172 MEMOIRS NATIONAL ACADEMY OF SCIENCES. ivol.xv, 



3. 8TANFORD-BINET EXAMINATION. 



(a) PROCEDURE. 1 



III. 



1. Pointing to parts of body. 



Say, "Show me your nose." "Put your finger on your nose." If two or three repetitions of instructions bring no 

 response, say, "Is this (pointing to chin) your nose?" "No?" " Then where is your nose?" Same for eyes, mouth, 

 and hair. 



Credit if correct part is indicated (in any way) three times out of four. 



2. Naming familiar objects. 



Show subject, one at a time, key (not Yale), penny (not new), closed knife, watch, pencil. Say each time, " What 

 is this?" or " Tell me what this is." 



Credit if three responses out of five are correct. 



3. Pictures — enumeration. 



Say, " Now I am going to show you a pretty picture." Show picture (o) and say, " Tell me what you see in this pic- 

 ture," or "Look at the picture and tell me everything you can see in it." If no response, "Show me the ." " That is 



fine; now tell me everything you see in the picture." If necessary ask, "And what else?" Same for pictures (6) and (c).. 



Credit if at least three objects in one picture are enumerated spontaneously, or if one picture is described or inter 

 preted. 



4. Giving sex. 



"Are you a man or woman?" If subject does not respond, say "Are you a woman?" If answer is " No" or a shake 

 of the head, say, " Well, what are you? Are you a man or a woman?" 



5. Giving last name. 



Ask, " What is your name?" If answer is only first or last name — e. g., Walter — say " Yes, but what is your other 

 name? Walter what?" and if necessary, " 7s your name Walter Smith?" 



6. Repeating sentences. 



"Can you say 'nice kitty'?" "Now say ' I have a little dog.'" If no response, examiner may repeat first sentence 

 two or three times. Same procedure for (6) and (c), 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," etc. 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. 



IV. 



1. Comparison of lines. 



Show card and say, "See these lines. Look clisely and tell me which one is longer. Put your finger on the longest 

 one." If no response, "Show me which line is the biggest." Show twice more (reversing card at second showing) and 

 ask, " Which one is the longest here?" If two out of three are correct, repeat the entire test. 



Credit if three responses out of three, or five out of six, are correct. 



2. Discrimination of forms. 



Place circle at X on card and say, " Show me one like this, ' ' at same time passing the finger around the circumference 

 of the circle. If no response, "Do you see all of these things?" (running finger over the various forms). "And do you 

 see this one?" (pointing to circle again). " Now, find me another one just like this. " A first error should be corrected, 

 thus, " No, find me one just like this" (again passing finger around the outline of form at X). Make no comment on any 

 other errors, but pass on to the square, then the triangle, and the rest in any order. Commend successes. 



Credit for 7 correct choices out of 10. The first error, if corrected, counts as correct. 



3. Counting four pennies. 



Place four pennies in a horizontal row. Say, " See these pennies. Count them and tell me how many there are. Count 

 them with your finger, this way" (pointing to the first one on the subject's left) — "One." "Now, go ahead." If subject 

 gives number without pointing, say, " No, count them with your finger, this way," starting him as before. Have subject 

 count aloud. 



Credit for correct count tallying with pointing. 



4. Copying square. 



Place card (IV-4) before subject, and give pencil, saying, " 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" and pointing to 

 model. 



Credit if one drawing is satisfactory. (See scoring card.) 



' Detailed direction for administering Stanford-Binct Scale and for scoring are available in Terman's "The Measurement of Intelligence, 

 Houghton Mifflin Co. These directions are reproduced by permission of the publishers. 



