Scoring. Three responses out of four must be correct. Instead of pointing, the child sometimes responds by winking the eyes, opening the mouth, etc., which is counted as satisfactory.
Remarks. Binet’s purpose in this test is to ascertain whether the subject is capable of comprehending simple language. The ability to comprehend and use language is indeed one of the most reliable indications of the grade of mental development. The appreciation of gestures comes first, then the comprehension of language heard, next the ability to repeat words and sentences mechanically, and finally the ability to use language as a means of communication. The present test, however, is not more strictly a test of language comprehension than the others of the 3-year group, and in any case it could not be said to mark the beginning of the power to comprehend spoken language. That is fairly well advanced by the age of 2 years. The test closely resembles [III, 2] (naming familiar objects), and [III, 3] (enumeration of objects in a picture), except that it brings in a personal element and gives some clue to the development of the sense of self. All the data agree in locating the test at year III.
III, 2. Naming familiar objects
Procedure. Use a key, a penny, a closed knife, a watch, and an ordinary lead pencil. The key should be the usual large-sized doorkey, not one of the Yale type. The penny should not be too new, for the freshly made, untarnished penny resembles very little the penny usually seen. Any ordinary pocket knife may be used, and it is to be shown unopened. The formula is, “What is this?” or, “Tell me what this is.”
Scoring. There must be at least three correct responses out of five. A response is not correct unless the object is named. It is not sufficient for the child merely to show that he knows its use. A child, for example, may take the pencil and begin to mark with it, or go to the door and insert the key in the lock, but this is not sufficient. At the same time we must not be too arbitrary about requiring a particular name. “Cent” or “pennies” for “penny” is satisfactory, but “money” is not. The watch is sometimes called “a clock” or “a tick-tock,” and we shall perhaps not be too liberal if we score these responses plus. “Pen” for “pencil,” however, is unsatisfactory. Substitute names for “key” and “knife” are rarely given. Mispronunciations due to baby-talk are of course ignored.
Remarks. The purpose of this test is to find out whether the child has made the association between familiar objects and their names. The mental processes necessary to enable the child to pass this test are very elementary, and yet, as far as they go, they are fundamental. Learning the names of objects frequently seen is a form of mental activity in which the normally endowed child of 2 to 4 years finds great satisfaction. Any marked retardation in making such associations is a grave indication of the lack of that spontaneity which is so necessary for the development of the higher grades of intelligence. It would be entirely beside the point, therefore, to question the validity of the test on the ground that a given child may not have been taught the names of the objects used. Practically all children 3 years old, however poor their environment, have made the acquaintance of at least three of the five objects, and if intelligence is normal they have learned their names as a result of spontaneous inquiry.
Always use the list of objects here given, because it has been standardized. Any improvised selection would be sure to contain some objects either less or more familiar than those in the standardized list. Note also that three correct responses out of five are sufficient. If we required five correct answers out of six (like Kuhlmann), or three out of three (like Binet, Goddard, and Huey), the test would probably belong at the 4-year level. Binet states that this test is materially harder than that of naming objects in a picture, since in the latter the child selects from a number of objects in the picture those he knows best, while in the former test he must name the objects we have arbitrarily chosen. This difference does not hold, however, if we require only three correct responses out of five for passing the test of naming objects, instead of Binet’s three out of three. All else being equal, it is of course easier to recognize and name a real object shown than it is to recognize and name it from a picture.
III, 3. Enumeration of objects in pictures
Procedure. Use the three pictures designated as “Dutch Home,” “River Scene,” and “Post-Office.” Say, “Now I am going to show you a pretty picture.” Then, holding the first one before the child, close enough to permit distinct vision, say: “Tell me what you see in this picture.” If there is no response, as sometimes happens, due to embarrassment or timidity, repeat the request in this form: “Look at the picture and tell me everything you can see in it.” If there is still no response, say: “Show me the ...” (naming some object in the picture). Only one question of this type, however, is permissible. If the child answers correctly, say: “That is fine; now tell me everything you see in the picture.” From this point the responses nearly always follow without further coaxing. Indeed, if rapport has been properly cultivated before the test begins, the first question will ordinarily be sufficient. If the child names one or two things in a picture and then stops, urge him on by saying “And what else” Proceed with pictures b and c in the same manner.
Scoring. The test is passed if the child enumerates as many as three objects in one picture spontaneously; that is, without intervening questions or urging. Anything better than enumeration (as description or interpretation) is also acceptable, but description is rarely encountered before 5 years and interpretation rarely before 9 or 10.[46]