definite intervals to his task. The new position of this test is number 13. Likewise, in the case of test 10 (Comparison of pairs of objects), the original order of parts has been proved to be the correct order, and we have merely changed, for the sake of greater safety, the nature of the directions for giving the test. Its new position is as test 9. In test 11 (Counting backward) we have one change to recommend. It often happens that a child, in his eager- ness to meet the examiner’s demand, omits a single nu- meral. In such cases it seems only fair that the subject be asked to repeat his performance, and if this time cor- rect, be given full credit. We have also slightly modified ANALYSIS OF RESULTS AS A BASIS FOR REVISION 131 the directions for giving this test, and have placed it as number 5. The order of the four parts of test 12 (Comprehension of questions) has been demonstrated to be that of in- creasing difficultness, and we see no reason to alter the test except by placing it as number 15. Test 13 (The use of three given words in one sentence) we leave unaltered, but shift it to the position of num- ber 14. Test 14 (Arranging cubes according to their weight) is wholly satisfactory, but it takes the position of num- ber 8. In test 15 (Criticism of absurdities) the order has had to be radically modified to meet our requirement of in- creasing difficultness. The correct order is (a) swinging eane, (b) unfortunate cyclist, (c) three brothers, (d) euide-post directions, (e) last car. The test is even more difficult than we originally estimated it to be, and its new position is as number 17. In spite of our early aroused suspicions that test 16 (Resistance of visual suggestion) might prove of little value, we are inclined, in view of the results presented in the foregoing tables, 30 to 33, to retain it in our Scale, for, although there is considerable risk of guessing, and the examiner must therefore be on his guard and attempt to exclude purely random judgments, the test seems to be a fair indication of varying suggestibility. We have decided to retain it as our sole test of suggestibility in- stead of substituting for it the judgment and reasoning test, numbered 16a, which, by the way, has proved to be the most difficult of the twenty-one tests. The new posi- tion of test 16 is number 11. In accordance with our decision just stated, we are omitting test 16a from our Revised Seale, although it has, in our opinion, proved itself an excellent form of test, and we shall undoubtedly use it in the universal scale which is proposed in the final chapter of this volume. bi A POINT SCALE FOR MEASURING MENTAL ABILITY With test 17 (Definitions of abstract terms) we had difficulty from the first. The original order of the words was charity, Justice, obedience, but our early examina- tions caused us to question the correctness of this ar- rangement, and in the second printing of our blank we changed it to obedience, justice, charity. Now our sta- tistical data indicate that neither order is correct, but that the order of increasing difficultness for the pupils of School B is charity, obedience, justice. This test proved extremely difficult for the children of medium to poor en- vironment, and it therefore takes as its new position the place of number 19. A single change in order must be made also in test 18 (Analogies), where parts (e) and (f) should exchange places. Otherwise, this test has proved itself reasonably satisfactory. There are difficulties in it which we see reason to try to remedy, but they cannot be remedied without destroying the value of our norms for the test, and it seems to us wiser to continue to use the method in its present form than to run the risk of destroying the usefulness of the data which we have presented. The test 1s, on the average, the most difficult in the series, and therefore appears in the revision as number 20. Test 19 (Drawing designs from memory) demands no modification. Our results indicate that the reproduction of the pyramid is decidedly more easy than that of the other design. We place this test as number 16. Test 20 (Construction of sentences) remains un- changed, except that it takes its place as number 18. In coneluding this chapter it should again be stated that we regard our Point Seale, even in its revised form, not as an eminently satisfactory method of estimating the in- telligence of an individual between the ages of four and maturity, but rather as a crude means to this end, which, in spite of its obvious defects, seems to us to be decidedly better than anything heretofore employed. ANALYSIS OF RESULTS AS A BASIS FOR REVISION 133 The revision which we are making is not such as we should make if we hoped to bring the Seale into general use as a highly perfected method. Instead, it is obviously a compromise between the desire for practical service- ableness and the demand for accuracy. We believe that our Revised Point Seale used in connection with the norms contained in this volume will prove of great service wher- ever intelligently employed, and while preparations are being made for the next step forward in methods of pre- liminary mental examining, we hope that the Scale in its revised form may justify its existence. Above all, by repetition and as emphatic form of state- ment as we can command, we would disavow the notion that there is for us anything sacred about the Seale or any part of it. More keenly than is likely to be the case in most of our readers, we appreciate the imperfections of the method and are eager to overcome them in a new Seale. 7 * 7 > 7 ae : eye eo Pane : me ¥ Ee dah i?) i Jaa 2% oS af a A ? irk e> 7 - _ - —_ Per hat ste sae al J tre cn at, 1% i Ae ¥ ' Ry _ he > rd CHAPTER 11 THE REVISED POINT SCALE: MATERIALS AND DIRECTIONS FOR USING In the preceding chapter we have presented the basis for a revision of our original measuring Seale. We pro- pose, in this chapter, to present the necessary materials und the directions for using this Seale. With the exception of the weighted cubes which are used in two of the tests, we are able, in the accompanying figures and printed descriptions, to supply all of the mate- rials. The directions which are given are fairly explicit, and should be followed as closely as the situation permits. Of course, it is absolutely essential that the examiner exercise a certain discretion, and if one form of expres- sion or explanation is not intelligible to the child, care should be taken that a clear understanding is established by some variation of the form of statement. Often the inability to understand a single word renders it impos- sible for the subject to do himself justice in a test which is by no means intended to depend upon definitions. The C. H. Stoelting Company, 125 N. Green street, Chi- cago, Illinois, has agreed to furnish all of the materials of the Point Seale. The examiner will find it somewhat more convenient to have the several figures on separate sheets instead of bound in book form. Accompanying the directions for giving each test will be found fairly explicit directions for the evaluating of results, since it is our aim to standardize, so far as pos- sible, the method of giving credits. We present below the form of record blank and the eard report blank used in-connection with the Revised Seale. They demand no explanation in addition to the descriptions given in earlier parts of this volume. We may therefore enter upon the description of method of procedure. 135 BOSTON STATE DALES .2 = Ne vera Ne Ee SEER Noe NAM E...255e See ce ee ee ee DATE: OF BIRTH................... 32 TRST CREDITS 1. Chooses, twice, prettier in each of three pairs of pictures, (1 each). ~I 10. Sees picture lacks: (@) arms; (0) nose; (¢) mouth; (d)eyes. (1 each) Compares, twice: (@) Lines, 5 and 6 em. ial!) (Db) Weights, 8 and 12 grams. (1) (c) Weights, 6and 15 grams. (1) Memory span for digits. (a) old, o8l. (1) (D) 2947. 6135. (1) (c) 08/1. 92736. (1) (d) 491972. 016283. (1) (e@) 2749385. 6195847. (1) Counts backward : 20-1 (4) ; 15-1 (3) ; 10-1 (2) ; 5-1 (1). Repeats: (@) Itrains. ITamhungry. (1) (Db) Hisnameis John. Itisavery fineday. (1) (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 birds. It is night and all the world rests in sleep. (2) Reaction to three Binet pictures: enumeration, (1 each) ; description, (2 each) ; interpretation, (8 each). — (a) Man and boy (b) Man and woman (c) Man Arranges weights: two trials. All correct but one (1) ; correct (2). Trial 1. Trigk.2, Compares: (1 or 2 each) ‘(a) Apple and banana (b) Wood and glass (c) Paper and cloth Defines in terms of use, (1 each) ; superior to use, (2 each). (a) Spoon . (b) Chair (c) Horse (d) Baby HOSPITAL—PSYCHOPATHIC RECORD BLANK FOR YERKES-BRIDGES POINT SCALE EXAMINATION 1 eee MENTAL AGE... GOEFFIGIENT I. A. o-.c-m BAMONALITY coe 2 SCHOOL GRADE................... TOTACSCREDI TS. aan , TEST _ ay Bae. we CREDITS 11. Resists suggestions: (1 for each of three resistances) a2. Copies (on back of this sheet) (@) square (1or2); (0) diamond (1 or 2). 13. Gives words for three minutes ; 30-44 (1) ; 45-59 (2) ; 60-74 (8); T5- (4). Ist half minute. 2d 3rd 4th 5th 6th 14. Writes (on back of this sheet) sentence containing Boston, money, river. Three words in two (2) ; three words in one (4). 15. Comprehends questions: (2 each) (a) Missed train (b) Someone unkind (ce) Action versus words (d) Forgive easier 16. Draws (on back of this sheet) designs from memory, after 15 sec, ex- | nosure. (0) (1h or2) > (bh) (lor2) 17. Sees absurdity: (1 each) (@) Swinging cane (b) Unfortunate cyclist (c) Three brothers (7d) Guide-post directions | (e) Last car 18. Puts dissected sentences together: (2 each) (a) My teacher | (b) A good dog (c) Westarted 19. Defines: (a) Charity (2) (b) 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 (7) Truth is to falsehood as straight line is to (e) Known is to unknown as present is to (f) Storm is to calm as war is to - J 2 P 2 4 BS 106 P : 4 Pee a q clear v9 2 | Bo'6 a 4 ae oi q ts: 3 Pp A) q aT 5) q Gs kee 4 peat P 2 f at, E 2 2 VeeGt G | eg bel oy ST || alah! By nas bes H eras ie a a Ue XG 5) q ol eg | A) q ef i Se oh) | ee pane qo $9UO I ee Ca Reema GS ng oe ee ae YIM OE TE ODD DALY a ag ae nme ade St TUNE elie WREST, OE Slr ey lie eee ee vag ei ae re ne) Ty, LYOddad WIVOS LNIOd SHOCIYa-SHMYAA MATERIALS AND DIRECTIONS FOR REVISED SCALE 139 DIRECTIONS FOR MAKING POINT SCALE MEASUREMENTS AND EVALUATING RESPONSES The examiner should begin by finding out, by varied and at first, at any rate, indirect questions, whether the subject has any knowledge of the tests which are to be given. This ordinarily requires only a few questions. He should then explain briefly what he is going to do and what is expected of the subject. For example, the ex- aminer may say that he is going to ask some questions, and that the subject must try to answer them as well as he can; that some of the questions will be very easy and some more difficult; that the questions should be an- swered promptly, and that he should try to answer even those that he is uncertain about, since a poor answer 1s better than none. With young children it often is better to begin with the tests without preliminary explanation. ‘The examiner must use his judgment and discretion. Throughout the examination the instructions should be followed closely, and only for the sake of making clear the meaning of the question or direction should the examiner vary from the form of statement here suggested. ‘The examiner must neither help the subject nor inform him of his mistakes, but he should always encourage him and show satisfaction with his answers, whether they be correct or incorrect. This is especially desirable for young children. The tests are arranged in order of increasing difficult- ness, hence if a subject fails completely in as many as five tests in succession, there is extremely little likelihood that he will succeed in any of the remaining tests. TEST 1. AESTHETIC COMPARISON AND JUDGMENT The three pairs of Binet pictures of figures 7 and 8 (pp. 171, 173) constitute the materials for this test.* In figure *For the convenience of the examiner all of the figures illustrative of this chapter are assembled at the end of the book. 140 A POINT SCALE FOR MEASURING MENTAL ABILITY 7 the pairs (a), (b) and (c) are arranged as they are ordinarily used in the Binet Seale; in figure 8, the posi- tions of the members of the pairs are reversed. With a sheet of paper or cardboard over pairs (b) and (c), pre- sent pair (a) of figure 7 to the subject, asking ‘‘ Which is the prettier of these two faces?’’ (If prettier is unintel- ligible, ask ‘‘ Which do you like the better?’’) Record the subject’s judgment and immediately expose pair (b), re- peating the question. The same procedure is followed for pair (ec). If all of the judgments have been incorrect, the test may be considered complete, but if some or all have been correct, the examiner should turn to figure 8 and re- peat the procedure. Two correct judgments are required for a success, whereas one incorrect judgment constitutes « failure. The two correct judgments are demanded for each part of this test in order to avoid the influence of guessing. Credit of 1 point is given for success in each of the three parts of the test (for each pair of correct judgments). TEST 2. PERCEPTION AND COMPARISON OF PICTURES (MISSING PARTS) The four Binet pictures of figures 9 and 10 (pp. 175, 177) are used. Present the figure of a woman, figure 9, asking simply ‘‘What is missing in this picture of a woman?’’ If the subject responds ‘‘hands’’ or ‘‘arms,’’ pass on to the next part of the test; but if, instead, he says, ‘‘hat,’’ ask ‘‘what else?’’ If, again, he replies in- correctly, consider the attempt a failure and pass on to the next comparison, figure 10, (b). With the faces (c) and (d) of figure 10 covered, present to the subject face (b), asking ‘‘ What is missing in this face?’’ If the sub- ject replies ‘‘an ear,’’ ask ‘‘what else?’’ If to this he re- plies incorrectly, pass on to the next part of the test. Present next face (c), keeping face (d) covered, repeat- ing the question, ‘‘ What is missing in this face?’’ As in the previous parts of the test, give two chances, and no s MATERIALS AND DIRECTIONS FOR REVISED SCALE 141 more. Present next, in ike manner, face (d). The cor- rect responses for these four missing part questions are arma? ore chanas, 7; (eye or “‘eyes,’? “‘mouth’’ and ‘‘nose.’’? Credit of 1 point should be given for each cor- rect response. TEST 38. COMPARISON OF LINES AND WEIGHTS The materials are the two lines, 5 and 6 centimeters long, respectively, by 1 millimeter wide, and 3 centimeters apart, figure 11 (p. 179), and four weighted blocks 22 milli- meters in their several dimensions and weighing, re- spectively, 3, 6,12 and 15 grams. (a) Present the lines as they appear in figure 11 with the longer one above, saying to the subject ‘‘ Which is the longer of these two lines?’’ If the answer is incorrect, proceed no farther; but if correct, remove the page from view, turn it upside down, and present it to the child with the longer line below. If the response is again correct, record success; if incorrect, failure. This procedure is to obviate the possibility of a chance correct response. As in the case of test 1, the subject must here make two correct judgments in order to receive full credit, whereas one incorrect judgment, whether it occurs in the first or the second trial, constitutes a failure. (b) The examiner next places before the subject the two blocks weighing 3 and 12 grams, respectively, leaving « Space of about 5 centimeters between them, and saying ‘*T wish you to tell me which is the heavier of these two blocks.’’ If the subject merely points to a block and says ‘*this one,’’ ask ‘‘ How do you know?’’ and if he still hesi- tates to touch them, say ‘‘ You may touch them if you wish to.’? Beyond this, by way of encouragement or sugges- tion, the examiner must not go. He must carefully avoid suggesting by word or act the lifting of the weights as a method of comparing them, but he may say ‘‘You may touch them if you wish to,’”’ since otherwise certain young 142 A POINT SCALE FOR MEASURING MENTAL ABILITY children may think that it is not allowable for them to touch the cubes. If the subject responds cOntoarne by lifting the weights and selecting the heavier one, the blocks should be. re- versed in position and a second trial should be given. If again a correct judgment is made, success should be recorded. (c) In precisely the same manner, the blocks weighing, respectively, 6 and 15 grams should be presented for either one or two judgments according to the nature of the first response. In this test, 1 point credit is given ae each successful comparison (each pair of correct judgments) for parts , b, and c. A single incorrect judgment constitutes a failure in any part of the test. TEST 4. MEMORY SPAN FOR DIGITS The materials used for the test are presented in full on the record blank, and they are also reproduced below. 1st trial 2nd trial Credit (a) 374 581 (1) (b) 2947 6135 (1) (c) 35871 92736 (1) (d) 491572 516283 at (e) 2749385 6195847 (1) The examiner should say, ‘‘Listen, and repeat exactly what I say.’’ He should then distinctly and at the rate of two digits per second, in a perfectly monotonous tone, repeat the digits under trial 1 (a),—‘‘3, 7, 4.’’ He then pauses for the subject’s response. If the stibject fails to grasp the idea and makes no response, he should be told again to listen carefully and say just what the experi- menter says. Then the same group should be re-pre- sented. If the subject repeats them correctly, the experi- enter immediately passes on tothe group of four digits, MATERIALS AND DIRECTIONS FOR REVISED SCALE 1435 trial 1 (b),—‘‘2, 9, 4, 7.”’ But if, instead, the subject fails correctly to repeat group (a) under trial 1, he is given a second chance under trial 2, with the digits,—‘‘5, 8, 1.”’ If he fails in this second trial, the test is discontinued, but if he succeeds, the experimenter credits him with 1 point and proceeds to the next larger group of digits. This needs to be especially emphasized, since we have noted that examiners are prone to overlook this rule, and if a subject fails in both trials, to credit him with a zero for that particular part of the test, and to proceed with the next part. The rule is, as we have distinctly stated above, to discontinue the test af a subject fails in both trials for a gwen number of digits. Credit of 1 point is given for each of the five parts of the test. TEST 5. COUNTING BACKWARD No printed material is necessary. Say to the subject, ‘‘T wish you to count backward from 20 to 1 like this, 25, 24, 23, 22, 21’’—at this point pause and wait for the sub- ject to continue the counting. If he is unable to make a start, the experimenter should himself continue ‘‘20, 19, 18, 17, 16’’—and pause again to give the subject an oppor- tunity to take up the counting. If once more the subject fails to make a start, the experimenter should continue ‘15, 14, 18, 12, 11’’—when he again pauses for a few seconds. If the subject is still incapable of response, the examiner should count ‘‘10, 9, 8, 7, 6’’—and once more pause to give the subject a chance. If the subject takes up the counting at 20 and continues without mistake to 1, 4 points credit should be given. If he makes a. single mistake (reversal or omission), he should be asked to repeat, and if the mistake is corrected, full credit should be given. Otherwise, he should be cred- ited with correct response for counting from the next multiple of 5 below his mistake. For example, if the count is ‘£20, 18, 19, 17, 16,’ and so on correctly to 1, and 144 A POINT SCALE FOR MEASURING MENTAL ABILITY this mistake is made likewise in the second trial, the sub- ject is credited with 3 instead of 4 points. If the subject counts correctly from 15 to 1, 3 points credit are given; from 10 to 1, 2 points credit; from 5 to 1, 1 pomt. The rule concerning a single mistake applies, no matter where the counting is begun. If more than one mistake is made, a second trial should not be allowed. In this test not more than 30 seconds should be allowed the subject for counting backward. TEST 6. REPETITION OF SENTENCES For this test the materials appear both in the record blank and below. They consist of four sentences instead of the three of the original Seale, as follows: (2)? alt rain’ alamenunenve (b) His nameis John. It is a very fine day. (c) The sun is very large and red. Our train was more than two hours late. (d) It is not necessary to hurt the poor little birds. It is night and all the world rests in sleep. In giving this test the examiner should say to the sub- ject, ‘‘Listen carefully and repeat just what I say.’’ He should be sure that the subject is attending, and should then read slowly and distinctly the sentences under (a). If for any reason the subject fails to make any response, (a) should be read to him again and a second chance thus given him to get started. In case of failure to repeat correctly ‘‘It rains. JI am hungry,’’ the examiner should present the sentences under (b), and if failure occurs in this part also, the test should be discontinued. Great care should be taken to gain the subject’s atten- tion and to repeat the sentences distinctly and fairly slowly. For perfect repetition of (a), 1 point credit is given; for perfect repetition of (b), likewise | point credit; for perfect repetition of (c) and of (d), each, 2 points credit. MATERIALS AND DIRECTIONS FOR REVISED SCALE 145 In no case is credit given for imperfect repetition, unless the examiner is convinced that the subject misunderstood o word. TEST 7. DESCRIPTION OF THREE BINET PICTURES The three pictures in question are reproduced as fig- ures 12, 13 and 14 (pp. 181, 183 and 185). The experimenter should present picture (a), figure 12, saying, ‘‘ Please look at this picture and tell me about it.’’ The form of statement is wmportant. If the examiner says ‘‘Look at this picture and tell me what you see,’’ enumeration rather than description or interpretation is likely to be obtained from the young clild. In response to the examiner’s request, ‘‘ Please look at this picture and tell me about it,’’? the subject may enumerate the parts of the picture, may describe it in terms of composition and action, or may interpret it in terms of meaning or purpose. He enumerates if he names, separately, the objects which he recognizes in the picture, without indicating any of their relations-—for example, in the case of picture (a): man, boy, wagon, bucket; or picture (b): woman, man, bench, light; or picture (c): man, sofa, tables, chair. He describes if he mentions the characteristics of the objects, their relations, actions, the nature or condition of the situation. Thus, for picture (a): a man and a boy pulling a cart; picture (b):a man and a woman sitting on a bench in the park; picture (ce): aman looking out of the window. He interprets if he goes beyond the visual impression, or its immediate perceptual value, and attempts to give the meaning or emotional value of the picture. Thus, for picture (a): aman moving, or the load is heavy, or they are Jews, or they couldn’t pay their rent; picture (b): they are poor and miserable, or they have no home, or the man 1s praying; picture (¢c): a prisoner, or a man who is sad and lonesome, or he wants to get out. 146 A POINT SCALE FOR MEASURING MENTAL ABILITY Obviously, interpretation is usually accompamed by description, and description usually involves enumera- tion. For example, under picture (a): ‘‘a man moving”’ is classed as interpretation because of the use of moving. Had the subject said ‘‘a man pulling,’’ it would clearly be description, whereas the characterization of the act as ‘‘moving,’’ although descriptive, is in addition inter- pretative. The subject having responded as best he can to picture (a), and the experimenter having made a record of the response, picture (b), figure 13, is presented with a repe- tition of the request, ‘‘ Please look at this picture and tell me about it.’’ This, in due course, is followed by picture (c), figure 14. In no case should the experimenter content himself with recording merely the credits for a test. Instead, he should do his best to record precisely what the subject says, since he can then at his leisure decide any difficult questions concerning credits. The rules for credit in this test are: 1 point for enu- meration in the ease of each of the three pictures; 2 points for description, whether or not accompanied by enumera- tion, and 3 points for interpretation, whether or not ac- companied by description. This rule may be briefly sum- marized by saying that in the case of mixed response, credit should be given for the highest type which appears. There are certain instances of interpretation by very young children which deserve less eredit than does de- seription, but in the present state of our knowledge, it is impossible so accurately to define and exemplify as to enable the inexperienced examiner safely to exclude them. TEST 8. ARRANGING CUBES ACCORDING TO THEIR WEIGHT For this test the materials are five wooden cubes, of which four are used in test 3. These cubes measure 22 millimeters in each direction, and weigh, respectively, 3, 6, 9, 12 and 15 grams. They should be inconspicuously MATERIALS AND DIRECTIONS FOR REVISED SCALE 147 marked by the experimenter so that he can recognize them without having the subject’s attention attracted to the markings. The examiner should place the five cubes on the table before the subject within easy reach, and should say, ‘““These little blocks are all the same size, but they weigh different amounts. Some are heavier and some are lighter. I wish you to place the heaviest one here; and next to it, here, the one which is just a little less heavy ; and then, here, the one which is a little less heavy than that; and then the one still a little less heavy; and finally, here, the lightest one of all.’? While saying these words the examiner should point to the position on the table where each block belongs. It is essential to give this ex- pheit form of direction to young children, whereas for older children or adults, it is necessary only to say, ‘‘I wish you to arrange these blocks in order of weight, be- ginning with the heaviest one, here, and placing the light- est one here, at the opposite end of the series.’’ By expe- rience the examiner learns to what extent it 1s necessary to follow the detailed directions. It is obviously a waste of time to say so much to the intelligent adult, or even to the normal child of ten. If the arrangement first made is not correct, a second trial should be given, and the subject should be cautioned to be careful and not to hurry too much. Credit of 2 points is given for one correct arrange- ment, and 1 point, if in either the first or the second trial the arrangement is correct, except that two consecutive blocks are interchanged. TEST 9. COMPARISON OF THREE PAIRS OF OBJECTS - The three pairs of objects are: (a) apple and banana. (b) wood and glass. (ec) paper and cloth. 148 A POINT SCALE FOR MEASURING MENTAL ABILITY The examiner should proceed in this manner: ‘‘ You know what an apple is; you know what a banana is? Tell me how they are different from one another.’’ In the same way, questions are asked for wood and glass, and paper and cloth. Many children are satisfied when they have given one point of difference, such as, for example, ‘‘An apple is round and a banana is long’’ or ‘‘An apple is red and a banana is vellow.’’ In such instances the examiner should say, in order to make certain that the child is un- able to go farther, ‘‘ What other differences are there?”’ He should not, in any ease, give other aid or encourage- ment than this. Credit of 1 point is given for one correct point of dif- ference, in the case of each pair of objects, and 2 points, for two or more correct points of difference, in the case of each pair. TEST 10. DEFINITIONS OF CONCRETE TERMS The terms, appearing both in the record blank and below, are: (a) spoon; (b) chair; (c) horse; (d) baby. The examiner asks ‘‘ What is a spoon?’’ pauses for the subject’s reply, records the same, and then proceeds to ask, similarly, ‘‘ What is a chair?’’ and so on. Since there are some difficulties in awarding credits in this test, we shall give numerous examples. The general rule is to give a credit of 1 point for any definition in terms of use, and 2 points for any definition which is superior to use. Examples of responses for which no credit should be given are the repetition of the word or pointing to the object and saying ‘‘that.’’ Hxamples of satisfactory definition in terms of use are: ‘fa spoon is to eat with’’ or ‘‘something to eat with’’; ‘‘a chair is to sit on’’ or ‘‘something to sit on’’; ‘‘a horse is to drive’’ or ‘‘something to drive’’; ‘‘a baby is to ery’? or ‘‘to play with’’ or ‘‘take care of.’’ The following are examples of definitions barely supe. MATERIALS AND DIRECTIONS FOR REVISED SCALE 149 rior to use: ‘‘a spoon is an instrument or article to eat with’’; ‘‘a chair is an instrument or article to sit on’’ or ‘‘a piece of wood’’ or ‘‘furniture to sit on’’; ‘‘a horse is an animal’’ or ‘‘a beast of burden’’; ‘‘a baby is a small ehild.’’ Any definition in which use is preceded by the word ‘‘object,’’ ‘‘article,’’ ‘‘instrument’’ should be rated as superior to use; whereas, if the word ‘‘thing’’ or _‘*something’’ is used instead of ‘‘object,’’ ‘‘article’’ or ‘‘instrument,’’ the definition should be classified as in terms of use. Definitions descriptive of the objects are obviously su- perior to use, and it is needless to give examples. But most perplexing of all to the inexperienced examiner are certain single-word definitions. hese may be classed as, first, synonyms. For these 1 point credit should be given. Examples are: baby = infant or child; chair = stool or rocking-chair. Second, are single-word descriptions which are not synonyms, but name some particular part or quality of the object, as, for example: spoon = silver; chair = wood; horse = meat; baby = skin. For all of these, and the like, only 1 point credit should be allowed. Third, single-word definitions which involve classification, as, for example: horse = animal; baby = person or human being; chair= furniture. For all such definitions 2 points credit should be allowed. It is practically certain that the above examples and directions will not satisfactorily meet all of the needs of those who use the Point Seale, but they should at least minimize the uncertainties and irregularities in crediting responses under this test. TEST 11. RESISTANCE OF VISUAL SUGGESTION The materials for this consist of the six pairs of lines presented in figures 15 to 20 (pp. 187—197). In each case the members of a pair are separated by 1 centimeter. The lines are approximately 1 millimeter in width. The meas- 150 A POINT SCALE FOR MEASURING MENTAL ABILITY urements for the several pairs are as follows: pair (a), figure 15, lefthand member 4 centimeters, righthand member 5 centimeters; pair (b), figure 16, 5 centimeters and 6 centimeters, respectively; pair (c), figure 17, 6 centimeters and 7 centimeters, respectively; pairs (d), (e), (f), figures 18, 19 and 20, 7 centimeters and 7 centi- meters. As the experimenter presents the lines of figure 15 he asks, ‘‘ Which is the longer of these two lines?’’ He notes the response, preferably remembering rather than stop- ping to record it, turns immediately to figure 16, and re- peats his question. He next presents figure 17, again re- peating the question in precisely the same way. Without needless delay, he next presents the lines of figure 18, changing the form of question to ‘‘and of these?’’ and re- peating the same question for each of the remaining pairs, figures 19 and 20. The subject’s judgment in the case of each of the six pairs should be recorded. If any one of the judgments for the first three pairs of lines, (a), (b), (¢), 1s incorrect, no credit should be given for the test. If, in case of the pairs of lines (d), (e), (f) the subject replies that the lefthand member of the pair instead of the righthand member is the longer, or if he says that they are equal, 1 point credit is given for each of the three pairs. That is, 1 point credit is given for each resistance of the suggestion, from the first three pairs of lines, that the righthand member of the pair is the longer. ) We have noted that various examiners misunderstand this test and give it wrongly. They often give credit for the judgments concerning (a), (b) and (ce). We there- fore call special attention to the directions and empha- size the need of a thorough understanding of the purpose of the test in order to give it correctly and properly evaluate the results. MATERIALS AND DIRECTIONS FOR REVISED SCALE 151 TEST 12. COPYING OF SIMPLE GEOMETRICAL FIGURES For this test the materials, consisting of a square, 4 centimeters on the side(inside measurements) with lines 1 millimeter wide; and a diamond 5 centimeters on the side (inside measurements) with lines 1 millimeter wide are presented in figures 21 and 23 (pp. 199, 205). The experimenter proceeds with part (a), figure 21, of the test by placing the square before the child and saying ‘‘Please draw on the back of the record sheet with this pencil a figure just lke the one before you.’’ It is, of course, absolutely necessary, if comparable results are to be obtained, that the square be placed directly in front of the subject, so that he does not get a distorted image of it. As soon as the square has been completed, the experi- -menter should proceed with part (b) of the test by pre- senting the diamond shown in figure 23, with the repeti- tion of his former request in precisely the same words. It is essential that the figure of the diamond be placed squarely before the subject with the orientation which it has in the figure. Since there ‘are difficulties, also, in giving credit for performance in this test, we give not only verbal direc- tions for the guidance of the examiner, but we present in heures 22 and 24 (pp. 201, 205) reproductions of drawings which represent the chief types of performance likely to be met with. The verbal directions are for (a), the square: give » points for any figure which shows approximate equality of both lines and angles (figure 22, a); 1 point credit for a figure which shows approximate equality of angles but not of lines (figure 22, b), and 1 point for a figure which shows approximate equality of lines but not of angles (figure 22, ce); for anything poorer (figure 22, d), no credit should be given. In the case of (b), the diamond, give 2 points credit for any figure which shows approximate equality of both 152 A POINT SCALE FOR MEASURING MENTAL ABILITY pairs of opposite angles (figure 24, a); and 1 point credit for any figure which shows approximate equality of only one pair of opposite angles (figure 24, b) ; no credit should be given for anything which is indistinguishable from a square or unidentifiable readily as a diamond (figure 24.C). TEST 13. FREE ASSOCIATION The only materials used in this test are the examples. These the examiner should thoroughly commit to memory, so that he can give them quickly, surely, and without ret- erence to the printed page. The procedure should be as follows: To the subject the examiner should say, ‘‘I wish - you to say all the words that you can think of in three minutes. When I say ‘ready,’ you begin and say as many words as you can before I tell you to stop. Say such words as pin, table, grass, trees, clouds, horse, dog, brook. All ready! Begin.’’ With either a stop-watch or the second-hand of an ordi- nary watch to guide him, the experimenter keeps track of the passage of time, while recording, in the space for the appropriate halfsminute on the record sheet, a stroke for each word uttered. If the child stops, as though assuming that enough words had been given, at the end of a half- minute period, the experimenter should say, ‘‘Go on, please,’’ and he should repeat this, if necessary, at the end of each half-minute of the three-minute period. Repeated words, if recorded the second time, should be indicated by a dot above the stroke. But it is even more convenient to omit them entirely, and it is an advantage in counting the words if the strokes are grouped in fives by crossing each successive group of four. Especially important in this test is the giving of the same words as examples and the stimulation or attraction of attention to the task, if necessary, at the end of each half-minute. Credit is given for words or phrases (except in the case of repetitions) as follows: 1 point eredit for from 30 to MATERIALS AND DIRECTIONS FOR REVISED SCALE 153 44 words, inclusive; 2 points for from 45 to 59 words, in- elusive; 3 points credit for from 60 to 74; 4 points for 7) and upward. THST 14. THE USE OF THREE GIVEN WORDS IN ONE SENTENCE On the back of the record sheet the examiner should write plainly the words—Boston, money, river. He next shows them to the subject and reads them over twice. Having thus prepared the way, he should say ‘‘I wish you to make one sentence in which the three words Boston, money, and river are used.”’ The examiner must make perfectly certain that the subject understands the three words, knows what is meant by a sentence, and grasps the fact that one, not two or more sentences, is required. It is especially necessary to emphasize that the three words are to be used along with other words in making one good sentence. The sen- tence need not be written by the subject unless he prefers to do so, but should be recorded by the examiner. Disjointed ideas connected by ‘‘and’’ are to be rated as two or more sentences—for example, ‘‘There are many rivers in Boston, and one can spend his money.’’ This should count as two sentences. Whereas, ‘‘I crossed the river to Boston to spend my money”’ is obviously one sentence. Satisfactory, also, are complex sentences, such as, ‘‘The rivers in Boston don’t bring much money to the city because they are not navigable.’’ Credit of 4 points is given if the three words are used in one sentence; 2 points, if they are used in two separate sentences, or in sentences very loosely connected, and no credit for more than two sentences. TEST 15. COMPREHENSION OF QUESTIONS The materials for this test are the following four ques- tions, each of which is indicated by two or three words on the record blank: 154 A POINT SCALE FOR MEASURING MENTAL ABILITY (a) If you were going away and missed your train, what would you do? (b) If someone has been unkind to you and says he is sorry, what should you do? (ec) Why should you judge a person by what he does rather than by what he says? (d) Why do we more readily forgive an unkind act done in anger than one done without anger? The examiner should repeat question (a) slowly and distinetly twice, and then encourage the subject, if neces- sary, to make some reply. The answer should be re- corded on the record blank either in full or in substance. ~The examiner should in like manner present questions (b), (e) and (d). Satisfactory replies are as follows: (a) ‘‘wait for the next’’ or ‘‘take an electric car’’; (b) ‘‘forgive him’” or ‘‘pardon him’’; (ce) ‘‘because one is more sure of acts than of words”’ or ‘‘because one may lie in what he says, but you’re sure of what he does’’; (d) ‘‘an angry person is not responsible or does not realize what he does’’ or ‘‘an act done in anger is not intentional.’’ For these, or answers expressing like ideas, full credit of 2 points for each question is allowed. For less comprehensive and intelligent answers, such as (a) ‘‘go home’’, (b) ““be kind to him” or “**do noth ing’’, (c) ‘factions speak louder than words’’, partial eredit of 1 point for each question is allowed. TEST 16. DRAWING DESIGNS FROM MEMORY The two Binet designs in figure 25 (p. 207) are used for this test. The examiner should say to the subject, ‘‘I am going to show you two drawings. After you have looked at them, I shall take them away and ask you to draw both of MATERIALS AND DIRECTIONS FOR REVISED SCALE 155 them from memory. You must look at them carefully ~beeause you will see them for only fifteen seconds, and that is a very short time.’’ The examiner then presents the designs in the orienta- tion indicated by the figure, and with either a. stop- watch or the second-hand of an ordinary watch, deter- mines properly the interval of exposure. The subject should then be given opportunity, immediately, to repro- duce the designs in pencil on the back of the record sheet. Credit of 2 points is given for each correct reproduc- tion, even although the lines of the drawings are irregu- lar (see figures 26, a (p. 209) and 27, a (p. 211) ). For im- perfect reproductions, such as those in which the ree- tangle is placed in the center of the prism section, figure 26, b, or the small squares of design b turned outward in- stead of inward, figure 27, b, 1 point credit is given. No credit is given for anything poorer than the above. Fig- ures 26, c and 27, ¢ represent unacceptable drawings. TEST 17.. CRITICISMS OF ABSURD STATEMENTS The following five absurd statements constitute the material for this test: (a) We met a finely-dressed gentleman. He was walking along the street with his hands in his pockets and swinging his cane. (b) An unlucky bicyele rider fell on his head and was instantly killed; they took him to the hospital and fear that he cannot get well. (ec) A little boy said: ‘‘I have three brothers, Paul, Ernest, and myself.’’ (d) At the crossroads was a guide-post with the following directions: ‘‘ Boston, three miles and a half; if you can’t read, inquire at the blacksmith shop.’’ 156 A POINT SCALE FOR MEASURING MENTAL ABILITY (e) It has been found that the last car of a train is damaged most in case of accident. It, therefore, would be better to leave off the lasivcar. The examiner should proceed by saying, ‘‘I am going to read some sentences to you. In each one of them there is something foolish or absurd. (He should make sure that the child understands what is meant by ‘foolish’ or Ly ‘absurd.’) Listen carefully and tell me each time what it is that is foolish.’’ He should then repeat (a) slowly and distinctly twice and ask, ‘‘ Now, what is foolish about that?’’ So, in turn, each of the five parts of the test should be presented, with sufficient interval between the parts to permit the examiner accurately to record the subject’s response. After a reply has been made, it is safest to question a subject, especially if a voung child, to make sure that he really appreciates the absurdity. For example, the child may reply to question (c) ‘‘myself,’’’and in answer to further questioning he may say that the speaker should have used his own name. This, of course, indicates that he does not appreciate the absurdity. Credit of 1 poimt is given for each absurdity discov- ered; no partial credits are allowed. TEST 18. CONSTRUCTION OF SENTENCES For this test the three groups of words presented in figure 28 (p. 213) should be used. The arrangement and spacing is important—hence the words are not repro- duced at this point, since were they, the examiner might make use of them in other than the regular form. These three groups are indicated as parts (a), (b), and (c) of the test. The order is important, since (a) is much easier than either (b) or (ec), and (c) is distinctly more difficult than (b). MATERIALS AND DIRECTIONS FOR REVISED SCALE 1b7 The examiner should say to the subject, ‘‘ You see these words. Read them to me, please.’’?’ And having assured himself that the subject recognizes the words, he should continue, ‘‘Now please arrange them so that they make sense. Make one good sentence out of them, using every word that you read, but no other words.’’ The subject should be allowed only three minutes for actual work on this test. The sentences are to be spoken, not written. The most natural form for the SEM follows: (a) ‘‘T asked the teacher to correct my paper’’; (b) ‘‘A good dog defends his master bravely’’; (c) ‘‘We started for the park at an early hour.’’ For each of these sentences, credit of 2 points is allowed; but credit should be allowed also for other sentences, which, although not as natural to the adult as the above, still make perfect sense and are unquestionably, from the childish standpoint, perfectly satisfactory. Such, for example, are: under (a), ‘‘I asked my teacher to correct the paper’’; under (b), ‘SA master defends his good dog bravely’’ or ‘‘A good master de- fends his dog bravely’’; under (c), ‘‘We started early for an hour at the park’’ or ‘‘We started for the park at an hour early.’’ For such sentences full credit should be allowed, and for any others including all of the words so arranged as to make sense and to convince the examiner that the child both understands his task and is able to meet all except the requirements of conventional form and elegance of expression. TEST 19. DEFINITIONS OF ABSTRACT TERMS The three abstract terms (a) charity, (b) obedience and (¢) justice are used. The examiner should say simply, ‘‘What does charity mean?’’ and after recording the response, ‘‘ What does obedience mean?’’ and so on. The definition of charity should express two ideas, that of unfortunates and of kindness shown to them. If the 158 A POINT SCALE FOR MEASURING MENTAL ABILITY subject replies ‘‘love,’’ ask him ‘‘what sort of love?’’ or ‘‘to whom is the love shown?’’ The definition of obedience should be ‘‘to do what you are told,’’ or something sim1i- lar. If the subject says ‘‘to obey,’’ ask him what obey means. he definition of justice should express the idea of persons being treated according to their merits, of fairness, or of protection accorded to people and their interests. If the subject replies ‘‘justice of the peace”’ or names an individual, he should be told that that is not the kind of justice meant and should be given another trial. For an acceptable response, as above defined, credit of 2 points is given in the ease of each of the three terms; no partial credits are allowed. TEST 20. ANALOGIES The six analogies presented below are employed: (a) Oyster is to shell as banana is to—(skin or peel). (b) Arm is to elbow as leg is to—(knee). (c) Head is to hat as hand is to—(glove or mitten). (d) Truth is to falsehood as a straight line is to— (a crooked or a curved line). (e) The known is to the unknown as present is to—(future or absent). ({) Storm is to calm as war is to—(peace). The examiner should proceed as follows: ‘‘If I say ‘man 1s to boy as woman is to ———,’ what should you say?’’? He should then pause for a second, and if the subject does not respond ‘‘girl,’’ he should himself sup- ply the word and continue, ‘‘for girl has the same relation to woman as boy has to man.’’ He should then proceed to give two additional examples, allowing the subject to sup- ply the missing term in each ease, or, if he cannot do so, MATERIALS AND DIRECTIONS FOR REVISED SCALE 159 telling him-what it is. The examples are: ‘‘Boat is to Water as train is to ————”’ (track); ‘‘Chew is to teeth as smell is to —’’ (nose). Having made such prepa-. ration for the actual test, the examiner should caution the subject, ‘‘ Now, think well before you speak. Don’t hurry.’’? He should then present (a), record the result, and pass on to (b), and so on. Credit of 1 point is allowed for each correct analogy. What is expected in each case has been indicated above in parentheses. : The above directions for giving the point-scale exami- nation should, if carefully studied, suffice to enable the examiner to work with reasonable accuracy. As was stated at the beginning of the chapter, there are certain TABLE of Numbers of Tests in the Original and in the Revised Point Seales. Revised Original Maximum No. of test. No. of test. Descriptive title of test. credit. 1 Fi Aesthetic comparison and judgment... 3 2 8 Perception and comparison of pictures Crip SITLOM ELS fe ir cee ek ed Sates bs ce ss { S 4 Comparison of lines and weights..... 3 -L "3 Memory span for eae hd. Se Atareae ae 5 » a4 Counting backward. hte eee WE 4 G 1 Repetition of sentence CS eva > ee G ii 2 Descr iption of three Binet pic tune Ose 9 Ss 14 Arranging cubes according to their Veer Pires Het a vc gece Mee hk Sa a ea ahh cade? chee 2 2 ‘) 10 Comparison of the three pairs of : OUIECIS Sige. DES ce Soha rn, G 10 6 Definitions of concrete ‘terms. ee eee 8 11 16 Resistance of visual suggestion. ...... a 12 5 Copying of simple geometrical figures. -f s 9 PE TRGOCLRULOT hs a 5 eettcc haba Sere a ets Si. 8 4 14 13 The use of three given words il one , OTT BC IACE: tomy Mt el eter enna G tpinciy.'s: aha 4 15 12 Comprehension of questions.......... 8 16 19 Drawing designs from memory........ 4 17 15 Criticisms of absurd statements. ..... 5 1S 20 Construction of sentences............ G 19 Wi Definitions of abstract termsS......... 6 20 18 MLC HE Oe Lae ene cid GH Mo au aka aie bs 6 CODE ih ates 100 160 A POINT SCALE FOR MEASURING MENTAL ABILITY advantages in having all of the materials loose instead of bound in a book. This is especially true of the mate- rials for the various picture tests and the drawing tests, while it is, on the contrary, an advantage to have the six pairs of lines used in test 11 in a bound volume. In order that examiners may be able to take their choice in this matter, we have arranged with the C. H. Stoelting Com- pany of Chicago for the manufacture of all of the mate- rials necessary for the Point Seale. Information con- cerning the cost of complete or partial sets of these mate- rials may be obtained by writing to the firm, under the address given on page 155. It should at this point be emphasized that in case an examiner attempts to make up a set of materials for him- self, he should reproduce, exactly, the figures of this vol- ume. We have taken pains to give accurate deseriptions, and also to have the materials as reproduced in our book agree exactly with those supphed by the C. H. Stoelting Company. It remains to give certain brief directions concerning the use of norms in the evaluating of results of examina- tions. | METHODS OF EXPRESSING POINT SCALE RESULTS Having obtained the point-seale score for a given indi- vidual, the examiner should classify the subject with respect to age, sex, language status, and sociological con- dition. He may then turn to the appropriate norm in chapter 5 and there read the average score for the group in which the subject in question belongs. By way of illustration, let us consider the data for : child examined in School B. The individual, chosen at random, belongs in the English-speaking group of males six years old, and is of medium to poor sociological status. These data, of course, enable us so to classify him as to select the appropriate norm in chapter 5. This is found on page 71, figure 5. From this figure we discover that MATERIALS AND DIRECTIONS FOR REVISED SCALE 161 the norm for the six-year-old Hnglsh-speaking boy of School B is 29 points. The individual in question actually scored only 25 points. It is therefore clear that he is men- tally somewhat below the average for lis age. This amount of inferiority in terms of years may also be ob- tained from figure 5, since it is indicated that 25 points is the average for a boy 5.5 years of age. He is, therefore, to be rated as .o year below age. There are various ways of expressing the relation of the score actually achieved to the expected score or norm. There are four expressions which seem to us useful in reporting the result of an examination. These are, first, the point-seale score; second, the mental age; third, the mental status, and fourth, the coefficient of intellectual ability.” These several values have been determined for 9 individuals, selected from table 25, and the data for this small group appear in table 35. As this table indicates, once in possession of the actual age and the point-scale TABLE 35. Cases (from Table 25°" and Figure 3) Illustrating Different Modes of Expressing Results of Point Scale Examinations. Case Lan- Chronologi- Coef. Mental Mental no. Sex. guage.* calage. Score. Norm. of I. A. age. status. 74 M N-E 4.4 AG 15 0.40 4.0— —0.4+ 10 M E 4.7 Th 21 0.52 4.0— —0.7-+ 88 F E 5.0 44 24 1.83 8.2 +2.9 56 F E la ot on 1.00 14 +0.1 51 F 2 7.6 is 38 0.39 4.0— —8.6-+- 61 F E 9.1 77 56 1.38 12.0 +2.9 By. M E 11.0 84 65 1.29 15.0+ +-4,0-+ 63 F E Ngee TL 79 0.90 11.5 —=1.7 89 M E 22.0 45 90+ 050— 8238 —13.7 *N-E — Non-English-speaking. IE — English-speaking. “Tn connection with Table 25 (and 35, therefore) the general language norms instead of the more special sex and language norms were used. “For the individual considered in the preceding paragraph these values are: Score, 25 points; mental age, 5.5 years; mental status, — .5 year; coefiicient of intellectual ability, .8G. 162 A POINT SCALE FOR MEASURING MENTAL ABILITY score of an individual who has been classified with respect to important items of information, the examiner, by ref- erence to the appropriate norms, can determine the mental age, mental status, and coefficient of intellectual ability. for example, in case of individual number 74, a non-Hng- lish-speaking male 4.4 years of age, credited with a score of 6 points, the norm is 15 points. The score divided by the norm; that is, 6 divided by 15, yields .40 as the coeffi- cient of mental ability. The mental age, ascertained by reading the age for which the score 6 points is the norm, is 4.0-years. The mental status is the difference between the mental age and the chronological age. In this particu- lar instance it is —.4+ year. We place a minus sign be- fore this value because the mental age is less than the chronological age. Most convenient and most reliable, we believe, of these several modes of expressing the mental standing of the individual is what we have called the coefficient of intel- lectual ability. This, as has been stated above, is the score divided by the norm. We recommend the use of this coefficient instead of, or if comparison with Binet ratings is to be made, in addition to, the age status. It has already been pointed out that the norms of-chap- ter 5 are in certain respects inadequate. Their short- comings will be most apparent in relation to individuals of good to excellent sociological status. It is therefore highly desirable that every examiner who makes extensive use of the Point Seale should, as it becomes possible, revise and correct, as well as supplement, the norms which we have obtained. Part V Ee UIT LOOK By Ropert M. YERKES CHAPTER 12 PROPOSALS FOR A’ UNIVERSAL POINT SCALE The Point Seale, which we have described both in its original form and in the revised form in which we now recommend it, has a number of serious defects which will be apparent to all who are experienced in making mental measurements. In our opinion, chief among these defects are, first, the inapplicability of the Seale to individuals of all ages with an equal measure of satisfactoriness ; and s eccontt the utter inadequacy of the measurements of affectivity which are included. Some of the less important shortcomings Mitnately related to the grave defects above mentioned are: the indefiniteness and incompleteness of our knowledge of what is measured by the several tests; the absence of a satisfactory basis for weighting the several tests; the lack, in a number of instances, of gradation in difficultness or of uniformity of gradation, and the inequality of dis- tribution of the measurements among the important. in- tellectual functions. In spite of these defects, we are convinced that the Re- vised Point Seale will prove extremely serviceable to all examiners who use it intelligently in connection with re- liable norms. We are further convinced that its serious defects are far less numerous than are those of the Binet- Simon Seale. Our experience in the trying out of the original Point Seale has, while revealing: to us the short- comings of the method, convinced us that the principles involved are worthy of more satisfactory expression in a highly perfected scale. We propose, therefore, and indeed have even now undertaken, to develop what may be ealled a Universal Point Seale, in which the principles 165 166 A POINT SCALE FOR MEASURING MENTAL ABILITY of a single series of measurements, graded with respect to difficultness, and of credit according to merit, shall be so used that individuals ranging in age from three years through maturity may be measured with equal satisfae- toriness, and their mental status expressed not partially, as for example, in terms of intellectual ability, but, more completely, by means of an equation which shall include affectivity as well as the other principal mental functions. For the sake of brevity of presentation, we offer below a list of the principles involved in our proposed Universal Seale. PRINCIPLES OF A UNIVERSALLY APPLICABLE MEASURING SCALE FOR ‘MENTAL ABILITY 1. Pr 7 ae ee oe Se - 7 = = 7 "dg 2 — «+ = i ar 6 ; a - ” = 5 oF ’ ae al a ‘ a bs “ 7 > » Pen . ~~ ‘ os , ; - oy be a nA F » 7 ad ’ as _— i - ed : 7 Pest iD, ¢). FTES Ij igure 21.—Test 12, a. Copy for Square. aes: 7 ay ee ei: the 7 « e « A al - ators le lla a Figure 22.—Test Q) 12, ad. Types of Drawing. igure 23.—Test 12, b. Copy for Diamond. Dp} ( Ae Figure 24.—Test 12, 0D. Types of Drawing. * I | > s D1 « Lf » S bed | p It I )] sr ih } i Us So { if ( Tie) | LI) ot ime {5 Figure 27.—Test 16, b. Types of Drawing. to asked paper my I teacher correct the defends ewe petlts dog master good bravely hour for we early at park an started the igure 28.—Test 18, a. b and e. Sentences. NABH DDS Abstract terms, definitions of, 157. Absurdities, criticism of, 131, 155. Adult, and Binet Seale, 94. intelligence of, S89, Aesthetic comparison, 129, 139. Age arrangement of tests, 31. $inet, 98. departure from, 99. Analogies, 132, 158. Applicability of scales, 45, 89. Association, 152. Averages, method of obtaining, 58. Melle J. AG. OU. Berry, C. S., 4. Binet age, 98. anomalies of, 115. pictures, description of, 128, 145. results, anomalies of, 35. scale, eriticisins of, 31, 41. history of, 37. limitations of, 44. reliability of, 38. Binet-Simon Seale, 36. tests, 18, 19. status, 98 tests, methods of giving, 34. -Burt, -C., 4. Coefficient of intellectual ability, 161. Comparison of Binet and Point Seales, 95. of lines and weights, 129, 141. of remembered objects, 147. of weights, 151, 146. Comprehension, of questions, Lis ; Concrete terms, definitions of, Counting backward, 130, 148. Criticism, of absurdities, 15 of Point Seale tests, 128. 148. 155. Decroly, 32. Defective individuals, 60. Definitions, 129, 132, 148. of abstract terms, 157. Degand, 32. Description defined, 145, - Diamond, copying of, 151. Digits, memory for, 142. Dine, H. B., 8&6. Directions for giving Point Scale, 139. Double examinations, 95. Drawing, from memory, 154. simple figures, 151. square and diamond, 129. Educational status and Point Scale results, 91. Knumeration defined, 145. Knvironment, influence of, 73, 75. Kquation of mental ability, 167. Iavored individuals, 75. Kitzgerald, M. E., 2. POSS HS WZ: Iree association, 130, 152. I‘unctions measured, 7, 8. Oddard. Th. Ey -1ty oo IIebrews, results for, 83. Heterogeneity, importance of, 61,65, Hospital, examinations in, 107. BUCY e IG. ela Oe Interpretation defined, 145. Irish, results for, 88. Johnston, K., 38. Judgment, 139. Kuhlmann, 38. J Letter-line test, 27. fe Materials for Point Scalg/135, 160, Memory, for designs, 132, 154. for digits, 129, 142. for sentences, 128, 144. Mental age, 161. derangement, 107. examining, conclusions ing, 417. preparation for, S7. problems, 108, 111. status, 161. concerl- 218 A POINT SCALE FOR Mill operatives, results for, 90. Missing parts, 140. Norms, for adults, 93. general, G4. language groups, 64. for Point Seale, 61, sex, 68. sociological, 73. use of, 160. Nunbers of tests, original and re- vised, 159. Nutter, D: G., 89. Order of difficultness, 126. Original Point Seale, 159. Perception and comparison of pic- tures, 140. of missing parts, 180. Personal equation, 385, 45. Point Scale, advantages of, 45. applicability of, 89. defects of, 165. original and revised, 159, revised form, 135. Problems, for examiner, 108. mental, 108, 111. social, 109. Questions, comprehension of, 155. Racial differences, 83. status, 115. Record blank, original, 10, 11. for revised Binet tests, 18, 19. revised for Point Scale, 136, Ot: te-examination by Point Seale, 102. MEASURING MENTAL ABILITY Reliability of results, 95. a | - Results, method of expressing, 1- 160. Revised Point Scale, 135, 159, Revision of Point Scale, 121. Scores for children, 52, 53. Scoring, all-or-none method, 31, 35. by points, 9, 12. Selection among results, 58. Sentence construction, 151, 152, 153, 156. Sentences, repetition of, 144. Sex norms, 68. Sexes, comparison of, 59. Social problems, 109. status, Td. Sociological norms, 73. Square, copying of, 151. Status, Binet, 98. Stern, W., 3. Stoelting, C. H., 135, 160. Students, results for, 92. Sub-normal individuals, 55, 60, Suggestion, resistance of, 131, 149. Super-normal individuals, 55, GO. Terman; 39. Tests, averages for, 122. order of, 14, 127. Thorndike, BE: L., 3. Powis Ge bias set. Unfavored individuals, 75. Universal Point Scale, 165. Wallin, J. E., 34, 42. Weights, comparison of, 141, 146. Whipple, G. M., 3. Wyatt, S.° 28: UNIVERSITY OF ILLINOIS-URBANA | IMT 3 0112 0584886 ll PeeREeha & |} Ti Teteaebaeetenes i