no.i.] PSYCHOLOGICAL EXAMINING IN THE UNITED STATES ARMY. 191 



Test 4, cube construction. 



(a) Examiner presents model 1 and the corresponding blocks, points to bottom, top, and sides of model; then 

 places it upon the table and assembles the blocks rather slowly, turning each block over in the fingers and pointing 

 to painted and unpainted sides. Examiner now presents the same model and the blocks in irregular order, then points 

 in order to subject, to the model, to the blocks, and nods affirmatively. Examiner repeats, if subject does not under- 

 stand. 



(6) Examiner presents model 2 with the nine blocks for its construction; shows subject bottom, top, and sides of 

 model; then places it upon the table, points to subject, to the model, to the blocks, and nods affirmatively. Examiner 

 repeats gestures if subject does not understand. 



(c) Examiner presents model 3, turns it over slowly, showing each side, presents blocks, picks up a block, points 



to painted side, shakes head, points to unpainted side, nods, puts down block, points to subject, to model, and to 



blocks, nods affirmatively. 



Test 5, form board. 



Examiner places board before subject as previously described, points to square and to empty spaces, and proceeds 



slowly to change blocks and put in square. Examiner next removes board, rearranges it for problem (a), and again 



presents it to subject. He then points to subject, to square, and to board, nodding affirmatively. If subject does not 



understand, examiner repeats gestures; and if problem is not solved in the time limit he again demonstrates the 



correct solution and passes on to (b). Problems (6) and (c) are presented in the same way except that they are not 



demonstrated in case of subject's failure. 



Test 6, designs. 



Exirniner shows subject demonstrational design (x) for 10 seconds. Then he takes it away and draws is for sub- 

 ject. He now shows test design (a) for 10 seconds ; then takes it away, gives subject pencil and paper, points to sub- 

 ject, to paper, nods affirmatively. If subject does not respond, examiner draws it for him, then passes on to (6). 

 Designs (6), (c). and (d) are presented in the same way except that examiner does not demonstrate further. 



Test 7, digit symbol. 



Examiner shows subject the record sheet, points to blank below 2 in the sample, then to symbol for 2 at top of 

 page, writes in symbol, proceeds in the same way with the other parts of the sample, then gives subject pencil, points 

 to space below 3 in the test, and nods affirmatively. 



Test 8, the maze. 



Examiner shows subject demonstration maze (a), and with his pencil proceeds to trace the shortest way out. At 

 critical points he hesitates, moves pencil in wrong direction without marking, shakes his head, and continues to work 

 in the right direction. He next presents test maze a, gives subject pencil, points to starting point and to exit of 

 maze, and nods affirmatively. If subject fails to understand, examiner demonstrates again with maze a and passes 

 on to (6). Mazes (6), (c), and (d) are presented in the same way, but no more demonstration is given. 



Test 9, picture arrangement. 



Examiner presents demonstrational set and allows subject to see it for about 15 seconds. Then, making sure that 

 subject is attending, he slowly rearranges the pictures and points to each one in succession, attracting subject's atten- 

 tion especially to the sequence of important details. Next examiner removes these pictures and presents set (a), 

 points to subject, and moves his hand about the pictures to indicate that they are to be arranged. If subject does not 

 understand, examiner shows him the proper arrangement and then goes on to set (b). Sets (6), (c), and (d) are presented 

 in the same way as (a), except that no further demonstration is given if subject fails. 



Test 10, picture completion. 



Examiner places material before subject as previously described. He then slowly points to the same boy in 

 each of the pictures in succession to indicate the proper sequence of events. He next returns to the demonstrational 

 picture, points to dressed and undressed foot, and to empty space. Next he looks leisurely over the small blocks, 

 tries the slipper or the low shoe in the space, points to dressed foot, and shakes his head negatively. Then he puts in the 

 correct piece showing satisfaction with result. Finally, he points in order to picture 1, to subject, to small blocks, 

 and to the empty space in the picture, and nods affirmatively. If subject does not understand, examiner repeats. 



(C) DIRECTIONS FOR USING RECORD BLANK. 



In general, the subject is given credit for both speed and accuracy or degree of success; and the record blank is 

 designed to convert time and accuracy measurements into points of credit without delay or inconvenience. 



As soon as subject has completed tests 1, 2, 4, 5, 8, or 9, or any part of any one of them, examiner checks the 

 space containing the figures which include the subject's time. In tests 1, 2, and 9, he next scores the performance 

 for accuracy; and, if the conditions for crediting time are fulfilled, he adds the credit below the time checked to the 

 credit for accuracy and records the sum in the column marked '"score." In tests 4 and 5, examiner also checks the 

 space which includes the number of moves; and, if the conditions for crediting are fulfilled, he adds the credit below 



