Tests, Blanks, Standards, Forms

Early Columbia Tests

Laboratory of Psychology of Columbia University Physical and Mental Tests

On the back of this sheet will be found the record of the student to whom it is sent, together with the results obtained with about 250 college freshmen. The individual student may thus see how certain of his physical and mental traits compare with those of other students. Some of the records are given in percentages: Thus, in the case of eyesight, if the student has a record of 44 cm. or under he is among the third or fourth having the worst eyesight and should consult an oculist. Others of the records are given in averages, and the student can readily see whether he is above or below the average. After the average is given a number in parenthesis which is the probable error. If the record of an individual departs from the average by less than this quantity he belongs to the half of the students who are medium or normal. Thus in the case of the reaction-time, if a student has a time more than 0.019 sec. below 0.159 sec. he is among the quarter of the students who are the quickest.

In several of the tests, especially sensation-areas, force of movement, perception of pitch, of size and of time, and memory for size, the number of trials is not sufficient to establish certainly the place of the student among the others.

Tests such as these are of importance for science. They teach us the normal type of individual and the normal variation from this type. They show us how different classes in the community differ, and on what conditions of heredity, education, etc., these differences depend. They show us how physical and mental traits are interrelated, how they alter with growth, and on what conditions development depends. The tests should be of interest to the individual as they show how he compares with his fellows, indicating defects and special aptitudes, and if repeated later in the college course or in after life the comparison may prove of great value. This record should be compared with the measurements taken in the gymnasium.

Early Columbia Tests

Record of ______________________________________________________

Together with the averages and percentages of about 250 students.

Head: { length, 19.4 cm. (0.43)	______________
{ breadth, 15.3 cm. (0.38)	______________
Vision: Right eye, 72 cm. and over, 15%; 61 to 52 cm.,
52%; 44 cm. and under, 33%	______________
Vision: Left eye, 72 cm. and over, 16%; 61 to 52 cm.,
60%; 44 cm., and under, 24%	______________
Color vision: Normal, 94.5%; defective, 4%; blind, 1.5%	______________
Preference for color: Blue, 42%; red, 22%; violet, 19%;
yellow, 2%; green, 7%; white, 3%,; none, 5%	______________
Hearing: Right ear, abnormal, 3%	______________
Hearing: Left ear, abnormal, 2%	______________
Perception of pitch: Error less than 1/10 tone, 10%;
1/10 to one tone, 53%; more than one tone, 37%	______________
Sensation areas: Correct 4 or 5 times, 63%; 3, 2, 1 or
0 times, 37%	______________
Force of movement: Error, 1.44 cm. (0.51)	______________
Sensitiveness to Pain: Right hand, 5.9 kg. (2.4)	______________
Sensitiveness to Pain: Left hand, 5.6 kg. (2.2)	______________
Strength: Right hand, 36.3 kg. (4.9)	______________
Strength: Left hand, 33.5 kg. (4.7)	______________
Fatigue: Work done 284.3 kg	______________
Fatigue: Amount of fatigue, 65% (27)	______________
Reaction-time: 0.159 sec. (0.019)	______________
Marking 100 letters: 100 sec. (12)	______________
Naming 100 colors: 85 sec. (14)	______________
Making 100 movements: 34 sec. (4)	______________
100 accurate movements: {time, 49 sec. (47)	______________
{av. error, 0.8 mm. (0.3)	______________
Perception of size: Error, 2.4 mm. (2.0)	______________
Perception of time: Error, 2.4 mm. (2.0)	______________
Memory: Numerals, heard, 7.6 (0.4)	______________
Memory: Numerals, seen, 6.9 (0.5)	______________
Memory: logical, 44.5% (11)	______________
Memory retrospective, error, 4.5 mm. (2.6)	______________
Association time, 55.4 sec. (22.9)	______________
Association of opposites	______________
Imagery: Visualization, distinct, 83%	______________
Imagery: Auditory, distinct, 23%	______________

Norms and Standards

The following tables illustrate the principle of norms and standards for mental and physical characteristics. In these cases various traits or measures of performance have been recorded on large numbers of children at each age from six years to eighteen years. The figures under a given age column indicate what should be expected from the average or normal person of that age, in the trait in question. If the individual is precisely “at age” in all the traits measured, all his records will fall in the vertical column under the figure indicating age. Deviation above or below the average will be indicated by position above or below this column. For description of the tests and instructions for their administration the reader should consult the references given on pages 275-282.

Psychophysical Norms

Physical

Trait	Year
	6	7	8	9	10	11	12	13	14	15	16	17	18
Height (cm) Boys	111	116	121	126	131	135	140	146	152	158	164	168	171
Height (cm)Girls	110	115	120	125	130	135	141	148	154	157	158	159	159
Weight (kg) Boys	20	22	24	26	29	31	34	38	43	48	53	57	61
Weight (kg) Girls	19	21	23	25	28	31	34	39	44	48	51	52	53
Skull L. (mm)Boys	177	179	180	181	182	183	183	184	187	188	191	191	192
Skull L. (mm)Girls	172	174	175	176	177	180	180	181	183	184	184	185	186
Skull W (mm) Boys	142	142	143	144	144	145	145	147	147	148	149	150	151
Skull W (mm) Girls	139	140	140	141	142	142	143	144	145	146	146	146	147
Vital Capacity (cc) Boys	1023	1168	1316	1469	1603	1732	1883	2108	2395	2697	3120	3483	3655
Vital Capacity (cc) Girls	950	1061	1165	1286	1409	1526	1664	1827	2014	2168	2266	2319	2343
Tapping (Right Hand) (30 sec.) B	...	...	147	151	161	169	170	184	184	191	196	196	197
Tapping (Right Hand) (30 sec.) G	...	...	146	149	157	169	169	178	181	181	184	188	193
Grip (kg) Right, Boys	9	11	12	14	17	19	21	24	28	33	39	45	49
Grip (kg) Right, Girls	8	10	11	13	15	17	19	22	25	27	29	30	30
Pain Limen (kg) Boys	1.3	1.4	1.7	1.7	1.7	2.0	2.0	2.1	2.1	2.4	2.7	2.8	2.9
Pain Limen (kg) Girls	1.2	0.9	1.2	1.4	1.5	1.6	1.5	1.7	1.8	1.8	1.9	1.9	1.8

Mental Tests

Trait	Year
	6	7	8	9	10	11	12	13	14	15	16	17	18
School Grade	1	2	3	4	5	6	7	8	9	10	11	12	#
Form Board (sec.)	27	23	21	19	17	15	14	13	12	12	#	#	#
Knox Cube (lines)	4	5	5	5	6	6	6	6	7	7	8	#	#
Memory, Span. Aud. Dig.	4	5	5	5	6	6	6	6	6	6	6	7	7
Memory, Concrete Words	#	#	31	32	36	37	38	39	42	42	43	43	50
Memory, Abstract Words	#	#	22	25	29	31	32	34	37	37	40	40	40
Pictures	5.3	6.1	6.0	7.3	7.5	7.5	8.4	9.2	10.0	#	#	#	#
Logical Memory (Items of 67) Boys	#	#	24	29	30	33	35	37	36	37	34	35	37
Logical Memory (Items of 67) Girls	#	#	29	31	34	36	38	39	39	39	37	37	38
Visual Range, under special conditions	...	...	4	...	...	13	...	...	18	...	...	27
Cancellation (A) (In 2 minutes)	18	21	25	33	35	41	41	#	#	#	#	#	#
Size-Weight Suggestion (gr)	42	45	48	50	44	40	40	38	35	35	34	27	#
Association, Percent Common	55	62	68	75	73	82	84	81	84	79	86	#	#
Word Building (5 min.) a-e-i-r-l-p	#	#	7	8	9	11	12	14	14	16	16	17	18
Substitution	#	#	12	15	17	18	21	23	24	26	26	27	28
Words in 3min.	#	#	23	29	31	35	35	36	36	40	41	42	48
Part-Whole 1 min.)	#	#	5	6	7	9	10	11	12	14	16	16	19
Opposites (1 min.)	#	#	8	8	9	11	13	15	16	17	19	19	23
Fable Interpretation	#	#	#	38	45	53	55	70	73	#	#	#	#
Vocabulary, Per cent of 18000	12	14	18	23	26	30	36	42	#	#	54	#	72

Spelling Ability	Special Scales, Ayres, Buckingham.
Arithmetic Ability	Special Norms, Courtis, Woody, Starch.
Language Ability	Special Graded Scales, Trabue.
Composition Ability	Special Scale, Hillegas.
Handwriting Ability	Special Scales, Thorndike, Ayres, Starch.
General Mental Age	Standardized Intelligence Scales, Binet, Yerkes, etc.

Graded Scales

A Roughly Graded Test for Children Who Are Less Than Three Years Old

Normal Course of Development

(After Preyer, Church, Peterson and Paton)

1st Week—Sensitive to light, reaction to touch, evidences of audition, sensibility to taste.

2nd Week—Notices candle, facial reaction suggesting pleasure.

3rd Week—Tears.

4th Week—Smiles and vowel sounds.

1st Month—Taste, smell, touch, sight, hearing. Sleeps two hours at a time, 16 hrs. out of 24.

2nd Month—Occasional strabismus, recognizes human voice, turns head toward sound, pleased with music and with human faces. Laughs at tickling. Clasps with four fingers by 8th week. First consonants.

3rd Month—Cries with joy at sight of mother or father. Eyelids not completely raised when child looks up. Knows sound of watch at 9th week. Listens with attention.

4th Month—Eye movements perfect. Sees objects move toward eye. Joy at seeing itself in mirror. Opposes thumb. Head held up permanently. Sits up with support to back. Begins to imitate.

5th Month—Discriminates strangers. Pleasures of crumpling and tearing papers, pulling hair, or ringing bell. Sleeps 10 or 11 hrs. without food. Consonants l and k. Seizes and carries objects to mouth.

6th and 7th Month—Raises self to sitting posture. Laughs. Raises and drops arms when pleasure is great. Teeth begin to appear. Astonishment shown by open mouth and eyes. Turns head as sign of refusal.

8th and 9th Months—Stands on feet without support. Claps hands for joy. Has fear of dogs. Turns over when laid face down. Turns head to light when asked where it is. Questions understood before child can speak. Voice more modulated.

10th, 11th, 12th Months—First attempts at walking. Sitting has become a habit. Stands without support. Whispering begins. Pushes chair. Obeys command, “Give the hand.”

13th, 14th, 15th Months—Says “Papa” and “Mama.” Raises itself by chair. Imitates coughing, and swinging of arms. Walks without support. Understands ten words.

16th, 17th, 18th, 19th Months—Sleeps 10 hrs. at a time. Associates words with objects and movements. Blows horn, strikes with hand or foot, waters flowers, tries to wash hands, to comb and brush hair, to execute the other imitative movements.

20th to 24th Months—Marks with pencil and paper. Executes orders with surprising accuracy.

25th to 30th Months—Distinguishes colors. Makes sentences of several words. Begins to climb and jump and to ask questions.

30th to 40th Months—Goes up stairs without help. Clauses formed. Words distinctly spoken. Influence of dialect appears. Much questioning.

Beyond 40th Month—See Binet-Simon and other tests and norms.

Trabue Language Scale C(1)

Write only one word on each blank Seven minutes time allowed

Name ______________ __________
1. The sky —— blue.
2. Men —— older than boys.
3. Good boys —— kind —— their sisters.
4. The girl fell and —— her head.
5. The —— rises —— the morning and —— at night.
6. The boy who —— hard —— do well.
7. Men —— more —— to do heavy work —— women.
8. The sun is so —— that one can not —— —— —— directly —— causing great discomfort to the eyes.
9. The knowledge of —— —— use fire is —— of —— important things known by —— but unknown —— animals.
10. One ought to —— great care to —— the right —— of ——, for one who —— bad habits —— it —— to get away from them.

Trabue Language Scale K(2)

Write only one word on each blank Five minutes time allowed

Name _____ ______

1. The boy will —— his hand if —— plays with fire.
2. Hot weather comes in the —— and —— weather —— the winter.
3. The poor little —— has —— nothing to ——; he is hungry.
4. Very few people —— how to spend time and —— to the best advantage.
5. One —— not, as a ——, —— attention —— uninteresting things.
6. To eat —— one is —— is a —— pleasure.
7. —— they —— us —— not, nature’s —— are —— and unchangeable.

Record Blank for

Name Born Admitted
======================================================================
III

1 Points to nose, eyes, mouth.
2 Repeats “It rains. I am hungry.”
3 Repeats 7 2.
4 Sees in Picture 1. 5.
2. 6.
3. 7.
4. 8.
——
IV

1 Knows sex, boy or girl. (girl or boy.)
2 Recognizes key, knife, penny.
3 Repeats 7 4 8.
4 Compares lines.
——
V

1 Compares 3 and 12 grams. 6 and 15 grams.
2 Copies square. (Draw on back of this sheet.)
3 Repeats, “His name is John. He is a very good boy.”
4 Counts four pennies.
5 “Patience.”
——
VI

1 Morning or afternoon. (afternoon or morning.)
2 Defines fork horse
table mama
chair
3 Puts key on chair; shuts door; brings box.
4 Shows R Hand. L. Ear.
5 Chooses prettier? 1 & 2. 4 & 3. 5 & 6.
——
VII

1 Counts 13 pennies.
2 Describes Pictures. (See III 4.)
3 Sees picture lacks eyes, nose, mouth, arms.
4 Can copy diamond. (over.)
5 Recognises red, blue, green, yellow. (Time 6”.)
——
VIII

1 Compares (Time 20”)
Butterfly Wood Paper
Fly Glass Cloth
2 Counts backward 20-1. (Time 20”.)
3 Repeats days. M. T. W. T. F. S. S. (Time 10”.)
4 Counts stamps. 111222. (Time 10”.)
5 Repeats 4 7 3 9 5.
——
IX

1 Makes change 20c-4c.
2 Definitions. (See VI 2.)
3 Knows date.
4 Months. J. F. M. A. M. J. J. A. S. O. N. D. (Time 15”.)
5 Arranges weights. (2 correct.) (1 min. each.) 1. 2. 3.1

——
X

1 Money 1c. 5c. 10c. 25c. 50c. $1. $2. $5. $10.
2 Draws design from memory. (show 10 seconds.)
3 Repeats 8 5 4 7 2 6. 2 7 4 6 8 1. 9 4 1 7 3 8.
4 Comprehends.
(1st Series time 20”) (2nd Series time 20”)
(2 out of 3) (3 out of 5)
a. (Missed train.) a. (Late to School.)
b. (Struck by playmate, etc.) b. (Important affair.)
c. (Broken something.) c. (Forgive easier.)
d. (Asked opinion.)
e. (Actions vs. words.)
5 Sentence: New York, Money, River. (Time 1’.)
——
XI

1 Sees absurdity. (3 out of 5.) (Time 2’.)
a. Unfortunate painter. d. R. R. accident.
b. Three brothers. e. Suicide.
c. Locked in room.
2 Sentence: New York, Money, River. (See X 5.)
3 Give sixty words in three minutes. (Record on back.)
4 Rhymes (Time 1’ each.) (3 rhymes with each word.)
day mill spring
5 Puts dissected sentences together. (Time 1’ each.)
a. b. c.
——
XII

2 Repeats 2 9 6 4 3 7 5. 9 2 8 5 1 6 4. 1 3 9 5 8 4 7.
Defines Charity
Justice
Goodness.
3 Repeats, “I saw in the street a pretty little dog. He had curly brown hair,
short legs and a long tail.”
4 Resists suggestion (Lines). 1. 2. 3. 4. 5. 6.
5 Problems: (a) Hanging from limb. (b) Neighbor’s visitors.
——
XV

1 Interprets picture.
2 Change clock hands. 6.20 = 2.56 =
3 Code. COME QUICKLY.
4 Opposites.
1 good 3 quick 5 big 7 white 9 happy
2 outside 4 tall 6 loud 8 light 10 false

ADULT

1 Cutting paper.
2 Reversed triangle.
3 Gives differences of abstract words.
4 Difference between president of a republic and a king.
5 Gives sense of a selection read.

Suggestions Toward a Vocational Psychograph

List of Measurements on a Singer

(Prepared by C. E. Seashore, University of Iowa)

I—SENSORY
A—PITCH
1—Discrimination at a, 435 vd.
2—Survey of register of discrimination.
3—Tonal range, (a) Upper, (b) Lower.
4—Timbre—discrimination.
5—Consonance and Dissonance.
B—INTENSITY
1—Sensibility
2—Discrimination
C—TIME discrimination for short intervals

II—MOTOR
A—PITCH
1—Striking a note
2—Varying a tone
3—Singing intervals
4—Sustaining a tone
5—Registers
6—Timbre
a—purity
b—richness
c—mellowness
d—clearness
e—flexibility
7—Plasticity; curves of learning
B—INTENSITY
1—Natural strength and volume of the voice.
2—Voluntary control.
C—TIME
1—Motor ability
2—Transition and attack
3—Singing in time
4—Singing in rhythm

III—ASSOCIATIONAL
A—IMAGERY
1—Type
2—Rôle of auditory and motor imagery
B—MEMORY
1—Memory span
2—Retention
3—Redintegration
C—IDEATION
1—Association type and musical content
2—Musical grasp
3—Creative imagination
4—Plasticity: curves of learning

IV—AFFECTIVE
A—LIKES AND DISLIKES,—character of musical appeal
1—Pitch, timbre and harmony
2—Intensity and volume
3—Time and rhythm
B—REACTION TO MUSICAL EFFECT
C—POWER OF INTERPRETATION IN SINGING

V—SUPPLEMENTARY DATA,—biographical information,
musical training, temperament and attitude, spontaneous
tendencies in pursuit of music, general education and non-musical
accomplishments, social circumstances, physique.

Thorndike’s Proposed Tests for the Measurement of Intelligence of Adults

(Science, Jan. 24, 1913)

Series to consist of eight tests, four trials of each being given.

1. Supplying words to make sense in mutilated passages, the four trials being of four grades of difficulty. (See Trabue’s Completion Test for sample of this material.)

2. Giving the “opposites” of words, each trial comprising twenty words, the four trials being of four grades of difficulty. (See Woodworth-Wells: Opposites Tests for sample.)

3. Memorizing a given word in connection with a given form, so as to be able to give the former when the latter is presented, there being 10 pairs in each “trial.” (See special blanks.)

4. Selecting from 50 forms a group of 25 of these which have been previously seen and examined for a minute or two. (See special blanks.)

5. Marking the necessarily false statements in mixed series of false and true statements, the four trials being of four grades of difficulty. (See special blanks.)

6. Addition. (See Woodworth-Wells: Addition Tests.)

7. Directions Tests. (See Woodworth-Wells: Hard Directions.)

8. Selecting valid from invalid reasons for a given fact, the four tests being of four grades of difficulty. (See special blank.)

Miscellaneous Empirical Tests

The following samples, chosen from the Report of the Committee on Standardization of Tests of the American Psychological Association (see Woodworth and Wells: Association Tests), are given as illustrations of tests which have been carefully prepared and standardized as to content and procedure and which are slowly being correlated with various types of occupational activity.

Following Instructions Test

With your pencil make a dot over any one of these letters, F G H I J, and a comma after the longest of these three words: BOY MOTHER GIRL. Then, if Christmas comes in March, make a cross right here ——, but if not, pass along to the next question, and tell where the sun rises ——. If you believe that Edison discovered America, cross out what you just wrote, but if it was someone else, put in a number to complete this sentence: “A horse has —— feet.” Write “yes,” no matter whether China is in Africa or not ——; and then give a wrong answer to this question: “How many days are there in the week?” ——. Write any letter except G just after this comma, and then write “No” if two times five are ten ——. Now, if Tuesday comes after Monday, make two crosses here ——; but if not, make a circle here —— or else a square here ——. Be sure to make three crosses between these two names of boys: GEORGE —— HENRY. Notice these two numbers: 3, 5. If iron is heavier than water, write the larger number ——, but if iron is lighter write the smaller number ——. Now show by a cross when the nights are longer: in summer? ——; in winter? ——. Give the correct answer to this question: “Does water run uphill?” ——, and repeat your answer here ——. Do nothing here (5 + 7 =) unless you skipped the preceding question; but write the first letter of your first name and the last letter of your last name at the end of this line:

Naming Opposites		Verb-Object Test
In the case of each word, name		In the case of each verb, supply
the word having the OPPOSITE		an appropriate OBJECT, as:
MEANING, as: tall—short		bake—bread
long north		sing read
soft sour		build tear
white out		wear throw
far weak		shoot paint
up good		scold mail
smooth after		win light
early above		answer sail
dead sick		weave spin
hot slow		wink lock
asleep large		mend wash
lost rich		pump bake
wet dark		learn spill
high front		open kiss
dirty love		eat polish
east tall		climb sweep
day open		lend fill
yes summer		smoke sharpen
wrong new		singe write
empty come		dig chew
top male		sift drive

Mixed Relations

Give a fourth word which shall have the same relation to the third word that the second has to the first, as:

Box—Square:: Orange—Round
East—West:: Over—Under
Man—Woman:: Boy—Girl

Eye—see:: Ear—	Good—bad:: Long—
Monday—Tuesday:: April—	Eagle—bird:: Shark—
Do—did:: See—	Eat—bread:: Drink—
Bird—sings:: Dog—	Fruit—orange:: Vegetable—
Hour—minute:: Minute—	Sit—chair:: Sleep—
Straw—hat:: Leather—	Double—two:: Triple—
Cloud—rain:: Sun—	England—London:: France—
Hammer—tool:: Dictionary—	Chew—teeth:: Smell—
Uncle—aunt:: Brother—	Pen—write:: Knife—
Dog—puppy:: Cat—	Water—wet:: Fire—
Little—less:: Much—	He—him:: She—
Wash—face:: Sweep—	Boat—water:: Train—
House—room:: Book—	Crawl—snake:: Swim—
Sky—blue:: Grass—	Horse—colt:: Cow—
Swim—water:: Fly—	Nose—face:: Toe—
Once—one:: Twice—	Bad—worse:: Good—
Cat—fur:: Bird—	Hungry—food:: Thirsty—
Pan—tin:: Table—	Hat—head:: Glove—
Buy—sell:: Come—	Ship—captain:: Army—
Oyster—shell:: Banana—	Man—woman:: Boy—

Cancellation Test

Cancel the specified digit whenever it occurs. There are five occurrences of each of the digits in each of the horizontal lines.

5 1 6 8 4 9 2 3 7 0 1 2 7 5 0 4 8 6 9 3 4 1 8 9 0 2 5 6 3 7 1 7 5 6 0 8 9 2 4 3 7 8 6 9 0 4 3 1 2 5
7 8 0 5 1 3 4 2 6 9 2 4 0 9 7 6 1 5 3 8 3 2 0 4 1 5 7 9 6 8 4 8 1 2 6 7 3 9 0 5 3 7 9 0 8 6 5 2 1 4
3 5 9 7 8 4 6 1 0 2 5 1 8 2 3 7 4 9 6 0 8 5 9 3 2 4 1 0 7 6 9 3 4 5 2 0 8 6 1 7 9 3 1 6 7 5 8 4 0 2
2 7 3 9 6 5 0 8 1 4 9 7 3 6 1 5 0 2 8 4 0 4 7 8 5 9 6 2 1 3 0 9 3 1 5 6 4 8 7 2 4 2 3 5 6 7 9 0 8 1
4 2 5 3 0 1 7 9 8 6 3 8 6 0 9 1 5 4 7 2 9 3 6 7 4 8 0 1 2 5 6 4 9 3 1 2 0 7 5 8 6 1 2 7 4 9 0 5 3 8
9 4 7 0 3 8 5 6 2 1 6 0 9 3 8 2 7 1 4 5 7 8 1 0 9 6 4 3 5 2 5 2 7 9 4 1 6 3 8 0 1 0 4 8 2 3 7 9 5 6
0 9 8 2 5 6 1 7 4 3 8 3 5 4 6 9 2 0 1 7 6 0 2 1 3 7 9 5 8 4 2 1 8 4 9 5 7 0 3 6 0 9 5 2 1 8 6 7 4 3
1 0 4 6 2 7 9 5 3 8 0 6 2 8 4 3 9 7 5 1 2 7 4 5 6 0 3 8 9 1 3 5 0 7 8 4 2 1 6 9 5 6 8 1 9 2 4 3 7 0
8 6 1 4 9 2 3 0 5 7 4 5 1 7 2 8 6 3 0 9 1 9 5 6 8 3 2 7 4 0 8 6 2 0 7 3 5 4 9 1 2 4 7 3 5 0 1 8 6 9
6 3 2 1 7 0 8 4 9 5 7 9 4 1 5 0 3 8 2 6 5 6 3 2 7 1 8 4 0 9 7 0 6 8 3 9 1 5 2 4 8 5 0 4 3 1 2 6 9 7
7 9 6 2 1 3 4 0 5 8 4 2 5 1 9 3 8 6 0 7 9 0 4 8 1 7 2 3 6 5 6 2 8 3 0 5 1 4 9 7 5 9 4 8 0 7 1 2 3 6
9 6 8 1 0 5 3 7 4 2 1 9 4 5 3 7 0 2 6 8 0 4 7 2 3 8 6 5 9 1 9 0 3 6 8 2 7 1 5 4 7 5 0 3 2 9 4 1 6 8
0 7 3 4 2 9 1 8 6 5 9 6 1 2 4 8 7 0 5 3 1 9 8 3 0 6 5 4 7 2 1 5 7 9 3 4 8 2 6 0 8 3 5 9 7 2 6 4 0 1
3 4 7 6 8 1 2 5 9 0 6 3 0 7 5 9 4 8 1 2 4 8 5 9 7 3 1 2 0 6 7 1 0 2 9 6 4 5 3 8 3 4 7 1 6 5 2 8 9 0
6 5 9 7 3 2 8 4 0 1 0 8 3 6 1 4 9 7 2 5 2 5 3 4 6 9 0 1 8 7 5 4 1 7 2 8 3 9 0 6 1 2 6 5 8 3 0 7 4 9
8 3 5 0 9 4 7 2 1 6 8 5 7 0 2 1 3 9 4 6 5 2 1 0 8 4 7 6 3 9 2 7 4 5 1 9 0 6 8 3 6 8 9 7 1 0 3 5 2 4
1 8 0 9 7 6 5 3 2 4 2 7 8 4 6 5 1 3 9 0 3 1 2 6 9 5 8 7 4 0 4 8 2 0 5 1 6 3 7 9 4 1 8 0 5 6 9 3 7 2
2 0 4 8 5 7 6 1 3 9 7 1 6 9 0 2 5 4 3 9 6 7 0 1 4 2 3 9 5 8 0 6 9 4 7 3 2 8 1 5 2 0 1 6 4 8 7 9 5 3
4 1 2 5 6 8 0 9 7 3 5 0 9 3 7 6 2 1 8 4 8 6 9 7 5 1 4 0 2 3 8 3 5 1 6 7 9 0 4 2 9 6 2 4 3 1 5 0 8 7
5 2 1 3 4 0 9 6 8 7 3 4 2 9 8 0 6 5 7 1 7 3 6 5 2 0 9 8 1 4 3 9 6 8 4 0 5 7 2 1 0 7 3 2 9 4 8 6 1 5

Substitution Test

Write in each figure the number assigned it in the key line.

Sources for Tests

Those who desire to make use of mental tests for vocational purposes, or in vocational investigations, will find suggestive material, sets of tests, instructions, norms, and similar useful directions in the following places. The list is by no means exhaustive but contains those references which in the author’s experience have been most useful.

Pyle, W. H.: “The Examination of School Children.” The author describes numerous tests of a simple type, and gives age norms for each.

Reports of Committee on Tests of the American Psychological Association. These appear from time to time in the Psychological Review Monograph Series, and contain accounts, instructions and frequently norms, for carefully planned and standardized tests.

Woodworth and Wells: “Association Tests.” This is one of the reports mentioned above, and contains an especially suggestive group of tests which should have widespread use because of their standard character.

Woolley, Rusk and Fisher: “Psychological Norms of Working Children.” This is a monograph in the Psychological Review Series and gives an account of the tests in use in Cincinnati, with tables of norms for thirteen- and fourteen-year-olds.

Simpson, B. R.: “Correlations of Mental Abilities,” Columbia University Contributions to Education, No. 53. The Appendix contains descriptions of the tests used; many of them are worth trying out.

Whipple, G. M.: “Manual of Mental and Physical Tests.” By far the most useful and complete compendium of tests, norms, and bibliography available. Contains also chapters on methods of using tests and the statistical methods of scoring and evaluation.

Teachers College, Columbia University, Contributions. These monographs appear at irregular intervals and frequently contain reports of the construction and use of mental tests as instruments of educational and vocational measurement. Several of them in particular are concerned with scales and standards for the measurement of school abilities. Numerous tests may also be secured in the form of printed blanks, from the Publication Bureau of Teachers College.

Thorndike Tests: Numerous forms of mental tests devised by Prof. E. L. Thorndike and his associates may be secured through the Teachers College Bureau of Publications, New York City.

Stoelting and Co., 3047 Carroll Ave., Chicago, manufacturers of scientific apparatus and materials, supply material and forms for many of the tests described in the above references.

The Morningside Press, 3000 Broadway, New York City, supplies materials, instructions, record blanks, and tables of norms for a large number of psychological tests, especially those intended for vocational, educational and clinical application, and for use in the class room and laboratory.

Notes

1 This scale is intended for the measurement of children. The steps from sentence to sentence are of approximately equal difficulty.

2 This scale is intended for the measurement of young people and adults. The steps between the sentences are of approximately equal difficulty.

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