Lewis M. Terman

“ Thanks to the novelty and inherent interest of the tests, this is usually not difficult to do. But there are degrees of rapport, and the examiner should not be satisfied with his efforts until the subject becomes wholly absorbed in the tasks set him by the tests. The importance of tactful encouragement and a kindly, genial manner cannot be too strongly emphasized, nor, on the other hand, the risk incurred in allowing a parent to witness the test. Hardly anything is more likely to spoil an examination than the presence of a critical or over-sympathetic parent. ”

“ Tests, such as we are now making, are of value both for the advancement of science and for the information of the person who is tested. It is important for science to learn how people differ and on what factors these differences depend. If we can separate the influence of heredity from the influence of environment, we may be able to apply our knowledge so as to guide human development. ”

“ What is an orange?" etc. If S. can read, let him see the words on the vocabulary lists. Continue in each list till 6 or 8 successive words have been missed. If S. thinks formal definition is required, say: "Just tell me in your own words; say it any way you please. All I want is to find out whether you know what a —— is." May ask S. to explain what he means if it is not clear.
A definition is satisfactory if it gives one correct meaning for the word, regardless of whether that meaning is the most common one, and however poorly it may be expressed. ”

“ Ball and Field
Present "round field" on record blank with gate facing S. and say, "Let us suppose that your baseball has been lost in this round field. You have no idea what part of the field it is in. You don't know what direction it came from, how it got there, nor with what force it came. All you know is that the ball is lost somewhere in the field. Now, take this pencil and mark out a path to show me how you would hunt for the ball so as to be sure not to miss it. ”

“ When this is clear, proceed, "Now, suppose a man is shooting at a mark about the size of a quart can. His rifle carries perfectly more than 100 yards. With such a gun is it any harder to hit the mark at 100 yards than it is at 50 yards?" ”

“ As a rule enough of each response should be recorded to enable one to score it at any time later. The great advantage of the Record Booklet is that it permits this. Only the most expert examiner should limit his record to pluses and minuses.
5. The examination should be thorough. It should include at least one year in which there is no failure and at least one year in which there is no success. When lack of time necessitates an abbreviation of the examination, this should be done by using only the starred tests rather than by shortening the range of the examination. ”

“ Credit if satisfactory sentence is given in two of three trials. (See The Measurement of Intelligence, pp. 243-45.)
6. Finding Rhymes
Say, "You know what a rhyme is, of course. A rhyme is a word that sounds like another word. Two words rhyme if they end in the same sound. For example, 'hat,' 'cat,' 'rat,' 'bat,' all rhyme with one another. Now, I am going to give you one minute to find as many words as you can that rhyme with 'day.' Ready; go ahead." If S. fails, repeat explanation, and give sample rhymes for day, as say, may, pay, hay. ”

“ Credit if selection is read within 35 seconds with not more than two errors, and if report given contains at least eight "memories" as separated above. Minor changes in wording allowed. Scoring is done by checking word groups on record blank.
5. Comprehension
Ask in order,
(a) "What ought you to say when someone 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?" ”

“ For the first fifty or hundred examinations the tests should be given directly from this guide. Little by little, as the procedure becomes memorized, the examiner should attempt to free himself of the necessity of reading the formulas, but for a long time it is necessary to check up one's procedure by frequent reference to the Guide if practice in error is to be avoided.
3. The examiner should early learn to withstand the temptation of wholesale coaxing and cross-questioning. To do so often robs the response of significance and is likely to interfere with the establishment of rapport. ”

“ Credit for correct count tallying with pointing.
4. Copying Square
Show S. the square and say, "You see that?" (pointing to square) . "I want you to make one just like it. Make it right here" (showing space on record blank) . "Go ahead. I know you can do it nicely." Unless drawing is clearly satisfactory, repeat twice more, saying each time "Make it exactly like this," pointing to model. Pencil.
Credit if one drawing is satisfactory. Score liberally. (See scoring card.) ”

“ You two are better able to carry the poor little donkey than he is to carry you." "Very well," said the miller, "we will try." So both of them jumped to the ground, got some ropes, tied the donkey's legs to a pole and tried to carry him. But as they crossed the bridge the donkey became frightened, kicked loose, and fell into the stream.
Credit in Year XII if score is 4 points or more; in Year XVI if score is 8 points or more. Allow 2 points for each fable for correct, and 1 for partially correct response. (Note carefully scoring directions in The Measurement of Intelligence, pp. 290-97.) ”

“ In the case of illiterates, examiner reads each problem for S. two or three times.
Credit if two of the three problems are correctly solved, within one minute each, not including time spent in reading. ”

“ In summer the days are very warm and fine; in winter it snows and I am cold.
Credit if one sentence out of three is repeated without error, or two with not more than one error each.
Alt. 3. Healy-Fernald Puzzle
Place frame (short side toward S.) and blocks on table and say, "I want you to put these blocks in this frame so that all the space will be filled up. If you do it rightly, they will all fit in and there will be no space left over. Go ahead." Do not suggest hurrying. Note procedure, especially tendencies to repeat absurd moves, and moves which leave spaces obviously impossible to fill. ”

“ But they are not alike. Some of them are heavy, some are not quite so heavy, and some are still lighter. No two weigh the same. Now, I want you to find the heaviest one and place it here. Then find the one that is just a little lighter and put it here. Then put the next lighter one here, and the next lighter one here, and the lightest of all at this end (pointing) . Ready; go ahead." Give second and, if necessary, third trial, repeating instructions only if S. has used an absurd procedure. Do not show S. the correct method.
Credit for correct arrangement in two of three trials. ”

“ Other substitutions or omissions are necessary in the case of subjects who are illiterate.
7. Care should be taken to ascertain the correct age. This is often misstated both by young normal children and by defectives. The age should be recorded in years and months. ”

“ If no response, repeat first sentence two or three times. Same procedure for (b) "The dog runs after the cat" and (c) "In summer the sun is hot," except that these may be given only once.
Credit if at least one sentence is given without error after a single reading.
Alt. Repeating Three Digits
Say, "Listen. Say, 4, 2. Now say, 6, 4, 1." Same for 3, 5, 2, and 8, 3, 7. May repeat (a) , not others. Rate, a little faster than one digit per second.
Credit if one set out of the three is given correctly after a single reading.
Year IV
1. ”