Chapter X: The Mentimeter Tests (2)

In the public schools such a test might give some indication of the ability of children to succeed in mechanical or mathematical courses of study. In social gatherings, a great deal of amusement might be found by giving prizes to the individuals completing the entire fifteen figures correctly and in the shortest time. It would seem desirable, however, to omit the time limit when it is used for pure entertainment and to measure with a stop-watch the exact amount of time required for the individual. When all had finished the fifteen elements of the test, the papers could be checked up for accuracy and the prize could be given to the one who had finished correctly in the shortest length of time. This will add an element of interest for it is quite certain that some of those who finished first will have made errors, probably through careless execution, and that someone who finished later in the game will have drawn each line correctly.

_Directions for Giving the Test._

_a._ As an individual test.

The individual to be tested should be seated at the left side of the examiner at a convenient table. The examiner should show the inside of the test blank to the candidate and should then point to the similar figures in the explanation on the title page of the booklet. He should then point to the large figure in the first example, possibly tracing its outline with his pencil. Then the attention of the candidate should be called to the parts appearing on the left-hand side. (Their outlines may be traced if it seems desirable.) Next, a movement should be made with the hand as though one were placing the parts upon the larger figure. This may be repeated two or three times, pointing first to the various parts in order and then to the large figure with a rather broad sweep of the hand. After such a study of the situation, the examiner should draw the proper line and exhibit a smile of pleasure at having successfully done the thing. He should point then to the parts of the large figure which are thus created and by jumping his pencil from one of the parts to the corresponding part on the left, he may fairly clearly demonstrate that he has constructed, by his line, elements which are similar to the elements appearing at the left.

Similar pantomime may be used for the second example, possibly introducing a variation by getting a line incorrectly drawn at the first trial, erasing it as soon as it is apparent that the parts do not correspond exactly with the parts appearing in the problem, and redrawing the line so that the correspondence will be exact. The pencil should then be handed to the candidate and the pamphlet opened up for him to begin work. The candidate should be allowed to work for four minutes with occasional signals to “Go ahead,” “Work fast” or “Hurry up.”

_b._ As a group test for illiterate candidates.

A blackboard containing the two examples should be placed in full view of all the candidates in the room. The test blanks should be passed to the candidates, with well-sharpened pencils or pens and ink. The examiner should then hold up in full view of the group a test blank showing the three pages of figures on which they are to work. He should then get the attention of everyone to the work by saying “Look” or “Watch.” With a piece of chalk, he should then go through the pantomime described above for giving the examination to an individual. Care should be taken that none of the brighter candidates begins work before the signal for everyone to work. When the two examples have been thoroughly demonstrated on the blackboard, the examiner may turn to the group, open up his test blank, and point to the first page of work to be done and say, “Begin here,” “Go ahead,” “Work fast.” At the end of four minutes, he should call “Stop,” should collect all papers, making certain as he does so that some identification mark is present on the paper to show to which candidate it belongs. No special explanation should be given and no person in the group should be allowed to sit idle while the examination is going on. If it is clear that the individual has not understood, the examiner may say, “Do what I did,” pointing to the board and then to the paper. Individuals may be told during the course of the examination, if they seem to be doing nothing, to “Make your marks.”

_c._ As a group test for candidates who can read English.

Place each candidate at a table or chair with a writing surface, supply him with a test blank and pencil or other writing instrument. While the candidates are being supplied, the examiner should make the following statement: “Do not open this booklet until you are told to do so. I shall make explanations as soon as everybody is supplied.”

When all are ready, the examiner should hold up a copy of the test and speak as follows: “There are three pages of work to be done. The page before you shows two samples of the kind of thing you are to do. You will notice at the right a large figure and at the left several small figures. When properly placed together, these small figures will make one of the large figures at the right. You are to draw a line, or several lines, through the large figure at the right in such a way as to make of it the small figures at the left.

“Now look at the examples before you. Is there any one who does not see what line ought to be drawn in order to make the large figure show the pieces which appear at its left? You will have four minutes in which to do the work on the three pages. Work quickly, but be sure to draw your lines correctly. If you complete the fifteen figures before I call ‘Stop,’ look back over your work to see that you have made no mistakes.”

If any candidate signifies that he does not understand, the examiner might draw an imaginary line with his hand to show the direction in which the line should be drawn in order to divide the figure properly. As soon as it is certain that everyone understands how to divide the sample figure, the examiner should say: “Now work rapidly and draw your lines on the next three pages.” The time limit of four minutes should be followed exactly.

_Directions for Scoring the Test._

The examination score, if each figure of the series is correctly divided, will be fifteen points. The stencils give but one solution to each problem although solutions are possible in practically every case by drawing the same lines in a different direction. The angle or direction is unimportant and there is no need that the lines drawn by the candidate correspond exactly in this respect with the lines on the stencil. The important thing is to see that the proper lines are drawn to make the necessary parts. The final score obtained by counting the number of figures in which lines are properly drawn should be entered at the lower right-hand corner of the title page of the booklet.

Scores from 0 to 2 indicate Inferior Ability
Scores from 3 to 5 indicate Low Average Ability
Scores from 6 to 10 indicate Average Ability
Scores from 11 to 13 indicate High Average Ability
Scores from 14 to 15 indicate Superior Ability

In interpreting these results, it should be recalled that inferior ability in this line of work may be found in individuals who have average ability in some other intellectual fields. This test should not be used extensively until it has been proven to have a high degree of relationship with the characteristics required in the group for which it is used as a selecting agency.

MENTIMETER NO. 6
COMPLETION OF FORM SERIES

_Character of the Test._

The Completion test is always very satisfactory because it shows in itself just what should be done and does not require a great deal of special explanation. The Form Series Completion test is particularly valuable in that it does not depend upon the English language either in its content or in the explanations to be made of it.

As with the majority of the other tests for non-English-speaking persons this test is here described as a test of one individual at a time, although it will be found very simple and easy to test a large group at the same time if the examples which appear on the title page of the test booklet can be painted on the wall or reproduced on a blackboard in such a way that the examiner can demonstrate to everyone at once just what is to be done. It is very desirable to examine large groups at the same time if the provision for such demonstration can be made.

Previous Form Series Completion tests have required the candidate to fill in the last characters of each line, everything being printed in order up to within a few sections of the end. The present form, in which the elisions are distributed through the series rather than being grouped at the end, has the advantage that it may be made more difficult by far than the previous forms. Although this test probably measures a rather specialized type of intellectual ability, it is nevertheless sufficiently well graduated in difficulty so that the result obtained by it will show a close relationship to the result obtained in other more general tests.

The problem of the candidate who is given this test is chiefly that of solving, from the rather meagre data presented, just what the serial order of the different forms may be. This undoubtedly calls for a complex variety of special mental qualities, including imagination and abstract reasoning ability. Nevertheless, it is hardly possible for the authors to make any sort of estimate of just where this test will be most valuable or just what it measures. It will certainly be interesting and entertaining whether it works out to have any particular usefulness or not.

_Directions for Giving the Test._

The candidate should be seated at the left of the examiner in order that he may conveniently work upon the test booklet which should be placed on a table between them. After filling out for the candidate the information blanks giving name, age, and the like, the examiner should show for fifteen or twenty seconds (not more than 20 seconds) the inside of the booklet. He should then turn back to the title page and demonstrate the nature of the test by means of the examples printed there.

Probably the best and most effective method of demonstration is that of “jumping” the pencil rhythmically from one block to the next corresponding one to show the rhythmic sequence of the same symbols. When a block is reached in which the symbol has been omitted (but in which the samples have been crudely marked with a fine pen), the examiner should make an appropriate heavy mark such as is used in the printed sections of each series. After any symbol has been written on the explanation samples it would be very much worth while to skip rhythmically along the line making certain that the sequence is correctly followed. When it seems fairly certain that the candidate has grasped the rhythmic nature of the forms, the examiner should open the booklet, give him a pencil, and say “Put them in.” “Fix it up.” “Go ahead.”

Allow exactly five minutes for this work. At the end of this time the examiner should take the paper and score it as directed below.

_Directions for Scoring the Test._

The score in this test is determined by the number of lines in which the candidate has entered the correct forms to complete the line perfectly. No credit should be given if any one of the sections remain unfilled or be filled incorrectly. The stencil which is furnished with the test booklets makes the task of marking the errors very much simpler than it is without such aid. The total score obtained should be entered in the lower right-hand corner of the title page of the booklet.

Scores from 0 to 2 indicate Inferior Ability
Scores from 3 to 5 indicate Low Average Ability
Scores from 6 to 12 indicate Average Ability
Scores from 13 to 15 indicate High Average Ability
Scores from 16 to 20 indicate Superior Ability

MENTIMETER NO. 7
CHECKING IDENTITY OF NUMBERS

_Character of the Test._

Bank tellers and other clerical workers find it necessary very frequently to compare signatures or numerical figures as to identity. A test might be arranged in which it was necessary for an individual to compare several sets of numbers all of the same length and general appearance. Such a test would, however, resolve itself very largely into a test of speed. The present form attempts to eliminate some of the speed element and to take to itself as much as possible of the quality of measuring the complexity which is necessary to cause an error in the recognition of identity. There are thirty numbers to be compared with another list of thirty in a parallel column. The first numbers have only two digits but the number of digits is increased fairly regularly until in the last pairs eleven digits in one column must be compared with the eleven digits in another.

This test is probably as useful a measure of ability to notice small details as it is necessary to make. The chief objection to it will come from individuals who are not gifted by nature with the ability to think in terms of numbers. This objection is not serious and will not be as valid even in their own cases as those who make it are inclined to believe. The test may be given as a group test if some means be provided for demonstrating before the entire group at one time just what type of activity is wanted. The directions given below are for giving the test as an individual examination, but with slight modifications the same directions will serve quite well for group examination. It is not necessary, of course, for the candidates to understand the English language if the examiner is thoroughly effective in his pantomimic instructions.

_Directions for Giving the Test._

As soon as the proper record has been made of the age, the name, and location of the individual being examined, the examiner may turn the test leaflet and exhibit the two columns of numbers which appear on the other side. This exhibition should not be made formally and should last not more than twenty seconds. The pamphlet should then again be placed title page up in front of the candidate.

1ST COLUMN 2ND COLUMN SAME DIFFERENT

356 356 ☐ ☐ A
738 758 ☐ ☐ B

The examiner should then compare the identity of the numbers in the first example. The best way to do this would be to point first at the 3 in the first column then at the corresponding 3 in the second column, nodding his head, “Yes.” The same pointing from one column to the other should be done for 5 and for 6, the second column part of the pointing to be accompanied in each case by nodding the head, “Yes.” As a summary of this first example, the examiner may place his hand over the entire three digits of the first column and then transfer it to the entire three digits of the second column and nod his head, “Yes,” making merely a check mark (✓) on that horizontal line under the word, “same.” With the second example the same sort of pantomime may be used until 5 in the second column has been compared with 3 in the first column, which should be accompanied by a shaking of the head and the verbal exclamation, “No, no!” The summary by means of placing the hand over 738 and then over 758, with another, “No, no,” may be omitted if it is quite clear that the candidate has grasped the idea. In either case the examiner should make the check mark under the word “different.” The sheet may then be turned and the pencil handed to the candidate with the direction “Go ahead. Mark them all.” Exactly two minutes should be allowed after saying, “Go ahead.” At the end of two minutes the paper should be taken by the examiner and scored according to the following directions.

If the numbers in the second column correspond exactly with those on the same line in the first column, make a check mark in the square on that line under the word “Same.” If the second set on any line differs in any way from the first, check that line under the word “Different.”

1st COLUMN 2nd COLUMN SAME DIFFERENT LINE NO.

96 96 ☐ ☐ 1
83 88 ☐ ☐ 2
77 71 ☐ ☐ 3
33 35 ☐ ☐ 4
82 82 ☐ ☐ 5

641 644 ☐ ☐ 6
956 956 ☐ ☐ 7
507 507 ☐ ☐ 8
9572 9752 ☐ ☐ 9
1832 1832 ☐ ☐ 10

19560 19360 ☐ ☐ 11
94083 94083 ☐ ☐ 12
940817 940847 ☐ ☐ 13
329506 326506 ☐ ☐ 14
654938 654938 ☐ ☐ 15

6998701 6997801 ☐ ☐ 16
7105923 7105623 ☐ ☐ 17
2501036 2500136 ☐ ☐ 18
3674462 3674462 ☐ ☐ 19
61558543 61585543 ☐ ☐ 20

38910066 39810066 ☐ ☐ 21
17198591 17198591 ☐ ☐ 22
685342017 685342017 ☐ ☐ 23
317762849 317762849 ☐ ☐ 24
102435867 102435867 ☐ ☐ 25

3484657120 3484657210 ☐ ☐ 26
4686726631 4686726631 ☐ ☐ 27
6571018034 6571018034 ☐ ☐ 28
38797625147 38797652147 ☐ ☐ 29
26557239164 26557239164 ☐ ☐ 30

_Directions for Scoring the Test._

The score in this test is the total number of pairs the identity of which has been correctly checked, minus the total number of pairs in which an error has been made in checking the identity. For example, if the last line checked was the twenty-fifth line while two lines had been omitted and errors had been made in checking three other lines, then only twenty lines had been checked correctly, and three lines had been checked incorrectly; so the resulting score would be seventeen points. The maximum score obtainable is of course thirty points and will be obtained only in case every pair has been checked without error. It is possible with this method of scoring to obtain a score less than zero; for example, if a person had checked correctly ten of the identities and had made errors in checking fifteen others, the number of “rights” minus the number of “wrongs” would be minus five. In such cases the score to be entered on the lower right-hand corner of the candidate’s title page is zero.

The stencil furnished with the test leaflets makes it possible to mark this test with great rapidity and without mental fatigue. The point at which care needs to be taken is in making certain that the total score, computed by subtracting the number wrong from the number right, is correct. For this reason the reader is advised to cross out the “line number” of any pair incorrectly checked and to draw a circle around the “line number” of any pair not attempted by the candidate. If this is done consecutively down the page, there will be little difficulty in calculating the total score.

Scores from 0 to 8 indicate Inferior Ability
Scores from 9 to 12 indicate Low Average Ability
Scores from 13 to 22 indicate Average Ability
Scores from 23 to 26 indicate High Average Ability
Scores from 27 to 30 indicate Superior Ability

MENTIMETER NO. 8
DIGIT-SYMBOL SUBSTITUTION

_Character of the Test._

Ability to master a language is usually very closely related to general intellectual ability along academic or abstract lines. The relationship between the age at which a child begins to talk and the length of time required later by the same child to learn to use a foreign language would probably be found fairly close.

The Digit-Symbol test has been used rather extensively and for many years as a form of measuring the ability of an individual to learn a new method of expressing himself. Many experimenters have used a Letter-Symbol test rather than the Digit-Symbol, but there seems to be little difference in the character of the results obtained.

The Mentimeter form of the test follows quite closely the corresponding test in the Beta series used in the Army. At the top of the page there appears a key showing just what symbol should be used to indicate each number or digit. The test itself consists of 100 digits with empty squares appearing below them in which one is to write, beneath each digit, its corresponding symbol as shown by the key on pages 166 and 167. An intelligent person usually begins with the first digit and supplies the proper symbol for it at each place it occurs in the test; then begins with the second digit and goes through the entire test writing the symbol for it, and so on. Those of average intelligence more frequently try to supply the proper symbol for each different digit in order as they appear in the test without going through the entire test with each symbol separately. The method of the candidate in doing the work should not, however, be allowed to influence the rating obtained on the test, except as one method may produce a higher score than another.

Investigations which have been made seem to show that although the symbols used are quite distinctly more difficult to write than the digits themselves would be, it is nevertheless a better test to measure the number of symbols the candidate can write under the digits than to measure the number of digits one could write correctly under their corresponding symbols. The relationship between ability in this test and general ability to handle ideas and abstract notions is rather remarkably close. It is probable, however, that if the test were lengthened so as to require five or ten minutes rather than two and one half minutes the correspondence with intellectual ability would be increased.

This test will be very useful to employers seeking high-grade clerical service and probably in selecting administrative or supervisory officers. In the public schools it will be useful in some instances in classifying pupils for instruction. As a diversion in the home or social group it will have slight value.

_Directions for Giving the Test._

This test has ordinarily been given as a test of several individuals at the same time. It is probable that it will not be as useful when given to one individual at a time as when used as a group test. The instructions are given here, however, as with the remainder of the tests for non-English-speaking persons, with the needs of examining foreigners individually uppermost in mind. By reproducing on the blackboard or on a wall chart the introductory examples one may adapt with almost no change the method of administration here described so that it will work equally well with a group. It is advisable to prepare such introductory charts and to give the tests as group tests rather than as individual tests, not only with the Digit-Symbol Substitution test but also with the other Mentimeters numbered from 2 to 10.

The individual to be tested should be shown the page on which he is to work, for not more than twenty seconds, and should then be shown the two examples appearing on the title page under the printed instructions, “Make under each number the mark which should be there.” The examiner should then compare his key and the digits appearing in the sample series and should write in the proper spaces the appropriate symbols. The idea of getting the symbol from a key will be emphasized and made clear if the examiner at each point moves his finger or pencil from the digit in the example to the digit in the key, then to the symbol in the key and back to the empty space beneath the digit in the example. When all the spaces of the example have been filled (this should be done very slowly at first and then more rapidly toward the end of the example), the examiner should open the booklet, supply a pencil, and say, “Now! Go ahead! Put them in! Hurry up!”

Exactly two and one half minutes (150 seconds) should be allowed from the time the examiner says, “Go ahead,” to the time he calls, “Stop!” All papers should be closed immediately and handed to the examiner.

_Directions for Scoring the Test._

The score in this test is the number of symbols correctly supplied. Marking the errors is very much simplified by the use of the stencils furnished with each package of test booklets. The number of symbols correctly written should be recorded at the end of each line in the test and the total for all lines should be entered in the lower right-hand corner of the title page of the booklet.

Scores from 0 to 20 indicate Inferior Ability
Scores from 21 to 35 indicate Low Average Ability
Scores from 36 to 65 indicate Average Ability
Scores from 66 to 75 indicate High Average Ability
Scores from 76 to 100 indicate Superior Ability

MENTIMETER NO. 9
COMPLETION OF NUMBER RELATION SERIES

_Character of the Test._

This test may be given to any individuals or groups of persons who can read and understand the arabic numerals. The directions furnished herewith are for the measurement of a group rather than of an individual, although with very slight modifications in instructions the test leaflet may be employed in an individual psychological examination. The title page of the leaflet contains fairly complete directions and three samples of the number series to be completed. Persons who read English readily will have a distinct advantage over those who must depend upon oral instructions, but experience has shown that, even with individuals who do not understand the English language, it is possible to demonstrate on a blackboard, using the sample exercises, with sufficient clearness to enable foreign language-speaking candidates to grasp the idea of the work to be done. No comparisons should be made, however, between results obtained by oral demonstration and results obtained through the use of the instructions printed below, without making allowances for the differences in method of administration.

The Number Relation Series test is so difficult to understand that it is hardly worth while to employ this test with children below ten years of age or with adults whose mental capacity is not equal to or better than that of the ten-year-old school child. The method of marking the test is quite simple when one is supplied with the stencil which is furnished with each package of test blanks. The present form of the test is somewhat different from those used elsewhere and it is difficult to say just what phases of intellectual or mathematical ability are measured by it. The Army intelligence tests included a number relation series test, so arranged that the last two numbers in each series must always be supplied by the person tested. Dr. Agnes Rogers, in her study of the prognostication of mathematical ability, employed a test which is very closely related to the one given here. Her results seem to show that this form of test is a splendid measure of mathematical capacity in high school pupils.

It is probable that this test will have very little usefulness in the selection of employees in general, but that it may be found valuable in discovering within an organization persons whose mathematical aptitude would make them very useful in positions where the handling of figures is an important part of the employee’s duty. In schools the chief value of the test will probably be in assisting in the diagnosis of special mathematical ability or lack of ability among pupils entering high school. As a game for social amusement, it is not probable that this test will be highly popular, except among those who are mathematically inclined.

_Directions for Giving the Test._

Having supplied each candidate with writing materials the examiner should announce as follows:

“I am going to distribute to you copies of a test which is intended to measure certain special mental capacities. I shall pass it to you with that side up which contains the directions. Do not turn it over or examine the 20 problems which are to be solved. Write your name where it says ‘Name’ and fill in the other blanks on the title page.”

The blanks should be distributed, taking care that each candidate receives the blank right side up and that no candidate turns it over before the command is given to begin work. When names, ages, and other identifying pieces of information have been entered the examiner should ask the candidates to look at the directions carefully while he reads them aloud.

“The other side of this sheet has 20 series of figures, one or more of the figures from each series being left out. You are to look carefully at each series, to study out what kind of a series it is and then to write on the dotted lines those numbers which have been omitted. Look at the following samples.

Write on each blank the number omitted

2 4 6 8 10 .. 14 16 18 20 Sample A
16 11 7 .. 2 1 1 2 4 7 Sample B
2 .. .. 2 2 3 2 4 2 5 Sample C

“In Sample A each number is obtained from the previous number by adding 2 to it; therefore, 12 should be the number between 10 and 14. In Sample B, each number is obtained from the next previous number by subtracting 1 less than was subtracted from the number before it—that is, 5 is subtracted from 16 to obtain 11, 4 is subtracted from 11 to obtain 7, 3 should then be subtracted from 7 to obtain a 4 which is to be entered on the blank. In Sample C, every other number is a 2 and therefore the second blank space should contain a 2. Between the 2’s appear numbers, each one of which is one more than the one which preceded it. On the first blank in Sample C there should be a 1 in order to carry out this scheme.”

“You will be allowed four minutes in which to complete the 16 series. Begin with the first and complete as many as you possibly can. Ready! Go!” At the end of four minutes after saying “Go” the examiner should call “Stop! Time up! Give me your papers.” All papers should be collected at once.

Unusual care will need to be taken in giving this test to avoid variations in the directions used with the different groups examined. In order to maintain absolutely comparable test conditions, no variations from the language and routine given above should be allowed.

Write on each blank the number omitted

1 2 3 4 5 .. 7 8 9 10 Series 1.
10 12 .. 16 18 .. 22 24 26 28 Series 2.
12 11 10 .. 8 7 .. .. 4 3 Series 3.
1 3 .. 7 9 11 13 15 17 .. Series 4.

.. 39 37 35 33 31 29 .. 25 23 Series 5.
4 5 7 .. 14 19 25 32 40 .. Series 6.
1/64 1/32 1/16 .. ¼ ½ .. 2 .. 8 Series 7.
8 15 .. 29 36 43 .. 57 64 71 Series 8.

10 .. 15 16 20 21 .. 26 30 31 Series 9.
2 .. 8 10 .. 10 20 10 26 .. Series 10.
7 .. 10 11 13 14 .. .. .. 20 Series 11.
.. 4 9 16 25 .. .. 64 81 100 Series 12.

.. 4 7 14 17 .. .. .. 77 154 Series 13.
32 .. .. .. 28 29 26 27 .. 25 Series 14.
6 10 13 .. .. .. 15 13 10 .. Series 15.
60 55 .. .. 46 45 .. 46 48 .. Series 16.

_Directions for Scoring the Test._

The score in this test is the number of series correctly completed regardless of the number of blanks in the series. The maximum score obtainable will therefore be 16 points. The stencil furnished with each set of test leaflets will make it very simple to count the number of series correctly completed. A convenient way of indicating that a series is not correctly completed is to cross out the serial number of that series. To indicate that the series was not attempted one might draw a circle around the serial number of that series. The final score should be entered on the title page of the leaflet in the lower right-hand corner.

Scores from 0 to 1 indicate Inferior Ability
Scores from 2 to 4 indicate Low Average Ability
Scores from 5 to 8 indicate Average Ability
Scores from 9 to 11 indicate High Average Ability
Scores from 12 to 16 indicate Superior Ability

It should be borne in mind that the type of ability measured by the above scores is not necessarily a true indication of the general efficiency of the possessor.

MENTIMETER NO. 10
ADDITION TESTS

_Character of the Tests._

This Mentimeter is composed of two parts, one of them measuring the difficulty of the addition problems which a candidate can solve, and being therefore a fairly good test of intelligence, the other measuring the speed at which one can add fairly easy problems and therefore having less relations to intellectual ability.

Teachers in school furnish the children with certain information and knowledge or guide their pupils to the sources from which this information and knowledge may be obtained. In Addition, this information takes the form of “2 and 2 make 4,” “9 and 5 make 14” and such sums. The instruction also involves such things as how to carry in addition, how to add when a decimal point enters into the calculation, and all such problems. The teacher also undertakes a somewhat different task, which is the review and drilling of the pupils in order to make the combinations which have been explained automatic in the minds of the children. It is not sufficient for John to know that “3 and 5 are 8,” but he must be able to write or say “8” without any hesitation whatever when 3 and 5 are to be added.

In order to test the extent to which teachers have explained addition, one would measure the pupils with a test which increased in difficulty from the first problems to the last, undertaking to determine how difficult a problem can be solved. In order to test the rapidity with which the pupils have learned in their drill exercises to make the different combinations, one would measure the speed with which they can make the simple combinations. The first addition test which is given on page 175 measures the extent of the information which the candidate has gained, while the second measures the speed which the candidate has developed by drilling upon addition problems.

Teachers in the public schools will undoubtedly wish to measure both the speed with which their pupils do simple problems as a result of drill, and the difficulty of the problems which the child can solve correctly as a result of instruction. Of course the test for difficulty of problems solved is not absolutely independent of the effect of drill, although it is relatively much less dependent upon drill than is the other test.

In industrial organizations the first test given will probably be found most useful, while in social groups the greatest amount of entertainment will probably be obtained from the second test. The reliability of the results from the first test is very much higher than the reliability of the results from the second test, for in the second case a difference of one second in time allowed may make as much as one or two points difference in the score obtained.

As with all of the other tests listed in this series of “Tests for Non-English-Speaking Persons,” the Addition tests will bring more satisfactory results, with much greater economy of time, if they are administered as group tests. They are here described, however, as tests for individual candidates in order that they may be given to foreign language-speaking candidates without any other apparatus than that furnished by the test booklets themselves. Any teacher or employer who has a number of persons to be examined should prepare a blackboard or wall chart on which to exhibit an enlarged copy of the examples used in the introduction. By placing this at the front of the room in full view of all candidates, the pantomimic instructions here described may be used for non-English-speaking candidates, or simple verbal explanations may supplement them for English-speaking persons.

_Directions for Giving Mentimeter 10a._

The examiner, after securing from the candidate his name, address, age, and other pertinent information, should turn the examination leaflet and exhibit, for ten or fifteen seconds, the addition tests which are to be solved. The leaflet should then be turned over to the title page again and attention should be called to the examples appearing on the middle of this page under the heading “Add.” The examiner should point to the first example

2
2
—

and placing his pencil on the lower 2 and then upon the upper 2 should seem to hesitate for an instant and then write 4 underneath the line. Looking at the second example

15
3
——

he should place his pencil on the 3 and then on the 5 and, with only an instant’s hesitation, should write 18. Similarly, looking at the third example,

23
25
16,
———

he should place his pencil first on the 6, then on the 5, then on the 3, and write a 4 underneath the line; then place his pencil on the 1 and then upon the two 2’s in order and write 6 at the left of the 4. With this explanation the examination booklet should be opened and a pencil supplied to the candidate with the instructions “Go ahead! Add them all!”

MENTIMETER NO. 10A.

Add:

(1) (2) (3) (4) (5) (6) (7)

3 2 14 45 13 23 14
2 5 3 34 21 35 45
— 1 —— —— 22 30 83
— —— —— ——

(8) (9) (10) (11) (12)

34 197 374 796 7065375
67 225 49 867 8688256
95 659 623 745 2315553
52 316 5 933 1947272
—— ——— 548 542 3583419
65 213 5224362
——— 564 6869021
235 8518488
676 3493625
——— 2657176
———————

Four minutes’ time should be allowed for this test. At the end of the four minutes the examiner should call “Time up” and take the paper.

_Directions for Scoring Mentimeter 10a._

The score in this test is the number of problems correctly solved. No credit should be given for any problem unless each digit in the answer is present, correct, and in its right place.

Scores from 0 to 5 indicate Inferior Ability
Scores from 6 to 8 indicate Low Average Ability
Scores from 9 to 11 indicate Average Ability
A score of 12 indicates High Average or Superior Ability.

_Directions for Giving Mentimeter 10b._

The examiner should open the booklet and demonstrate to the candidate, for ten seconds, with just what nature of test he is to be confronted. Then, after securing the necessary identifying information, the examiner should point to the problems on the title page under the word “Add.” Pointing to the 1 in the first example and then to the 2, he should write 3 under the line. Pointing to the 4 and then to the 5, in the second example, he should write 9 under the line. Pointing to the 4 and then to the 7 in the third example he should write 11 under the line, and should then pass his pencil and the opened booklet to the candidate with the instruction, “Go ahead! Add them up!”

The most important point in this test is to make absolutely certain that exactly thirty seconds (no more and no less) is allowed from the time the examiner supplies the candidate with a pencil until the time he calls “Stop!” Unless this time is kept absolutely uniform the results of the test will be hardly worth considering. Whether the candidate begins work or not, the time should be calculated from the instant he receives his pencil and the opened booklet.

_Directions for Scoring Mentimeter 10b._

The score in this test is the number of correct answers obtained in thirty seconds. Unless an answer is absolutely correct, it should have no credit. If an answer is only partially finished when time is called, it should not be credited as being the correct answer unless it is sufficiently complete in both digits to prove that the right answer had been obtained.

Scores from 0 to 9 indicate Inferior Ability
Scores from 10 to 21 indicate Low Average Ability
Scores from 22 to 32 indicate Average Ability
Scores from 33 to 44 indicate High Average Ability
Scores from 45 to 60 indicate Superior Ability

MENTIMETER NO. 10B

Add:

(1) (2) (3) (4) (5)

2 8 5 7 1
4 9 1 4 5
— — — — —

(6) (7) (8) (9) (10)

8 3 4 6 2
3 0 5 9 8
— — — — —

(11) (12) (13) (14) (15)

6 4 4 0 1
7 3 6 7 2
— — — — —

(16) (17) (18) (19) (20)

3 7 2 9 6
2 9 2 3 5
— — — — —

(21) (22) (23) (24) (25)

7 5 7 9 6
6 2 1 4 8
— — — — —

(26) (27) (28) (29) (30)

3 7 6 4 5
3 4 2 8 8
— — — — —

(31) (32) (33) (34) (35)

9 9 0 7 5
6 9 5 6 8
— — — — —

(36) (37) (38) (39) (40)

6 3 8 9 7
8 7 7 6 5
— — — — —

(41) (42) (43) (44) (45)

8 5 5 7 8
3 9 6 4 8
— — — — —

(46) (47) (48) (49) (50)

6 7 9 2 7
5 8 3 7 7
— — — — —

(51) (52) (53) (54) (55)

3 2 0 8 4
1 7 5 9 7
— — — — —

(56) (57) (58) (59) (60)

1 2 8 7 7
6 5 1 6 5
— — — — —

_Differences between Mentimeters 10a and 10b._

In connection with these tests of ability in addition, a few additional words should be said to make somewhat clearer the differences between educational tests and tests of intelligence. There is, of course, no sharp line to be drawn between these two types of tests. Mentimeter No. 10b may be classified very certainly as an educational test because it involves primarily the element of speed in simple additions which is not an accurate index of intellectual capacity but depends almost altogether upon specific drill. Improvement in ability to make a score in Mentimeter No. 10a will come much more slowly than in the case of the speed test in addition. Before a child can make progress sufficient to carry him from problem 5 to problem 6 in Mentimeter 10a, he must be instructed in the mysteries of adding zero to the sum of two other numbers. Before he can make progress from problem 6 to problem 7 he must learn to put down the 2 under the right-hand column of figures and carry the 1 to the next column and add it with the digits printed there. Each additional problem that he solves involves some new elements of arithmetic knowledge which can be learned only by careful study and one at a time.

In the speed test a larger score does not indicate ability to do anything more difficult or to understand anything more complicated, but merely more rapid doing of the things which are already fully understood. In the other test, however, a larger score indicates greater comprehension of more difficult situations and therefore an intellectual capacity which is of greater magnitude.

The primary purpose of the Mentimeter tests is to measure intellectual capacity rather than school training. For this reason very few tests which may be classified as primarily educational have been included. Where they have been inserted, they have been arranged to measure the ability of the person to do more difficult tasks rather than his ability to do simple tasks more rapidly.

MENTIMETER NO. 11
MEMORY FOR NUMBERS

_Character of the Test._

This test is planned as an individual examination to be given to any candidate who understands the English language. The test is borrowed directly from the Binet series and was used as a group test in the first form of the Alpha examination in the United States Army.

The usefulness of this test is probably limited to the selection of candidates for very simple mechanical operations and to the classification of pupils in the schoolroom. It might be employed as one of a series of tests in the selection of telephone operators, but its use in such a case is probably more obvious than practical.

_Directions for Giving the Test._

The candidate should be seated comfortably in a quiet place and should be instructed to listen carefully. The examiner should fill out the blanks at the top of the title page, recording only such facts as seem to be necessary. The examiner should then repeat the following formula:

“I am going to read to you sixteen series of numbers. The first series will be very short and the last series will be quite long. When I have read a series I want you to repeat all of the numbers it contained. I shall read them slowly so that you can be sure to get them. Listen very carefully and try not to forget any number. Do not repeat any number until I have finished the whole series and stopped speaking.”

The examiner should announce each time just how many numbers will appear in the series. The digits should be read at the rate of one per second, taking care to avoid any rhythmic grouping of the numbers. The examiner should look up expectantly as soon as he has finished reading a series. No intimation should be given a candidate as to whether or not he is being successful. The first series should be read as follows:

“The First Series contains two numbers which are, 5, 6.” As soon as the candidate has repeated these numbers the examiner should say:

“The Second Series contains two numbers which are, 2, 7.”

First Series 5 6
Second 〃 2 7
Third 〃 9 3 5
Fourth 〃 4 1 6
Fifth 〃 7 4 9 3
Sixth 〃 4 8 5 7
Seventh 〃 9 5 7 3 8
Eighth 〃 6 8 1 2 4

Ninth Series 2 6 8 3 5 9
Tenth 〃 6 3 5 9 2 7
Eleventh 〃 9 5 8 3 6 2 4
Twelfth 〃 8 1 9 5 2 6 3
Thirteenth 〃 3 5 2 6 8 3 4 9
Fourteenth 〃 2 8 5 9 3 6 1 4
Fifteenth 〃 6 3 9 4 8 1 7 2 5
Sixteenth 〃 7 1 4 9 6 3 5 2 8

_Directions for Scoring the Test._

The examiner should keep on the test leaflet, out of the sight of the candidate, a notation of exactly which series cause failure. Misplacement of any digit in the series should count as an error and bring no credit for that series. The total score obtained by counting the number of series in which each number was correctly repeated in its right order should be written in the lower right-hand corner of the title page of the leaflet.

Scores from 0 to 7 indicate Inferior Ability
Scores from 8 to 9 indicate Low Average Ability
Scores from 10 to 12 indicate Average Ability
Scores from 13 to 14 indicate High Average Ability
Scores from 15 to 16 indicate Superior Ability

MENTIMETER NO. 12
REPEATING NUMBERS BACKWARD

_Character of the Test._

This test can only be given as an individual examination and to people who understand spoken English. The presence of other people in the room where the test is being given is frequently the cause of low scores.

This test is borrowed bodily from the Binet series, in which it has won a distinct place for itself as a useful measure of the ability to think about symbols and abstract ideas.

This test will be of little value as an entertainment feature but will be useful to the public school teacher, or to the employer who wishes to have a brief but fairly accurate test to apply to individual people whom he may be considering for positions of responsibility. The reliability of the test is unusually high for an examination taking no more time than is required for this.

_Directions for Giving the Test._

The examiner should read the following instructions clearly:

“I have twelve lists of numbers to read to you. I want you to listen carefully as I read each list, and when I say ‘Now’ you are to repeat the same numbers backward, that is, in the reverse order. For example, if I should read the numbers, 3, 4, 5, when I said ‘Now’ you should repeat them 5, 4, 3. If I read 9, 8, 7, you should say 7, 8, 9. You are to say the same numbers I read, but you are to say them just backward from the way I read them.”

The examiner should read each series very distinctly and at the rate of one digit per second. About five seconds before the reading of each series the examiner should call the candidate’s attention by saying, “Now listen to this set.” Allow two seconds after reading the last digit of each series before saying “Now,” or, “Now say them backward.” If the candidate has not begun to repeat the digits within thirty seconds the examiner should say “Now try this set” and should read the next list to him.

First Series 5 8
Second 〃 6 4
Third 〃 3 5 2
Fourth 〃 8 4 9
Fifth 〃 7 3 9 4
Sixth 〃 5 2 6 8
Seventh 〃 1 9 2 5 3
Eighth 〃 4 2 8 9 6
Ninth 〃 8 3 6 2 5 7
Tenth 〃 1 5 9 6 4 7
Eleventh 〃 2 6 3 7 5 8 4
Twelfth 〃 3 8 2 6 4 7 5

_Directions for Scoring the Test._

The score in this test is the number of series repeated backward without error. Any misplacement in the order of the digits should be considered an error and no credit should be given for that series. The examiner will need to keep a record of just which series were correctly repeated, and will need to keep this record from the view of the candidate being examined, at least until after the examination is complete.

Scores from 0 to 4 indicate Inferior Ability
Scores from 5 to 6 indicate Low Average Ability
Scores from 7 to 8 indicate Average Ability
Scores from 9 to 10 indicate High Average Ability
Scores from 11 to 12 indicate Superior Ability

MENTIMETER NO. 13
MEMORY FOR SENTENCES

_Character of the Test._

At the age of two years and frequently before, the vocabulary of the ordinary child has developed to such an extent that it contains two or three hundred individual words which can be used rather effectively. By the time the child is four years of age he has increased his vocabulary very extensively and can repeat entire sentences, if they are not too long, without error. The Mentimeter here provided is intended to measure the complexity and length of a sentence which an individual can repeat correctly after having heard it only once. The reliability of this test is not very well determined and its field of usefulness is almost as indefinite. It will be interesting in social groups as a recreation and will be useful to the teacher in comparing her pupils, but it is doubtful if it can be employed in industrial work with any large group of employees. It would seem that it might, however, be found valuable as a test of telegraphers, stenographers, and dictaphone operators. The fact that it is to be given as an individual test still further limits its usefulness.

_Directions for Giving the Test._

The examiner, after recording or having the candidate record on his leaflet the identifying information required, should repeat the following explanation:

“I have ten sentences which I shall read to you slowly, one sentence at a time. You are to listen very carefully while I read and then after I have finished reading a sentence you are to repeat it to me exactly as it was read.”