Army mental tests
Yoakum, Clarence Stone, 1879-1945 | Yerkes, Robert Mearns, 1876-1956
 o 3 1 1 09 ^ •4^ a, 03 o 3 o -a CO tJD jj '2 3 -b bC .2 o <A is CO ' w a CO o Si p o 1 3 _3 o O tJD C3 X o J3 o 1Z o 3 'a 2 O 3 « i-H (M CO  scores are obtained as follows: Test Method  4 5 6. 7 8 Total 212 Letter ratings are assigned on examination alpha as follows: Rating Score A 135-212 105-134 75-104 45- 74 25- 44 15- 24 0- 14 C+ C+ C+ D D- Recalled for further examination. All ratings above D— are entered and reported at once. Men whose scores are below D are recalled for examination EXAMINER'S GUIDE 79 beta. Ratings of D— may not be given in alpha, unless recall of the men for beta is impossible. IV.— GROUP EXAMINATION BETA 1. DIRECTIONS FOR SETTING UP APPARATUS Beta materials are shipped in three packages. 1. Blackboard frame. 2. Blackboard chart. 3. (a) Cardboard pieces for Test 7; (b) patterns for constructing cubes for Test 2. The blackboard frame consists of 8 fitted sections, 2 uprights which carry 2 rollers and 4 crossbars which are attached to the small crosspieces of the uprights. The blackboard should be set up so that the ends Of the rollers to which the crank may be fitted, come on the right-hand side. A piece of beaver board 30 by 40 inches should be nailed to the crossbars so as to give a rigid writing surface. This must be procured in the camps. The blackboard chart is a continuous roll of 27 feet long. Care should be used in attaching chart to rollers so that it will wind evenly. The chart must be kept as clean as possible at all times. The painting should be gone over from time to time with a white gloss paint. The patterns for constructing cubes for test 2 should be drawn on heavy cardboard on a scale such that the constructed model will appear to be made from 3-inch cubes. All cube edges, either real or imaginary, should be bordered in lines 1/8-inch thick painted with India ink. The models should be cut on the full lines and folded on the dotted lines as indicated in the patterns furnished. For these cube models, a sloping shelf should be so arranged that the perfect from the center of the room will be the same as that of the models represented on the blackboard. The demonstration figures for beta arc reproduced in Chapter VI, page 284 of this book. alk, eraser, point, and a curtain for covering beta apparatus are also necessary. 2. PROCEDURE It is most important that examination be given in a genial manner. The subjects who take this examination sometimes sulk and refuse; to work. E. and his assistants will find it necessary to fill out most of the headings for the men before the examination begins. The time required for this preparatory work may be used to advantage in making the men feel at ease. As the demonstration preparatory to each test requires some time, the "pencils up" command is omitted in examination. The examiner's platform should be so high that he can readily see whether or not the subjects are working. Great care should be taken to prevent the over-anxious from beginning work before the command "Go." Seating conditions should be such that subjects cannot copy from one another and the rule that copying shall not be allowed should be enforced strictly. The blackboard should at all times be kept clean so that the visual conditions may be excellent and constant. The blackboard figures for test should be exposed when the subjects enter the examining room. As soon as a test has been demonstrated and the men have been told to go ahead, the blackboard should be covered and kept covered until time is called. It should not be turned to the next test until the men have been ordered to stop work on a given test. Care should be taken to have the physical conditions of examination reasonably uniform. With the exception of the brief introductory Stations and a few orders, instructions are to be given throughout by means of gestures instead of words. These gestures accompany the samples and demonstrations and should be animated and emphatic. It is absolutely necessary that directions be followed closely and procedure kept uniform and definite. Variations of procedure are more likely to occur in beta than in alpha, and there is serious risk that if allowed they will lessen the value of results. E. should especially guard against using more or fewer gestures or words for one group than for another. Oral language should be rigidly limited to the words and phrases given in the procedure for the different tests. Whether the men get the idea of the test and enter into it with the proper spirit will depend chiefly on the skill with which the examiner, the demonstrator, and the orderlies carry out their respective parts. Examiner and demonstrator especially should be selected with the greatest care. An examiner who succeeds admirably in giving alpha may prove to be entirely unattached for beta. Both examiner and demonstrator must be adept in the use of gesture language. In the selection of a demonstrator, the Personnel Office should be consulted. One camp has had great success with a "window seller" as demonstrator. Actors should also be considered for the work. The orderlies should be able to keep the subjects at work without antagonizing them and to keep them encumbered. Without actually helping them, the demonstrator should have the single task of doing before the group just what the group is later to do with the examination blanks. The blackboard is his best blank. Before examination, he can be given satisfactorily the demonstrator must be better in his part. Both E. and demonstrator must be very careful to stand at the side of the blackboard in order not to hide the drawings. As soon as the men of a group have been properly seated, pencils should be distributed and also examination blanks with Test 8 up. While this is being done, E. should say "Here are some papers. You must not open them or turn them over until you are told to." Holding up beta blank, E. continues: "In the place where it says name, write your name; print it if you can. (Pause.) Fill out the rest of the blank about your age, although printed on the record blanks, was not used. ARMY MENTAL TESTS age, schooling, etc., as well as you can. If you have any trouble, we will help you." (The instructions given under segregation may be used for filling out the beta blank.) E. should announce the group number and see that it as well as the other necessary information is supplied. Before the examination proceeds, each paper should be inspected in order to make sure that it is satisfactorily completed. After the initial information has been obtained, E. makes the following introductory remarks: "Attention! Watch this man (pointing to demonstrator). He (pointing to demonstrator again) is going to do here (tapping blackboard with pointer), what you (pointing to different members of group) are to do on your papers (here E. points to several papers that lie before men in the group, picks up one, holds it next to the blackboard, returns the paper, points to demonstrator and the blackboard in succession, then to the men and their papers). Ask no questions. Wait till I say 'Go ahead!'" In general, when instructing the group to turn from test to test, E. holds up a beta blank before group and follows his own instructions as he gives them. As soon as he has turned to desired test or page he says, "This is test here; look!" (pointing to the page). To suggest to the group the necessity of working rapidly the demonstrator, after proceeding very deliberately with the early samples. Of each test, hurries, as soon as he has worked out the last sample prolilem (1) to record his response as fast as he can, (2) then to catch E.'s eyes for approval and (3) finally, to slip away from blackboard, drawing curtain as he does so. After the personal data called for on page 1 of Blank have been gathered and recorded, the orderlies' vocabulary in beta is rigidly restricted to the following words, or their literal equivalents in Italian, Russian, etc.: Yes, No, Sure, Good, Quick, EXAMINER'S GUIDE How many? Same, Fix it. Under no circumstances may constitutional explanations or directions given. "Now turn your papers over. This is the test here (pointing to the page of record blank). Look." After all have found the page, Vj continues, "Don't make any marks till I say 'Go ahead.' Now catch." After touching both arrows, E. traces through first maze with pointer and then motions the demonstrator to go ahead. Demonstrator traces path through first maze with crayon, slowly and hesitatingly. E. then traces second maze and motions to demonstrator to go ahead. Demonstrator makes one mistake by going into the blind alley at upper left-hand corner of maze. E. apparently does not notice what demonstrator is doing until he crosses line at end of alley; then E. shakes his head vigorously, says "No — no," takes demonstrator's hand and traces back to the place where he may start right again. Demonstrator traces rest of maze so as to indicate an attempt at haste, hesitating only at ambiguous points. E. says "Good." Then, holding up B blank, "Look here," and draws an imaginary line across the page from left to right for every maze on the page. Then, "All right. Go ahead. Do it (pointing to men and then to books). Hurry up." The idea of working fast must be impressed on the men during the maze test. E. and orderlies walk around the room, motioning to men who are not working, and saying, "Do it, do it, hurry up, quick." At the end of 2 minutes E. says, "Stop! Turn over the page to test 2." Test 2. — Cube Analysis "This is Test 2/iprc. Look." After every one has found the page — "Now watch." The order of procedure is as follows: (1) E. points to the three-cube model on the blackboard, making a rotary movement of the pointer to embrace the entire picture. 84 ARMY MENTAL TESTS (2) With similar motion he points to the three-cube model on shelf. (3) E. points next to picture on blackboard and asks, "How much?" (4) E. turns to cube model and counts aloud, putting up his fingers while so doing, and encouraging the men to count with him. (5) E. taps each cube on the blackboard and motions to demonstrator asking him "How much?" (6) Demonstrator (pointing) counts cubes on blackboard silently and writes the figure 3 in proper place. In the second sample of this test, when E. counts cubes of model he counts the three exposed cubes; (2) touches the unexposed cube with pointer; and (3) without removing pointer turns model, so that hidden cube comes into view of group. In other respects procedure with second and third samples is the same as with first. In counting the 12-cube model, E. (1) counts the top row of cubes in the model (left to right), (2) counts the exposed bottom row (right to left), taps with pointer the end cube of hidden row, turns the entire model around and completes his counting. E. then holds model in same plane as drawing and counts (in the same order as above) the cubes on blackboard, counting lines between front and top row as representing the hidden row. He then asks demonstrator "How much?" Demonstrator counts the cubes on blackboard (pointing but not speaking) and writes the response. Throughout the demonstration, the counting is done deliberately, not more rapidly than one cube per second. At the end of the demonstration, E. points to page and says, "All right. Go ahead." At the end of 273 minutes, he says, "Stop! Look at me and don't turn the page." EXAMINER'S GUIDE Test 3.— X-0 Series "This is Test 3 here. Look." After everyone has found the page — "Now watch." E. first points to the blank rectanfj; if at the end, then traces each "O" in chart, then traces outline of "O's" in remaining spaces. Demonstrator, at a gesture, draws them in. E. then traces first "X" in next sample, moves to next "X" by tracing the arc of an imaginary semicircle joining the two, and in the same manner traces each "X," moving over an arc to the next. He then traces outlines of "X's" in the proper blank spaces, moving over the imaginary arc in each case, and motions to demonstrator to draw them in. Demonstrator, at a gesture, fills in remaining problems very slowly, standing well to the right of the blackboard and writing with his left hand. E. points to page and says, "All right. Go ahead. Hurry up!" At end of 12 minutes he says, "Stop! Turn over the page to Test 4." Test 4.— Digit-Symbol "This is Test 4 here. Look." After every one has found the page — "Now watch." E. points to first digit of key on blackboard and then points to the symbol under it. Same for all nine digits in key. E. then points to first digit of sample, (2) to the empty space below digit, (3) points to proper symbol under digit in key, and (5) traces the outline of the proper symbol in the blank space under the digit in the sample. Same for first five samples. Demonstrator, at a gesture, fills in all the samples, working as follows: (1) Touches the number in first sample with index finger of right hand; (2) holding finger there, finds with index finger of left hand the corresponding number in key; (3) drops index finger of left hand to symbol for number found; (4) holding left hand in this position writes appropriate symbol in the lower half of sample. Similarly, with the other samples, while working, demonstrator should stand as far as possible to the left, doing all the samples from this side. At the end of demonstration, E. says, "Look, here" and points to key on page, repeating the gestures used in pointing on the blackboard at the beginning of the demonstration. Then, "All right. Go ahead. Hurry up!" Orderlies point out key to men who are at a loss to find it. At the end of 2 minutes, E. says, "Stop! But don't turn the page." Test 5. — Number Checking "This is Test 5/100. Look." After every one has found the page, "Now watch." In this demonstration, E. must try to get "Yes" or "No" responses from the group. If the wrong response is volunteered by group, E. points to digits again and gives right response, "Yes" or "No" as the case may be. E. points to first digit of first number in Left column, then to first digit first number in right column, then to second digit first number in right column, then to second digit first number in right column, and second digit first number in right column, nods head, says "Yes" and makes an imaginary cross at end of number in right column. Motions to demonstrator, who makes an "X" there. E. does the same for second line of figures, but here he indicates clearly by shaking head and saving "No" that certain digits are not identical. E. repeats for three more sets and after each, looks at group, says "Yes?" in questioning tone and waits for them to say "Yes" or "No." He repeats correct reply with satisfaction. Demonstrator checks each after group has responded, or at signal from E. If group does not respond, Demonstrator then works out remaining items, pointing from column to column and working deliberately. E. summarizes demonstrator's work by pointing to the whole numbers in each set and saying "Yes" (indicating X) or "No;" if "No," he shows again where the numbers are unlike. E. then points to page and says "All right. Go ahead. Hurry up!" At the end of 3 minutes, E. says "Stop, Turn over the page to Test 6." EXAMINER'S GUIDE Test 6. — Pictorial Completion "This is Tost Girrp. Look, A lot of pictures." After everyone has found the page, "Now watch," E. points to hand and says to demonstrator, "Fix it." Demonstrator does nothing, but looks puzzled. E. points to the picture of the hand, then to the place where finger is missing and says to demonstrator, "Fix it; Fix it." Demonstrator then draws in finger. E. says, "That's right." E. then points to To fish and place for eye and nays, "Fix it." After demonstrator has drawn missing eye, E. points to each of the four remaining drawings and says, "Fix them all," Demonstrator works samples out slowly and with apparent effort. When the samples are finished, E. says, "All right, rise ahead. Hurry up!" During the course of this test, the orderlies walk around the room and locate individuals who are doing nothing, point to their pages, and say, "Fix it." Fix them," trying to set everyone; working. At end of 3 minutes, I say, "Stop!" But don't turn over the page." Test 7. — Geometrical Construction "This is Test 7 here. Look," After everyone has found the page, "Now watch," Examiner points to the first figure on blackboard. He then takes the two pieces of cardboard, fits them on to the similar drawings on blackboard to show that they correspond and puts them together in the square on blackboard to show that they fill it. Then, after running his finger over the line of intersection of the parts, E, removes the pieces and signals demonstrator, who draws solution in the square on blackboard. The same procedure is repeated for the second and third sample. Demonstrator works out fourth sample, after much study, pointing from the square to the forms. Demonstrator first draws the two small squares in the upper half of the large square, then the two triangles in the remaining rectangle. Each small figure is drawn in by tracing Its entire circumference, not merely the necessary dividing lines. While drawing each small figure in the large square, demonstrator points with index finger of left hand to the corresponding small figure at left of square, taking care not to obstruct the view. At the end of demonstration, E. holds up blank, points to each square on the page and says, "All right. Go ahead. Hurry up!" At the end of 2½ minutes, "Stop! Turn over the page." Papers are then collected immediately. 3. DIRECTIONS FOR SCORING General Rules 1. In general, items evidently corrected stand as corrected. The only exception to this rule is in the maze test. In tests where the score is number right, only wrong items need be checked in scoring. In Test 5, where the score is right minus wrong, wrong and omitted items must be separately checked. Enter the score for each test in lower right-hand corner of the test page and encircle it. When the test has been recored, a check may be made beside the circle. Red or blue pencil increases accuracy of scoring. Test 1 One-half point for each correctly completed half of maze. A half maze is correct if drawn line does not cross any line of maze (except through awkwardness) nor an imaginary straight line across the opening of a wrong passage. Allow much leeway in the cutting of corners. Spur running into any blind passage counts wrong for that half-item, even though erased. When two lines are drawn, one straight across the page, the other correct, full credit is given. Score is number right. Score is number right. Score is number right. Is number right. 2. Ally incomplete item receives no credit. 3. Count any item correct if intended, plan is carried out. Disregard additional unnecessary marks, such as circles between the crosses of items 2 and 4 in first part of line, etc. Test 4 1. Score is one-third of number of correct symbols. 2. Use leniency in judging form of symbol. 3. Credit symbol for 2, even though reversed. Tests 1. Score is right minus wrong (number of items checked that should be checked minus number of items checked that should not be checked). 2. If other clear indication is used instead of crosses, give credit. 3. If numbers which should not be checked are marked by some other sign than is used to check similar pairs, count as though not marked. 4. If all items are checked, the score for the test is zero. Teste 1. Score is number right. 2. Allow much awkwardness in drawing. Writing in name of missing part or any way of indicating it receives credit, if idea is clear. 3. Additional parts do not make item wrong, if proper missing part is also inserted. 4. Rules for individual items: Item 4. — Any spoon at any angle in right hand receives credit. Left hand, or unattached spoon, no credit. Item 5. — Chimney must be in right place, No credit for smoke. Item 6. — Another ear on same side as first receives no credit. Item 8. — Plain square, cross, etc., in proper location for stamp, receives credit. Item 10. — Missing part is the rivet. Line of "ear" may be omitted. Item 13. — Missing part is Item 15. — Ball should be drawn in hand of man. If represented in hand of woman, or in motion, no credit. Item 16. — Single line indicating net receives credit. Item 19. — Any representation intended for horn, pointing in any direction, receives credit. Item 20. — Diamond is the missing part. Failure to complete hit on sword is not an error. Test? 1. Score is number right. 2. Allow considerable awkwardness in drawing. 3. Extra subdivisions, if not erased, make item wrong. 4. Rules for individual items: Item 1. — Line of division may be slightly distant from true center, and need not be straight. Item 3. — Lines of semi-circumference must start from or near corners of square. Item 4. — Line must not start from corner. EXAMINER'S GUIDE Total Score and Rating The result of examination beta is expressed as a "total score," which is the sum of the raw scores of the several tests. The raw scores are obtained as follows: Test Method of scoring Maximum score 1 2 3 4 5 6 7 Total.. Half point for each half maze.... Number right 5 16 12 30 25 20 10 Number right One-third of number right Right minus wrong Number right Letter rating are assigned on examination beta as follows: Rating Scores A 100-118 90-99 80- 89 65- 79 45- 64 20- 44 0- 19 B C-f- C C D D- Recalled for individual examination. All ratings above D— are entered and reported at once. Men whose scores Fall below D are recalled for individual examination. Ratings of D — may not be given in examination beta, unless recall of the men for individual examination is impossible. INDIVIDUAL EXAMINATIONS Purpose. — The main purpose of the individual examination is to secure a more accurate measurement of the mental ability of those who have made D — in alpha or beta, or in both. By the personal contact it allows it should also yield valuable supplementary information of a kind which cannot be brought out by a group examination. All the kinds of information secured should be considered in connection with recommendation concerning a man. The Subjects. — Men who are likely to be summoned for individual examination fall into three classes — literates, illiterates, and non-English speaking. Since the procedure of examination varies importantly with the class, the first task of the examiner is to assign the man who has reported for individual examination to his proper category. The following definitions will assist in the process of classifying: Literates. — Those who have been allowed to take alpha may ordinarily be considered literate for purpose of individual examination. Subjects who have not taken alpha may be considered literate if they have completed the third grade (or its equivalent) in an American school. E. should question S. regarding his opportunities for schooling, and if necessary may test his ability to read and write English. Illiterates are those who do not meet the above requirements, but who understand and speak English fairly well. The subject may be highly literate in some language but illiterate in English. Such are to be classed as illiterate for the present purpose. Non-English-speaking subjects are Those who, whether foreign born or American born, are unable to understand or speak English sufficiently well to take an oral examination given in English. The majority of such subjects are foreigners, but many foreigners belong in either the literate or the illiterate class instead of in the non-English speaking. Choice of Examination. — Literates should be examined by means of the point scale or the Stanford-Binet scale according to availability of materials and preference of the examiner. Usually it will not be necessary to give a literate subject further examination, but if the examiner is in doubt as to proper rating and recommendation concerning subject, he should, after completing examination by the one or the other of these scales, supplement his observations by giving such performance tests as seem desirable. Illiterates should be examined by means of one or more of the following systematic procedures: (a) the point scale as adapted for illiterates; (b) the Stanford-Binet scale as adapted for illiterates; (c) the performance scale with oral instructions. In certain instances, it may be obviously desirable or necessary to use the performance scale in addition to the one or the other adapted scale. As a rule, it should be unnecessary to use other than either the point scale or Stanford-Binet (complete or adapted) in the case of a subject who has attended an American school as much as four or five years. Inability to read and write after that amount of schooling nearly always indicates grave mental inferiority, and should not be considered an excuse for failure. On such tests as writing from dictation, counting backward, making change, etc. Those who are illiterate from complete lack of educational opportunity should be given the performance scale. Non-English-speaking subjects can be examined safely only by means of the performance scale with non-verbal instructions. Those subjects who understand English slightly may profit by the use of such words as "no," "yes," etc. For this reason, words may be used by the examiner to supplement his gestures. Ijut they must not be depended upon as a means of conveying the idea of what is to be done in a given test. The information and extent of an individual examination should depend upon the nature of the case and should vary with the information necessary for safe report and recommendation. In some instances, only a few tests need be given, in others, even a prolonged examination may leave the examiner in doubt concerning suitable recommendation, and may force him to appeal to company commander or others for supplementary information. Unless conditions render haste imperative, the examiner should obtain a definite intelligence rating for each subject in terms of mental age. Condensed instructions for administering the point scale and the Stanford-Binct scale are printed in this guide for the convenience of examiners, but these instructions can be used safely only on the basis of thorough knowledge of the detailed descriptions of these two scales which are available in book form. The performance scale is fully described in this guide, since its constituent parts and their standardization are newly chosen and especially adapted for army use. It is the task of the psychological examiner to obtain reliable intelligence ratings and to make recommendations based thereon. Upon. Where serious mental peculiarities or psychopathic conditions are discovered, full report should be made and the subject promptly referred to the psychiatrist with such information as the psychological examination has supplied. The Examiner's Recommendations. — As a result of careful psychological examination, the examiner may conclude, (1) that the subject should be assigned or returned to appropriate military organization for regular training; (2) that he should be assigned or transferred to the Development Battalion or to a service organization in which simple forms of manual labor are the chief requirement; (3) that he should be recommended to the psychiatrist for discharge by reason of intellectual deficiency; (4) that he should be referred to the psychiatrist for further examination because of peculiarities of behavior or definite psychopathic tendencies. It is impossible to state with safety the particular degree of intellectual deficiency which justifies recommendation for discharge. Other factors than intelligence contribute to a man's serviceableness in the Army. These must be taken into account. If the officers who are attempting to train a man are satisfied with his responses, the indications are that he should not be discharged, even if very inferior in intelligence. In general, subjects whose menial age Is below eight should be seriously considered for discharge or development Battalion. Those whose mental ages range from eight to ten should be considered for use in special service organizations or for assignment to Development Battalion. All others, except those whose psychotic symptoms would cause their immediate reference to the neuro-psychiatric examiner, should be assigned to regular training organizations. Grade E shall be given to all men who are recommended by the examiner for discharge, Development Battalion, or service organizations, and to such men only. All men whose intelligence is deemed satisfactory for regular military duty shall be given rating of D — or higher. In this connection, too great emphasis cannot be laid upon the use of common sense as well as technical skill and information by the psychological examiner. While doing his utmost to obtain reliable measurement of mental traits, he should be quick to observe indications of qualities of physique, temperament, and character which are important in the soldier. 2. Point Scale Examination (a) PROCEDURE The directions for the Point Scale examination given on pp. 39-44 of the Examiner's Guide are omitted here because of copyright restrictions. (b) ADAPTATION FOR USE WITH ILLITERATES In the examination of an illiterate subject, tests 14 and 18 should be omitted and the following additions made to the total score: Total Points score added 18-51 0 52-58 2 59-62 4 63-69 6 70-74 8 75-77 9 78-90 10 (e) EXPRESSING AND INTERPRETING RESULTS The results of the point-scale examination should be Expressing in the following ways: (1) Total score; (2) mental age; (3) letter rating. The accompanying tables will enable the examiner readily to transmute any point-scale score into mental age and letter rating. The following condensed directions for point scale examination (omitted) should be supplemented by reference to Yerkes, Bridges and Hardwick, "A Point Scale for Measuring Mental Ability," Warwick and York, Baltimore. TABLE OF KQUIVALRN Score Menial aye 88 to 100 18 or 1 above 17.5 17 16.5 10.1 15.7 15.3 14.9 14.5 14.2 13.9 13.6 13.4 13.2 13 12.8 12.5 12.3 12 11.8 11.7 11.5 11.3 11.0 10.8 10.7 10.5 10.3 10.2 10 9.9 9.8 9.6 9.4 9.3 87 86 85 84 83 82 81 80 79 78 77 76 75 74 73 72 71 70 69 68 67 66 65 64 63 62 61 60 59 58 57 56 55 54 53 52 51, 50. 49. 48. 47. 46. 45. 44. 43. 42. 41. 40. 39. 38. 37. 36. 35. 34. 33. 32. 31. 30. 29. 27. 26. 25. 24. 23. 22. 21. 20 19. 18. 17. 16. 15. Menial age 9.1 9 8.9 8.7 8.6 8.4 8.3 8.1 8.0 7.8 6.9 6.7 6.4 6.3 6.1 6.0 5.8 5 3 2 0 9 7 4.6 4.4 4.3 4.1 4.0 97 98 ArmY MENTAL TESTS Subjects obtaining a score of 60 points or more may ordinarily be recommended for regular military training; subjects obtaining scores from 40 to 59 points should be considered for assignment to service organizations or to Development Battalion; subjects with scores below 40 points should be considered for discharge. Letter ratings should be assigned as follows: A (Not given) B 95-100 C+ 90-94 C- 70-79 D 60-69 D- 0-59 (See below.) Grade E shall be given to all men who are recommended by the examiner for rejection, discharge, Development Battalion, or service organizations, and to such men only. All Grade E shall be given to all men who are recommended by the examiner for rejection, discharge, development Battalion, or service organizations, and to such men only. All Men whose intelligence is deemed satisfactory for regular military duty shall be given rating of D— or higher. 3. STANFORD-BINET EXAMINATION (a) PROCEDURE * The directions for the Stanford-Binet examination on pp. 47- 66 of the Examiner's Guide are omitted here because of copy- right restrictions. (b) ADAPTATION FOR USE WITH ILLITERATES In the examination of an illiterate subject only those tests in each year-group which are stari-ed in the record blank * The following directions (omitted) for the Stanford-Binet examination should be supplemented by reference to Terman, "The Measurement of Intelligence," Houghton Mifflin Company, Boston. EXAMINER'S GUIDE 99 should be given. ^ When only the starred tests are given, credits should be assigned in accordance with the following table: Years 3 to 10 3 i)()iiits (or months) })cr test. Year 12 5 points (or months) per test. Year 14 G j)oints (or months) per test. Year 10 7)^ points (or months) per test. Year 18 9 points (or months) per test. The probable error of a mental age score derived by the scale as thus abbreviated is ai)proxiniately 73^2 months, as contrasted with a probable error of less than 6 months for the unabbre- viated scale as applied to unselected adults. EXPRESSING AND INTERPRETING RESULTS As this is an age scale, the responses are ordinarily scored in terms of months. They may also be scored in terms of points by those who prefer this method. When this is done, each test is given a point value corresponding to its value in months. A subject is credited with the full number of points for each test below the year-group actually given, and in addition with 2½ points for years 1 and 2. It is also credited with the actual number of points scored in the year-groups given. It is thus possible to score as high as 30 points (months) in year XVI and 36 in year XVII, making a total possible score of 234 points, or a mental age of 19 years, 6 months. If fewer than the regular number of tests are used from a given year-group, each test should be assigned a proportionately higher point value. If more than the regular number are used, each test should be assigned a proportionately lower value. Where half credit is allowed for a response, half the number of points is given. The results of Stanford-Binet examinations are to be expressed in the following ways: (1) Mental age in years and decimal of a year; (2) letter rating. "This blank is reproduced in "Psychological examining in the United States Army." Memoirs of the National Academy of Sciences, vol. 15. (In press). 100 ARMY MENTAL TESTS Mental ages correspond to the letter ratings as follows: A 18. -19.5 B 16.5-17.9 C+ 15. -16.4 C- 11. -12.9 D 9.5-10.9 D- Below 9.5 Subjects obtaining a score of 10 years (120 points) or more may ordinarily be recommended for regular military training; subjects between 8 and 10 years (96 to 119 points) should be considered for assignment to service organization or Development Battalion; subjects below 8 years (96 points) should be considered for discharge. Grade E should be given to all men who are recommended by the examiner for discharge, Development Battalion, or service organization, and to such men only. All men whose intelligence is deemed satisfactory for regular military duty shall be given rating of D— or higher. 4. PERFORMANCE SCALE EXAMINATION (a) PROCEDURE Test 1.— The Ship Test Materials. — A frame and ten pieces which, when properly fitted together, form a ship. Directions. — shows S. the frame with the pieces properly fitted therein, and says: "This is a picture of a ship. Look at it carefully." S. is allowed to look at the picture for 10 seconds; then E. withdraws the picture from view, removes the pieces, and presents the empty frame and the pieces arranged as in Fig. 13. The figure numbers of the "Guide" appear in parenthesis. EXAMINER'S GUIDE The pieces may be numbered on the edge toward E. from left to right to indicate their positions. The frame is next the sub- FLURE 13 (1). Subject. E. says: "Put these pieces in the frame as quickly as you can so as to make the ship you just saw." S. is given five minutes, and is allowed to make any changes. Armory Mental Tests Scoring. — A score of one is allowed for each of the lower or upper pieces, if placed in the lower or upper portion of the frame, i.e., the "water" pieces at the bottom and the "sky" pieces at the top, except that no credit is given for an inverted piece. In addition to this, a score of one is given to each piece that is in its correct relative position in the upper or lower row. The maximum score for accuracy is thus 20 points. If the score for accuracy is 18 or more, additional credit is given for time as follows: Time Credit 0-20 5 21-30 4 31-50 3 51-80 2 81-120 1 121-300 ; 0 The maximum raw The minimum Score is, therefore, 25 points. Test 2. — Manikin and Feature Profile Materials. — (a) Six pieces which when put together represent the conventional figure of a man. (b) Eight pieces which when put together form the figure of a human head. Directions. — (a) The pieces are placed before S., as in Fig. 14 (2). Each arm and each leg is placed at the opposite side of the body from the place where it fits. E. says, "Put this together as quickly as you can." (b) The pieces are placed before S., as in Fig. 14 (2). The three pieces forming the face are separated from each other by the four pieces forming the ear. E. says, "Put this together as quickly as you can." The time limit for (a) is two minutes, for (b) five minutes. EXAMINER'S GUIDE Feather Profile Figure 14 (2). Spontaneous changes are allowed within the time limit. S. is not told what the pieces make. If S. scores 3 or less on (a), E. fits it together correctly and then goes on to (6). If the score on (a) is 0, (b) need not be given. ArmY MENTAL TESTS Scoring. — The end products are scored as follows: Points (a) One point for each piece in correct position; i.e. For a perfect performance, one or both arms not exactly fitting joints. One reversal of arms or legs. Two reversals, arms and legs. Legs and arms interchanged, or any other result that looks like a man. Poorer than this, not resembling a man. One point for each face piece in correct position, one point for a partly correct ear — i.e., one, two, or three pieces in the correct place — and 2 points for a completely correct ear, making a total for accuracy of 5 points. Credit is given for time only if the score for accuracy is on (a) 4 or 5 points, on (b) 5 points. Then credit as follows: Time (a) (6) Credit 0-10 0-30 5 11-15 31-40 4 16-20 41-60 3 21-30 61-80 2 31-50 81-120 1 51-120 121-300 0 The maximum raw score is, therefore, 20 points on (a) and (b) together. Test 3. — Cube Imitation Materials. — (1) Four 1-inch cubes fastened 2 inches apart to a wooden base. Both cubes and base are painted a dark red. The cubes are numbered 1 to 4 from right to left. (2) A fifth cube of the same size (attached and similarly painted). (3) Ten imitation problems (a to j), as printed on the record sheet. Directions. — E. {places the cube board before S., with the numbered side of the cubes directed away from him, and says: "Watch" carefully and then do just what I do." E. next with the fifth cube taps the attached blocks in a predetermined order, as, for example, in (a) 1 — 2 — 3 — 4, at the rate of one per second. He now lays the tapping cube down before S., midway between the second and third cubes, but nearer to S. than the cube board, and says: "Do that." If in the first problem S. taps 4 — 3 — 2 — 1 instead of the reverse, E. credits the response and says: "No, begin here" (pointing to 1). Parts (6) to (j) are given in order unless S. fails in 5 successive parts. In this event the test is discontinued. It is important that the rate of tapping should not be faster than one per second. Scorific. — The responses are recorded as right (+) or wrong (—); and 1 point is given for each success. The maximum raw score is 10 points. Test 4. — Cube Construction Materials. — (1) A block of wood (model 1) by 3 by 3 inches, painted a dark red on the four sides, not on the upper or lower surfaces, and cut to a depth of 2 mm., so that it closely resembles a composite of 9 small cubes. (2) Nine 1-inch cubes necessary for the construction of model 1, four painted on two sides, four painted on one side, and one not painted. (3) A block of wood (model 2), same size as model 1 but painted on the top as well as the four sides. (4) Nine 1-inch cubes necessary for construction of model 2. (5) A 2-inch cube (model 3), unpainted and cut on the six surfaces so that it looks like a composite of eight small cubes. (6) Light 1-inch cubes painted on Three sides for the construction of model 3. Directions. — E. presents model 1, and says: "You see this rock. Notice that it is painted on the sides but not on the top or the bottom; and you see these smaller blocks [E. presents blocks described under [2], above] partly painted and partly unpainted. These nine blocks can be put together so as to make one just like this." E. puts the blocks together, pointing to the painted surface or surfaces of each cube as he fits it in position. 