164 MEMOIRS NATIONAL ACADEMY OF SCIENCES. ivol.xv, 



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, How many? Same, Fix it. Under no circumstances may substitutional explanations or directions be 

 given. 



Test 1, maze. 



"Now turn your papers over. This is test 1 here (pointing to page of record blank). Look." After all have found 

 the page, examiner continues, "Don't make any marks till I say 'Go ahead.' Now watch." After touching both 

 arrows, examiner 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. Examiner 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. Examiner apparently does not notice what demonstrator is doing until he crosses line at end of alley; then 

 examiner shakes hishead vigorously, says "No— no," takes demonstrator's hand and traces back to the placewhere he 

 may start right again. Demonstrator traces rest of maze so as to indicate an attempt at haste, hesitating only at 

 ambiguous points. Examiner says "Good." Then holding up 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. 

 Examiner 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 examiner says, "Stop! Turn over the page to test 2." 



Test 2, cube analysis. 



" This is test 2 here. Look." After everyone has found the page — ■" Now watch." The order of procedure is as 

 follows: 



(1) Examiner points to the three-cube model on the blackboard, making a rotary movement of the pointer to 

 embrace the entire picture. 



(2) With similar motion he points to the three-cube model on shelf. 



(3) Examiner points next to picture on blackboard and asks, "How much?" 



(4) Examiner turns to cube model and counts aloud, putting up his fingers while so doing, and encouraging the 

 men to count with him. 



(5) Examiner tabs 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 examiner counts cubes of model he 



(1) 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, examiner (1) counts the top row of cubes in the model (left to right), (2) counts 

 the exposed bottom row (right to left), (3) taps with pointer the end cube of hidden row, (4) turns the entire model 

 around and completes his counting. Examiner 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 end of demonstration examiner points to page and says, "All right. Go ahead." At the end of 2 J minutes he 

 says, "Stop! Look at me and don't turn the page." 



Test 3, X-0 series. 



"This is test 3 here. Look." After everyone has found the page — "Now watch." Examiner first points to the 

 blank rectangles at the end, then traces each "O" in chart, then traces outline of "OV in remaining spaces. Demon- 

 strator, at a gesture, draws them in. Examiner 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. Examiner points to page and says, "All 

 right. Go ahead. Hurry up! " At end of 1} minutes he says, "Stop! Turn over the page to test 4." 



Test 4, digit-symbol. 



"This is test 4 here. Look." After everyone has found the page — "Now watch." Examiner points to first 

 digit of key on blackboard and then points to the symbol under it. Same for all nine digits in key. Examiner then 

 (1) points to first digit of sample, (2) to the empty space below digit, (3) points to corresponding digit of key, (4) 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 the 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 the sample. 



