Chapter X: The Mentimeter Tests (1)

Tests of the abilities of human beings may be classified upon a great many different bases. It is possible, first of all, to classify them according to the qualities of mind and body which they measure. The reason it is difficult so to classify tests of mental ability is that the mind refuses to be cut up into different parts, each one responsible for a specific characteristic. No test can be solved by the use of one and only one group of intellectual faculties. The results obtained in any mental examination are the complex effects of an immense number of different characteristics. No attempt has therefore been made in the classification of the Mentimeters to say that one measures imagination, another measures attention, and another some other quality. Almost every quality enters to some degree in each test.

It is possible to classify tests according to the subject matter which they contain. The Mentimeter tests are so arranged, where it is possible, as to cover a very wide range of subject matter.

It is possible to classify examinations according to the activity required of the candidate being examined. A number of the Mentimeter tests call for _completing_ a series of objects or ideas, while a number of others call for _memory_ of a certain sort, and still others require _discrimination_ between certain differing elements. These differences in the activity of the candidate examined, are not, however, the chief distinctions to be made between the tests.

It is possible to classify measurements according to the number of candidates that may be examined at the same time. Some tests cannot be given readily to more than one person at a time, while other tests can be given to several at the same sitting. In so far as possible, the Mentimeter tests are so arranged that they can be given to large numbers at the same sitting. This makes for economy of time and of effort on the part of the examiner.

It is possible to classify tests according to physical characteristics of the candidate examined, such as tests for infants, tests for children, and tests for adults, or tests for the blind and tests for the deaf. The first test in the Mentimeter series is for infants while the remainder of the tests are intended to measure older people.

Tests may further be classified according to the language capacity of the candidates who are examined. Certain of the Mentimeter tests are for non-English-speaking persons primarily, while others are primarily for those who speak English, and still others for those who read English.

The Mentimeter series of examinations which follows consists of thirty different tests, the majority of which are modifications of tests which have been used previously elsewhere. The first test in the series is to be used as an individual test of very young children. The blank provided furnishes brief suggestions, at each point, of what the procedure should be, and also furnishes a place for the examiner to record the result of his questions and observations.

Each examination booklet in the Mentimeter series has on its title page blanks as follows:

┌────────────────────────────────────────────┐
│ │
│ NAME______________________________________ │
│ │
│ AGE AT LAST BIRTHDAY_______LOCATION_______ │
│ │
│ __________________________________________ │
│ │
└────────────────────────────────────────────┘

The space headed “Location” is to be used to indicate the business or industrial organization or the department of the candidate being examined; or the grade, class, and school of a school pupil. These blanks should always be filled out before the examination begins.

At the middle of the page directions are frequently given with examples to serve in explaining concretely just what the nature of the test is going to be. In the lower right-hand corner of the title page there appears a blank, preceded by the words “Total Score.” This is to be filled out by the examiner after the candidate has marked his paper and after the examiner has scored the results.

Tests numbered from 2 to 10 are classified as tests for non-English-speaking persons. They were designed originally, and can best be used, as group tests, although the directions given on the following pages for these members of the Mentimeter family are usually in terms of an individual examination. If it had been possible to prepare and furnish with this book large charts on which the explanatory samples could be exhibited and the pantomime instructions clearly demonstrated for a group of people at the same time, the instructions would have been printed as for a group examination. Within the confines of a title page of a test booklet only small examples can be presented, and therefore the instructions are for measuring one individual at a time. Any employer, teacher, or supervisor who plans to make use of these tests for non-English-speaking persons would do well to prepare the demonstration material in enlarged form in order to use it in giving the tests to groups of individuals at the same time.

In giving a group test it is practically always necessary to obtain the identifying information called for on the title page before the booklets are opened or turned over. There is a distinct tendency for candidates to try to glance at the pages which follow unless specific directions are given as the papers are distributed that this must not occur.

The procedure in giving Mentimeters 2 to 10 to people who can understand and even read English is very little different from the procedure to be used with the foreign-language-speaking groups.

Mentimeters 11 to 15 cannot be given as group tests because of the great amount of writing which this would entail. Group tests are most efficient when candidates are required to do nothing other than check the correct answers without having to write anything.

Mentimeters 16 to 30 may be given as individual examinations, although they are planned as group examinations and the results obtained from their use as group examinations will be superior to the results obtained from their use as individual examinations.

In giving all of these tests it is very important that the printed forms prepared by the publishers be employed and that the directions which follow be carefully observed. The stencils furnished with the printed test booklets make it possible for a clerk of average mental capacity to mark and score the results of these examinations with great rapidity and with just as much accuracy as could be obtained by specialists working without such stencils. These stencils and the group method make psychological examinations economical of administration.

The list of Mentimeter tests is as follows:

THE MENTIMETER TESTS

TEST FOR INFANTS

1. Typical Performance

TESTS FOR NON-ENGLISH-SPEAKING PERSONS

2. Pictorial Absurdities

3. Maze Threading

4. Dot Pattern Correction

5. Dividing Geometric Figures

6. Completion of Form Series

7. Checking Identity of Numbers

8. Digit-Symbol Substitution

9. Completion of Number Relation Series

10. Addition Tests

INDIVIDUAL TESTS FOR ENGLISH-SPEAKING PERSONS

11. Memory for Numbers

12. Repeating Numbers Backward

13. Memory for Sentences

14. Speaking Vocabulary

15. Word Discrimination

GROUP TESTS FOR PERSONS WHO READ ENGLISH

16. Naming Opposites

17. Spelling Tests

18. Range of Information

19. Reading: Vocabulary

20. Reading: Directions

21. Reading: Interpretation

22. Disarranged Sentences

23. Completion of Sentences

24. Analogies or Mixed Relations

25. Handwriting Tests

26. English Composition

27. Poetic Discrimination

28. Arithmetic Reasoning

29. Practical Judgment

30. Logical Conclusions.

MENTIMETER NO. 1
TYPICAL PERFORMANCES OF YOUNG CHILDREN

_Character of the Test._

The mental capacity of adult persons is indicated rather accurately by the number and variety of things they have learned from the school of life, omitting from the count so far as possible those things directly taught by the formal schools. The intellectual capacity of an infant is likewise indicated roughly by the changes which his brief experience in life has brought about in his ability to control himself and his immediate surroundings. At birth the child is practically without control of his own body, except for certain sucking reflexes, certain crying reflexes, and the reflex which causes it to grasp with its fingers or toes the finger or pencil which is brought into contact with them. These reflexes can hardly be said to be a part of the child’s control of his own body, for the child could not avoid obeying them if he so desired. The new-born infant is practically helpless even so far as his own body is concerned. Any degree of control he may later develop over his body or over other things outside is attained because he has a system of nerve and brain cells capable of forming connections and being modified by these connections and their results.

The degree to which the child’s nervous system is organized and supplied with potential connections by inheritance is reflected very early in life by the quickness with which it learns to control itself and its immediate environment. The most ready method of testing this inherited capacity is therefore to determine at any particular age just how complex and adequate a system of control has been developed. The tests for measuring infants and young children consist, then, in those performances under specified standard conditions, which are typical for children at various ages.

The Mentimeter for young children is based directly upon the findings of Prof. Lewis M. Terman and his students in their investigations of children from three to twenty years of age. This investigation was so carefully devised and executed that to improve on the product, the Stanford Revision of the Binet tests, would be almost impossible. The tests for children three and four years of age presented in the following pages are therefore not claimed to be new or original with the present authors, who hereby express to Doctor Terman their admiration for his excellent contributions in the field of psychological measurements. The tests here suggested for children under three years of age are modifications of those suggested by Doctor Kuhlmann. All investigators in this field are, of course, indebted to the pioneers, the French psychologists, Binet and Simon.

The method of this test series consists in putting the child into a well-defined situation and observing how he acts. The situation may consist partly in words or other noises impressing themselves upon his ears, or it may consist largely in visual sensations, or even in sensations of physical well-being in his own body. Under a given situation a normal child of a given age or older will act in a certain standard way. The measurement then is in terms of the age for which a given child’s reactions are typical.

The test can best be given by one who is fairly familiar with the infant to be tested, although interest in having the child make a good showing should never be allowed to change one’s judgment of the facts as to the child’s performance. Another danger of too great familiarity is that the examiner may, without intention to do so, drill the child upon those things which are later to be required in the test. In so far as the parent knows what performances are to be included in the tests there is real danger that the child will be “coached up” on these things, even at as early an age as six months.

_List of Typical Performances._

THREE MONTHS (3 tests, credit 1 month each)

1. Control of eyes (Both eyes look in same direction. Follows with
eyes the movement of bright objects).

2. Hearing (Reacts with sudden start or scream to loud noises, such as
slamming of door, hand clapping. Turns eyes or head in direction
of less startling noises, such as opening of door, footsteps).

3. Muscular Control (Moves hand or toy directly to mouth without
striking other parts of body and face. Grasps or curls fingers
about rattle or pencil placed in hands).

SIX MONTHS (3 tests, credit 1 month each)

1. Muscular Control (Balances head without support. Sits ten minutes
or more when supported).

2. Self-Direction (Attempts to catch self when beginning to fall from
sitting posture. Reaches out for toys and near-by objects.
Attempts to pull self to sitting posture if given a hand to
grasp).

3. Enjoyment (Plays longer and more persistently with one toy than
with another. Laughs aloud when bounced on bed or when familiars
indulge in strenuous exercise).

ONE YEAR (6 tests, credit 1 month each)

1. Imitation of Movements (Can learn in half dozen trials to “wave
bye-bye,” put hands above head, or hide face in hands).

2. Locomotion (Creeps toward desired objects, or stands beside a chair
without other assistance).

3. Understanding (Looks at frequently observed objects when names are
mentioned: dog, ball, mama, flowers).

4. Obedience (Understands and usually obeys simple commands: “Lie
down! No, No! Spit it out!”).

5. Speech (Repeats simple syllables: “go, go; da, da; ma, ma;
bye-bye”).

6. Calls attention (Shouts exclamations, looks or even points to
objects of special interest: dogs, cats, train, carts, etc).

TWO YEARS (6 tests, credit 2 months each)

1. Speech (Names articles of food desired: milk, cracker, rice, etc).

2. Pictures (Points out familiar objects: boy, dog, cat, cow, man).

3. Obedience (Put ball in basket. Close the door. Bring the ball).

4. Imitation (Imitates actions of other children at play).

5. Discernment (Removes wrapping from candy; opens sack to get
cookies).

6. Self-Direction (Walks directly to desired locations; rides
“kiddie-kar” forward).

THREE YEARS (6 tests, credit 2 months each)

1. Parts of Body (Points to nose, eyes, mouth, hair).

2. Familiar Objects (Names key, penny, knife, watch, pencil).

3. Pictures (Enumerates objects in pictures: Dutch Home, Canoe, and
Post Office).

4. Able to tell own sex.

5. Gives last name.

6. Repeats sentences of 6 or 7 syllables.

FOUR YEARS (6 tests, credit 2 months each)

1. Discriminates between circles, squares, and triangles.

2. Counts four pennies.

3. Copies a square.

4. Comprehension of described situation.

5. Repeats four numbers in order: 4739 2854 7261

6. Repeats sentences of 12 or 13 syllables.

_Directions for Giving the Test._

A very large part of this test must be given informally. It will be necessary to spend considerable time with each child examined in order to make certain that the reactions observed are not merely random movements which are not typical. For the tests of children three years of age and above the reader should very carefully study the detailed directions given by Professor Terman in his book, “The Measurement of Intelligence,” published by Houghton Mifflin Company, if scientific accuracy of results is necessary. The materials called for may be secured from C. H. Stoelting and Company, 3037 Carroll Ave., Chicago. The directions given below are intended to be elementary and to indicate what is typical of children at each age rather than to serve as a perfect guide for the most scientific examinations.

THREE MONTHS

At the age of three months an infant should be able to coördinate his eyes; that is, to direct both eyes in the same direction and to move them simultaneously. When bright objects are brought into his field of vision and moved slowly from one side to the other, he should be able to follow with his eyes. As a matter of fact, many infants have attained this degree of control within the first week of their lives, but lack of control to this extent at the end of three months is an indication that special medical attention should be sought.

For several days after birth the infant does not ordinarily hear any of the sounds or noises which occur in his vicinity. By the time he has become three months old, it should be apparent, from the sudden start or scream of the child when a door is slammed or someone in his neighbourhood suddenly claps his hands, that the child actually hears these noises. The average child at three months has become so familiar with life and its evidences that he will be able to turn his eyes in the direction of such noises as the opening of a door or the sound of footsteps near his bed.

The first evidences of the child’s recognition of sounds or sights are very difficult to interpret because they consist almost entirely in awkward, random moving of the hands and feet. Gradually the child develops some control over these movements and by the age of three months should be able to move his hand, or a toy in his hand, directly to his mouth without striking other parts of his body or face in the process. The early tendency of the infant to curl his fingers about a pencil or rattle which is placed in contact with them seems almost to disappear during the first month, but by the age of three months the child is again able to grasp such objects sufficiently to hold them for periods ranging from thirty seconds upward.

SIX MONTHS

The control of his body has so improved by the time he has reached the age of six months that the average child can balance his head without support for several minutes. It is usually possible also for the child to sit in a chair or on the bed with the support of pillows and bed clothing for as much as ten minutes. Occasionally, of course, the child will be able to sit alone as early as six months, but it is not wise to encourage this practice. The lack of ability to sit when supported at the age of six months is not necessarily an indication of lack of intellectual power but may be due entirely to physical weakness.

Not only has the child at six months arrived at the stage where he can balance his head and sit quietly when supported, but he has usually begun to try to assist himself in various ways. Very frequently this attempt at self-help will be evidenced by pulling movements intended to bring him to a sitting posture when a hand is offered to him. There is no hesitation in the ordinary child at six months in his reaching out for toys or for a hand which is held toward him. Very frequently it will be observed that such a child puts out its hand to catch itself if it is beginning to fall from a sitting posture.

The child has usually begun to show signs of pleasure and displeasure long before he has reached six months. This phase of development may be indicated by his playing longer and more persistently with one toy than with any other. It may be shown by much more animated activity when certain familiar individuals are present than would be evidenced in the presence of others equally well known. Very frequently children at this age indulge in amused laughing aloud when bounced on the bed, or when some well-known individual indulges in strenuous exercises accompanied by vociferous exclamations while the baby is watching.

ONE YEAR

By the time a child has become twelve months old it will be possible to teach it many little tricks and movements of a simple nature. The child seems to imitate almost spontaneously the actions which are often repeated by its parents or nurse. Six to twelve trials should be sufficient to teach the average infant of one year how to “wave bye-bye” when told to do so, or how to hold its hands above its head when asked “How big are you?” or to hide its face behind its hands or behind one of its covers when someone exclaims “Peek-a-boo.”

Some children never learn to creep before learning to walk. As a matter of fact, it seems fairly certain that the child who creeps rapidly may thereby postpone learning to walk. At the age of one year a child should be able to stand beside a chair without other assistance than the support given by the chair, or it should be able to creep very rapidly toward its toys or any other desired objects. Frequently, of course, children have learned to walk fairly well by the time they have attained twelve months, but this is rather unusual and is not particularly an indication of the degree of mental capacity.

The child of one year understands many common words applying to frequently observed objects which have been repeatedly called to his attention. When asked “Where is the dog?—where is the ball?—where are the flowers?” and such questions the average infant will turn its head and look toward the object mentioned, sometimes pointing, although this is somewhat unusual.

Simple commands such as “Lie down! No-no! Spit it out!” and the like, can be understood and are usually obeyed by children of this age.

The speech of a child at this age is of course very simple, consisting of one syllable words, usually repeated. Such expressions as “ma-ma,” “bye-bye,” “da-da,” “go-go,” may be expected in the average child. It is unusual for an infant to combine two such expressions into a crude sentence at this age.

The child at one year quite frequently has begun to attempt manipulation of his environment as well as of his own body. Very frequently this will be observed in shouts or exclamations accompanied by looking or even pointing to objects which his familiars have previously pointed out to him, such as dogs, cats, trains, carts, etc. These objects will ordinarily not be named by the child, although peculiar sounds fitting each one may frequently be distinguished. Another manifestation of this same attempt at altering his environment will be the crying in which the child will indulge when he desires to change his resting place or to have something to eat.

TWO YEARS

By the time a child has become two years of age its speech has developed to such an extent that it will be able to name, although frequently not with clearness and distinct pronunciation, many of its toys and articles of food. “Milk,” “rice,” and “cookie,” are examples of the most frequently named objects. Many children have by this age also progressed to the point where two or three or more words may be joined together to form a crude sentence. There are on record children who by two years of age were able to frame fairly good sentences and even to read from simple books, but such records are very unusual.

At this time the child should be able to distinguish pictures of familiar objects, such as dogs, cats, horses, men and boys. This will be manifest not only in the child’s being able to name the objects to which other people point in the picture, but when asked, “Where is the dog?” the infant should be able to point to it if the picture is at all clear.

Simple commands should be thoroughly understood and the well-trained infant will be able to obey without much delay such directions as “Put the ball in the basket,” “Close the door,” “Bring me the doll,” and “Show me the book.”

The average child at two years of age has become distinctly aware of other children as persons more nearly related to itself than are the adults with whom it is ordinarily associated. This reveals itself in imitation of the actions of other children, such as waving the arms when other children do so, hiding the face against the wall when other children are playing hide and seek, and stepping rhythmically when other children dance.

By the age of two years the average child can distinguish accurately between that which is food and that which is not fit for eating. The wrapping from candy or cookies or other well-liked food will be removed or torn away before an attempt is made to eat the food. Frequently this will result in great annoyance when the child opens sacks and packages to which he is not entitled.

The child at this age has usually learned to walk quite erectly without hesitation to any desired location. If the child is placed upon a “kiddie-kar” his first reaction is to run it backward, but by the age of two years he should be able to guide it well in going forward. Some attempts will be made at running and a great many attempts at climbing by the time the child has reached this age.

THREE YEARS

At three years of age a child when asked to point out different parts of its body (nose, eyes, mouth, and hair) can do so without hesitation. Familiar objects, such as a key, a penny, a pocketknife (closed), a watch, and a pencil (common wooden) will be named at once if held out to the child with the question, “What is this?”

The pictures used in the Stanford Revision of the Binet test may be shown to the child with the direction “Tell me what you see in this picture,” or “Look at the picture and tell me everything you can see in it.” In response to such questions the child should be able to enumerate different objects, such as the little girl, the window, the chair, and the woman in the picture of the Dutch Home; or the men, the basket, and the newspaper in the picture of the Post office.

At this age the child has had enough experience to be able to repeat its last name and to know whether people call it a “girl” or a “boy.” The question should be asked in the following fashion: “What is your name?” If the answer is in terms of the given name only, then the question should be amplified as follows: “Yes, but what is your other name? Walter what?” If the surname is still not given, a fictitious one may be framed and the question asked in some such fashion as follows: “Is your name Walter Smith?” If the child is still unable to reply then it is probable that he does not know the family name or is too frightened to give it. In finding whether the child knows his sex the formula for a boy should be: “Are you a little boy or a little girl?” For a girl the question should be: “Are you a little girl or a little boy?”

At the age of three years a child should be able to repeat sentences containing six or seven syllables. Those used by Terman are: (1) “I have a little dog.” (2) “In summer the sun is hot.” (3) “The dog runs after the cat.” In leading up to these repetitions it is well to ask the child first to say single words, such as “school.” “Can you say school?” “Now say, ‘I go to school.’” Then ask the child to say “I have a little dog.”

FOUR YEARS

By this time the child should be able to distinguish between circles, squares, triangles, and other geometric forms. Ten drawings of circles, squares, and triangles should be presented to the child and he should be able to find one or two others just like the one to which the examiner points.

The child should by this time be able to count pennies or buttons, at least up to four, without any error. The child should be able to handle a pencil well enough so that a square one inch each way could be copied fairly well. The child’s memory has developed to such an extent that if four numbers are repeated to him at the rate of one per second he should be able to repeat them in correct order at once. Three trials should be allowed and at least one of the three should be right. By this time, also, a sentence of twelve or thirteen syllables should be remembered correctly. The sentences used by Terman are: (1) “When the train passes you will hear the whistle blow.” (2) “We are going to have a good time in the country.” (3) “The boy’s name is John. He is a very good boy.” The method of getting the child’s attention and leading up to these longer sentences is the same as was described under Year Three.

The child’s judgment has developed by this time through experience and precept to the point where an inquiry from the examiner as to “What must you do when you are sleepy?” will bring forth a response indicating that one should go to bed and sleep. The question of “What must you do when you are cold?” should bring forth some such reply as, “Put on a coat,” “Build a fire,” or “Stand next to the radiator.” The question, “What must you do when you are hungry?” should bring forth such answers as “Buy some lunch,” “Drink some milk,” or “Eat something.”

_Directions for Scoring the Test._

The method of scoring is briefly indicated in the list of typical performances printed on pages 115–117. The three tests at age three months are each to be given one month credit. The three tests at six months are likewise to be given one month credit for each successful performance, as are the six tests at one year. The six tests at two years, the six at three years, and the six at four years, are in each case to be given a credit of two months each. The child who did everything in the entire test correctly would then have demonstrated the mental ability of the average child of four years or older. The child who completes all of the tests at three months and one of the tests at six months would then be rated as having mental ability typical of a four-months-old-child. If the child were to fail on only one of the tests at one year but to pass all those previous to one year, his mental age score would be eleven months, according to this system of assigning credits. It will frequently be found that a child does not pass all of the one-year tests before being able to do one or two of the two-year tests and so on. This should not make it more difficult to score the test, for each particular performance has its value indicated in the list which was given above.

It cannot be claimed that these tests, especially those below the three-year-old level, have been fully standardized. They are, however, very much better than the average parent or relative would be able to prepare for him or herself. The mental age score which will result from the use of these tests is not as reliable as will result from the use of the Stanford Revision of the Binet tests with older children, but its reliability is sufficient to point out cases of retardation in intelligence or of distinct brilliance of mind.

THREE MONTHS

_Control of Eyes._ Both of the eyes should look in the same direction and the child should be able to follow with its eyes the movements of bright objects in order to obtain credit in this test.

_Hearing._ It will not be necessary for the child to react with a start or scream to loud noises and also to react by turning the eyes in the direction of less startling noises in order to obtain credit for hearing. Either evidence, if clear, will be sufficient to warrant giving credit.

_Muscular Control._ The grasping of a pencil or rattle should not be taken as sufficient evidence of muscular control. The ability of the child, however, to move his hand directly to his mouth as described above will be in itself abundant evidence that the child merits a credit in this test.

SIX MONTHS

_Muscular Control._ Either balancing the head or sitting with some support for as much as ten minutes should be accepted as worthy of credit.

_Self-direction._ The attempt to pull himself to a sitting posture should not be taken by itself as evidence of credit in this test. Only when it is accompanied by one of the other two evidences should it be credited.

_Enjoyment._ Any two of the evidences of pleasure or displeasure listed may be taken together as indication of credit being deserved.

ONE YEAR

_Imitation of Movement._ Any one of the movements described, which the child learns within a short time by imitation, should give credit in this test.

_Locomotion._ Either of the two methods of demonstration will be sufficient.

_Understanding._ At least three familiar objects should be used in this test with success before credit is allowed.

_Obedience._ At least two simple commands should be understood and obeyed before allowing credit.

_Speech._ Not less than three different syllables should be used before credit is allowed.

_Calling Attention._ No credit should be given at this point unless the child very evidently attempts to excite interest and attention in two or three different objects.

TWO YEARS

_Speech._ Any four distinct articles mentioned by the child when it desires them should be sufficient evidence to give credit here.

_Pictures._ At least four different objects should be recognized and pointed out before credit is allowed.

_Obedience._ Two simple commands of the type mentioned should be sufficient to bring credit at this point.

_Imitation._ Only after repeated evidences of imitation of other children should credit be given here.

_Discernment._ Repeated evidences should be required before credit is allowed for this test.

_Self-direction._ Any one of the evidences described is sufficient.

THREE YEARS

_Parts of the Body._ Three out of four parts mentioned should be pointed out before allowing credit.

_Familiar Objects._ Three out of five of the objects mentioned must be named in order to obtain credit here.

_Pictures._ The child should name at least three objects in one of the three pictures in order to obtain credit.

_Sex and Name._ Accuracy is necessary here.

_Repeating Syllables._ One of the three sentences should be repeated absolutely without error.

FOUR YEARS

_Forms._ Out of ten trials, at least seven should be correct in order to obtain credit.

_Counting._ No error should be allowed.

_Copying._ Out of three attempts, at least one should be fairly regular and distinctly recognizable as a square.

_Comprehension._ Success must be attained in two of the three questions in order to receive credit.

_Repeating Numbers._ One out of three trials should be absolutely correct.

_Repeating Syllables._ One of the three trials should be without error or two of the three trials with not more than one slight error in each.

The matter of nourishment and physical well-being may retard a child to such an extent that his intellectual development is delayed. Great care should, therefore, be taken not to interpret a low score on this test too seriously. It should also be noted that familiarity with the test is quite certain to cause parents to put forth special effort to instruct the child along the lines required by the test. The test itself is thereby invalidated. Only when no special instruction has been given at any point covered by the test can one be satisfied that he is obtaining a fair measure of the child’s ability.

The test booklet supplied for this test is not for the use of the candidate being examined but for the examiner to use as a guide and record of the examination. One such booklet should be used for each individual examined, in order to be certain that no test is omitted or wrongly scored and in order to have a record for comparison with future tests of the same individual or of other individuals.

MENTIMETER NO. 2
PICTORIAL ABSURDITIES

_Nature of the Test._

One of the most popular tests in the Army Beta series was the mutilated pictures test, in which the soldiers were to draw into each picture what had been omitted. One great difficulty with this test was the tendency of intelligent men to spend far too much time trying to draw artistically the missing parts. The present test is a modification of that test, so arranged that instead of the candidate being required to draw a missing part he is only asked to make a check mark at the point where there is something that does not fit the remainder of the picture.

The test booklet is arranged with two samples on the title page to show clearly what is to be done when the candidate opens his booklet. By having these samples painted on the wall or blackboard, it would be possible to give the test to large groups of persons at once, although the directions given below are for testing one individual only at a time. Although listed as a test for non-English-speaking persons, some oral direction should accompany the motions by which the test is to be given, and English-speaking persons may be examined by this test as readily as those who speak a foreign language.

The graduation of the pictures according to their approximate difficulty makes the score in this test a real measure of the degree of absurdity which an individual can detect. The pictures themselves were chosen from as wide a field as possible in order to avoid undue advantage to persons of one type of experience rather than another. Only intelligent persons of fairly wide general experience will be able to make a perfect score in the time allowed.

_Directions for Giving the Test._

The examiner and the candidate to be examined should be comfortably seated at a table with the examination booklet between them. If it is discovered that the candidate is left-handed, the examiner should sit on the left, although under ordinary circumstances the examiner should sit on the right. The blanks on the title page of the booklet should be filled out by the examiner from any records he may have of the name and age of the candidate (if persons who read and understand English are being examined, several may be tested at once and each may be asked to fill out the blanks for himself). For persons who do not understand the English language the words which are used in the following explanations will be more suggestive than informing. The chief part of the demonstration will be the motions through which the examiner goes, and therefore great care should be taken that these be as suggestive of what is wanted as the examiner can make them. To secure uniformity of procedure the routine outline below should be carefully followed.

The booklet should be opened by the examiner and the pictures exhibited for not more than twenty seconds to the candidate, the examiner pointing from one to another of the first half dozen pictures. He should then close the book and call the attention of the candidate to the picture of the rabbit on the title page. He should point to the rabbit’s ear and then point to the inappropriate ear and shake his head. This pointing to the two ears and shaking the head when pointing to the wrong type of ear may be repeated as many as three times in order to impress on the candidate that one of the ears is inappropriate. He should then take his pencil and make a check mark above the ear which is incorrect.

The examiner should then point to the second picture on the title page and look questioningly at the candidate. He may then point to the chin of the face represented and nod his head, “yes.” He may next point to the nose and nod his head, “yes,” but when he points to the place where the eye should be he should shake his head, “no,” and pretend to look for the missing eye. When found, he should make a check a mark over the misplaced eye and smile at his achievement. If special emphasis seems necessary he may point again to the eye in its inappropriate position, and shake his head, repeating the check mark above it.

If the candidate understands but does not read English the examiner may trace with his finger while reading aloud the directions printed above the test pictures. “Mark (✓) the thing that is wrong.” Exactly three minutes (180 seconds) should be allowed from the time the examiner opens the book and furnishes the candidate with a pencil.

At the end of the three minutes the paper should be removed and scored according to the following directions.

_Direction for Scoring the Test._

The score in this test is the number of pictures in which the absurd element has been identified and checked. The stencil furnished with the test booklets shows exactly where each check mark should be made thereby saving some time for the person who marks the test. Where the proper element has been checked and the check mark later removed, no credit should be given. Credit should only be given where the final judgment as expressed by the check mark corresponds to the key furnished with the booklets.

A score from 0 to 6 indicates Inferior Ability
A score from 7 to 10 indicates Low Average Ability
A score from 11 to 17 indicates Average Ability
A score from 18 to 20 indicates High Average Ability
A score from 21 to 24 indicates Superior Ability

MENTIMETER NO. 3
MAZE THREADING

_Nature of the Test._

A great many experiments have been made upon different types of animals to determine how long it would take them to learn to secure their food by going through an unusual “stunt” or travelling over a circuitous route. Mice have been taught, for example, to travel a long distance and through complicated mazes to secure their food, which is in such cases usually placed at the centre of the maze. The effectiveness of learning to thread a maze as a test of the intellectual capacity of the lower animals is probably not superior to the effectiveness of the same sort of learning as a measure of the intelligence of human beings. It is not possible, however, to include in a book the long passageways and blind alleys which would necessarily have to be built out of pretty substantial material in order to keep men from breaking over its sides, but the idea has so far as possible been carried out in the tests which follow. It is quite certain that the ability to trace through a printed maze with a pencil is not equal to the ability to walk through a specially constructed maze of steel, but it is as near the same problem as can be arranged on paper and printed in quantity.

The arrangement of mazes in this member of the Mentimeter family is such that the number of mazes successfully threaded is a distinct indication of the _complexity_ of maze which the individual can successfully negotiate. The test is intended to measure the ability of any individual whether he can read or understand the English language or not. If the two examples shown on the title page are presented on a blackboard, or other large surface, the test may very easily be given as a group test by a skilful examiner, although the directions which follow are prepared for the examination of one individual at a time.

_Directions for Giving the Test._

The examiner should be seated at a table at the right side of the candidate to be examined. He should first of all secure the information regarding the candidate’s name, age, and other important items, and should then exhibit the mazes which appear inside the booklet, pointing from one to the other in the first half dozen. Not more than thirty seconds should be allowed for this part of the instruction. Turning back to the title page the examiner should point to the first example, pointing first at the entrance and then to the exit. By a motion at each of these two cardinal points, made in the direction in which the arrow points, he should make it clear that the idea is to move in the direction indicated by the arrows. He should then trace his way fairly slowly from the entrance to the exit.

Pointing to the second maze, first to the entrance and then to the exit, the examiner should again signify that motion is to occur at these two points. With his pencil as before he should trace his way from the starting point to the finish, making not more than one error, which he should correct by returning over the same route to the point where it was made without lifting the pencil from the paper.

If the candidate can understand the English language the examiner should then read the directions above the examples. “Show by a line how you would pass through the drawings below without touching any line.”

The examiner should then open the booklet and give it to the candidate with the instruction to begin at number 1 and trace his way from the starting arrow to the finish. No demonstration should be made on the mazes which appear inside the booklet.

Exactly four minutes after starting the test the examiner should stop the candidate and remove the pencil.

_Directions for Scoring the Test._

The total score in this test is the number of mazes correctly threaded without error. Where a line has been crossed through accident or unsteady holding of the pencil no penalty should be taken, but if a line has been crossed and not recrossed to correct the defect, no credit should be given for that particular maze. Full credit should be given for the maze as being complete if the line stops at a point somewhat before reaching the finish arrow, provided there is a straight path from the end of the line drawn to some part of this sign of the exit.

Scores from 0 to 5 indicate Inferior Ability
Scores from 6 to 10 indicate Low Average Ability
Scores from 11 to 16 indicate Average Ability
Scores from 17 to 18 indicate High Average Ability
Scores from 19 to 20 indicate Superior Ability

MENTIMETER NO. 4
DOT PATTERN CORRECTION

_Nature of the Test._

The ability to recognize small elements of discord in an otherwise symmetrical pattern is the feature which this test is planned to measure. The test is very simple, even the most difficult elements in it being very easy of solution. A pattern composed of dots is presented, one dot being included which does not fit the remainder of the pattern. The candidate is required to locate this extra dot in each pattern and to draw a circle around it, indicating that it should be removed. Although an attempt has been made in this test to arrange the elements in the order of their difficulty, the last one in the series is so simple that almost any one can locate the defect in a short time. For this reason the test will not have wide usefulness except as a means of diversion. The method for this test is borrowed directly from the work of Doctor Pressey of Indiana University.

_Directions for Giving the Test._

The directions herewith presented are intended to be used by the examiner in testing one foreign-speaking individual at a time. It would be easily possible to paint on the wall the examples given on the title page or to put them on a blackboard in such a manner as to enable the examiner to test quite a large number of persons at the same time.

The examiner should demonstrate to the candidate first of all the nature of the contents of the booklet and then should take up the two examples appearing on the front page. He should trace the direction of the different lines in the pattern with his pencil (without touching the point of the pencil to the paper) and should finally draw a small circle about the extra dot. After this circle has been drawn it would be suggestive to the candidate to trace out again the pattern of the example. When the candidate seems to get the idea, or when both examples have been demonstrated, he should be given a pencil and the opened blank with directions to go ahead. Only two minutes should be allowed for this work, at the end of which time the blanks should be taken from the candidate and scored according to the following directions.

_Directions for Scoring the Test._

The score in this test is the total number of patterns in which the extra dot has been correctly pointed out. In many cases the extra dot is located in the centre of the pattern so that there is no really unsymmetrical element in the test, but this should not interfere with the scoring. The stencil provided with the test booklets makes it somewhat simpler to score than it would otherwise be.

Scores from 0 to 8 indicate Inferior Ability
Scores from 9 to 14 indicate Low Average Ability
Scores from 15 to 20 indicate Average Ability
Scores of 21 or more indicate High Average or Superior Ability

MENTIMETER NO. 5
DIVIDING GEOMETRICAL FIGURES

_Character of the Test._

This test is very easily used as a group test with people who can understand spoken English. The test is also capable of being given to groups of illiterate or foreign-speaking individuals, if the examples used in the explanation are painted on a large blackboard to be placed in the front of the room in full view of all those taking the examination. In the absence of such a special blackboard, the test may be used as an individual test with illiterate or foreign-speaking persons.

Fifteen geometrical figures, such as squares, circles, triangles, and the like, are presented on three pages of the examination booklet. To the left of each figure are two or more small figures which, when properly arranged, form the large figure on the right. The problem of the candidate is to draw a line or several lines in the large figure on the right to indicate how it might be divided to make up the small pieces shown on the left. The first figures are quite simple and may be very readily done by drawing one or two lines. The problems on the third page require from three to five lines to be drawn and are distinctly more difficult than the problems appearing on the previous pages.

It is very difficult to say exactly what functions of the mind are measured by this test. The greatest difficulty with the test is that a rather high minimum of intelligence is required in order to understand what is necessary or desired. The two examples appearing on the title page of the test booklet are not sufficient to demonstrate clearly to the dull person just what he is to do. It is probable that dull people will succeed very much better in this test if it is given as a test for foreigners, using the special blackboard. The examiner could, in that case, draw a line with chalk to show what is expected. The printed directions on the test blank have been made as simple as possible, but they are not wholly satisfactory for the lower ranges of intelligence.

The scoring of this test is somewhat more difficult than for the majority of the other Mentimeter tests. It is intended that one point of credit shall be given for each large figure properly divided. The difficulty comes in being sure that the candidate has intended to draw his lines at exactly the proper place. Inaccuracy may be the result of not knowing where the lines should be placed, or it may be the result of careless execution. If a line is misplaced through careless execution, when it is perfectly clear that the right idea was present in the candidate’s mind, full credit should be given for that element of the test. If it is not certain that the candidate understood where the line should be drawn, no credit should be given for that particular figure.

The stencils, which are supplied with each package of test booklets, should be placed to the left of the five geometrical figures and comparison should be made between the dotted lines of the stencil and the marks made by the candidate in the corresponding figure on the examination sheet. In the first square, for example, full credit should be given whether the line is drawn horizontally or vertically through the figure. The important thing is that two equal rectangles should be created by drawing a single line. Similarly, for each other figure, the important point to be considered is whether or not the lines drawn do form the geometrical figures shown on the left. A little practice will make it possible for the clerk who scores these tests to lay aside the key itself and to carry it in memory.

Various forms of this test have been used by psychologists for a number of years, although its most extensive use was in the Beta series of the United States Army. The same test in modified form was used by Prof. E. L. Thorndike in his tests of mental alertness in the air service. Many individuals were found who could do this test fairly well without being able to succeed with some of the others which were supposedly equally as good for general purposes. On the other hand, many individuals of good general ability were found who seemed lacking in the particular type of ability necessary properly to divide these geometrical figures. On the whole, however, the more intelligent men made higher scores than the less intelligent men. Such low relationship between this particular test and other tests of intelligence makes it particularly useful as one of a series to be used for measuring the intelligence of men entering certain mechanical trades where the recognition of the size and shape of objects is of prime importance. Draftsmen, architects, supply clerks, and candidates for similar positions would probably be rated more accurately by this test than would writers, musicians, and academic students.