No.i.] PSYCHOLOGICAL EXAMINING IN THE UNITED STATES ARMY. 169 



continued; if he succeeds, proceed to the next larger group of digits. Similarly for (6), (c), (d), and (e). Only in 

 (a) is a second trial allowed with the first set. 



Credit (a), (6), (e), (d), and (e) 1 point each for correct reproduction of either set. Total possible credits, 5. 



Test 5, counting backward. 



(a) Say, "I wish you to count backward from 20 to 1, like this: 25, 24, 23, 22, 21." At this point pause and wait 

 for subject to continue counting. (6) If he is unable to make a start, examiner should himself continue "20, 19, 18, 

 17, 16 " and pause again for subject to take up the counting, (c) If once more subject fails to make a start, examiner 

 should continue "15, 14, 13, 12, 11" and again pause, (d) If subject is still unable to respond, examiner should 

 count "10, 9, 8, 7, 6" — and once more pause. 



If subject takes up the counting at 20 and counts without mistake to 1 in about 30 seconds, 4 points credit should 

 be given. If he makes a single mistake (reversal or omission) he should be asked to repeat, and if the mistake is 

 corrected, full credit should be given; if it is not corrected he should be credited for counting from the next multiple 

 of five below his mistake. The credit for counting correctly from 15 to 1 is 3 points; from 10 to 1, 2 points; from 5 to 1, 

 1 point. The time limit for (6), (c), and (d) is also 30 seconds. Total possible credits, 4. 



Test 6, repetition of sentences. 



Say, "Listen carefully andrepeatjust what I say." Be sure subject is attending then read (a) slowly and distinctly. 

 If subject makes no response, repeat. Whether or not subject succeeds with (a) on second trial, proceed to (o). When- 

 ever further failure occurs discontinue the test. 



Credit 1 point each for (a) and (6), 2 points each for (c) and (d) repeated correctly, or with only an error due to an 

 evident misunderstanding of a word. Total possible credits, 6. 



Test 7, description of pictures. 



Show card (test 7, a) saying, "Please look at this picture and tell me about it." Similarly for (6) and (c). 

 Credit 1 point each for (a), (6), and (c) for enumeration; 2 points each for description, whether or not accompanied 

 by enumeration; 3 points each for interpretation, whether or not accompanied by description. Total possible credits, 9. 



Test 8, arranging weights. 



Place 3, 6, 9, 12, and 15-gram weights on table before subject and say, "These little blocks are all the same size, but 

 they weigh different amounts. Some are heavier and some are lighter. I wish you to place the heaviest one here; and next to 

 it, here, the one which is just a little less heavy; and then here, the one which is a little less heavy than that; and then the one which 

 is still a little less heavy; and finally, here, the lightest one of all." While speaking, point to the place on the table where 

 each block belongs. It is essential to give this explicit form of directions to very inferior subjects, but usually examiner 

 need only say, "I wish you to arrange these blocks in order of weight, beginning with the heaviest one, here, and placing the 

 lightest one here, at the opposite end of the series." If first arrangement is not correct, give second trial, cautioning sub- 

 ject to be careful and not to hurry too much. 



Credit 2 points for one entirely correct arrangement; 1 point, if in either the first or second trial the arrangement 

 is correct except for the interchange of two consecutive blocks. Total possible credits, 2. 



Test 9, comparison of objects. 



Say, " You know what an apple is? You know what a banana isf Tell me how they are different from one another." 

 Same procedure for wood and glass, and paper and cloth. If only one point of difference is given, say, "What other 

 differences are there?" 



Credit 1 point for one correct point of difference, 2 points for two or more correct points of difference in each pair. 

 Total possible credits, 6. 



Test 10, definitions of concrete terms. 



Say, (a) "What is a spoon?" (b) "What is a chair?" and similarly for horse and baby. 



Credit 1 point for definition in terms of use, and 2 points for definitions in terms superior to use. (See book.) 

 Total possible credits, 8. 



Test 11, resistance to suggestion. 



Show subject successively cards (a), (6), and (c) with longer line always on subject's right, saying, "Which is the 

 longer of these two lines?" Follow immediately with cards (rf), (e), and (/), changing form of question to "And of 

 these?" Record each judgment. 



Credit 1 point each for response of " equal " or "left" to (d), (e), and (J), provided only there has been no incorrect 

 response to (a), (6), or (c). Total possible credits, 3. 



Test 12, copying square and diamond. 



Place card (test 12, a) directly in front of subject and say, indicating back of record sheet, "Please draw with your 

 pencil a figure just like the one before you." Same for card (b). 



Credit for square, 2 points for any figure which shows approximate equality of both lines and angles (see scoring 

 card type a), and 1 point for figure showing approximate equality of angles but not of lines or of lines but not of angles 

 (types 6 and c); for diamond, 2 points for any figure which shows approximate equality of both pairs of opposite angles 

 (see scoring card, type a), and 1 point for figure showing approximate equality of only one pair of opposite angles (type 

 b); no credit for anything indistinguishable from a square or unidentifiable readily as a diamond (type c). Total pos- 

 sible credits, 4. 



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