The reading of the subnormal subject bears a close a.n.a.logy to the reading of nonsense matter by the normal person. It has been ascertained by experiment that such reading requires about twice as much time as the reading of connected matter. This is true for the reason that out of thousands of a.s.sociations possible with each word, no particular a.s.sociation is favored. The apperceptive expectancy, practically _nil_ in the reading of nonsense material, must be decidedly deficient in all poor reading.

Furthermore, in the case of the ordinary reader there is a feeling of rightness or wrongness about the thought sequences. That less intelligent subjects have this sense of fitness to a much less degree is evidenced by their pa.s.sing over words so mutilated in p.r.o.nunciation as to deprive them of all meaning. The transposition of letters and words, and the failure to observe marks of punctuation, point to the same thing. In other words, all the reading of the stupid subject is with material which to him is more or less nonsensical.[66]

[66] See "Genius and Stupidity," by Lewis M. Terman, in _Pedagogical Seminary_, September, 1906, p. 340 _ff._

A little observation will convince one that mentally r.e.t.a.r.ded subjects, even when they possess a reasonable degree of fluency in recognizing printed words, do not sense shades of meaning. Their reading is by small units. Words and phrases do not fuse into one mental content, but remain relatively unconnected. The expression is monotonous and the voice has more of the unnatural "schoolroom" pitch. They read more slowly, more often misplace the emphasis, and miscall more words. In short, one who has psychological insight and is acquainted with reading standards can easily detect the symptoms of intellectual inferiority by hearing a dull subject read a brief selection.

The giving of memories is also significant. Feeble-minded adults who have been well schooled are sometimes able to read the words of the text fairly fluently, but are usually unable to give more than a scanty report of what has been read. The scope of attention has been exhausted in the mere recognition and p.r.o.nouncing of words. In general, the greater the mechanical difficulties which a subject encounters, the less adequate is his report of memories.

The test has, however, one real fault. School children have a certain advantage in it over older persons _of the same mental age_ whose school experience is less recent. Adult subjects tend to give their report in less literal form. It is necessary, therefore, to give credit for the reproduction of the ideas of the pa.s.sage rather than for strictly literal "memories."

The selection we have used is, with minor changes, the same as Binet's.

His selection was divided into nineteen memories. The one here given has twenty-one memories. Binet used the test both in year VIII and year IX, requiring two memories at year VIII and six memories at year IX. When we require eight memories, as we have done, the test becomes difficult enough for non-selected school children of 10 years. Location in year X seems preferable, because it insures that the child will almost certainly have had the schooling requisite for learning to read a selection of this difficulty, even if he has started to school at a later age than is customary. Naturally, placing the test higher in the scale makes it more a test of report and less a test of ability to recognize and p.r.o.nounce printed words.

X, 5. COMPREHENSION, FOURTH DEGREE

The questions for this year are:--

(a) "_What ought you to say when some one asks your opinion about a person you don't know very well?_"

(b) "_What ought you to do before undertaking (beginning) something very important?_"

(c) "_Why should we judge a person more by his actions than by his words?_"

The PROCEDURE is the same as for the previous comprehension tests. Each question may be repeated, but its form must not be changed. It is not permissible to make any explanation whatever as to the meaning of the question, except to subst.i.tute _beginning_ for _undertaking_ when (b) seems not to be comprehended.

SCORING. _Two out of the three_ questions must be answered satisfactorily. Study of the following cla.s.sified responses should make scoring fairly easy in most cases:--

(a) _When some one asks your opinion_

_Satisfactory._ "I would say I don't know him very well"

(42 per cent of the correct answers). "Tell him what I know and no more" (34 per cent of correct answers). "I would say that I'd rather not express any opinion about him" (20 per cent of the correct answers). "Tell him to ask some one else." "I would not express any opinion."

_Unsatisfactory._ Unsatisfactory responses are due either to failure to grasp the import of the question, or to inability to suggest the appropriate action demanded by the situation.

The latter form of failure is the more common; e.g.: "I'd say they are nice." "Say you like them." "Say what I think." "Say it's none of their business." "Tell them I mind my own business." "Say I would get acquainted with them." "Say that I don't talk about people." "Say I didn't know how he looked."

"Tell them you ought not to say such things; you might get into trouble." "I wouldn't say anything." "I would try to answer."

"Say I did not know his name," etc.

The following are samples of failure due to mistaking the import of the question: "I'd say, 'How do you do?'" "Say,'I'm glad to meet you.'"

(b) _Before undertaking something important_

_Satisfactory responses_ fall into the following cla.s.ses:-- (1) Brief statement of preliminary consideration; as: "Think about it." "Look it over." "Plan it all out." "Make your plans." "Stop and think," etc.

(2) Special emphasis on preliminary preparation and correct procedure; as: "Find out the best way to do it." "Find out what it is." "Get everything ready." "Do every little thing that would help you." "Get all the details you can." "Take your time and figure it out," etc.

(3) Asking help; as: "Ask some one to help you who knows all about it." "Pray, if you are a Christian." "Ask advice,"

etc.

(4) Preliminary testing of ability, self-a.n.a.lysis, etc.; as: "Try something easier first." "Practice and make sure I could do it." "Learn how to do it," etc.

(5) Consider the wisdom or propriety of doing it: "Think whether it would be best to do it." "See whether it would be possible."

About 65 per cent of the correct responses belong either to group (1) or (2), about 20 per cent to group (3), and most of the remainder to group (4).

_Unsatisfactory responses_ are of the following types:-- (1) Due to mistaking the import of the question; e.g.: "Ask for it." "Ought to say please." "Ask whose it is." Replies of this kind can be nearly all eliminated by repeating the question, using _beginning_ instead of _undertaking_.

(2) Replies more or less absurd or irrelevant; as: "Promise to do your best." "Wash your face and hands." "Get a lot of insurance." "Dress up and take a walk." "Tell your name."

"Know whether it's correct." "Begin at the beginning." "Say you will do it." "See if it's a fake." "Go to school a long time." "Pa.s.s an examination." "Do what is right." "Add up and see how much it will cost." "Say I would do it." "Just start doing it." "Go away." "Consult a doctor." "See if you have time," etc.

(c) _Why we should judge a person more by his actions than by his words_

_Satisfactory responses_ fall into the following cla.s.ses:-- (1) Words and deeds both mentioned and contrasted in reliability; as: "Actions speak louder than words" (this in 8 per cent of successes). "You can tell more by his actions than by his words." "He might talk nice and do bad things."

"Sometimes people say things and don't do them." "It's not what you say but what you do that counts." "Talk is cheap; when he does a thing you can believe it." "People don't do everything they say." "A man might steal but talk like a nice man." Over 45 per cent of all correct responses belong to group (1).

(2) Acts stressed without mention of words; as: "You can tell by his actions whether he is good or not." "If he _acts_ nice he _is_ nice." "Actions show for themselves." Group (2) contains about 25 per cent of the correct responses.

(3) Emphasis on unreliability of words; as: "You can't tell by his words, he might lie or boast." "Because you can't always believe what people say." (Group (3) contains 15 per cent of the correct responses.) (4) Responses which state that a man's deeds are sometimes better than his words; as: "He might talk ugly and still not do bad things." "Some really kind-hearted people scold and swear." "A man's words may be worse than his deeds," etc.

Group (4) contains over 10 per cent of the correct responses.

_Unsatisfactory responses_ are usually due to inability to comprehend the meaning of the question. If there is a complete lack of comprehension the result is either silence or a totally irrelevant response. If there is partial comprehension of the question the response may be partially relevant, but fail to make the expected distinction.

The following are sample failures: "You could tell by his words that he was educated." "It shows he is polite if he acts nice."

"Sometimes people aren't polite." "Actions show who he might be." "Acts may be foolish." "Words ain't right." "A man might be dumb." "A fellow don't know what he says." "Some people can talk, but don't have control of themselves." "You can tell by his acts whether he goes with bad people." "If he doesn't act right you know he won't talk right." "Actions show if he has manners." "Might get embarra.s.sed and not talk good." "He may not know how to express his thoughts." "He might be a rich man but a poor talker." "He might say the wrong thing and afterwards be sorry for it," etc. (The last four are nearer correct than the others, but they fall just short of expressing the essential contrast.)

REMARKS. For discussion of the comprehension questions as a test of intelligence, see page 158.

Binet used eight questions, three "easy" and five "difficult," and required that five out of eight be answered correctly in year X. The eight were as follows:--

(1) What to do when you have missed your train.

(2) When you have been struck by a playmate, etc.

(3) When you have broken something, etc.

(4) When about to be late for school.

(5) When about to undertake something important.

(6) Why excuse a bad act committed in anger more readily than a bad act committed without anger.

(7) What to do if some one asks your opinion, etc.

(8) Why can you judge a person better by his actions, etc.

As we have shown, questions 1, 2, 3, and 4 are much too easy for year X.

Question 6 is hard enough for year XII. We have omitted it because it was not needed and is not entirely satisfactory.

X, 6. NAMING SIXTY WORDS

PROCEDURE. Say: "_Now, I want to see how many different words you can name in three minutes. When I say ready, you must begin and name the words as fast as you can, and I will count them. Do you understand? Be sure to do your very best, and remember that just any words will do, like 'clouds,' 'dog,' 'chair,' 'happy'--Ready; go ahead!_"

The instructions may be repeated if the subject does not understand what is wanted. As a rule the task is comprehended instantly and entered into with great zest.

Do not stare at the child, and do not say anything as the test proceeds unless there is a pause of fifteen seconds. In this event say: "_Go ahead, as fast as you can. Any words will do._" Repeat this urging after every pause of fifteen seconds.

Some subjects, usually rather intelligent ones, hit upon the device of counting or putting words together in sentences. We then break in with: "_Counting_ (or _sentences_, as the case may be) _not allowed. You must name separate words. Go ahead._"

Record the individual words if possible, and mark the end of each half-minute. If the words are named so rapidly that they cannot be taken down, it is easy to keep the count by making a pencil stroke for each word. If the latter method is employed, repeated words may be indicated by making a cross instead of a single stroke. Always make record of repet.i.tions.

SCORING. The test is pa.s.sed if _sixty_ words, exclusive of repet.i.tions, are named in three minutes. It is not allowable to accept twenty words in one minute or forty words in two minutes as an equivalent of the expected score. Only real words are counted.