Then say to the child: “I want you to take these two pieces (touching the two triangles) and put them together so they will look exactly like this” (pointing to the uncut card). If the child hesitates, we repeat the instructions with a little urging. Say nothing about hurrying, as this is likely to cause confusion. Give three trials, of one minute each. If only one trial is given, success is too often a result of chance moves; but luck is not likely to bring two successes in three trials. If the first trial is a failure, move the cut halves back to their original position and say: “No; put them together so they will look like this” (pointing to the uncut card). Make no other comment of approval or disapproval. Disregard in silence the inquiring looks of the child who tries to read his success or failure in your face.
If one of the pieces is turned over, the task becomes impossible, and it is then necessary to turn the piece back to its original position and begin over, not counting this trial. Have the under side of the pieces marked so as to avoid the risk of presenting one of them to the child wrong side up.
Scoring. There must be two successes in three trials. About the only difficulty in scoring is that of deciding what constitutes a trial. We count it a trial when the child brings the pieces together and (after few or many changes) leaves them in some position. Whether he succeeds after many moves, or leaves the pieces with approval in some absurd position, or gives up and says he cannot do it, his effort counts as one trial. A single trial may involve a number of unsuccessful changes of position in the two cards, but these changes may not consume altogether more than one minute.
Remarks. As aptly described by Binet, the operation has the following elements: “(1) To keep in mind the end to be attained, that is to say, the figure to be formed. It is necessary to comprehend this end and not to lose sight of it. (2) To try different combinations under the influence of this directing idea, which guides the efforts of the child even though he be unconscious of the fact. (3) To judge the formed combination, compare it with the model, and decide whether it is the correct one.”
It may be classed, therefore, as one of the many forms of the “combination method.” Elements must be combined into some kind of whole under the guidance of a directing idea. In this respect it has something in common with the form-board test, the Ebbinghaus test, and the test with dissected sentences ([XII, 4]). Binet designates it a “test of patience,” because success in it depends upon a certain willingness to persist in a line of action under the control of an idea.
Not all failures in this test are equally significant. A bright child of 5 years sometimes fails, but usually not without many trial combinations which he rejects one after another as unsatisfactory. A dull child of the same age often stops after he has brought the pieces into any sort of juxtaposition, however absurd, and may be quite satisfied with his foolish effort. His mind is not fruitful and he lacks the power of auto-criticism.
It would be well worth while to work out a new and somewhat more difficult “test of patience,” but with special care to avoid the puzzling features of the usual games of anagrams. The one given us by Binet is rather easy for year V, though plainly somewhat too difficult for year IV.
V, 6. Three commissions
Procedure. After getting up from the chair and moving with the child to the center of the room, say: “Now, I want you to do something for me. Here’s a key. I want you to put it on that chair over there; then I want you to shut (or open) that door, and then bring me the box which you see over there (pointing in turn to the objects designated). Do you understand? Be sure to get it right. First, put the key on the chair, then shut (open) the door, then bring me the box (again pointing). Go ahead.” Stress the words first and then so as to emphasize the order in which the commissions are to be executed.