The sentences are:—
- “We are having a fine time. We found a little mouse in the trap.”
- “Walter had a fine time on his vacation. He went fishing every day.”
- “We will go out for a long walk. Please give me my pretty straw hat.”
Procedure. The instructions should be given as follows: “Now, listen. I am going to say something and after I am through I want you to say it over just like I do. Understand? Listen carefully and be sure to say exactly what I say.” Then read the first sentence rather slowly, in a distinct voice, and with expression. If the response is not too bad, praise the child’s efforts. Then proceed with the second and third sentences, prefacing each with an exhortation to “say exactly what I say.”
In this year and in the memory-for-sentences test of later years it is not permissible to re-read even the first sentence. The only reason for allowing a repetition of one of the sentences in the earlier test of this kind was to overcome the child’s timidity. With children of 6 years or upward we seldom encounter the timidity which sometimes makes it so hard to secure responses in some of the tests of the earlier years.
Scoring. The test is passed if at least one sentence out of three is repeated without error, or if two are repeated with not more than one error each. A single omission, insertion, or transposition counts as an error. Faults of pronunciation are of course overlooked. It is not sufficient that the thought be reproduced intact; the exact language must be repeated. The responses should be recorded verbatim. This is easily done if record blanks used for scoring have the sentences printed in full.
Remarks. In this test and in later tests of memory for sentences, it is interesting to ask after each response: “Did you get it right?” As in the tests with digits, it is an unfavorable sign when the child is perfectly satisfied with a very poor response.
It is evident that tests of this type give opportunity for different degrees of failure. To repeat only a half or a third of each sentence is much more serious than to make but one error in each sentence (one word omitted, inserted, or misplaced). It would be possible to use the same sentences at three or four different age levels, by setting the appropriate standard for success at each age. If the standard is one sentence out of three repeated with no more than two errors, the test belongs in year V. If we require two absolutely correct responses out of three, the test belongs at about year VII. The shifting standard is rendered unnecessary, however, by the use of other tests of the same kind, easier ones in the lower years and more difficult ones in the upper.
Sentences of sixteen syllables found a place in Binet’s 1908 scale and were correctly located in year VI, but later revisions, including that of Binet, have omitted the test.
VI. Alternative test: forenoon and afternoon
Procedure. If it is morning, ask: “Is it morning or afternoon?” If it is afternoon, put the question in the reverse form, “Is it afternoon or morning?” This precaution is necessary because of the tendency of some children to choose always the latter of two alternatives. Do not cross-question the child or give any suggestion that might afford a clue as to the correct answer.