88 PSYCHOLOGICAL METHODS OF TESTING INTELLIGENCE 



However, even these lists of Chotzen 's suffice to 

 show that the differences between the two types of 

 children turn out to be small in those tests that re- 

 late to frequently practiced activities (counting, tell- 

 ing how old they are) and to common experiences of 

 everyday life (number of fingers, forenoon and 

 afternoon) ; on the other hand, the deficiency of the 

 feeble-minded is at once revealed in its entirety 

 the moment that something unusual is demanded, 

 that something new is presented and that attention 

 must be sharply concentrated. 



A similar comparison can be carried out, in the 

 next place, amongst the special-class pupils them- 

 selves, i. e., between the different groups of feeble- 

 minded that the medical diagnosis had established: 

 Chotzen found out which tests exhibited a specially 

 decided drop from one group to another in the 

 feeble-minded children of the same age. I mention 

 only those that showed a clear falling off of one-half 

 in passing from the "not feeble-minded " to the 

 morons and from the morons to the imbeciles. 



For 8- and 0-year-old children : drawing a diamond, repeating 

 five digits, easy problem-questions. There was a somewhat smaller 

 falling off in counting five coins and comparing two objects. 



For older children (Chotzen had also tested a series of older 

 children for purposes of comparison) : comparison, reproduction of 

 the item in the newspaper, arranging five weights, making change, 

 defining by superordinate terms, knowing various pieces of money, 

 repeating five digits. 



Thirdly and lastly, Chotzen figured out compara- 

 tive results for those subjects of the same mental, 

 but of different chronological age, as might happen, 

 for instance, if an 8-year-old child were retarded 

 two years, a 9-year-old child three years, or a 10- 



