APPENDICES

APPENDIX A
Intelligence Ratings in the Army

Reprinted from The Personnel Manual

(Vol. II of The Personnel System of the United States Army)

Purpose of the Intelligence Tests.—Under the direction of the Division of Psychology, Medical Department, and in accordance with provisions of General Order No. 74, mental tests are given all recruits during the two-weeks detention period. These tests provide an immediate and reasonably dependable classification of the men according to general intelligence. Their specific purposes are to aid:—

(1) In the discovery of men whose superior intelligence suggests their consideration for advancement;

(2) In the prompt selection and assignment to Development Battalions of men who are so inferior mentally that they are suited only for selected assignments;

(3) In forming organizations of uniform mental strength where such uniformity is desired;

(4) In forming organizations of superior mental strength where such superiority is demanded by the nature of the work to be performed;

(5) In selecting suitable men for various army duties or for special training in colleges or technical schools;

(6) In the early formation of training groups within a company in order that each man may receive instruction and drill according to his ability to profit thereby;

(7) In the early recognition of slow-thinking minds which might otherwise be mistaken for stubborn or disobedient characters;

(8) In eliminating from the army those men whose low-grade intelligence renders them either a burden or a menace to the service.

Nature of the Tests.—The tests were prepared by a special committee of the American Psychological Association. Before being ordered into general use they were thoroughly tried out in four National Army Cantonments, and from time to time have undergone revision to increase their practical usefulness. Between May 1 and October 1, 1918, approximately one million three hundred thousand men were tested.

Three systems of test are now in use:—

(1) Alpha. This is a group test for men who read and write English. It requires only fifty minutes, and can be given to groups as large as 500. The test material is so arranged that each of its 212 questions may be answered without writing, merely by underlining, crossing out, or checking. The papers are later scored by means of stencils, so that nothing is left to the personal judgment of those who do the scoring. The mental rating which results is therefore wholly objective.

(2) Beta. This is a group test for foreigners and illiterates. It may be given to groups of from 75 to 300 and requires approximately fifty minutes. Success in Beta does not depend upon knowledge of English, as the instructions are given entirely by pantomime and demonstration. Like Alpha, it measures general intelligence, but does so through the use of concrete or picture material instead of by the use of printed language. It is also scored by stencils and yields an objective rating.

(3) Individual Tests. Three forms of individual tests are used: The Yerkes-Bridges Point Scale, the Stanford-Binet Scale, and the Performance Scale. An individual test requires from fifteen to thirty minutes. The instructions for the Performance Scale are given by means of gestures and demonstration, and a high score may be earned in it by an intelligent recruit who does not know a word of English.

All enlisted men are given either Alpha or Beta according to their degree of literacy. Those who fail in Alpha are given Beta, and those who fail to pass Test Beta are given an individual test.

As a result of the tests, each man is rated as A, B, C+, C, C−, D, D− or E. The letter ratings are reported to the Interviewing Section of the Personnel Office, and are there copied on the Qualification Cards (in the square marked Intelligence). The Psychological Report, after the grades have been copied on the Qualification Cards, is forwarded from the Interviewing Section to the Mustering Section of the Personnel Office, where each soldier’s letter rating is copied on the second page of his Service Record. A copy of the Psychological Report is also sent by the Psychological Examiner to the Company Commander, who uses it in the organization of his company. In some camps the entering of Intelligence Grades on Service Records has been left to company commanders, but accuracy and uniformity is secured by having these grades entered in the Mustering Section of the Personnel Office when the Service Records are being started.

The psychological staff in a camp is ordinarily able to test 2,000 men per day and to report the ratings to the Personnel Office within 24 hours. Personnel Adjutants will coöperate in arranging the schedule of psychological examinations so as to secure from them maximum value (See Chapter IV for the proper coördination of the work of the Psychological Examiner with the work of other officers in a camp.)

Explanation of letter ratings.—The rating a man earns furnishes a fairly reliable index of his ability to learn, to think quickly and accurately, to analyze a situation, to maintain a state of mental alertness, and to comprehend and follow instructions. The score is little influenced by schooling. Some of the highest records have been made by men who had never completed the eighth grade. The meaning of the letter ratings is as follows:

A. Very Superior Intelligence. This grade is earned by only four or five soldiers out of a hundred. The “A” group is composed of men of marked intellectuality. “A” men are of high officer type when they are also endowed with leadership and other necessary qualities.

B. Superior Intelligence. “B” intelligence is superior, but less exceptional than that represented by “A.” The rating “B” is obtained by eight to ten soldiers out of a hundred. The group contains a good many men of the commissioned officer type and a large amount of non-commissioned officer material.

C+. High Average Intelligence. This group includes about fifteen to eighteen per cent. of all soldiers and contains a large amount of non-commissioned officer material with occasionally a man whose leadership and power to command fit him for commissioned rank.

C. Average Intelligence. Includes about twenty-five per cent. of soldiers. Excellent private type with a certain amount of fair non-commissioned officer material.

C−. Low Average Intelligence. Includes about twenty per cent. While below average in intelligence, “C−” men are usually good privates and satisfactory in work of routine nature.

D. Inferior Intelligence. Includes about fifteen per cent. of soldiers. “D” men are likely to be fair soldiers, but are usually slow in learning and rarely go above the rank of private. They are short on initiative and so require more than the usual amount of supervision. Many of them are illiterate or foreign.

D− and E. Very Inferior Intelligence. This group is divided into two classes (1) “D−” men, who are very inferior in intelligence but are considered fit for regular service; and (2) “E” men, those whose mental inferiority justifies their recommendation for Development Battalion, Special Service Organization, rejection, or discharge. The majority of “D−” and “E” men are below ten years in “mental age.”

The immense contrast between “A” and “D−” intelligence is shown by the fact that men of “A” intelligence have the ability to make a superior record in college or university, while “D−” men are of such inferior mentality that they are rarely able to go beyond the third or fourth grade of the elementary school, however long they attend. In fact, most “D−” and “E” men are below the “mental age” of ten years and at best are on the border-line of mental deficiency. Most of them are of the “moron” grade of feeble-mindedness. “B” intelligence is capable of making an average record in college, “C+” intelligence cannot do so well, while mentality of the “C” grade is rarely equal to high school graduation.

Evidence that the Tests Measure Military Value.—It has been thoroughly demonstrated that the intelligence ratings are very useful in indicating practical military value. The following investigations are typical:

1. Commanding officers of ten different organizations representing various arms in a camp were asked to designate:

(a) The most efficient men in the organization;

(b) Men of average value;

The officers of these organizations had been with their men from six to twelve months and knew them exceptionally well. The total number of men rated was 965, about equally divided among “best,” “average,” and “poorest.” After the officers’ ratings had been made, the men were given the usual psychological test. Comparison of test results with officers’ ratings showed:

(a) That the average score of the “best” group was approximately twice as high as the average score of the “poorest” group. (b) That of men testing below “C−” 70 per cent. were classed as “poorest” and only 4.4 per cent. as “best.” (c) That of men testing above “C+,” 15 per cent. were classed as “poorest” and 55.5 per cent. as “best.” (d) That the man who tests above “C+” is about fourteen times as likely to be classed “best” as the man who tests below “C−.” (e) That the per cent. classed as “best” in the various letter groups increased steadily from 0 per cent. in “D−” to 57.7 per cent. in “A,” while the per cent. classed as “poorest” decreased steadily from 80 per cent. in “D−” to 11.5 per cent. in “A.” The following table shows the per cents. for each letter group:

	D−	D	C−	C	C+	B	A
Total number	29	60	121	231	229	191	104
Classed with “best”	0.0%	6.7%	19.0%	26.0%	39.3%	53.4%	57.7%
Classed with “poorest”	79.3%	66.0%	57.9%	31.2%	24.9%	16.7%	11.5%

Considering that low military value may be caused by many things besides inferior intelligence, the above findings are very significant.

2. In an infantry regiment of another camp were 765 men (Regulars) who had been with their officers for several months. The company commanders were asked to rate these men as 1, 2, 3, 4, or 5 according to “practical soldier value,” “1” being highest, and “5” lowest. The men were then tested, with the following results:

(a) Of 76 men who earned the grade A or B, none was rated “5” and only 9 were rated “3” or “4.” (b) Of 238 “D” and “D−” men, only one received the rating “1” and only 7 received a rating of “2.” (c) Psychological ratings and ratings by company commanders were identical in 49.5 per cent. of all cases. There was agreement within one step in 88.4 per cent. of cases, and disagreement of more than two steps in only 7
10 of 1 per cent. of cases.

3. In another camp the company officers of a regiment were asked to designate the ten “best” and ten “poorest” privates in each company. The officers had been with their men long enough to know them thoroughly. Comparison of the officers’ estimates with the results of intelligence tests brought out the following facts:

(a) Of 156 men classed with the ten “best” in their respective companies, only 9 tested below C−. (b) Of 133 men classed with the “poorest” ten in their respective companies, only 4 tested above C+. (c) Men above C+ are 7.3 times as likely as men below C− to be classed with the ten “best.” (d) Men below C− are 10.8 times as likely as men above C+ to be classed with the ten “poorest.” (e) An “A” man is 11.7 times as likely as a man below C− to be rated “best”; but a man below C− is 13.5 times as likely as an “A” to be rated “poorest.”

4. The same experiment was made in still another camp. Officers of 36 different companies picked the ten “best” and the ten “poorest” men in each company. Of the “poorest,” 62.22 per cent. tested below C− and only 3.06 per cent. above C+. Of the “best,” 38 per cent. tested above C+ and only 9.72 per cent. below C−. According to this investigation, a man below C− is 6.4 times as likely to be “poorest” as to be “best.” A man above C+ is 12.5 times as likely to be “best” as to be “poorest.” A man rating A is 62 times as likely to be “best” as to be “poorest.” A man rating D− is 29.3 times as likely to be “poorest” as to be “best.”

5. Where commissioned officers are selected on the basis of trying out and “survival of the fittest” it is ordinarily found that about 80 per cent. are of the A or B grade, and only about 5 per cent. below the C+ grade. Of non-commissioned officers chosen by this method, about 75 per cent. are found to grade A, B, or C+, and only 5 per cent. below C. Moreover, there is a gradual rise in average score as we go from privates up through the ranks of privates first class, corporals, sergeants first class, O. T. S. candidates, and commissioned officers. This is seen in the following table:

	PER CENT. EARNING EACH LETTER RATING
Various Groups (Whites)	D− or E	D	C−	C	C+	B	A	A and B
8,819 Commissioned Officers	0.0	0.01	.25	2.92	13.8	34.6	48.4	83.
9,240 O.T.S. Candidates	0.0	0.14	.98	6.16	19.5	36.4	36.8	73.2
3,393 Sergeants	0.0	1.05	4.05	14.2	27.3	32.5	20.9	53.4
4,023 Corporals	0.0	1.33	7.33	20.33	31.3	26.	13.7	39.7
81,114 Literate Privates	0.22	10.24	21.48	28.79	20.48	12.38	6.37	18.75
10,803 Illiterate Privates	7.8	41.16	29.11	14.67	4.43	1.95	.52	2.47

6. Experience shows that “D” candidates admitted to Officers’ Training Schools almost never make good, and that the per cent. of elimination among the “C−” and “C” students is several times as high as among “A” students. For example, in one of the Fourth Officers’ Training Schools 100 per cent. of the “D” men were eliminated as unsatisfactory, 55 per cent. of the “C−” men, 14.8 per cent. of the “B” men, but only 2.7 per cent. of the “A” men. In another Fourth Officers’ Training School 76.2 per cent. of the men rating below C were eliminated in the first six weeks, 51.5 per cent. of the “C” men, and none at all of the “A” or “B” men. These findings are typical.

The psychological ratings are valuable not so much because they make a better classification than would come about in the course of time through natural selection, but chiefly because they greatly abbreviate this process by indicating immediately the groups in which suitable officer material will be found, and at the same time those men whose mental inferiority warrants their elimination from regular units in order to prevent the retardation of training. Speed counts in a war that costs fifty million dollars per day and requires the minimum period of training.

Directions for the Use of Intelligence Ratings.—In using the intelligence ratings the following points should be borne in mind:

1. The mental tests are not intended to replace other methods of judging a man’s value to the service. It would be a mistake to assume that they tell us infallibly what kind of soldier a man will make. They merely help to do this by measuring one important element in a soldier’s equipment, namely, intelligence. They do not measure loyalty, bravery, power to command, or the emotional traits that make a man “carry on.” However, in the long run these qualities are far more likely to be found in men of superior intelligence than in men who are intellectually inferior. Intelligence is perhaps the most important single factor in soldier efficiency apart from physical fitness.

2. Commissioned officer material is found chiefly in the A and B groups, although of course not all high-score men have the other qualifications necessary for officers. Men below C+ should not be accepted as students in Officers’ Training Schools unless the score on the Officers’ Rating Scale indicates exceptional power of leadership and ability to command.

3. Since more than one fourth of enlisted men rate as high as C+, there is rarely justification for going below this grade in choosing non-commissioned officers. This is especially the case in view of the likelihood of promotion from non-commissioned rank. Even apart from considerations of promotion, it is desirable to avoid the appointment of mentally inferior men (below C) as non-commissioned officers. Several careful studies have shown that “C−” and “D” sergeants and corporals are extremely likely to be found unsatisfactory. The fact that a few make good does not justify the risk taken in their appointment.

4. Men below C+ are rarely equal to complicated paper work.

5. In selecting men for tasks of special responsibility the preference should be given to those of highest intelligence rating who also have the other necessary qualifications. If they make good they should be kept on the work or promoted; if they fail they should be replaced by men next on the list.

To aid in selecting men for occupational assignment, extensive data have been gathered on the range of intelligence scores found in various occupations. This material has been placed in the hands of the Personnel Officers for use in making assignments. It is suggested that those men who have an intelligence rating above the average in an occupation should be the first to be assigned to meet requirements in that occupation, and after that men with lower ratings should be considered.

6. In making assignments from the Depot Brigade to permanent organizations it is important to give each unit its proportion of superior, average, and inferior men. If this matter is left to chance there will inevitably be “weak links” in the army chain.

Exceptions to this rule should be made in favour of certain arms of the service which require more than the ordinary number of mentally superior men; e. g., Signal Corps, Machine Gun, Field Artillery and Engineers. These organizations ordinarily have about twice the usual proportion of “A” and “B” men and very much less than the usual proportion of “D” and “D−” men.

The first two columns in the following table illustrate the distribution of intelligence grades typical of infantry regiments and also the extreme differences in the mental strength of organizations which are built up without regard to intelligence ratings. The last column to the right shows a balanced distribution of intellectual strength which might have been made to each of these two regiments.

Intelligence Rating	Interpretation	Actual Distribution		Balanced Distribution
Intelligence Rating	Interpretation	1st Regiment	2nd Regiment	Balanced Distribution
A	Very Superior	1.0%	6.0%	3.5%
B	Superior	3.0	12.0	7.5
C+	High Average	7.0	20.0	13.5
C	Average	15.0	28.0	21.5
C−	Low Average	25.0	19.0	22.0
D	Inferior	31.0	13.0	22.0
D−	Very Inferior	18.0	2.0	10.0

Unless intelligence is wisely distributed certain regiments and companies will take training much more slowly than others and thus delay the programme of the whole organization.

7. “D” and “D−” men are rarely suited for tasks which require special skill, resourcefulness, or sustained alertness. It is also unsafe to expect “D,” “D−” or “E” men to read or understand written directions.

8. Only high-score men should be selected for tasks that require quick learning or rapid adjustments.

9. It should not be supposed that men who receive the same mental rating are necessarily of equal military worth. A man’s value to the service should not be judged by his intelligence alone.

10. The intelligence rating is one of the most important aids to the Personnel Office in the rapid sorting of the masses of men in the Depot Brigade. In no previous war has so much depended on the prompt and complete utilization of the mental ability of the individual soldier. It is expected, therefore, that the psychological ratings will be regularly used as an aid in the selection, assignment, and classification of men.

APPENDIX B
The Army “Alpha” and “Beta” Tests

With Instructions and Method of Scoring

Instructions for giving Alpha Test 1. (To be read aloud by Examiner.)

Test 1, Form 8.

1. “Attention! ‘Attention’ always means ‘Pencils up.’ Look at the circles at 1. When I say ‘go,’ but not before, make a figure 2 in the second circle and also a cross in the third circle.—Go!” (Allow not over 5 seconds.)

2. “Attention! Look at 2, where the circles have numbers in them. When I say ‘go’ draw a line from Circle 1 to Circle 4 that will pass below Circle 2 and above Circle 3.—Go!” (Allow not over 5 seconds.)

3. “Attention! Look at the square and triangle at 3. When I say ‘go’ make a figure 1 in the space which is in the square but not in the triangle, and also make a cross in the space which is in the triangle and in the square.—Go!” (Allow not over 10 seconds.)

4. “Attention! Look at 4. When I say ‘go’ make a figure 2 in the space which is in the circle but not in the triangle or square, and also make a figure 3 in the space which is in the triangle and circle, but not in the square.—Go!” (Allow not over 10 seconds.)

N. B. Examiner.—In reading 5, don’t pause at the word “circle” as if ending a sentence.

5. “Attention! Look at 5. If ‘taps’ sounds in the evening, then (when I say ‘go’) put a cross in the first circle; if not, draw a line under the word No.—Go!” (Allow not over ten seconds.)

6. “Attention! Look at 6. When I say ‘go’ put in the first circle the right answer to the question: ‘How many months has a year?’ In the second circle do nothing, but in the fifth circle put any number that is wrong answer to the question that you just answered correctly—Go!” (Allow not over 10 seconds.)

7. “Attention! Look at 7. When I say ‘go’ cross out the letter just after F and also draw a line under the second letter after I.—Go!” (Allow not over 10 seconds.)

8. “Attention! Look at 8. Notice the three circles and the three words. When I say ‘go’ make in the first circle the last letter of first word; in the second circle the middle letter of the second word, and in the third circle the first letter of the third word.—Go!” (Allow not over 10 seconds.)

9. “Attention! Look at 9. When I say ‘go’ cross out each number that is more than 50 but less than 60.—Go!” (Allow not over 15 seconds.)

10. “Attention! Look at 10. Notice that the drawing is divided into five parts. When I say ‘go’ put a 4 or a 5 in each of the two largest parts and any number between 6 and 9 in the part next in size to the smallest part.—Go!” (Allow not over 15 seconds.)

11. “Attention! Look at 11. When I say ‘go’ draw a line through every odd number that is not in a square, and also through every odd number that is in a square with a letter.—Go!” (Allow not over 25 seconds.)

12. “Attention! Look at 12. If 4 is more than 2, then (when I say ‘go’) cross out the number 3 unless 3 is more than 5, in which case draw a line under the number 4.—Go!” (Allow not over 10 seconds.)

“During the rest of this examination don’t turn any page forward or backward unless you are told to. Now turn over the page to Test 2.”

FORM 8 GROUP EXAMINATION ALPHA GROUP NO. ____

Name _______________________________________ Rank ________ Age ____

Company ____________ Regiment ___________ Arm ________ Division ____

In what country or state born? ______ Years in U. S.? ____ Race ____

Occupation _______________________________________ Weekly Wages ____

Schooling: Grades, 1. 2. 3. 4. 5. 6. 7. 8: High or Prep. School, Year 1. 2. 3. 4: College, Year 1. 2. 3. 4.

========================================================================

TEST 1

Division of Psychology, Medical Department U. S. A.
Authorized by the Surgeon General, Feb. 8, 1918. Edition, May 20, 1918. 100,000

Instructions for Giving Alpha Test 2.

Test 2.—Arithmetical Problems

“Attention! Look at the directions at the top of the page while I read them. Get the answers to these examples as quickly as you can. Use the side of this page to figure on if you need to. I will say stop at the end of five minutes. You may not be able to finish all of them, but do as many as you can in the time allowed. The two samples are already answered correctly.—Ready—Go!”

After 5 minutes, say “Stop! Turn over the page to Test 3.”

TEST 2

Get the answers to these examples as quickly as you can. Use the side of this page to figure on if you need to.

SAMPLES	1	How many are 5 men and 10 men?	Answer ( 15)
SAMPLES	2	If you walk 4 miles an hour for 3 hours, how far do you walk?	Answer ( 12)

1	How many are 60 guns and 5 guns?	Answer ( )

2	If you save $9 a month for 3 months, how much will you save?	Answer ( )

3	If 48 men are divided into squads of 8, how many squads will there be?	Answer ( )

4	Mike had 11 cigars. He bought 2 more and then smoked 7. How many cigars did he have left?	Answer ( )

5	A company advanced 8 miles and retreated 2 miles. How far was it then from its first position?	Answer ( )

6	How many hours will it take a truck to go 42 miles at the rate of 3 miles an hour?	Answer ( )

7	How many pencils can you buy for 60 cents at the rate of 2 for 5 cents?	Answer ( )

8	A regiment marched 40 miles in five days. The first day they marched 9 miles, the second day 6 miles, the third 10 miles, the fourth 6 miles. How many miles did they march the last day?	Answer ( )

9	If you buy 2 packages of tobacco at 8 cents each and a pipe for 65 cents, how much change should you get from a two-dollar bill?	Answer ( )

10	If it takes 4 men 3 days to dig a 120–foot drain, how many men are needed to dig it in half a day?	Answer ( )

11	A dealer bought some mules for $2,000. He sold them for $2,400, making $50 on each mule. How many mules were there?	Answer ( )

12	A rectangular bin holds 200 cubic feet of lime. If the bin is 10 feet long and 5 feet wide, how deep is it?	Answer ( )

13	A recruit spent one-eighth of his spare change for post cards and twice as much for a box of letter paper, and then had $1.00 left. How much money did he have at first?	Answer ( )

14	If 3½ tons of clover cost $14, what will 6½ tons cost?	Answer ( )

15	A ship has provisions to last her crew of 700 men 2 months. How long would it last 400 men?	Answer ( )

16	If an aeroplane goes 250 yards in 10 seconds, how many feet does it go in a fifth of a second?	Answer ( )

17	A U-boat makes 8 miles an hour under water and 20 miles on the surface. How long will it take to cross a 100–mile channel, if it has to go two-fifths of the way under water?	Answer ( )

18	If 134 squads of men are to dig 3,618 yards of trench, how many yards must be dug by each squad?	Answer ( )

19	A certain division contains 5,000 artillery, 15,000 infantry, and 1,000 cavalry. If each branch is expanded proportionately until there are in all 23,100 men, how many will be added to the artillery?	Answer ( )

20	A commission house which had already supplied 1,897 barrels of apples to a cantonment delivered the remainder of its stock to 37 mess halls. Of this remainder each mess hall received 54 barrels. What was the total number of barrels supplied?	Answer ( )

Instructions for Giving Alpha Test 3.

Test 3.—Practical Judgment

“Attention! Look at the directions at the top of the page while I read them. ‘This is a test of common sense. Below are sixteen questions. Three answers are given to each question. You are to look at the answers carefully; then make a cross in the square before the best answer to each question, as in the sample:

“‘Why do we use stoves? Because

☐ they look well
☒ they keep us warm
☐ they are black

“‘Here the second answer is the best one and is marked with a cross.

“‘Begin with No. 1 and keep on until time is called.’—Ready—Go!” After 1½ minutes, say “Stop! Turn over the page to Test 4.”

TEST 3

This is a test of common sense. Below are sixteen questions. Three answers are given to each question. You are to look at the answers carefully; then make a cross in the square before the best answer to each question, as in the sample:

SAMPLE Why do we use stoves? Because ☐ they look well ☒ they keep us warm ☐ they are black

Here the second answer is the best one and is marked with a cross. Begin with No. 1 and keep on until time is called.

1 It is wiser to put some money aside and not spend it all, so that you may ☐ prepare for old age or sickness ☐ collect all the different kinds of money ☐ gamble when you wish 2 Shoes are made of leather, because ☐ it is tanned ☐ it is tough, pliable and warm ☐ it can be blackened 3 Why do soldiers wear wrist watches rather than pocket watches? Because ☐ they keep better time ☐ they are harder to break ☐ they are handier 4 The main reason why stone is used for building purposes is because ☐ it makes a good appearance ☐ it is strong and lasting ☐ it is heavy 5 Why is beef better food than cabbage? Because ☐ it tastes better ☐ it is more nourishing ☐ it is harder to obtain 6 If some one does you a favor, what should you do? ☐ try to forget it ☐ steal for him if he asks you to ☐ return the favor 7 If you do not get a letter from home which you know was written, it may be because ☐ it was lost in the mails ☐ you forgot to tell your people to write ☐ the postal service has been discontinued 8 The main thing the farmers do is to ☐ supply luxuries ☐ make work for the unemployed ☐ feed the nation 9 If a man who can’t swim should fall into a river, he should ☐ yell for help and try to scramble out ☐ dive to the bottom and crawl out ☐ lie on his back and float 10 Glass insulators are used to fasten telegraph wires because ☐ the glass keeps the pole from being burned ☐ the glass keeps the current from escaping ☐ the glass is cheap and attractive 11 If your load of coal gets stuck in the mud, what should you do? ☐ leave it there ☐ get more horses or men to pull it out ☐ throw off the load 12 Why are criminals locked up? ☐ to protect society ☐ to get even with them ☐ to make them work 13 Why should a married man have his life insured? Because ☐ death may come at any time ☐ insurance companies are usually honest ☐ his family will not then suffer if he dies 14 In Leap Year February has 29 days because ☐ February is a short month ☐ some people are born on February 29th ☐ otherwise the calendar would not come out right 15 If you are held up and robbed in a strange city, you should ☐ apply to the police for help ☐ ask the first man you meet for money to get home ☐ borrow some money at a bank 16 Why should we have Congressmen? Because ☐ the people must be ruled ☐ it insures truly representative government ☐ the people are too many to meet and make their laws

Instructions for Giving Alpha Test 4.

Test 4.—Synonym—Antonym

“Attention! Look at the directions at the top of the page while I read them.” (Examiner.—Read slowly.)

“‘If the two words of a pair mean the same or nearly the same draw a line under “same.” If they mean the opposite or nearly the opposite, draw a line under “opposite.” If you cannot be sure, guess. The two samples are already marked as they should be.’—Ready—Go!”

After 1½ minutes, say “Stop! Turn over the page to Test 5.” (Pause.) “Now you have to turn your books around this way.” (Examiner illustrates the necessary rotation.)

TEST 4

If the two words of a pair mean the same or nearly the same, draw a line under same. If they mean the opposite or nearly the opposite, draw a line under opposite. If you cannot be sure, guess. The two samples are already marked as they should be

SAMPLES	good—bad	same—opposite
SAMPLES	little—small	same—opposite

1	no—yes	same—opposite	1
2	day—night	same—opposite	2
3	go—leave	same—opposite	3
4	begin—commence	same—opposite	4
5	bitter—sweet	same—opposite	5

6	assume—suppose	same—opposite	6
7	command—obey	same—opposite	7
8	tease—plague	same—opposite	8
9	diligent—industrious	same—opposite	9
10	corrupt—honest	same—opposite	10

11	toward—from	same—opposite	11
12	masculine—feminine	same—opposite	12
13	complex—simple	same—opposite	13
14	sacred—hallowed	same—opposite	14
15	often—seldom	same—opposite	15

16	ancient—modern	same—opposite	16
17	enormous—gigantic	same—opposite	17
18	confer—grant	same—opposite	18
19	acquire—lose	same—opposite	19
20	compute—calculate	same—opposite	20

21	defile—purify	same—opposite	21
22	apprehensive—fearful	same—opposite	22
23	sterile—fertile	same—opposite	23
24	chasm—abyss	same—opposite	24
25	somber—gloomy	same—opposite	25

26	vestige—trace	same—opposite	26
27	vilify—praise	same—opposite	27
28	finite—limited	same—opposite	28
29	contradict—corroborate	same—opposite	29
30	immune—susceptible	same—opposite	30

31	credit—debit	same—opposite	31
32	assiduous—diligent	same—opposite	32
33	transient—permanent	same—opposite	33
34	palliate—mitigate	same—opposite	34
35	execrate—revile	same—opposite	35

36	extinct—extant	same—opposite	36
37	pertinent—relevant	same—opposite	37
38	synchronous—simultaneous	same—opposite	38
39	supercilious—disdainful	same—opposite	39
40	abstruse—recondite	same—opposite	40

Instructions for Giving Alpha Test 5.

Test 5.—Disarranged Sentences

“Attention! Look at the directions at the top of the page while I read them.” (Examiner.—Read slowly.)

“The words a eats cow grass in that order are mixed up and don’t make a sentence; but they would make a sentence if put in the right order: a cow eats grass, and this statement is true.

“Again, the words horses feathers have all would make a sentence if put in the order all horses have feathers, but this statement is false.

“Below are 24 mixed-up sentences. Some of them are true and some are false. When I say ‘go,’ take these sentences one at a time. Think what each would say if the words were straightened out, but don’t write them yourself. Then, if what it would say is true draw a line under the word ‘true’; if what it would say is false, draw a line under the word ‘false.’ If you cannot be sure, guess. The two samples are already marked as they should be. Begin with No. 1 and work right down the page until time is called. ‘Ready—Go!’”

After 2 minutes, say “Stop! Turn over the page to Test 6.”

TEST 5

The words A EATS COW GRASS in that order are mixed up and don’t make a sentence; but they would make a sentence if put in the right order: A COW EATS GRASS, and this statement is true.

Again, the words HORSES FEATHERS HAVE ALL would make a sentence if put in the order: ALL HORSES HAVE FEATHERS, but this statement is false.

Below are twenty-four mixed-up sentences. Some of them are true and some are false. When I say “go,” take these sentences one at a time. Think what each would say if the words were straightened out, but don’t write them yourself. Then, if what it would say is true, draw a line under the word “true”; if what it would say is false, draw a line under the word “false.” If you can not be sure, guess. The two samples are already marked as they should be. Begin with No. 1 and work right down the page until time is called.

SAMPLES	a eats cow grass	true	false
SAMPLES	horses feathers have all	true	false

1	oranges yellow are	true	false	1
2	hear are with to ears	true	false	2
3	noise cannon never make a	true	false	3
4	trees in nests build birds	true	false	4
5	oil water not and will mix	true	false	5
6	bad are shots soldiers all	true	false	6
7	fuel wood are coal and for used	true	false	7
8	moon earth the only from feet twenty the is	true	false	8
9	to life water is necessary	true	false	9
10	are clothes all made cotton of	true	false	10
11	horses automobile an are than slower	true	false	11
12	tropics is in the produced rubber	true	false	12
13	leaves the trees in lose their fall	true	false	13
14	place pole is north comfortable a the	true	false	14
15	sand of made bread powder and is	true	false	15
16	sails is steamboat usually by propelled a	true	false	16
17	is the salty in water all lakes	true	false	17
18	usually judge can we actions man his by a	true	false	18
19	men misfortune have good never	true	false	19
20	tools valuable is for sharp making steel	true	false	20
21	due sometimes calamities are accident to	true	false	21
22	forget trifling friends grievances never	true	false	22
23	feeling is of painful exaltation the	true	false	23
24	begin a and apple acorn ant words with the	true	false	24

Instructions for Giving Alpha Test 6.

Test 6.—Number Series Completion

(N. B. Examiner.—Give these instructions very slowly).

“Attention! Look at the first sample row of figures at the top of the page—2, 4, 6, 8, 10, 12, the two numbers that should come next are, of course, 14, 16.

“Look at the second sample—9, 8, 7, 6, 5, 4; the two numbers that should come next are 3, 2.

“Look at the third sample—2, 2, 3, 3, 4, 4; the two numbers that should come next are 5, 5.

“Now look at the fourth sample—1, 7, 2, 7, 3, 7; the next two numbers would, of course, be 4, 7.

“Look at each row of numbers below and on the two dotted lines write the two numbers that should come next.—Ready—Go!”

After 3 minutes, say “Stop! Turn over the page to Test 7.”

TEST 6

SAMPLES	2	4	6	8	10	12	14	16
	9	8	7	6	5	4	3	2
	2	2	3	3	4	4	5	5
	1	7	2	7	3	7	4	7

Look at each row of numbers below, and on the two dotted lines write the two numbers that should come next.

3	4	5	6	7	8	.....	.....
8	7	6	5	4	3	.....	.....
10	15	20	25	30	35	.....	.....
9	9	7	7	5	5	.....	.....
3	6	9	12	15	18	.....	.....
8	1	6	1	4	1	.....	.....
5	9	13	17	21	25	.....	.....
8	9	12	13	16	17	.....	.....
27	27	23	23	19	19	.....	.....
1	2	4	8	16	32	.....	.....
19	16	14	11	9	6	.....	.....
11	13	12	14	13	15	.....	.....
2	3	5	8	12	17	.....	.....
18	14	17	13	16	12	.....	.....
29	28	26	23	19	14	.....	.....
20	17	15	14	11	9	.....	.....
81	27	9	3	1	⅓	.....	.....
1	4	9	16	25	36	.....	.....
16	17	15	18	14	19	.....	.....
3	6	8	16	18	36	.....	.....

Instructions for Giving Alpha Test 7.

Test 7.—Analogies

“Attention! Look at the first sample at the top of the page: Sky—blue ∷ grass—table, green, warm, big.

“Notice the four words in heavy type. One of them—green—is underlined. Grass is green just as the sky is blue.

“Look at the second sample: Fish—swims ∷ man—paper, time, walks, girl.

“Here the word walks is underlined. A man walks and a fish swims.

“Look at the third sample: Day—night ∷ white—red, black, clear, pure.

“Here the word black is underlined because black is the opposite of white just as night is the opposite of day.

“In each of the lines below the first two words are related to each other in some way. What you are to do in each line is to see what the relation is between the first two words and underline the word in heavy type that is related in the same way to the third word. Begin with No. 1 and mark as many sets as you can before time is called.—Ready—Go!”

After 3 minutes, say “Stop! Turn over the page to Test 8.”

TEST 7

SAMPLES	sky—blue ∷ grass— table green warm big
	fish—swims ∷ man— paper time walks girl
	day—night ∷ white— red black clear pure

In each of the lines below, the first two words are related to each other in some way. What you are to do in each line is to see what the relation is between the first two words, and underline the word in heavy type that is related in the same way to the third word. Begin with No. 1 and mark as many sets as you can before time is called.

1	shoe—foot ∷ hat— kitten head knife penny	1
2	pup—dog ∷ lamb— red door sheep book	2
3	spring—summer ∷ autumn— winter warm harvest rise	3
4	devil—angel ∷ bad— mean disobedient defamed good	4
5	finger—hand ∷ toe— body foot skin nail	5

6	legs—frog ∷ wings— eat swim bird nest	6
7	chew—teeth ∷ smell— sweet stink odor nose	7
8	lion—roar ∷ dog— drive pony bark harness	8
9	cat—tiger ∷ dog— wolf bark bite snap	9
10	good—bad ∷ long— tall big snake short	10

11	giant—large ∷ dwarf— jungle small beard ugly	11
12	winter—season ∷ January— February day month Christmas	12
13	skating—winter ∷ swimming— diving floating hole summer	13
14	blonde—light ∷ brunette— dark hair brilliant blonde	14
15	love—friend ∷ hate— malice saint enemy dislike	15

10	egg—bird ∷ seed— grow plant crack germinate	16
17	dig—trench ∷ build— run house spade bullet	17
18	agree—quarrel ∷ friend— comrade need mother enemy	18
19	palace—king ∷ hut— peasant cottage farm city	19
20	cloud-burst—shower ∷ cyclone— bath breeze destroy West	20

21	Washington—Adams ∷ first— president second last Bryan	21
22	parents—command ∷ children— men shall women obey	22
23	diamond—rare ∷ iron— common silver ore steel	23
24	yes—affirmative ∷ no— think knowledge yes negative	24
25	hour—day ∷ day— night week hour noon	25

26	eye—head ∷ window— key floor room door	26
27	clothes—man ∷ hair— horse comb beard hat	27
28	draw—picture ∷ make— destroy table break hard	28
29	automobile—wagon ∷ motorcycle— ride speed bicycle car	29
30	granary—wheat ∷ library— read books paper chairs	30

31	Caucasian—English ∷ Mongolian— Chinese Indian negro yellow	31
32	Indiana—United States ∷ part— hair China Ohio whole	32
33	esteem—despise ∷ friends— Quakers enemies lovers men	33
34	abide—stay ∷ depart— come hence leave late	34
35	abundant—scarce ∷ cheap— buy costly bargain nasty	35

36	whale—large ∷ thunder— loud rain lightning kill	36
37	reward—hero ∷ punish— God everlasting pain traitor	37
38	music—soothing ∷ noise— hear distracting sound report	38
39	book—writer ∷ statue— sculptor liberty picture state	39
40	wound—pain ∷ health— sickness disease exhilaration doctor	40

Instructions for Giving Alpha Test 8.

Test 8.—Information

“Attention! Look at the directions at the top of the page while I read them.” (Examiner.—Read slowly.)

“Notice the sample sentences: People hear with the—eyes—ears—nose—mouth. The correct word is ears, because it makes the truest sentence. In each sentences below you have four choices for the last word. Only one of them is correct. In each sentence draw a line under the one of these four words which makes the truest sentence. If you cannot be sure, guess. The two samples are already marked as they should be—Ready—Go!”

After 4 minutes, say “Stop! Turn over the page to Test 1 again. In the upper right-hand corner, where it says ‘Group No. —,’ put the number 101” (or 102, 103, etc., according to the number of this group in the examiner’s series of groups).

TEST 8

Notice the sample sentence:

People hear with the eyes ears nose mouth

The correct word is ears, because it makes the truest sentence.

In each of the sentences below you have four choices for the last word. Only one of them is correct. In each sentence draw a line under the one of these four words which makes the truest sentence. If you can not be sure, guess. The two samples are already marked as they should be.

SAMPLES	People hear with the eyes ears nose mouth
SAMPLES		France is in Europe Asia Africa Australia

1	The apple grows on a shrub vine bush tree	1
2	Five hundred is played with rackets pins cards dice	2
3	The Percheron is a kind of goat horse cow sheep	3
4	The most prominent industry of Gloucester is fishing packing brewing automobiles	4
5	Sapphires are usually blue red green yellow	5

6	The Rhode Island Red is a kind of horse granite cattle fowl	6
7	Christie Mathewson is famous as a writer artist baseball player comedian	7
8	Revolvers are made by Swift & Co. Smith & Wesson W. L. Douglas B. T. Babbitt	8
9	Carrie Nation is known as a singer temperance agitator suffragist nurse	9
10	“There’s a reason” is an “ad” for a drink revolver flour cleanser	10

11	Artichoke is a kind of hay corn vegetable fodder	11
12	Chard is a fish lizard vegetable snake.	12
13	Cornell University is at Ithaca Cambridge Annapolis New Haven	13
14	Buenos Ayres is a city of Spain Brazil Portugal Argentina	14
15	Ivory is obtained from elephants mines oysters reefs	15

16	Alfred Noyes is famous as a painter poet musician sculptor	16
17	The armadillo is a kind of ornamental shrub animal musical instrument dagger	17
18	The tendon of Achilles is in the heel head shoulder abdomen	18
19	Crisco is a patent medicine disinfectant tooth-paste food product	19
20	An aspen is a machine fabric tree drink	20

21	The sabre is a kind of musket sword cannon pistol	21
22	The mimeograph is a kind of typewriter copying machine phonograph pencil	22
23	Maroon is a food fabric drink colour	23
24	The clarionet is used in music stenography book-binding lithography	24
25	Denim is a dance food fabric drink 25

26	The author of “Huckleberry Finn” is Poe Mark Twain Stevenson Hawthorne	26
27	Faraday was most famous in literature war religion science	27
28	Air and gasolene are mixed in the accelerator carburetor gear case differential	28
29	The Brooklyn Nationals are called the Giants Orioles Superbas Indians	29
30	Pasteur is most famous in politics literature war science	30

31	Becky Sharp appears in Vanity Fair Romola The Christmas Carol Henry IV	31
32	The number of a Kaffir’s legs is two four six eight	32
33	Habeas corpus is a term used in medicine law theology pedagogy	33
34	Ensilage is a term used in fishing athletics farming hunting	34
35	The forward pass is used in tennis hockey football golf	35

36	General Lee surrendered at Appomattox in 1812 1865 1886 1832	36
37	The watt is used in measuring wind power rainfall water power electricity	37
38	The Pierce Arrow car is made in Buffalo Detroit Toledo Flint	38
39	Napoleon defeated the Austrians at Friedland Wagram Waterloo Leipzig	39
40	An irregular four-sided figure is called a scholium triangle trapezium pentagon	40

Directions for Scoring in Alpha Test.

General Rules

1. Each item is scored either right or wrong. No part credits are given.

2. In general, items evidently corrected stand as corrected.

3. In tests where the score is “Number Right,” only wrong items need be checked in scoring. In Tests 4 and 5, where the score is “Right minus Wrong,” wrong and omitted items must be separately checked.

4. Indicate the last item attempted by drawing a long line under that item and out into the margin.

5. Enter the score for each test in lower right-hand corner of the test page and encircle it. When the test has been rescored, a check mark may be made beside the circle.

6. Red or blue pencil increases accuracy of scoring.

Test 1.

(Score is number right.)

1. No credit is given for any item in which more is done than the instructions require.

2. In an item where something is to be written “in” a given space, give credit if a mark crosses a line from haste or awkwardness: give no credit if the position is really ambiguous.

3. Where something is to be underlined or crossed out, give credit if two or three underlinings are made in the required place, and give credit for any method of crossing out.

4. Item 2.—The pencil line must begin and end either on the circumference or within the circles indicated. It may touch the intermediate circles, but must not cut through them.

5. Item 6.—In the circle marked “not 12” there must be some number which is not 12, such as 5, 0, 27.

6. Item 9.—The proper numbers must be crossed out to receive credit.

7. Item 10.—In Form 5, “2” alone and “3” alone, but not “2 or 3,” in each of the two largest parts; “5” alone and “6” alone, but not “5 or 6,” in the next to the smallest part, are correct. Similarly for other forms.

8. Item 11.—The lines must cross, or at least touch, the proper numbers; they may or may not cut the accompanying letters. Mere indication of the square, triangle, etc., is not sufficient.

9. Item 12.—Underlining in place of crossing out is wrong.

Test 2.

(Score is number right.)

1. Answer may be written on dotted line or elsewhere near its problem.

2. If two answers are given to any problem count as wrong.

3. If it seems clear that, by a slip, one answer has been put in the wrong bracket, and the next answers are all thus misplaced, give credit for the answers that are right even if misplaced.

4. Omission of dollar sign is permissible.

5. Omission of decimal point is permissible in items, 2, 9, 13, and 14. Fraction may be expressed as decimal in item 15.

Test 3.

(Score is number right.)

1. Any clear method of indicating answer is given full credit—underlining, checking, etc.

2. If two answers are marked, count as wrong unless one is clearly indicated as final.

Test 4.

(Score is number right minus number wrong.)

1. Any clear method of indicating answer is given credit.

2. When both “Same” and “Opposite” are underlined, counts as omitted, not as wrong.

3. If only “Same” is underlined right down the column, score for the test is zero. Similarly if “Opposite” is underlined right down the column.

Test 5.

(Score is number right minus number wrong.)

Same rules as for Test 4.

Test 6.

(Score is number right.)

1. If only one number is written, give no credit.

2. If only one of the numbers is right, give no credit.

3. If four numbers are written, as frequently happens with certain items (i. e., 33, 11 instead of 3, 3), give full credit.

Test 7

(Score is number right.)

1. Any clear indication other than underlining receives full credit.

2. Underlining of any of the first three words of an item does not remove credit.

3. If two or more of the last four words are marked, give no credit.

Test 8.

(Score is number right.)

Same rules as for Test 7.

Total Score and Rating

The result of examination Alpha is expressed in a total score which is the sum of the raw scores of the several tests. The raw scores are obtained as follows:

TEST	METHOD OF SCORING	MAXIMUM RAW SCORE
1	R	12
2	R	20
3	R	16
4	R − W	40
5	R − W	24
6	R	20
7	R	40
8	R	40

Total		212

Letter ratings are assigned on examination Alpha as follows:

RATING	SCORE
A	135–212
B	105–134
C+	75–104
C	45–74
C−	25–44
D	15–24
D−[^[5]]	0–14

[5]. Recalled for further examination.

All ratings above “D−” are entered and reported at once. Men whose scores are below “D” are recalled for examination Beta. Ratings of “D−” may not be given in Alpha, unless recall of the men for Beta is impossible.

Method of Giving the Army Beta Tests.

In practice the Beta tests, reproduced in facsimile on pages [313] to 322 following, are given with the assistance of a blackboard chart on which the different tests are painted in white, so that the examiner can show them to the entire group before they see them on their examination papers. There are also required for giving the Beta tests a set of cardboard cubes for the examiner’s use in explaining Test 2, and a set of cardboard pieces cut to the shapes of the figures in Test 7, though of much larger size. The assistance of a demonstrator is also required.

Procedure.

It is most important that examination Beta be given in a genial manner. The subjects who take this examination sometimes sulk and refuse to work. E. and his assistants will find it necessary to fill out most of the headings for the men before the examination begins. The time required for this preparatory work may be used to advantage in making the men feel at ease. As the demonstration preparatory to each test requires some time, the “pencils up” command is omitted in examination Beta. The examiner’s platform should be so high that he can readily see whether or not the subjects are working. Great care should be taken to prevent the overanxious from beginning work before the command “Go.”

Seating conditions should be such that subjects cannot copy from one another and the rule that copying shall not be allowed should be enforced strictly. The blackboard should at all times be kept clean so that the visual conditions may be excellent and constant. The blackboard figures for Test 1 should be exposed when the subjects enter the examining room. As soon as a test has been demonstrated and the men have been told to go ahead, the blackboard should be covered and kept covered until time is called. It should not be turned to the next test until the men have been ordered to stop work on a given test. Care should be taken to have the physical conditions of examination reasonably uniform.

With the exception of the brief introductory statements and a few orders, instructions are to be given throughout by means of gestures instead of words. These gestures accompany the samples and demonstrations and should be animated and emphatic.

It is absolutely necessary that directions be followed closely and procedure kept uniform and definite. Variations of procedure are more likely to occur in Beta than in Alpha, and there is serious risk that if allowed they will lessen the value of results. E. should especially guard against using more or fewer gestures or words for one group than for another. Oral languages should be rigidly limited to the words and phrases given in the procedure for the different tests.

Whether the men get the idea of the test and enter into it with the proper spirit will depend chiefly on the skill with which the examiner, the demonstrator, and the orderlies carry out their respective parts. Examiner and demonstrator especially should be selected with the greatest care. An examiner who succeeds admirably in giving Alpha may prove to be entirely unadapted for Beta. Both examiner and demonstrator must be adept in the use of gesture language. In the selection of a demonstrator the Personnel Office should be consulted. One camp has had great success with a “window seller” as demonstrator. Actors should also be considered for the work. The orderlies should be able to keep the subjects at work without antagonizing them and to keep them encouraged without actually helping them.

The demonstrator should have the single task of doing before the group just what the group is later to do with the examination blanks. The blackboard is his Beta blank. Before examination Beta can be given satisfactorily the demonstrator must be letter perfect in his part. Both E. and demonstrator must be very careful to stand at the side of the blackboard in order not to hide the drawings.

As soon as the men of a group have been properly seated, pencils should be distributed and also examination blanks with Test 8 up. While this is being done E. should say “Here are some papers. You must not open them or turn them over until you are told to.” Holding up Beta blank, E. continues:

“In the place where it says name, write your name; print it if you can. (Pause.) Fill out the rest of the blank about your age, schooling, etc., as well as you can. If you have any trouble we will help you.” The instructions given under segregation may be used for filling out the Beta blank. E. should announce the group number and see that it as well as the other necessary information is supplied. Before the examination proceeds each paper should be inspected in order to make sure that it is satisfactorily completed.

After the initial information has been obtained, E. makes the following introductory remarks:

“Attention! Watch this man (pointing to demonstrator). He (pointing to demonstrator again) is going to do here (tapping blackboard with pointer) what you (pointing to different members of group) are to do on your papers (here E. points to several papers that lie before men in the group, picks up one, holds it next to the blackboard, returns the paper, points to demonstrator and the blackboard in succession, then to the men and their papers). Ask no questions. Wait till I say ‘Go ahead!’”

In general, when instructing the group to turn from test to test, E. holds up a Beta blank before group and follows his own instructions as he gives them. As soon as he has turned to desired test or page he says, “This is test X here; look!” (Pointing to the page.)

To suggest to the group the necessity of working rapidly the demonstrator, after proceeding very deliberately with the early samples of each test, hurries as soon as he has worked out the last sample problem.

(1) to record his response as fast as he can,

(2) then to catch E.’s eyes for approval and

(3) finally, to slip away from blackboard, drawing curtain as he does so.

After the personal data called for on page 1 of blank have been gathered and recorded, the orderlies’ vocabulary in Beta is rigidly restricted to the following words, or their literal equivalents in Italian, Russian, etc.: Yes, No, Sure, Good, Quick, How many? Same, Fix it. Under no circumstances may substitutional explanations or directions be given.

Test 1—Maze

“Now turn your papers over. This is Test 1 here (pointing to page of record blank). Look.” After all have found the page, E. continues, “Don’t make any marks till I say ‘Go ahead.’ Now watch.” After touching both arrows E. traces through first maze with pointer and then motions the demonstrator to go ahead. Demonstrator traces path through first maze with crayon, slowly and hesitatingly. E. then traces second maze and motions to demonstrator to go ahead. Demonstrator makes one mistake by going into the blind alley at upper left-hand corner of maze. E. apparently does not notice what demonstrator is doing until he crosses line at end of alley; then E. shakes his head vigorously, says “No—no,” takes demonstrator’s hand and traces back to the place where he may start right again. Demonstrator traces rest of maze so as to indicate an attempt at haste, hesitating only at ambiguous points. E. says “Good.” Then, holding up blank, “Look here,” and draws an imaginary line across the page from left to right for every maze on the page. Then, “All right. Go ahead. Do it (pointing to men and then to books). Hurry up.” The idea of working fast must be impressed on the men during the maze test. E. and orderlies walk around the room, motioning to men who are not working, and saying, “Do it, do it, hurry up, quick.”

At the end of 2 minutes E. says, “Stop! Turn over the page to Test 2.”

Test 1

Test 2—Cube Analysis

“This is Test 2 here. Look.” After everyone has found the page—“Now watch.” The order of procedure is as follows:

(1) E. points to the three-cube model on the blackboard, making a rotary movement of the pointer to embrace the entire picture.

(2) With similar motions he points to the three-cube model on shelf.

(3) E. points next to picture on blackboard and asks, “How many?”

(4) E. turns to cube model and counts aloud, putting up his fingers while so doing, and encouraging the men to count with him.

(5) E. taps each cube on the blackboard and motions to demonstrator, asking him “How many?”

Test 2

(6) Demonstrator (pointing) counts cubes on blackboard silently and writes the figure 3 in proper place.

In the second sample of this test, when E. counts cubes of model he

(1) counts the three exposed cubes;

(2) touches the unexposed cube with pointer; and

(3) without removing pointer turns model, so that hidden cube comes into view of group. In other respects procedure with second and third samples is the same as with first.

In counting the 12–cube model, E. (1) counts the top row of cubes in the model (left to right), (2) counts the exposed bottom row (right to left), (3) taps with pointer the end cube of hidden row, (4) turns the entire model around and completes his counting. E. then holds model in same place as drawing and counts (in the same order as above) the cubes on blackboard, counting lines between front and top row as representing the hidden row. He then asks demonstrator “How many?” Demonstrator counts the cubes on blackboard (pointing but not speaking) and writes the response.

Throughout the demonstration the counting is done deliberately, not more rapidly than one cube per second.

At end of demonstration E. points to page and says, “All right. Go ahead.” At the end of 2½ minutes he says, “Stop! Look at me and don’t turn the page.”

Test 3—X-O Series

“This is Test 3 here. Look.” After everyone has found the page—“Now watch.” E. first points to the blank rectangles at the end, then traces each “O” in chart, then traces outline of “O’s” in remaining spaces. Demonstrator, at a gesture, draws them in. E. then traces first “X” in next sample, moves to next “X” by tracing the arc of an imaginary semicircle joining the two, and in the same manner traces each “X,” moving over an arc to the next. He then traces outlines of “X’s” in the proper blank spaces, moving over the imaginary arc in each case, and motions to demonstrator to draw them in. Demonstrator, at a gesture, fills in remaining problems very slowly, standing well to the right of the blackboard and writing with his left hand. E. points to page and says, “All right! Go ahead. Hurry up!” At end of 1¾ minutes he says, “Stop! Turn over the page to Test 4.”

Test 3

Test 4—Digit—Symbol

“This is Test 4 here. Look.” After everyone has found the page—“Now watch.” E. points to first digit of key on blackboard and then points to the symbol under it. Same for all nine digits in key. E. then (1) points to first digit of sample, (2) to the empty space below digit, (3) points to corresponding digit of key, (4) points to proper symbol under digit in key, and (5) traces the outline of the proper symbol in the blank space under the digit in the sample. Same for first five samples. Demonstrator, at a gesture, fills in all the samples, working as follows: (1) Touches the number in first sample with index finger of right hand; (2) holding finger there, finds with index finger of left hand the corresponding number in key; (3) drops index finger of left hand to symbol for number found; (4) holding left hand in this position writes appropriate symbol in the lower half of sample.

Test 4

Similarly with the other samples. While working, demonstrator should stand as far as possible to the left, doing all the samples from this side.

At the end of demonstration E. says, “Look here” and points to key on page, repeating the gestures used in pointing on the blackboard at the beginning of the demonstration. Then, “All right. Go ahead. Hurry up!” Orderlies point out key to men who are at a loss to find it. At the end of 2 minutes, E. says: “Stop! But don’t turn the page.”

Test 5—Number Checking

“This is Test 5 here.” After everyone has found the page, “Now watch.” In this demonstration E. must try to get “Yes” or “No” responses from the group. If the wrong response is volunteered by group, E. points to digits again and gives right response, “Yes” or “No” as the case may be. E. points to first digit of first number in left column, then to first digit first number in right column, then to second digit first number in left column and second digit first number in right column; nods head, says “Yes” and makes an imaginary cross at end of number in right column. Motions to demonstrator, who makes an “X” there. E. does the same for second line of figures, but here he indicates clearly by shaking head and saying “no” that certain digits are not identical. E. repeats for three more sets and after each, looks at group, says “Yes?” in questioning tone and waits for them to say “Yes” or “No.” He repeats correct reply with satisfaction. Demonstrator checks each after group has responded, or at signal from E. if group does not respond. Demonstrator then works out remaining items, pointing from column to column and working deliberately. E. summarizes demonstrator’s work by pointing to the whole numbers in each set and saying “Yes” (indicating X) or “No”; if “No,” he shows again where the numbers are unlike. E. then points to page and says “All right. Go ahead. Hurry up!” At the end of 3 minutes E. says “Stop! Turn over the page to Test 6.”

Test 5

650	650
041	044
2579	2579
3281	3281
55190	55102
39190	39190
658049	650849
3295017	3290517
63015991	63019991
39007106	39007106
69931087	69931087
251004818	251004418
299056013	299056013
36015992	360155992
3910066482	391006482
8510273301	8510273301
263136996	263136996
451152903	451152903
3259016275	3295016725
582039144	582039144
61558529	61588529
211915883	219915883
670413822	670143822
17198591	17198591
10243586	10243586
659012534	659021354
388172902	381872902
631027594	631027594
2499901354	2499901534
2261059310	2261659310
2911038227	2911038227
313377752	313377752
1012938567	1012938567
7166220988	7162220988
3177628449	3177682449
468672663	468672663
9104529003	9194529003
348465120	3484657210
8588172556	8581722556
3120166671	3120166671
7611348879	76111345879
26557239164	26557239164
8819002341	8819002341
6571018034	6571018034
38779762514	38779765214
39008126557	39008126657
75658100398	75658100398
41181900726	41181900726
6543920817	6543920871
6543920817	6543920871

Test 6—Pictorial Completion

“This is Test 6 here. Look. A lot of pictures.” After everyone has found the page, “Now watch.” E. points to hand and says to demonstrator: “Fix it.” Demonstrator does nothing, but looks puzzled. E. points to the picture of the hand, then to the place where finger is missing and says to demonstrator: “Fix it. Fix it.” Demonstrator then draws in finger. E. says, “That’s right.” E. then points to fish and place for eye and says, “Fix it.” After demonstrator has drawn missing eye, E. points to each of the four remaining drawings and says, “Fix them all.” Demonstrator works samples out slowly and with apparent effort. When the samples are finished E. says, “All right. Go ahead. Hurry up!” During the course of this test the orderlies walk around the room and locate individuals who are doing nothing, point to their pages, and say “Fix it. Fix them,” trying to set everyone working. At end of 3 minutes E. says, “Stop! But don’t turn over the page.”

Test 6

Test 7—Geometrical Construction

“This is Test 7 here. Look.” After everyone has found the page, “Now watch.” Examiner points to the first figure on blackboard. He then takes the two pieces of cardboard, fits them on to the similar drawings on blackboard to show that they correspond and puts them together in the square on blackboard to show that they fill it. Then, after running his finger over the line of intersection of the parts, E. removes the pieces and signals demonstrator, who draws solution in the square on blackboard. The same procedure is repeated for the second and third sample. Demonstrator works out fourth sample, after much study, pointing from the square to the forms.

Demonstrator first draws the two small squares in the upper half of the large square, then the two triangles in the remaining rectangle. Each small figure is drawn in by tracing its entire circumference, not merely the necessary dividing lines. While drawing each small figure in the large square, demonstrator points with index finger of left hand to the corresponding small figure at left of square, taking care not to obstruct the view. At end of demonstration E. holds up blank, points to each square on the page and says, “All right. Go ahead. Hurry up!” At end of 2½ minutes, “Stop! Turn over the page.” Papers are then collected immediately.

Scoring the Beta Tests.

General Rules

1. In general, items evidently corrected stand as corrected. The only exception to this rule is in the maze test.

2. In tests where the score is number right, only wrong items need be checked in scoring. In Test 5, where the score is right minus wrong, wrong and omitted items must be separately checked.

3. Enter the score for each test in lower right-hand corner of the test page and encircle it. When the test has been rescored a check may be made beside the circle.

Test 7

4. Red or blue pencil increases accuracy of scoring.

Test 1.

1. One half point for each correctly completed half of maze. A half maze is correct if drawn line does not cross any line of maze (except through awkwardness) nor an imaginary straight line across the opening of a wrong passage.

2. Allow much leeway in the cutting of corners.

3. Spur running into any blind passage counts wrong for that half-item, even though erased.

4. When two lines are drawn, one straight across the page, the other correct, full credit is given.

Test 2.

Score is number right.

Test 3.

1. Score is number right.

2. Any incomplete item receives no credit.

3. Count any item correct if intended plan is carried out. Disregard additional unnecessary marks, such as circles between the crosses of items 2 and 4 in first part of line, etc.

Test 4.

1. Score is one third of number of correct symbols.

2. Use leniency in judging form of symbol.

3. Credit symbol for 2 even though reversed.

Test 5.

1. Score is right minus wrong (number of items checked that should be checked minus number of items checked that should not be checked).

2. If other clear indication is used instead of crosses, give credit.

3. If numbers which should not be checked are marked by some other sign than is used to check similar pairs, count as though not marked.

4. If all items are checked, the score for the test is zero.

Test 6.

1. Score is number right.

2. Allow much awkwardness in drawing. Writing in name of missing part or any way of indicating it receives credit, if idea is clear.

3. Additional parts do not make item wrong, if proper missing part is also inserted.

4. Rules for individual items:

Item 4.—Any spoon at any angle in right hand receives credit. Left hand, or unattached spoon, no credit.

Item 5.—Chimney must be in right place. No credit for smoke.

Item 6.—Another ear on same side as first receives no credit.

Item 8.—Plain square, cross, etc., in proper location for stamp, receives credit.

Item 10.—Missing part is the rivet. Line of “ear” may be omitted.

Item 13.—Missing part is leg.

Item 15.—Ball should be drawn in hand of man. If represented in hand of woman, or in motion, no credit.

Item 16.—Single line indicating net receives credit.

Item 18.—Any representation intended for horn, pointing in any direction, receives credit.

Item 19.—Hand and powder puff must be put on proper side.

Item 20.—Diamond is the missing part. Failure to complete hilt on sword is not an error.

Test 7.

1. Score is number right.

2. Allow considerable awkwardness in drawing.

3. Extra subdivisions, if not erased, make item wrong.

4. Rules for individual items:

Item 1.—Line of division may be slightly distant from true centre, and need not be straight.

Item 3.—Lines of semi-circumference must start from or near corners of square.

Item 4.—Line must not start from corner.

4. Total Score and Rating

The result of examination Beta is expressed as a “total score,” which is the sum of the raw scores of the several tests. The raw scores are obtained as follows:

TEST	METHOD OF SCORING	MAXIMUM SCORE
1	Half point for each half maze	5
2	Number right	16
3	Number right	12
4	One third of number right	30
5	Right minus wrong	25
6	Number right	20
7	Number right	10

Total		118

Letter ratings are assigned on examination Beta as follows:

RATING	SCORES
A	100–118
B	90– 99
C+	80– 89
C	65– 79
C−	45– 64
D	20– 44
D−[^[6]]	0– 19

[6]. Recalled for individual examination.

All ratings above D− are entered and reported at once. Men whose scores fall below D are recalled for individual examination.

Ratings of D− may not be given in examination Beta, unless recall of the men for individual examination is impossible.

APPENDIX C
Method of Calculating the Coefficient of Coördination

(See Pages [95]–97)

A simple method of determining precisely the degree to which the mental test of 28 school children reflects or is related to their scholarship records and the teacher’s estimate, as shown in the table on Page [96], is to plot the relationship graphically, which has been done in the accompanying diagrams.

In each diagram a heavy diagonal line shows approximately where the plotted points would fall if the relationship were perfect between the numbers of errors in the educational measurements and the other measure of ability. It is clear that the relationship shown in each diagram is far from perfect, but it is not clear from the diagrams which rating of the teacher is most nearly approximated by the educational measurement scores. To discover this relative degree of relationship, a mathematical calculation must be made. For the purposes of testing the correspondence between the scores in the various Mentimeter tests and the production records or supervisor’s ratings of the group of persons tested, it is sufficient to calculate what is best called “a coefficient of coördination.”[^[7]]

[7]. Calculated by a somewhat more complex formula, approximately the same measure of relationship might be found, called by the more familiar name “coefficient of correlation.”

The first step in the calculation of a coefficient of coördination is the transformation of the original scores into figures indicating order of merit. In the case of the sixth-grade class here referred to, the teacher’s ratings of intelligence need not be changed, for they are exactly the kind of ratings necessary: 1 indicating the brightest and 28 the dullest pupil, so far as the teacher was able to judge her pupils at the end of a year’s work. Since the educational measurements scores reported are the number of errors made by each child, the rank of the child making the smallest numbers of errors will be 1, while the rank of the pupil making the largest number of errors will be 28. On the other hand, the scholarship marks are the summaries of the teacher’s percentage marks for a half year, hence the best pupil is the one making the highest percentage. In scholarship, then, the highest percentage should get the rank of 1 and the lowest percentage a rank of 28.

Graphic picture of relation between test results and intelligence ratings given by teacher

Graphic picture of relation between test results and scholarship marks given by teacher

The first three columns of the following table give ranks in the place of the original figures which indicated numbers of errors in measurements and percentage in scholarship. Where two or more individuals are entitled to the same rank, the figure used is the middle value of the ranks. Thus in the case of the educational measurements scores, two girls made 16.5 errors. There are but two pupils making better showings, and therefore Ruth and Helen would normally rank third and fourth, but since we have no evidence as to which should rank third and which fourth, each is given a rank of 3.5. Similarly it will be observed that Alexander, LaMonte, and Leo each obtained a percentage of 93 in scholarship, therefore the three boys named share equally the fourth, fifth, and sixth rank, each being given 5 as a rank; and the next highest pupil, Amelia with a percentage of 92, is given 7 as a rank.

RANKING OF SIXTH-GRADE PUPILS				DIFFERENCES IN RANKINGS
Name of Pupil	A Educational Measurements	B Teacher’s Ranking	C Scholarship Marks	A to B		A to C		B to C
Name of Pupil	A Educational Measurements	B Teacher’s Ranking	C Scholarship Marks	d	d²	d	d²	d	d²
Adelaide	12	19	18.5	7	49	6.5	42.25	0.5	0.2
Ruth	3.5	15	9	11.5	132.25	5.5	30.25	6	36
Alexander	9	7	5	–2	4	–4	16	2	4
LaMonte	14	6	5	–8	64	–9	81	1	1
Earl	28	18	24	–10	100	–4	16	–6	36

Joseph	6	20	18.5	14	196	12.5	156.25	1.5	2.2
Amedeo	27	14	18.5	–13	169	8.5	72.25	4.5	20.2
Leo	16	3	5	–13	169	–11	121	–2	4
William	17	9	21	–8	64	4	16	–12	144
Isabel	8	21	25	13	169	17	289	–4	16

Ida	13	4	3	–9	81	–10	100	1	1
Hazel	1	10	9	9	81	8	64	1	1
Frederick	23	26	16	3	9	–7	49	10	100
Charles	20	13	18.5	–7	49	–1.5	2.25	5.5	30.2
Edward	11	1	2	–10	100	–9	81	–1	1

Benjamin	22	24	26	2	4	4	16	–2	4
Bruce	19	22	14	3	9	–5	25	8	64
Alden	18	12	14	–6	36	–4	16	–2	4
George	21	17	14	–4	16	7	49	3	9
Alice	10	11	12	1	1	2	4	–1	1

Almira	2	5	1	3	9	–1	1	4	16
Helen	3.5	2	9	–1.5	2.25	5.5	30.25	–7	49
Elizabeth	24	23	27	–1	1	3	9	–4	16
Amelia	7	8	7	1	1	0	0	1	1
Edwin	5	16	11	11	121	6	36	5	25

Robert	25	28	28	3	9	3	9	0	0
Edna	15	27	23	12	144	8	64	4	16
Samuel	26	25	22	–1	1	–4	16	3	9
				Σd² = 1790.5		1411.5		611.0

The coefficient of coördination, being an index number to show the closeness with which two rankings correspond, is dependent upon the differences between the rankings of the various individuals in the two measures being compared. The formula used is ρ = (6Σd²)/n(n² − 1), where ρ stands for the coefficient of coordination, d stands for the difference between an individual’s rank in the two measures, and n stands for the number of individuals ranked in the two traits. The capital sigma, Σ, stands for the sum of whatever follows it, in this case the squares of the differences between the two rankings.

We may now employ the formula to find the coefficient of coördination between rank in educational measurements and rank in the teacher’s judgment as to intelligence. The difference between the ranks in column A and column B of the above table is given in the fourth column. Adelaide had a 12 in column A and a 19 in column B, so the difference (7) appears in the fourth column and its square (49) in the fifth column. Similarly the difference between Ruth’s 3.5 and her 15 is 11.5, the square of which is 132.25. Finding the squares of all the differences between rank in A and rank in B, and adding these squares together at the bottom of the table gives 1790.5, which may now be substituted in the formula for Σd². n, the number of pupils is in this case 28, and therefore n(n² − 1) is 28 (28 squared less 1) = 28 (784 − 1) = 28 × 783 = 21924. The substitution in the formula then goes as follows;

ρ = 1 −	6Σd²	= 1 −	6 × 1790.5	= 1 −	10743.	= 1 − .490 = .510
	n(n² − 1)		28 × 783		21924.

The coefficient of coordination between rank in the educational measurements and rank in the teacher’s estimate of intelligence for the sixth grade class is .51, which suggests the question of how to interpret a coefficient after it is found.

A coefficient of 1.00 would mean perfect coördination and would only be found when there were no differences whatever between the two rankings considered. Such a perfect relationship will probably never be found, except by some freak of chance, for even when a group of persons is retested with the same test there is almost certain to be some change in their relative standings. A coefficient of 0.00 would indicate no relation whatever between the two rankings, while a coefficient of –1.00 would mean perfect correlation of a negative sort, the person getting highest in one measure getting lowest in the other, the person scoring next to the highest in one scoring next to the lowest in the other, and so on. Perfect negative correlation is as infrequent as perfect positive correlation.

The coefficient found between the teacher’s estimates of intelligence and the results of educational measurements, .51, indicates a really useful degree of coördination. Unless a Mentimeter test shows a coefficient of coordination of .25 or more with the production records (or other reliable measure of true ability), it may be considered as having little value in helping to select and differentiate men for that particular line of work. If the coefficient is above .5, the test is quite useful, and the nearer the coefficient approaches 1.00 the more confidence one may place in the test as a means of selecting and classifying men in that particular field.

The sixth column of the table on page [329] gives the difference between the test results rankings and the scholarship marks rankings, and the seventh column gives the squares of these differences, the sum of these squares being given at the bottom of the seventh column as 1411.5. By substituting in the formula,

ρ = 1 −	6Σd²	= 1 −	6 × 1411.5	= 1 −	8469.	= 1 − .386 = .614,
	n(n² − 1)		28 × 783		21924.

it appears that the tests more closely correspond with the average of the scholarship marks given by the teacher than with the teacher’s estimate of intelligence. This is partly to be explained by the fact that the tests given were measurements of ability in school subjects rather than tests of intelligence, and still more by the fact that the teacher gave scholarship marks on the basis of relatively objective examinations while her estimates of intelligence are always wholly subjective.

The eighth and ninth columns on page [8] give the differences between the ranks in the teacher’s estimates of intelligence and the ranks in the scholarship marks given during a half year. The coefficient of coördination worked out from these differences is

.833	(	ρ = 1 −	6 × 611	= 1 −	3666	= 1 − .167 = .833	)
			28 × 783		21924

which would seem to indicate that the teacher drew very heavily on her knowledge of the relative scholarship of her pupils in making her estimates of their intellectual capacities.

The three coefficients worked out above for 28 pupils in a sixth grade are typical of the mathematical relationships the reader will wish to work out between known degrees of ability in a certain type of work and the results of the Mentimeter tests. The coefficients of coördination for the sixth-grade pupils studied above are, between

Educational Measurements and Estimated Intelligence	= .51
Educational Measurements and Scholarship Averages	= .61
Estimated Intelligence and Scholarship Averages	= .83

No method of forecasting degree of success in one line of work from quality of performance in another task (or in a test) will give a perfect coefficient of coordination of 1.00, but the nearer the coefficient approaches 1.00 the more reliance one may put in the test which furnishes such a ranking of the individuals.

APPENDIX D
Correct Answers for Mentimeter Tests

The advantages of a carefully standardized test over an ordinary examination which any one might prepare for his own use are chiefly the characteristics implied in the word “standard.” A standard test is one which has been carefully prepared after extensive experience with similar tests; one which is made exact and objective by the most minute specifications as to how it shall be applied, marked, scored, and interpreted; and one on which many persons of varying degrees of proved ability have been tested and reported, for comparison with the results to be obtained later from testing other persons of undetermined degrees of ability. The purpose of this section of the appendix is to make definite and unmistakable the answers to the questions asked in the Mentimeter tests, in order that each reader may mark and interpret the results of these tests in exactly the same way, that is, in the “standard” way.

As was stated in the body of the discussion, each package of test booklets sold is accompanied by a “stencil” which fits over the pages of the printed test in such a manner as to bring the correct answer directly alongside the answer checked or written by the candidate examined, with the result that there is small opportunity for errors in the judgment of the persons marking the answers. If the word checked or written corresponds with the word or words printed on the stencil at that point, the question has been answered correctly, while if the word checked or written by the candidate is less applicable than the one appearing on the stencil, the response is to be marked incorrect. With the aid of the stencils the Mentimeter tests may be marked correctly by inexpensive clerical assistants in from one third to one tenth of the time that would be required for the same work by the most intelligent men working without the stencils.

No attempt has been made to print here an exhaustive list of correct answers to each question. The answers printed as correct are merely typical in most cases of the quality of replies that should be accepted. Anything as appropriate as or more appropriate than the printed answer may be given full credit, while anything less satisfactory is to be given no credit at all. To print here all of the correct answers to each question would take more pages than can be allowed for this section of the Appendix and would in many cases cause more confusion than clearness of thought. It is suggested that any question of right or wrong answers which is difficult to decide should be settled arbitrarily by the reader and that a note be kept of just how the matter was decided, in order that any later investigator may have the benefit of his judgment. In some of the tests new solutions will continually be appearing, even after it seems certain that all of the correct answers have been found and catalogued.

MENTIMETER NO. 1: Typical Performances of Young Children.

Success in this test is measured by performances in response to situations created by the examiner to a much greater degree than by answers to questions asked by the examiner. The directions themselves give the answers in most cases, and in the other cases the correct answers depend upon such facts as the name or sex of the individual being tested. No set of answers is printed here for these tests, therefore, since to do so would be to reprint exactly the directions appearing on pages [115] to 128, which the reader should consult carefully and even commit to memory before undertaking to apply the tests to any infants or young children.

MENTIMETER NO. 2: Pictorial Absurdities.

In order to receive credit the check mark on each picture should be placed in such a way as to indicate unmistakably the part of the picture which is incorrect—in such a way as to leave no doubt whatever as to the candidate’s having found and identified the incongruous element. The following are the elements that should be checked in each picture:

1. The front leg or foot. 2. The lower spout on the water pitcher. 3. The mouth on the forehead. 4. The horns (either one may be checked) on the horse’s head. 5. The candle on the right arm of the electric fixture. 6. The rat’s ears. 7. Either end of the spy-glass. 8. The next window to the rear on the third floor. 9. The postage stamp. 10. The sock used as a necktie. 11. The long stem of the lowest leaf. 12. The flag (flying in the opposite direction from the smoke and weather vane). 13. Either of the lights on the Ford. 14. The left front foot. 15. The man between first and second base (third man from the right). 16. The space between 4 and 5. 17. The claw hammer with which the man is driving the spike. 18. Either of the five fingers of the right hand. 19. The driver (facing the tail).

MENTIMETER NO. 3: Maze Threading.

No list of correct answers can be printed for this test. The stencil provided with the test blanks shows exactly what the correct and most economical threading of each maze is, but the reader can find this solution for himself if he will take the time and make the effort. No credit should be given for any maze not completely traced or for any maze in which a printed line has been crossed. A candidate who has gotten into a “blind alley” but has retraced his way and ultimately been successful in getting through the maze should have full credit for that particular maze.

MENTIMETER NO. 4: Dot Pattern Correction.

Here again, the only way of giving the correct solution of each problem is by means of the transparent stencil furnished with each package of test blanks. That dot which can be “cut out” and still leave a perfectly symmetrical figure is the one which should be circled in each pattern. This is frequently at the very centre of the pattern, although the centre is not the correct one if by removing it the pattern is left unsymmetrical.

MENTIMETER NO. 5: Dividing Geometric Figures.

Only a transparent stencil can give a clear impression of the correct solution of each figure. In dividing a circle into two equal parts it makes no difference in what direction the diameter is run—in other words, any correct solution should be accepted and given full credit.

MENTIMETER NO. 6: Completion of Form Series.

Only the stencil supplied with the test blanks can represent adequately the correct completion of each series. No credit is given in a series unless each blank is correctly filled.

MENTIMETER NO. 7: Checking Identity of Numbers.

1. Same 2. Different 3. Different 4. Different 5. Same 6. Different 7. Same 8. Same 9. Different 10. Same

MENTIMETER NO. 8: Digit-Symbol Substitution.

The reader may, by reference to the Key printed at the top of the test sheet, determine for himself the correctness of any symbol written by a candidate. The stencil furnished with the Test Blanks makes it possible for one to score this test very accurately with a very small expenditure of time and effort. In scoring this test with the stencil the correctness of the entire list of 100 characters can be checked in less than a minute by an ordinary clerk.

MENTIMETER NO. 9: Completion of Number Relation Series.

No credit is to be given on any line unless all of the missing numbers are correctly supplied. The score is the number of lines completed correctly in every detail.

					6					Series	1
		14			20					Series	2
			9			6	5			Series	3
		5							19	Series	4
41							27			Series	5
			10						49	Series	6
			⅛			1		4		Series	7
		22				50				Series	8
	11					25				Series	9
	10			14					10	Series	10
	8					16	17	19		Series	11
1					36	49				Series	12
2					34	37	74			Series	13
	33	30	31					24		Series	14
			15	16	16				6	Series	15
		51	48			45			51	Series	16

MENTIMETER NO. 10: Addition Tests

Test A: Addition Knowledge or Power.

1. 5 2. 8 3. 17 4. 79 5. 56 6. 88 7. 142 8. 248 9. 1397 10. 1664 11. 5571 12. 50362547

Test B: Addition Speed

1. 6 2. 17 3. 6 4. 11 5. 6 6. 11 7. 3 8. 9 9. 15 10. 10 11. 13 12. 7 13. 10 14. 7 15. 3 16. 5 17. 16 18. 4 19. 12 20. 11 21. 13 22. 7 23. 8 24. 13 25. 14 26. 6 27. 11 28. 8 29. 12 30. 13 31. 15 32. 18 33. 5 34. 13 35. 13 36. 14 37. 10 38. 15 39. 15 40. 12 41. 11 42. 14 43. 11 44. 11 45. 16 46. 11 47. 15 48. 12 49. 9 50. 14 51. 4 52. 9 53. 5 54. 17 55. 11 56. 7 57. 7 58. 9 59. 13 60. 12

MENTIMETER NO. 11: Memory for Numbers.

1. 56 2. 27 3. 935 4. 416 5. 7493 6. 4857 7. 95738 8. 68124 9. 268359 10. 635927 11. 9583624 12. 8195263 13. 35268349 14. 28593614 15. 639481725 16. 714963528

MENTIMETER NO. 12: Repeating Numbers Backward.

1. 85 2. 46 3. 253 4. 948 5. 4937 6. 8625 7. 35291 8. 69824 9. 752638 10. 746951 11. 4857362 12. 5746283

MENTIMETER NO. 13: Memory for Sentences.

1. It snows in the winter. 2. Men usually have more dignity than boys. 3. There is no excuse for being thoughtless about the rights of other people. 4. The price of peace may sometimes be much greater than a nation can afford to pay. 5. It is unfortunate that war should ever be necessary among civilized nations. 6. Their harbour is a shallow body of water, connected with, but protected from, the open sea. 7. Conscience asserting itself as the voice divine within the human soul is nothing less than a real actuality. 8. Each state appoints a number of electors equal to the whole number of senators and representatives. 9. These discoveries—gunpowder, printing-press, compass, and telescope—were the weapons before which the old science trembled. 10. The use of italic type is indicated in the author’s manuscript by underscoring the letters, words, phrases, or sentences that are to be italicized.

MENTIMETER NO. 14: Speaking-Vocabulary Test.

Any explanation, which demonstrates conclusively that the candidate knows the nature and use of the word or object mentioned by the examiner, should be accepted and given credit, regardless of the logical or grammatical form of the statements. The explanatory words and phrases given below are not intended to serve as logical definitions or as exhaustive explanations, but merely to indicate the various types of thing that a given word might signify. In examining very intelligent adults, meanings not listed below but nevertheless correct and appropriate may be encountered. If any standard dictionary lists as authentic the meaning given by a candidate, it should be accepted without challenge. Repetitions by the candidate of the word to be explained should not be accepted as an explanation. For example, “buy” is not explained by “Buy is when you buy something.” An explanation, to be satisfactory, should be in terms entirely different from the thing to be explained, although explanations otherwise quite simple are acceptable here.

1. An article of clothing, a covering or something to wear. 2. Obtaining possession or rights in an object in exchange for a price or other consideration. 3. Written or printed matter, usually bound in covers for convenience in reading. 4. A supply of goods or a place where such goods are kept. To lay away or deposit such supplies. 5. A musical instrument or term. 6. To have or gain temporary possession or rights, in return for some price or favour. The price paid for such rights. An opening or torn place, especially in cloth. 7. The flesh of cattle, especially when used as food. 8. A custom or rule established by a legislature or governing authority, or by the nature of the facts concerned. 9. A malady, illness, or infirmity, frequently accompanied by pain or weakness. 10. Uncertainty or hesitation in belief; dread, fear, distrust, or suspicion. 11. An officer who decides disputes or acts as umpire. To decide, pass judgment, or compare the relative merits of ideas, opinions, or objects. 12. The coming or occurrence of something considered desirable but not foreseen as certain. Lucky. 13. One who attends to letters, papers, or business matters for another individual or group of individuals. A writing desk. 14. Kingly or magnificent. Characteristic of or related to a king or ruler. 15. A watercourse or channel, usually artificial. A tube or duct. 16. An eager desire or longing, usually of a selfish nature. 17. A person of fair hair, skin, and eyes. Light coloured. 18. Property or possessions having money value. Riches. Goods. 19. To allow, let, authorize, or give consent. A license or permission. 20. Sagacity, knowledge, discretion. Ability to judge or discern, especially in matters of conduct. 21. To direct or control action. To manage, supervise, or exercise authority. 22. Authority or permission to do or act. Excess of freedom or abuse of liberty. To authorize or grant permission. 23. To strive for the same prize or object. To contend in rivalry. 24. The largest of the planets. A Roman god. 25. Humility, self-control, diffidence. Proper delicacy and propriety about self and actions. 26. A scheme or plan to be followed. Procedure based on material interest rather than on higher principles. A certificate of insurance or of money due under certain conditions. 27. The act or instrument used in determining the exact degree or quantity of a thing. The unit of amount. A division or part of a tune or other object. To determine degree or quantity. 28. Inspiration, ecstasy, emotion, eagerness, or the object of such manifestations. 29. Rate of interest, commission, or discount. Number of parts concerned in a hundred. 30. A measure of distance or area. An agreement between two parties for accomplishing a common task. To combine for mutual support. 31. A theory or system of social reorganization. Social reform through political agencies. A theoretically ideal society or state. 32. The science of exact reasoning. The laws or method of abstract thought. A treatise on thinking or reasoning. 33. To regard with reverence, respect, or veneration. To adore. 34. Satire, ridicule, contemptuous remarks, bitter taunts. 35. Sarcastic reproach, invective. To deride, revile, or reproach with insulting words. 36. Not transparent, dark, impervious to rays of light. Unintelligible, stupid. 37. One making a first appearance in society or before the public. 38. Act of repairing or restoring. Giving satisfaction or compensation for a wrong or injury. 39. To take the tenth part of or to destroy a considerable proportion of a group. 40. An instrument used to regulate an electric current. 41. Knowing all things. Infinitely wise. One who is possessed of universal knowledge. 42. To curse or treat basely. Used in imprecations, frequently with little meaning. 43. A cat-like animal resembling the leopard found in India, Persia, and Africa. 44. A very large and strong animal—especially one mentioned in the Bible. 45. A bay window, particularly one which projects from the face of a wall. 46. One of the great stones or boulders used in prehistoric monuments. 47. A soft, white substance that forms a protecting sheath about the centre of medullated nerve fiber. 48. An ancient manner of writing. Ancient writings, or the study of such writings. 49. The branch of surgery that treats of adding artificial parts to the body to replace natural parts which are wanting. 50. The dried tubers of various orchids, used for food, like tapioca.

MENTIMETER NO. 15: Word Discrimination.

Any real difference named by the candidate between the two words to be compared should be given credit whether it appears in the following list or not. The list merely points out some of the outstanding differences between the words of each pair, but does not attempt to list all of the possible differences. Any difference mentioned by the candidate which is confirmed by any standard dictionary should be sufficient to give full credit.

1.	A bird lives in the air		:	A fish lives in the water
		flies			swims
		has feathers			has scales

2.	A snake is long		:	A fly is short
		is a reptile			is an insect
		crawls			flies
		has no wings or legs			has wings and legs

3.	A pen writes only when it has ink		:	A pencil writes without ink
		is made of steel or hard metal			is made of lead or soft material
		does not have to be sharpened			has to be sharpened

4.	An eagle flies very high and long distances		:	A chicken flies very low and but a short distance
		is wild			is domestic
		is not good for food			is good for food

5.	A book usually has a hard cover		:	A magazine has a paper cover
		is usually one story, by one author			is several stories, by different people
		is published once			is published periodically

6.	An orange has a reddish yellow colour		:	A lemon has a bright yellow colour
		is spherical in shape			is oblong in shape
		is usually larger than a lemon			is usually smaller than an orange
		is usually sweet			is usually sour

7.	A teacher works in a school		:	A preacher works in a church
		usually teaches children			usually addresses grown-ups
		deals primarily with academic subjects			deals primarily with religious subjects

8.	Luck comes to a person by chance		:	Pluck is part of a person’s character
		is a temporary advantage			is a permanent advantage
		comes to everyone			is characteristic of a few

9.	Stone is a natural product, made of mineral matter		:	China is made artificially of fine earth or clay
		is used for buildings			is used for dishes
		is thick and coarse			is thin and fragile

10.	A balloon depends on the wind for motion		:	An airplane is run by a motor
		has a large gas bag			has no gas bag
		moves slowly			moves rapidly

11.	To plod is to work or travel slowly but steadily		:	To plot is to scheme or plan, usually for evil to someone else
		is to toil, to drudge			is to conspire, to intrigue

12.	To wither is to fade, to lose freshness		:	To shrivel is to dry up, to draw into wrinkles
		is to languish			is to shrink
		flowers wither			vegetables shrivel

13.	To surprise is to come upon one unawares, or unexpectedly		:	To astonish is to strike one with sudden wonder or amazement

14.	Rash means overhasty in counsel or action		:	Reckless means careless, utterly heedless of consequences
		means undertaking a matter without sufficient reflection			means indifferent or thoughtless

15.	Lonely is to be without desired companions		:	Solitary is to be absolutely alone remote from society

16.	Sorrow is pain of mind from loss or disappointment		:	Sadness is being downcast or unhappy
		is deep seated, lasting			may be transient, passing

17.	Plutocrat is one whose wealth gives him power or influence		:	Autocrat is an absolute sovereign, having usually inherited authority

18.	A rascal is a mean, tricky person		:	A rogue is an idle, mischievous person

19.	To plunder is to take goods by force, to pillage		:	To devastate is to lay waste, to desolate, to ravage

20.	To relinquish is to abandon the thing which has been possessed, or the object of pursuit		:	To resign is to formally return or give up an office, to submit, to acquiesce, to abdicate

21.	Shrewd means artful, malicious, cunning, of less dignity than sagacious		:	Sagacious means one of keen penetration and judgment, one with a comprehensive as well a penetrating mind

22.	Dormant means sleeping, not in action		:	Quiescent means resting, in a state of repose


23.	Reconstruction means to form anew		:	Rehabilitation means to invest again with some right or dignity
		means to build over again
		deals more largely with material things			deals largely with mental and spiritual things

24.	Reparation means restoration, renewing, repairing damage done		:	Indemnity means immunity from loss or damage
					remuneration for injury
		has more of the idea of replacing things destroyed			has more of the idea of paying for things destroyed

MENTIMETER NO. 16: Naming Opposites.

Except in special cases indicated below, no credit should be allowed for adding “not” or “un” or any other negative prefix to the printed word. An entirely different word should be used as the opposite of the printed word. Those words printed in parentheses in the following list should not be given credit as being satisfactory opposites. Words not printed below but as satisfactory opposites as those printed should be given full credit, while words as unsatisfactory as those printed in parentheses should not be given credit.

1. bad, poor (not good) 2. poor, needy, indigent 3. big, large, great (tall) 4. old, ancient 5. easy, soft 6. light (white) 7. clean, pure 8. well, healthy 9. south 10. full, filled 11. pull 12. right, correct 13. end, ending 14. wide 15. evening, afternoon (night) 16. somewhere, everywhere 17. fresh 18. idle 19. to sink (to swim) 20. rough, ragged 21. tame, domestic 22. weakness 23. guilty 24. ignorance, stupidity 25. negative, uncertain 26. superior 27. modern, new 28. cause 29. generous, liberal 30. concrete, specific

MENTIMETER NO. 17: Spelling Tests.

The word lists themselves furnish the correct answers and therefore no further set of answers is needed here. See pages [199]–200 for the lists.

MENTIMETER NO. 18: Range of Information.

1. COW 2. CLUBS 3. CIGARETTE 4. CARPENTER 5. GREEN 6. AUTOMOBILES 7. DOG 8. ACTRESS 9. HUYLER 10. 1861 11. COUNTY 12. PAINTER 13. MOTORCYCLE 14. NOVELIST 15. FILING-CASE 16. DISTANCE 17. LEG 18. REEFS 19. WATER 20. STOWE 21. STATESMAN 22. POUGHKEEPSIE 23. LAW 24. TWO 25. DICKENS 26. ENGLAND 27. BIRD 28. ATHLETICS 29. DRINK 30. INK 31. FRUIT 32. ISOSCELES 33. 1066 34. HEART 35. PLANT 36. KOREA 37. OXYGEN 38. MUSIC 39. CLOTH 40. ANIMAL

MENTIMETER NO. 19: Reading Vocabulary.

1. BODY, TOOL 2. ANIMAL 3. CLOTHES 4. COLOUR 5. BIRD 6. CLOTHES 7. ANIMAL, BODY 8. TOOL, FISH 9. BODY 10. TOOL

MENTIMETER NO. 20: Reading, Directions.

1. The name should be written on the line. 2. There should be a cross or an x in the square. 3. There should be a cross or an x in the circle and a dot or period in the square. 4. There should be a 1 under the letter M and a 2 under the letter W, in the list of capital letters beginning A, N, etc. 5. The word “Yes” should be written on the dotted line. 6. The word “in” should be crossed out and the word “and” should have two lines or circles around it. 7. The word “seven” or the figure 7 should be written on the blank at the left, “twelve” or 12 on the middle blank, and “one hundred” or 100 on the blank at the right. 8. “Ten” or 10 should be written in the square on the left, a small circle should be written in the second square, and the letter “C” in the triangle at the right. 9. There should be a line drawn under the word “Peck.” 10. The word “thousand” or 1000 should be written in the circle. 11. The square in front of the word “diminished” should have a check mark or cross on it. 12. There should be a line under the word “Face.”

MENTIMETER NO. 21: Reading, Interpretation.

Answers must show conclusively that the questions and the sentences answering them were read and understood by the candidate.

1. Boys. 2. In the house.

MENTIMETER NO. 22: Disarranged Sentences.

The most frequent arrangement of the words in each sentence is indicated below by the last word. Any other arrangement of these words which produces a perfectly logical and grammatical sentence may be accepted. Very few sentences will be found that are not already provided for in the concluding words listed below.

1. WHITE. 2. ROBIN. BIRD. 3. WATER. 4. HOUSES. 5. WITH. 6. WEST. 7. COUNTRY. 8. COLDEST. 9. FOOD. 10. EARTH. 11. FOOD. VALUABLE. 12. TREES. 13. GERMANY. ENGLAND. FRANCE. 14. PUNISHED. 15. OCEAN. 16. MISTAKES. 17. NIGHTS. SEEN. 18. CLOTHING. USEFUL. 19. DEBATERS. 20. WARFARE. POISONOUS. 21. DEGRADING. UNFORTUNATE. 22. CRIMES. BIGAMY. PERJURY. 23. PSYCHOLOGISTS. 24. STEALING. 25. FACT. OBSERVED. APPLIED.

MENTIMETER NO. 23: Completion of Sentences.

It is impossible for any one to make out a complete list of all the possible completions of any group of twenty sentences such as those included in this test. The list of completions given below is therefore merely suggestive of the perfect sentences which may be made and is not intended in any way to be exhaustive. Anything which is as good as the completion listed below should be given full credit. Anything which is not so satisfactory should not be given credit.

1. Is or was. 2. To. 3. Gave, or gives. 4. Girl or child in the first blank, and to in the second blank. 5. And in the first blank, with dogs in the second blank. 6. Have, make or gain. 7. Not or never in the first blank, with parents, friends, or sister in the second blank. 8. Boy, man or child in the first blank, with fell in the second blank. 9. Is or was in the first blank, with to in the second blank, and windy in the third blank. 10. Succeeds or can. 11. Animal in the first blank, his or its in the second blank, and size in the third blank. 12. Man in the first blank, with carried or carries in the second blank, and wore or wears in the third blank. 13. On in the first blank, quenches in the second blank, drink in the third blank, and cold or pure in the fourth blank. 14. Patriotism in the first blank, waving or carrying in the second blank, come or go in the third blank, and marching in the fourth blank. 15. That or which in the first blank, worth in the second blank, well in the third blank, doing in the fourth blank. 16. Does or can in the first blank, give in the second blank, every in the third blank. 17. When in the first blank, better in the second blank, practice in the third blank, at in the fourth blank, wrong in the fifth blank, doing in the sixth blank. 18. Which or that in the first blank, cause in the second blank, are in the third blank, and very or most in the fifth blank. 19. To in the first blank, when in the second blank, thirsty in the third blank, and great or real in the fourth blank. 20. Whether in the first blank, likes, desires or welcomes in the second blank, or in the third blank, one in the fourth blank, not in the fifth blank, as in the sixth blank, insult in the seventh blank.

MENTIMETER NO. 24: Analogies or Mixed Relations.

As with several of the other lists of answers, no attempt is made here to give an exhaustive list of the correct solutions. The words which appear below are standard. Anything as good as this standard list should be accepted while anything inferior to the printed solutions should not be given credit.

1. Dogs 2. Far, distant 3. Foot 4. Cat’s 5. Hot, warm, heat 6. Swims, swim 7. Hen 8. Drink 9. School, classroom 10. Her 11. Law 12. Colt, foal 13. Bought 14. Painting, picture, portrait 15. Sheep, ram 16. Floor 17. Bird, birds, fowl 18. Chauffeur 19. Was, were, been 20. School, shoal 21. Night 22. Risen 23. Drake 24. Sheep, animal, beast 25. Women’s 26. Give, donate, buy, return 27. Aviatrices 28. Criterion 29. Joneses’ 30. Esoteric

MENTIMETER NO. 25: Handwriting.

The reader will be able to count the number of letters written per minute and thereby obtain the score in this test without any key. For the quality of the results of such a test the reader will compare the handwriting of each candidate with the samples printed on page [239].

MENTIMETER NO. 26: English Composition.

This test, like the test for handwriting quality, is a test of the quality of products produced by the candidates rather than of the difficulty of problems solved. Therefore, no set of correct answers is necessary. The quality of the candidate’s composition should be compared directly with the quality of the printed samples appearing on pages [242] to 244.

MENTIMETER NO. 27: Poetic Discrimination.

The correct order as determined by the judgments of scores of capable judges of English Poetry is as follows:

	Best	Middle	Poorest
In Set No. 1	Z	Y	X
In Set No. 2	X	Y	Z
In Set No. 3	Z	X	Y
In Set No. 4	Y	X	Z
In Set No. 5	Y	Z	X
In Set No. 6	Y	Z	X

MENTIMETER NO. 28: Arithmetic Reasoning.

In giving the correct answers below each figure has attached to it the word indicating the commodity concerned. No answer should be considered incorrect, however, because it omits the words “dollars,” “lemons” or “men.”

1. 8 men 2. 12 dollars 8. 9 nickels 4. 5 benches 5. 8 cents 6. 23 cents 7. 16 lemons 8. 3373 quarts 9. 500 pounds 10. 51 cents 11. 750 people 12. 22 tons 13. $4.80 14. $1575.00

MENTIMETER NO. 29: Practical Judgment Test.

1. Get a drink of water. 2. It tastes good. 3. Wear a raincoat. 4. Ring the alarm and try to put out the fire. 5. Ask the person’s pardon. 6. The frost has killed them. 7. To protect them from the colder weather. 8. At the beach of a summer resort. 9. Try to make time by hurrying. 10. To display the flag and inspire patriotism. 11. Water always becomes solid at low temperatures. 12. Nail a piece of tin over it. 13. It is an easily digested and wholesome food. 14. An incandescent electric bulb. 15. To create a demand for special brands. 16. So that their strength may be utilized.

MENTIMETER NO. 30: Logical Conclusions Test.

1. Older than James. 2. Older than Mary. 3. Shorter than Dot. 4. Not heavier than May. 5. Slower than William. 6. Smarter than Bertha. 7. Not as rich as Mr. Jones. 8. Not noisier than Robert. 9. Less rapidly than Henry. 10. Not warmer than Thursday. 11. Not as frugal as Mrs. Brown. 12. Not larger than the second.

THE END

TRANSCRIBER’S NOTES

P. [98], changed “to errors” to “to make errors”.
Silently corrected typographical errors and variations in spelling.
Anachronistic, non-standard, and uncertain spellings retained as printed.
Footnotes have been re-indexed using numbers.

APPENDICES

APPENDIX AIntelligence Ratings in the Army

APPENDIX BThe Army “Alpha” and “Beta” Tests

Instructions for giving Alpha Test 1. (To be read aloud by Examiner.)

Instructions for Giving Alpha Test 2.

Instructions for Giving Alpha Test 3.

Instructions for Giving Alpha Test 4.

Instructions for Giving Alpha Test 5.

Instructions for Giving Alpha Test 6.

Instructions for Giving Alpha Test 7.

Instructions for Giving Alpha Test 8.

Directions for Scoring in Alpha Test.

General Rules

Total Score and Rating

Method of Giving the Army Beta Tests.

Procedure.

Test 1—Maze

Test 2—Cube Analysis

Test 3—X-O Series

Test 4—Digit—Symbol

Test 5—Number Checking

Test 6—Pictorial Completion

Test 7—Geometrical Construction

Scoring the Beta Tests.

Test 1.

Test 2.

Test 3.

Test 4.

Test 5.

Test 6.

Test 7.

4. Total Score and Rating

APPENDIX CMethod of Calculating the Coefficient of Coördination

APPENDIX DCorrect Answers for Mentimeter Tests

MENTIMETER NO. 1: Typical Performances of Young Children.

MENTIMETER NO. 2: Pictorial Absurdities.

MENTIMETER NO. 3: Maze Threading.

MENTIMETER NO. 4: Dot Pattern Correction.

MENTIMETER NO. 5: Dividing Geometric Figures.

MENTIMETER NO. 6: Completion of Form Series.

MENTIMETER NO. 7: Checking Identity of Numbers.

MENTIMETER NO. 8: Digit-Symbol Substitution.

MENTIMETER NO. 9: Completion of Number Relation Series.

MENTIMETER NO. 10: Addition Tests

Test A: Addition Knowledge or Power.

Test B: Addition Speed

MENTIMETER NO. 11: Memory for Numbers.

MENTIMETER NO. 12: Repeating Numbers Backward.

MENTIMETER NO. 13: Memory for Sentences.

MENTIMETER NO. 14: Speaking-Vocabulary Test.

MENTIMETER NO. 15: Word Discrimination.

MENTIMETER NO. 16: Naming Opposites.

MENTIMETER NO. 17: Spelling Tests.

MENTIMETER NO. 18: Range of Information.

MENTIMETER NO. 19: Reading Vocabulary.

MENTIMETER NO. 20: Reading, Directions.

MENTIMETER NO. 21: Reading, Interpretation.

MENTIMETER NO. 22: Disarranged Sentences.

MENTIMETER NO. 23: Completion of Sentences.

MENTIMETER NO. 24: Analogies or Mixed Relations.

MENTIMETER NO. 25: Handwriting.

MENTIMETER NO. 26: English Composition.

MENTIMETER NO. 27: Poetic Discrimination.

MENTIMETER NO. 28: Arithmetic Reasoning.

MENTIMETER NO. 29: Practical Judgment Test.

MENTIMETER NO. 30: Logical Conclusions Test.

APPENDIX A
Intelligence Ratings in the Army

APPENDIX B
The Army “Alpha” and “Beta” Tests

APPENDIX C
Method of Calculating the Coefficient of Coördination

APPENDIX D
Correct Answers for Mentimeter Tests