Binet placed this test in year XIII of the 1908 scale, but shifted it to the adult group in the 1911 revision. Goddard retains it in the adult group, while Kuhlmann places it in year XV. There have also been certain variations in the procedure employed. As given in the Stanford revision the test is passed by hardly any subjects below the 14-year level, but by about one third of “average adults” and by the large majority of “superior adults.”
Superior adult, 3: repeating eight digits
Procedure and Scoring, the same as in previous tests with digits reversed. The series used are: 7–2–5–3–4–8–9–6; 4–9–8–5–3–7–6–2; and 8–3–7–9–5–4–8–2.
Guard against rhythm and grouping in reading the digits and do not give warning as to the number to be given.
The test is passed by about one third of “average adults” and by over two thirds of “superior adults.” The test shows no marked difference between educated and uneducated subjects of the same mental level.
Superior adult, 4: repeating thought of passage
Procedure. Say: “I am going to read a little selection of about six or eight lines. When I am through I will ask you to repeat as much of it as you can. It doesn’t make any difference whether you remember the exact words or not, but you must listen carefully so that you can tell me everything it says.” Then read the following selections, pausing after each for the subject’s report, which should be recorded verbatim:—
- “Tests such as we are now making are of value both for the advancement of science and for the information of the person who is tested. It is important for science to learn how people differ and on what factors these differences depend. If we can separate the influence of heredity from the influence of environment, we may be able to apply our knowledge so as to guide human development. We may thus in some cases correct defects and develop abilities which we might otherwise neglect.”
- “Many opinions have been given on the value of life. Some call it good, others call it bad. It would be nearer correct to say that it is mediocre; for on the one hand, our happiness is never as great as we should like, and on the other hand, our misfortunes are never as great as our enemies would wish for us. It is this mediocrity of life which prevents it from being radically unjust.”
Sometimes the subject hesitates to begin, thinking, in spite of our wording of the instructions, that a perfect reproduction is expected. Others fall into the opposite misunderstanding and think that they are prohibited from using the words of the text and must give the thought entirely in their own language. In cases of hesitation we should urge the subject a little and remind him that he is to express the thought of the selection in whatever way he prefers; that the main thing is to tell what the selection says.
Scoring. The test is passed if the subject is able to repeat in reasonably consecutive order the main thoughts of at least one of the selections. Neither elegance of expression nor verbatim repetition is expected. We merely want to know whether the leading thoughts in the selection have been grasped and remembered.