Scoring. The test is passed if the correct response is given with apparent assurance. If the child says he is not sure but thinks it forenoon (or afternoon, as the case may be), we score the response a failure even if the answer happens to be correct. However, this type of response is not often encountered.
Remarks. It is interesting to follow the child’s development with regard to orientation in time. This development proceeds much more slowly than we are wont to assume. Certain distinctions with regard to space, as up and down, come much earlier. As Binet remarks, schools sometimes try to teach the events of national history to children whose time orientation is so rudimentary that they do not even know morning from afternoon!
The test has two rather serious faults: (1) It gives too much play to chance, for since only two alternatives are offered, guesses alone would give about fifty per cent of correct responses. (2) We cannot be sure that the verbal distinction between forenoon and afternoon always corresponds the two divisions of the day. It is possible that the temporal discrimination precedes the formation of the correct verbal association.
This test was included in the year VI group of the 1908 scale, but was omitted from the 1911 revision. Nearly all the data except Bobertag’s show that it is rather easy for year VI, though too difficult for year V. Bobertag’s figures would place the test in year VII. Possibly the corresponding German words are not as easy to learn as our morning and afternoon.
FOOTNOTES:
[53] For general discussion of the comprehension questions as a test, see p. [158].
CHAPTER XIII
INSTRUCTIONS FOR YEAR VII
VII, 1. Giving the number of fingers
Procedure. “How many fingers have you on one hand?” “How many on the other hand?” “How many on both hands together?” If the child begins to count in response to any of the questions, say: “No, don’t count. Tell me without counting.” Then repeat the question.