The test is passed if the selection is read in thirty-five seconds with not more than two errors, and if the report contains at least eight "memories." By underscoring the memories correctly reproduced, and by interlineations to show serious departures from the text, the record can be made complete with a minimum of trouble.

The main difficulty in scoring is to decide whether a memory has been reproduced correctly enough to be counted. Absolutely literal reproduction is not expected. The rule is to count all memories whose thought is reproduced with only minor changes in the wording. "It took quite a while" instead of "it took some time " is satisfactory; likewise, "got burnt" for "was burned"; "who was sleeping" for "who was asleep"; "are homeless" for "lost their homes "; "in the middle " for "near the center "; "a big fire" for "a fire," etc.

Memories as badly mutilated as the following, however, are not counted: "A lot of buildings" for "three houses; " "a man" for "a fireman"; "who was sick" for "who was asleep"; etc. Occasionally we may give half credit, as in the case of "was seventeen thousand dollars" for "was fifty thousand dollars"; "and fifteen families"• for "and seventeen families," etc.

5. Comprehension, Fourth Degree

The procedure is the same as for the previous comprehension tests. Each question may be repeated, but its form must not be changed. It is not permissible to make any explanation whatever as to the meaning of the question, except to substitute beginning for undertaking when (6) seems not to be comprehended.


Two out of the three questions must be answered satisfactorily. Study of the following classified responses should make scoring fairly easy in most cases:

(a) When someone asks your opinion. Satisfactory: - "I would say I don't know him very well" (42% of the correct answers). "Tell him what I know and no more" (34% of correct answers). "I would say that I'd rather not express any opinion about him" (20% of the correct answers). "Tell him to ask someone else." "I would not express any opinion."

Unsatisfactory: - Unsatisfactory responses are due either to failure to grasp the import of the question, or to inability to suggest the appropriate action demanded by the situation.

The latter form of failure is the more common; e.g.: "I'd say they are nice." "Say you like them." "Say what I think."

(b) Before undertaking something important. Satisfactory: - "Think about it." "Get everything ready." "Ask advice." "Try something easier first." "See whether it would be possible."

Unsatisfactory: - "Promise to do your best." "Begin at the beginning." "Do what is right." "Just start doing it."

(c) Why we should judge a person more by his actions than by his words. Satisfactory: - "He might talk nice and do bad things." "You can tell by his actions whether he is good or not." "Because you can't always believe what people say." "He might talk ugly and still not do bad things."

Unsatisfactory: - "It shows he is polite if he acts nice." "A fellow don't know what he says." "If he doesn't act right you know he won't talk right." "Might get embarrassed and not talk good."

6. Naming Sixty Words. Procedure

Say: "Now, I want to see how many different words you can name in three minutes. When I say ready, you must begin and name the words as fast as you can, and I will count them. Do you understand? Be sure to do your very best, and remember that just any words will do, like ' clouds,' 'dog,' 'chair,' ' happy ' - Ready; go ahead! "

The instructions may be repeated if the subject does not understand what is wanted. As a rule the task is comprehended instantly and entered into with great zest.

Do not stare at the child, and do not say anything as the test proceeds unless there is a pause of fifteen seconds. In this event say: "Go ahead, as fast as you can. Any words will do." Repeat this urging after every pause of fifteen seconds.

Some subjects, usually rather intelligent ones, hit upon the device of counting or putting words together in sentences. We then break in with: "Counting (or sentences, as the case may be) not allowed. You must name separate words. Go ahead."

Record the individual words if possible, and mark the end of each half-minute. If the words are named so rapidly that they cannot be taken down, it is easy to keep the count by making a pencil stroke for each word. If the latter method is employed, repeated words may be indicated by making a cross instead of a single stroke. Always make record of repetitions.


The test is passed if sixty words, exclusive of repetition, are named in three minutes. It is not allowable to accept twenty words in one minute or forty words in two minutes as an equivalent of the expected score. Only real words are counted.

Alternative Test 1: Repeating Six Digits

The digits series used are 3-7-4-8-5-9 and 5-2-1-7-4-6.

The procedure and scoring are the same as in VII, 3, except that only two trials are given, one of which must be correct.

Alternative Test 2: Repeating Twenty To Twenty-Two Syllables

Procedure and scoring exactly as in VI, 6.

Alternative Test 3: Construction Puzzle (Healy And Fernald). Procedure

Place the frame on the table before the subject, the short side nearest him. The blocks are placed in an irregular position on the side of the frame away from the subject. Take care that the board with the blocks in place is not exposed to view in advance of the experiment.

Say: "I want you to put these blocks in this frame so that all the space will be filled up. If you do it rightly they will all fit in and there will be no space left over. Go ahead."

Do not tell the subject to see how quickly he can do it.

Say nothing that would even suggest hurrying, for this tends to call forth the trial-and-error procedure even with intelligent subjects.


The test is passed if the child succeeds in fitting the blocks into place three times in a total time of five minutes for the three trials.