180 MEMOIRS NATIONAL ACADEMY OF SCIENCES. [Vol.xv, 



If answer is ambiguous, get subject to explain. If he merely defines the words say " Yes, but I want you to tell 



me the difference between and . " 



Credit if three of the four answers are given correctly. (See book.) 



4. Enclosed boxes. 



Show subject a small cardboard box, and say, " You see this box; it has two smaller boxes inside of it, and each one 

 of the smaller boxes contains a little tiny box. How many boxes are there altogether, counting the big one? Remember, first 

 the large box, then two smaller ones, and each of the smaller ones contains a little tiny box." Allow one-half minute, record 

 answer, then show second box, saying, " This box has two smaller boxes inside, and each of the smaller boxes contains two 

 tiny boxes. How many altogether? Remember, first the large box, then two smaller ones, and each smaller one contains 

 two tiny boxes." Similarly for (c) and (d), using three and three, and four and four. 



Credit if three of the four problems are solved correctly within one-half minute each. 



5. Six digits backwards. 



Say, "Listen carefully. I am going to read some numbers, and I want you to say them backwards. For example, if 

 I should say 5 — 1 — 4, you would say 4 — 1 — 5. Do you understand?" Then, "Ready now; listen carefully, and be sure 

 to say the numbers backwards." If subject gives digits forwards repeat instructions. If necessary, give (b) and (c), 

 repeating each time, "Ready now; listen carefully and be sure to say the numbers backwards." 



Credit if one set is repeated backwards without error. 



6. Code. 



Show subject the code given on card XVI-6. Say, "See these diagrams here? Look andyou will see that they con- 

 tain all the letters of the alphabet. Now, diamine the arrangement of the letters. They go (pointing) ab c, def, g h i, j k I, 

 mno,pqr,stuv,wxyz. You see the letters in the first two diagrams are arranged in the up-and-down order (pointing 

 again), and the letters in the other tioo diagrams run in just the opposite way from the hands of a clock (pointing). Look 

 again and you will see that the second diagram is just like the first, except that each letter has a dot with it, and that the last 

 diagram is like the third except that here, also, each letter has a dot. Now, all of this represents a code; that is, a secret lan- 

 guage. It is a real code, one that was used in the Civil War for sending secret messages. This is the way it works: We 

 draw the lines which hold a letter, but leave out the letter. Here, for example, is the way we would write 'spy.'" Then 

 write the words "spy" and "war," pointing out carefully where each letter comes from, and emphasizing the fact 

 that the dot must be used in addition to the lines in writing any letter in the second or fourth diagram. Then add: 

 ' 'I am going to have you write something for me; remember, now, how the letters go, first (pointing, as before) a b c, d ef, 

 g h i, then j k I, m n o, p q r, then s t u v, then w x y z. And don't forget the dots for the letters in this diagram and this 

 one" (pointing). At this point, take away the diagrams, give subject pencil and paper, and tell him to write the 

 words "come quickly." Say nothing about hurrying. Do not permit subject to reproduce the code and then to 

 copy the code letters from his reproduction. 



Credit if words are written within six minutes with not more than two errors, omission of dot counting as half error. 

 Alt. 1. Repeating sentences. 



Say, "Now, listen. I am going to say something and after I am through I want you to say it over just as I do. Under- 

 stand? Listen carefully and be sure to say exactly ivhat I say." Repeat "Say exactly what I say" before reading each 

 sentence. Do not re-read any sentence. 



Credit if one sentence is repeated without a single error. 

 Alt. 2. Comprehension of physical relations. 



(a) Draw a horizontal line 6 or 8 inches long. An inch or two above it draw a horizontal line about an inch long 

 parallel to the first. Say, " The long line represents the perfectly level ground of a field, and the short line represents a 

 cannon. The cannon is pointed horizontally (on a level) and is fired across this perfectly level field." After it is clear 

 that these conditions of the problem are comprehended, add, "Now, suppose that this cannon is fired off and that the 

 ball comes to the ground at this point here (pointing to the farther end of the line which represents the field). Take this 

 pencil and draw a line ivhich will show what path the cannon ball will take from the time it leaves the mouth of the cannon 

 till it strikes the ground." 



(b) Say, ' ' You know, of course, that water holds up a fish that is placed in it. Well, here is a problem: Suppose we 

 have a bucket which is partly full of water. We place the bucket on the scales and find that with the water in it it weighs 

 exactly 45 pounds. Then we put a 5-pound fish into the bucket of water. Now, what will the whole thing weigh?" If 

 subject responds correctly, say, "How can this be correct, since the water itself holds up the fish?" 



(c) " You know, do you not, what it means when they say a gun 'carries 100 yards?' It means that the bullet goes 100 

 yards before it drops to amount to anything." 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 i3 it any harder to hit the 

 mark at 100 yards than it is at 50 yards?" 



Credit if two of the three problems are satisfactorily solved. (See book.) 



XVIII— ("Superior adult.") 



1. Vocabulary. See pages 181-182. 



2. Paper-cutting test. 



Take a piece of paper 6 inches square and say, " Watch carefully what I do. See, I fold the paper this way (folding 

 it once over in the middle). Then I fold it this way (folding it again in the middle, but at right angles to the first 

 fold). Now, I will cut out a notch right here" (indicating). Cut notch, keeping fragments out of view. Leave folded 

 paper exposed, but pressed flat against table. Then give subject a pencil and a second sheet of paper like the one 

 already used and say, ' ' Take this piece of paper and make a drawing to show how the other sheet of paper would look if U 



