Procedure. Say: “Here is a sentence that has the words all mixed up so that they don’t make any sense. If the words were changed around in the right order they would make a good sentence. Look carefully and see if you can tell me how the sentence ought to read.”
Give the sentences in the order in which they are listed in the record booklet. Do not tell the subject to see how quickly he can do it, because with this test any suggestion of hurrying is likely to produce a kind of mental paralysis. If the subject has no success with the first sentence in one minute, read it off correctly for him, somewhat slowly, and pointing to each word as it is spoken. Then proceed to the second and third, allowing one minute for each.
Give no further help. It is not permissible, in case an incorrect response is given, to ask the subject to try again, or to say: “Are you sure that is right?” “Are you sure you have not left out any words?” etc. Instead, maintain absolute silence. However, the subject is permitted to make as many changes in his response as he sees fit, provided he makes them spontaneously and within the allotted time. Record the entire response.
Once in a great while the subject misunderstands the task and thinks the only requirement is to use all the words given, and that it is permitted to add as many other words as he likes. It is then necessary to repeat the instructions and to allow a new trial.
Scoring. Two sentences out of three must be correctly given within the minute allotted to each. It is understood, of course, that if the first sentence has to be read for the subject, both the other responses must be given correctly.
A sentence is not counted correct if a single word is omitted, altered, or inserted, or if the order given fails to make perfect sense.
Certain responses are not absolutely incorrect, but are objectionable as regards sentence structure, or else fail to give the exact meaning intended. These are given half credit. Full credit on one, and half credit on each of the other two, is satisfactory. The following are samples of satisfactory and unsatisfactory responses:—
(a)
Satisfactory.
- “We started for the country at an early hour.”
- “At an early hour we started for the country.”
- “We started at an early hour for the country.”
Unsatisfactory.
- “We started early at an hour for the country.”
- “Early at an hour we started for the country.”
- “We started early for the country.”
Half credit.
- “For the country at an early hour we started.”
- “For the country we started at an early hour.”
(b)
Satisfactory.
- “I asked my teacher to correct my paper.”
Unsatisfactory.
- “My teacher asked to correct my paper.”
- “To correct my paper I asked my teacher.”
Half credit.
- “My teacher I asked to correct my paper.”
(c)
Satisfactory.
- “A good dog defends his master bravely.”
- “A good dog bravely defends his master.”
Unsatisfactory.
- “A dog defends his master bravely.”
- “A bravely dog defends his master.”
- “A good dog defends his bravely master.”
- “A good brave dog defends his master.”
Half credit.
- “A dog defends his good master bravely.”
- “A dog bravely defends his good master.”
- “A good master bravely defends his dog.”
- “We started for the country at an early hour.”
- “At an early hour we started for the country.”
- “We started at an early hour for the country.”
- “We started early at an hour for the country.”
- “Early at an hour we started for the country.”
- “We started early for the country.”