The child’s judgment has developed by this time through experience and precept to the point where an inquiry from the examiner as to “What must you do when you are sleepy?” will bring forth a response indicating that one should go to bed and sleep. The question of “What must you do when you are cold?” should bring forth some such reply as, “Put on a coat,” “Build a fire,” or “Stand next to the radiator.” The question, “What must you do when you are hungry?” should bring forth such answers as “Buy some lunch,” “Drink some milk,” or “Eat something.”
Directions for Scoring the Test.
The method of scoring is briefly indicated in the list of typical performances printed on pages [115]–117. The three tests at age three months are each to be given one month credit. The three tests at six months are likewise to be given one month credit for each successful performance, as are the six tests at one year. The six tests at two years, the six at three years, and the six at four years, are in each case to be given a credit of two months each. The child who did everything in the entire test correctly would then have demonstrated the mental ability of the average child of four years or older. The child who completes all of the tests at three months and one of the tests at six months would then be rated as having mental ability typical of a four-months-old-child. If the child were to fail on only one of the tests at one year but to pass all those previous to one year, his mental age score would be eleven months, according to this system of assigning credits. It will frequently be found that a child does not pass all of the one-year tests before being able to do one or two of the two-year tests and so on. This should not make it more difficult to score the test, for each particular performance has its value indicated in the list which was given above.
It cannot be claimed that these tests, especially those below the three-year-old level, have been fully standardized. They are, however, very much better than the average parent or relative would be able to prepare for him or herself. The mental age score which will result from the use of these tests is not as reliable as will result from the use of the Stanford Revision of the Binet tests with older children, but its reliability is sufficient to point out cases of retardation in intelligence or of distinct brilliance of mind.
Three Months
Control of Eyes. Both of the eyes should look in the same direction and the child should be able to follow with its eyes the movements of bright objects in order to obtain credit in this test.
Hearing. It will not be necessary for the child to react with a start or scream to loud noises and also to react by turning the eyes in the direction of less startling noises in order to obtain credit for hearing. Either evidence, if clear, will be sufficient to warrant giving credit.
Muscular Control. The grasping of a pencil or rattle should not be taken as sufficient evidence of muscular control. The ability of the child, however, to move his hand directly to his mouth as described above will be in itself abundant evidence that the child merits a credit in this test.
Six Months
Muscular Control. Either balancing the head or sitting with some support for as much as ten minutes should be accepted as worthy of credit.