Misy^ _f- STENgUIST MECHANICAL APTITUDE TESTS MANUAL OF DIRECTIONS Bv r Jf L/sT StENQUIST Bureau of Reference, Research, and Statistics, Department of Education, City of \ew York WORLD BOOK COMPANY Yonkers -on- Hudson V. \ CONTENTS PAGE Introductory 3 Individual Differences ix Mechanical Aptitude and Ixfor- l\L\TION 3 Purpose of These Tests 5 How the Tests Should Be Used 6 Great Importance of Intelligent Use of All Tests .... 8 What These Tests Measure lo Description 12 ]\Ietiiod of Scaling 13 Norms 14 How to Interpret Scores 14 Time 17 Instructions for Giving Test I 17 Instructions for Gi\ing Test II 18 Directions for Scoring 20 SMAT: MD-I Copyright, 1922, by World Book Company Copyright in Great Britain A II rights reserved m i2l922 ©CU673143 MANUAL OF DIRECTIONS U ^ ^ ^^ A ^ ^ INTRODUCTORY The rapid growth of interest in tests of general intelli- gence has led to wide appreciation of their value as instru- ments making possible better school administration, better teaching, and in general better educational and vocational guidance of pupils.^ The extended use of these tests has, however, also ser\Td to show the increasing need for tests of special intelligence, particularly in connection with voca- tional guidance.- Besides knowing a pupil's relative ability in general abstract intelligence, it is of great importance to discover also in what other traits or abilities he is strong or weak. The tests herein described have been found effective in detecting one such ability; namely, general mechanical aptitude. They have been shown to reveal very great differences among school children, some pupils possessing many times as much of this ability as others. INDIVIDUAL DIFFERENCES IN MECHANICAL APTITUDE AND INFORMATION In a public school in Manhattan, New York City, out of over 2000 pupils who were given these tests, the scores ranged from 13 per cent right up to nearly 90 per cent right. That is, some children possess practically no information ' Among the most widely used group tests of general intelligence are the Otis Group Intelligence Scale, the Terman Group Test of Mental Ability, the Haggerty Intelligence Examination, the National Intelligence Tests, and the Miller Mental Ability Test, published by World Book Company', Yonkers-on-Hudson , New York. - Notable work in devising tests for vocational guidance, particularly with reference to entrance to engineering colleges, has been done by Dr. L. L. Thurstone in the Thurstone Vocational Guidance Tests, consisting of tests in Arithmetic, Algebra, Geometry, Physics, and Technical Information, published by World Book Company, Yonkers-on-Hudson, New York. 3 4 Stenquist Mechanical Aptititde Tests about the nature of things mechanical, having practically no aptitude in solving problems that require reasoning in mechanical terms, while others have unusual ability of this kind and show a remarkable understanding of the nature of mechanical devices. Where this knowledge is obtained by the topical American child cannot be fully answered here. But the explanation of the fact that one pupil knows a great deal and another al- most nothing about the mechanical principles of the hun- dreds of devices, toys, and machines with which both are sur- rounded must certainly be based in large measure upon original nature — the native interests and aptitude of each individual child. At first thought it would seem as if it were entirely a matter of training — that the boy who has had shop and science courses must in every case know much more about this field than the one who has not. This, however, we do not find to be the case. Special training provided in courses is, to be sure, one important factor. But the child who is by nature mechanically inclined obtains a general knowledge and develops a certain mechanical reason- ing ability that is almost uncanny, out of his everyday experience. Every toy, every machine, every workshop that he sees contribute to his general knowledge of this field, because of his native interest in them. It is true that every normal child has some interest in mechanical contrivances, and in moving objects as illus- trated in machines and toys, but there is a line of demarca- tion between the nature of the child who is attracted by the mere novelty of bright colors or of moving objects, and that of the one who feels a genuine thrill and joy in the contem- plation or operation of a machine because of its intrinsic mechanical nature — with the almost human characteristics Manual of Directions 5 that he attributes to it, particularly if it is the creation of his own hands! PURPOSE OF THESE TESTS Educational and vocational guidance. It is obvious that a definite measure of general mechanical aptitude constitutes a valuable guide in advising pupils in the choice of courses, especially courses that involve choice of vocation. While certain "industrial art" courses are designed for general training value, to be taken by all pupils, regardless, for development purposes, every pupil eventually reaches a stage where he must make a vocational choice for which he often must select special courses. If he wishes to enter any of the mechanical fields, it is of greatest importance that he possess natural aptitude for such work. Whether or not he has this attribute is too often merely a guess. Here a definite test is invaluable, provided always that test results are intelligently interpreted and properly used. The choice of vocation by the typical child is too often based upon the most trivial grounds. Indeed, the advice of parent and teacher has often only slightly sounder bases. Too frequently a "mechanical career," for example, is recom- mended to a pupil merely because he is backward in the more abstract book subjects— as a convenient way around a perplexing situation. Mechanical ability and general intelligence. But such counsel is unjust to the child and fails to take account of fundamental issues involved. There is no evidence to show that because a pupil scores low in general intelligence he is likely to score high in general mechanical ability. The facts are rather the reverse, the correlation between the two abilities ranging from .2 to .4. The more important point 6 Stenquist Mechanical Aptitude Tests to keep in mind is that these two types of abiHty are largely independent of each other: that the so-called stupid child may possess marked mechanical ability, but the bright child is even more likely to possess marked ability of the same sort. It is therefore a precarious procedure to attempt to pre- dict mechanical ability from a pupil's academic school record — especially to utilize academic failure as an indica- tion of probable mechanical aptitude. Nor can it be con- cluded, as is so often done, that because a child once built a kite or repaired a broken toy he is undoubtedly destined for some sort of mechanical career, or conversely that because he failed to do so he is not destined for such a career. Such sweeping conclusions imply broader and more basic premises. Definite measures of general mechanical aptitude. The tests of mechanical aptitude herein described provide a means of obtaining one definite estimate of the comparative abilities of school children. No claim is made that they measure all that it is desirable to measure in diagnosing mechanical ability. What is claimed is that they furnish one standardized measurement of this ability which can be interpreted in well-defined terms. They are designed to serve in preliminary surveys of the mechanical information and aptitude possessed by school children in general. HOW THE TESTS SHOULD BE USED Since these tests measure a trait which might well be called "general mechanical intelligence," wherever possible they should be given in parallel with tests of general abstract intelligence, such as the Otis Group Intelligence Scale, Haggerty Delta 2, and National Intelligence Tests. By giving tests of mechanical aptitude to pupils of Grades 6, 7, 8, and 9 in particular, it is possible for the superintendent Manual of Directions 7 to discover first of all those who have markedly high or markedly low ability of this kind, which cannot be found out easily in any other way. Such pupils will appear as of all grades of abstract intelligence. In the case of 275 7th and 8th grade boys in a New York City school, for example, it was found by most careful tests that of those who were below average in general abstract intelligence as measured by the average score in six tests (Otis Advanced Examination; National Intelligence Tests, A and B; Meyers Mental Measure ; Haggerty Delta 2 ; and Thorndike Visual Vocabu- lary) 40 per cent were nevertheless above average in mechani- cal aptitude as measured by the combined results of four tests of mechanical aptitude (Stenquist Picture Tests I and 11,^ and Stenquist Assembling Tests, Series I and Series II). On the other hand, of those pupils who were above average in general abstract intelligence, 52 per cent were also above average in general mechanical aptitude.^ The correlation for these cases was r (Pearson) = .21 =±= .04. This indicates that pupils of great promise in mechanical intelligence or aptitude are almost as likely to be found among those with low scores as among those with high scores in general abstract intelligence tests of the kind mentioned above. But it seems reasonable to assume that those with high scores in both these t}^es of tests give most promise of success along lines of engineering, invention, science, etc. These individuals are most likely to become the Edisons and Mergenthalers of tomorrow. On the other hand, for those of high general mechanical aptitude but of low general abstract intelligence ' The terra "Picture Tests I and II" is here used in referring to the present Stenquist Mechanical Aptitude Tests, I and II, to distinguish them from the "Stenquist Assembling Tests." - For brief report of this experiment see "The Case for the Low I. Q.," by John L. Stenquist, Journal of Educational Research, November, 1921. For reference on full report see footnote i, page 11. 8 Stenquist Mechanical Aptitude Tests many opportunities are open. Biographical literature is replete with illustrations of men and women of this type who have not only managed to live useful lives, but many of whom, through brilliant mechanical achievement, have risen to great prominence. In the light of these facts, as well as of many other consid- erations, it is clearly important to discover the mechanical aptitude of every child. This is the first step toward intelligent educational and vocational guidance, in so far as mechanical vocations are concerned. Such a procedure is surely far more rational than the method of merely recommending mechanical careers on the basis of failure in academic subjects, or making such recommendation for any child who, by some caprice, thinks he wants it.^ GREAT IMPORTANCE OF INTELLIGENT USE OF ALL TESTS A most vital item concerning all mental tests, however, lies probably not in connection with their reliability, their correlations, or their other individual characteristics directly, but in the intelligent interpretation and the wise use of results. This point cannot be too greatly emphasized. There are many persons employing standardized tests at 1 Both Tests I and II should be given whenever possible. While either test alone gives a fair sampling of ability, the average result of the two tests is always more reliable and should be used if possible. To combine the results of both tests the simplest procedure is to average the two T-Scores. The two tests are not of entirely similar nature, hence both combined give a wider sampling of ability. Test II is somewhat more difficult than Test I and is more a test of mechanical reasoning power, while Test I is more a test of mechanical information. The correlation between Tests I and II for 230 5th, 6th, 7th, and 8th grade boys was found to be .68. The reliability coefficients, as found for Test I by correlating the first half with the second in 103 cases, Grades 6 to 8, is .79. For 230 cases, Grades 6 to 8, in Test II, the reliability coefficient computed in the same way equals .6.=;. Manual of Directions g present who fail entirely to understand that every such test is essentially a diagnostic instrument and not a curative device. The making of this point seems needless and could be cited merely as an interesting absurdity were it not so serious and the failure to grasp it so widespread. A teacher recently said: "I have given the tests to all my pupils, but I am unable to see any improvement in them." Another recommended that all pupils scoring high in one mechanical test should leave regular school and go to trade school at once. Still another criticized all tests as rubbish because "only a, few questions are asked, and it is absurd to draw conclusions from answers to them." It is probably quite as absurd to rush to snap-judgment conclusions from test scores taken at face value as to fail to understand that mental tests are merely diagnosing instruments designed to function in the same way as a physician's stethoscope or thermometer, or better, in the same way as the blood count or pulse rate. As to how many questions are necessary, Terman uses an apt illustration by comparing mental testing to the assaying of ore, in which he makes the important point that only a samphng of mental qualities is necessary to yield diagnosis — just as only a sampling of the ingredients of a mountain will give the assayer an accurate estimate of the contents of the entire mountain. There is also a tendency to conclude immediately that because a boy obtains a low score in, say, a mechanical test given early in his life, the case is closed — that such a child had better not attempt work or courses of a mechanical nature. But the c|uestion of the stage of mental develop- ment reached, the training thus far received, and the relative ability displayed in other traits must all be taken into full 10 Stenquist Mechanical Aptitude Tests account. While marked abilities tend to appear early, the factor of point of development cannot be ignored. Again, the person who is using tests must be clear as to the purpose in giving any particular test, clear as to what is the function of the institution which he represents. Thus it may often happen that the pupil who by tests shows very little mechanical information is precisely the one for whom the parent, teacher, or pupil himself desires rnost to provide mechanical training — if the main purpose is to give him a well-rounded training. On the other hand, when the ques- tion is one of discovering which of thousands of pupils, at a given time, possess marked or average mechanical aptitude, in order to select those best fitted for mechanical courses or pursuits, then it is only the high scores in which we are interested. For thousands of jobs average mechanical ability, coupled with high general intelligence, is adequate. For thousands of others abstract general intelligence is of less im- portance and actual mechanical genius of greatest importance. In general, the magnitude and the manifold implications of educational and vocational guidance must be in at least some degree appreciated if we are to utilize test results intelligently and avoid blind and naive conclusions. To obtain precise and well-defined measures of various mental traits is one thing; to prescribe a wise course of procedure in the light of such ascertained facts is quite another, but no less important. Each of the two issues requires the most careful technique and judgment. WHAT THESE TESTS MEASURE To estimate what any test measures it is necessary — besides merely looking at it and forming an offhand opinion — ■ Manual of Directions 1 1 to compare it with some criterion. By the first method it is clear in glancing over the pages that these tests deal with common mechanical devices and call for perceptions and judgments dealing with the nature and functions of ma- chines and parts. They call for a certain amount of general intelligence but have not been designed as intelligence tests. The most significant criteria with which they have been compared are the ranks of shop and science teachers and the scores in the Stenquist Assembling Tests. Correlations with criteria. Picture Tests I and II correlate approximately equally well with shop and science teachers' rank for "general mechanical aptitude." The coefficients of correlation determined separately for 15 classes had a median value of .67 and ranged as high as .84 in the case of pupils in private schools who are well known by the instruc- tors and who can therefore accurately rank them. Relation to Stenquist Assembling Tests. The correlations between the Stenquist Assembling Tests ^ and the Sten- quist Mechanical Aptitude Tests, I and II, calculated separately for 8 classes, had median values of .69 and .66 respectively and maximum values of .85 and .82 respectively. The Assembling Tests with which the Picture Tests are here compared consist of boxes containing actual mechanical objects such as locks, traps, bells, etc., to be assembled. For a more complete test of mechanical ability, including actual skill in manipulating mechanical devices, the Picture Tests should be followed by the Assembling Tests. ^ By the above correlations it is shown that Picture Tests I ' For full details of derivation and standardization of both the Stenquist Mechan- ical Aptitude Tests and the Stenquist Assembling Tests see "Measurements of Mechanical Ability," by John L. Stenquist. Bureau of Reference, Research, and Statistics, Department of Education, New York City. ^ These may be procured from Chas. H. Stocking Co., 3037 Carroll Avenue, Chicago, Illinois. 12 Stenquist Mechanical Aptitude Tests and II measure mechanical aptitude of a kind very similar to that considered by shop and science teachers when ranking pupils in "general mechanical abihty." The corre- lations also show that the Picture Tests measure very many of the same general traits that are tested by the Assembling Tests, although the actual trial at manipulating mechanical objects is sacrificed. Not trade tests. Neither of these correlations indicates, however, that these tests measure trade skill. No special calling has been singled out in the design of these tests, but a consistent effort has been made to make them as general as possible. In public schools the problem is not one of selecting skilled tradesmen but of selecting pupils who have general aptitude that may be developed into any of several mechanical trades. Hence the aim in these tests has been to avoid making them dependent upon trade skill. DESCRIPTION Test I consists of a series of 95 problems presented in terms of pictures. In each problem the pupil is required to determine which one of five pictures belongs with each of five others. The pictures deal only with common mechanical objects. As previously stated, no trade is singled out and no picture relating to highly specialized skills is included. Test II consists partly of material similar to that of Test I and also of questions applied to cuts of machines and machine parts. The questions are of a general nature and do not presuppose that the pupil has necessarily had actual first-hand experience with the particular machines shown. They call for keen mechanical perception and the ability to reason out a mechanical problem. Manual of Directions 13 METHOD OF SCALING All the problems have been scientifically arranged in order of difficulty and both tests have been scaled by the McCall T-Scale method.^ The T-Score (so named by Professor McCall in honor of Professors Thorndike and Terman) is based upon a constant well-defined interval; namely, the Standard Devia- tion of the measures of ability of unselected 12-year-old children (children ranging in age from 12 years, o months to 13 years, o months). The T-Scale extends from o to 100. The value 50 repre- sents the mean or median ability of 12-year-olds. Each 10 " I I I I I i " ii 40 50 60 70 80 90 points on the scale represents i S.D. of the distribution of scores of 1 2 -year-olds. The zero point is therefore at minus 5 S.D. and the 100 point at plus 5 S.D. In practice, T- Scores fall within a range from 15 to 85. The median 12- year-old thus has a T-Score of 50 T. The pupil who is just I S.D. above the median 12-year-old pupil has a T- Score of 60; the pupil who is just i S.D. below the median 12-year-old pupil has a T-Score of 40; and so on for all positions in the 12-year-old distribution. The scores reported in Tables i and 2 are all for boys. No girls' records are as yet available. These tables give the T-Score for each ^ For details, see "How to Measure in Education," by William A. McCall, Ph.D. Houghton Mifflin Company, or Teachers College Record for January, 1921. 14 Stenquist Mechanical Aptitude Tests possible number of questions right. Any score can be instantly compared with the performance of typical 12- year-old boys. Percentile ranks. In addition to the T-Scale scores, the percentile ranks are also given in Tables i and 2 for each age.^ The percentile ranks listed under 10 yrs., 6 mos., are in reality based upon all pupils of ages 10 yrs.,o mos., to 11 yrs., o mos., etc. NORMS The medians shown at the close of Tables i and 2 consti- tute tentative norms. Grade norms are not given, since they are of doubtful significance. Mechanical ability does not vary with grade as it does with age. In fact, it does not vary greatly with age, from ages 12 to 15. The significant thing is the wide variation between individuals of the same age. HOW TO INTERPRET SCORES Suppose the total number right for John, who is 12 years old, is, in Test I, 26. Refer to Table i, column i. Find 26 under "Raw Score (Number Right)." By column 2 we see that the T-Score equivalent is 40. This means (as also explained above) that this score is exactly at the — i S.D. position on the T-Scale. For further interpretation, by referring to the succeeding columns we read the percentile rank for any age in which we are interested. Since John is 12 years old, we are interested also in how he ranks with other 12-year-olds. Column 4 shows that a T-Score ot 40 is equivalent to the 17th percentile rank; that is, as com- > The tables here given must be regarded as tentative. As soon as returns are received from a larger number of cases, they will be revised and republished. Manual of Directions 15 Table i. Showing the Raw Scores (Number Right), T-Score Equivalents, and the Percentile Ranks for Each Age Corresponding to Each Score For Test I. Total Number Cases, 1130 Percentile Rank Percentile Rank Raw T- Score for each of five ages Raw T- for each of five ages Score Score Score (Num- ber Right) Equiv- II 12 13 14 15 ( Num- ber Right) Equiv- II 12 13 14 15 alent yrs. 6 yrs. 6 yrs. 6 yrs. 6 yrs. 6 alent yrs. 6 yrs. 6 yrs. 6 yrs. 6 yrs. 6 mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. I IS 51 64 94 91 84 74 69 2 16 52 6s 95 92 8s 76 71 3 17 53 66 96 93 87 78 73 4 18 I 54 66 97 94 88 79 75 S 19 I I SS 67 98 95 89 80 76 6 20 I I 56 68 98 95 90 82 78 7 21 2 I 57 69 99 96 91 83 79 8 22 2 I S8 70 99 97 92 84 80 g 23 2 2 59 70 99 97 93 85 81 10 24 3 2 I 60 71 98 94 86 82 ir 25 3 2 I 6i 71 98 94 87 83 12 25 4 3 I 62 72 98 95 88 84 13 27 4 3 2 I 63 72 98 95 89 ^1 14 23 5 3 2 I 64 73 99 96 90 86 IS 29 6 4 3 2 I 65 73 99 96 91 87 16 30 7 4 3 2 I 66 74 97 92 88 17 31 8 5 3 3 2 67 74 97 92 89 18 32 9 5 4 3 2 68 75 98 93 90 19 ii 10 6 5 4 3 69 75 98 93 90 20 34 II 7 6 5 4 70 76 99 94 91 21 35 13 8 7 6 5 71 76 94 91 22 36 IS 10 8 7 6 72 77 95 92 23 37 17 12 9 8 7 73 77 95 92 24 38 19 14 10 9 8 74 78 96 93 2S 39 22 i6 12 11 9 75 78 96 94 26 40 25 17 14 12 10 76. 79 97 94 27 41 28 19 16 14 II 77 79 97 95 28 42 32 21 18 16 13 78 80 98 95 23 43 36 24 20 18 15 79 80 98 96 30 44 40 27 23 20 17 80 81 99 96 31 45 43 31 26 23 19 81 81 97 32 46 47 35 29 25 21 82 82 97 33 47 SO 40 32 27 23 83 82 97 34 48 54 45 35 29 25 84 83 98 3S 49 S3 50 38 31 27 85 83 98 36 SO 63 54 42 34 30 86 84 98 37 SI 67 S8 46 38 34 87 84 98 98 38 52 70 62 SO 42 39 88 85 39 53 73 66 55 46 42 89 8S 99 40 54 76 70 59 50 45 90 86 99 41 55 79 73 61 53 47 91 86 99 42 56 81 75 63 55 50 92 87 99 43 57 83 77 6S 57 52 93 87 99 44 ss 85 79 67 59 55 94 88 99 45 59 60 61 87 88 90 81 83 85 70 73 76 61 64 66 57 60 62 95 88 99 46 47 Median Number Right 3i 35 38 40 42 48 49 SO 62 91 92 93 87 89 90 78 80 82 68 64 67 62 63 70 72 Median T- Score 47 49 52 S4 56 i6 Stenquist Mechanical Aptitude Tests Table 2. Raw Scores (Number Right), T-Score Equivalents, and Percentile Ranks for Each Score for Each Age For Test II. Total Number Cases, 1087 Percentile Rank Percentile Rank Raw T for each of six ages Raw Score T- for each of six ages Score Score Score (Num- ber Right) Equiv- alent 10 yrs. 6 II yrs. 6 12 yrs. 6 13 yrs. 6 14 yrs. 6 IS yrs. 6 (Num- ber Right) Equiv- alent 10 yrs. 6 II yrs. 6 12 yrs. 6 13 yrs. 6 14 yrs. 6 15 yrs. 6 mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. I 20 I 43 61 95 90 83 78 75 71 2 22 I 44 62 62 96 91 85 80 77 74 3 24 I 45 97 93 87 82 79 77 4 5 26 28 I 2 I 46 63 97 94 88 84 82 79 47 64 98 95 90 86 84 81 6 29 3 2 I 48 64 99 96 92 88 86 83 7 30 4 2 I I 49 65 66 99-4 97 94 90 88 8s 8 31 5 3 2 I 50 99.9 98 9S 92 90 87 9 10 32 33 6 8 4 5 2 3 I 2 I I 51 67 68 69 99 96 94 92 89 52 99.2 97 95 93 90 II 34 10 6 4 2 I I 53 99-4 97 96 94 92 12 35 12 8 5 3 2 I 54 70 99.6 98 97 95 94 13 36 15 9 6 4 3 2 55 71 99-9 99 98 96 95 14 36 18 II 7 4 3 2 56 IS 37 21 13 8 5 4 3 72 99.2 98 97 96 57 73 99.4 99 98 97 16 37 24 16 10 6 5 4 58 74 99.6 99-3 98 98 17 38 27 18 II 8 6 5 59 75 76 99.9 99.6 98 98 18 39 30 20 13 9 7 6 60 99-9 99 98 19 20 40 40 36 22 24 15 16 10 12 8 10 8 9 61 62 77 78 99-1 99.3 98 98 21 41 39 26 18 14 12 10 63 64 65 79 80 81 99 S 99 22 42 42 29 20 16 14 12 99.7 99 23 43 46 32 22 18 16 14 99.9 99-1 24 44 50 35 25 21 18 16 66 67 82 25 45 54 38 28 23 20 19 83 99.2 99-3 26 46 58 42 31 26 23 *2I 68 69 84 85 86 99. S 27 47 62 46 34 28 26 23 99-7 28 48 65 SO 38 30 28 26 70 99.9 29 48 68 54 42 34 31 29 87 87 30 49 71 58 46 37 34 i^ 71 72 31 50 74 62 50 40 37 35 73 88 88 89 32 51 76 65 54 44 40 37 74 75 33 52 78 68 57 47 43 40 34 35 53 54 So 82 71 74 61 64 50 54 46 50 43 46 76 77 89 00 36 55 84 86 77 67 58 62 54 SO 78 90 37 S6 79 70 57 53 38 57 88 81 73 65 61 56 Median 36 39 S8 90 83 75 68 64 59 Number Right 24 28 31 34 35 40 59 59 60 91 93 94 85 87 88 77 79 81 70 73 75 67 70 72 62 65 68 44 48 50 Si 54 41 42 Median T-Score 55 Manual of Directions 17 pared with 12-year-olds in general 16 per cent score lower and 83 per cent score higher. Consider on the ocher hand the case of Tom, whose age is 14 and who also received a raw score of 26. His T-Score is, of course, also 40. This tells us, as in the case of John, that he stands at the — i S.D. of 12-year-olds. This is a well-defined and unambiguous score. However, since Tom is 14 years old we are also interested in knowing his ability as compared with other boys of his own age. Column 6 shows that the percentile rank of 26 right in the case of 14-year-olds is 12; that is, he is exceeded by 88 per cent of boys of his own age. In this way any score can be instantly interpreted. It gives a very complete notion of what any score means. Table 2 gives the same facts for Test II. TIME For Test I, allow 45 minutes. For Test II, allow for Exercise i, Exercise 2, Exercise 3, A, and Exercise 3, B, respectively, 10, 18, 10, and 12 minutes, as directed in "Instructions for Giving" below. INSTRUCTIONS FOR GIVING TEST I Pupils must he seated so as to prevent copying. Desks are cleared, pencils provided, and monitors pass out'booklets, one to each pupil. Examiner instructs all pupils to fill in properly the heading on the blanks, being especially careful to obtain the correct age — by last hirtliday. Examiner says: "Lay pencils down! Before you begin I will show you exactly what you are to do. Let us read the directions." Examiner then reads aloud the instructions 1 8 Stenquist Mechanical Aptitude Tests on the front page, while the pupils read silently. Examiner then asks if all understand. If some do not understand, repeat as much as is necessary. Examiner now says: "Open your booklets to Exercise i, and turn the opposite page under like this." (Demonstrate. The pictures of Exercise 6 which appear upside down on page opposite Exercise i are then out of sight.) "You see that there are 3 problems in Exercise i all like the sample test on the front cover which we have just looked at; do them all in the same way. When you have finished Exercise I, turn the page over and do Exercise 2, then Exercise 3, then Exercise 4, and so on until you have tried them all. If you don't know the right answers, guess. Write one letter in each square." Repeat privately any instructions necessary. Each child must understand what he is asked to do. No child is expected to answer all the questions correctly, but he should try them all. Examiner must see that answers are being plainly written in the proper place; that is, in the blank spaces provided in the margins. Time: Allow 45 minutes if necessary. Booklets are handed in as soon as finished, but examiner should be careful not to imply by word or manner that this is a speed test. The intention is to give all the time desired by 95 per cent of pupils. INSTRUCTIONS FOR GIVING TEST II Pupils must be seated so as to prevent copying. Desks are cleared and monitors pass out booklets, one to each pupil. Examiner instructs all pupils to fill in properly the heading Manual of Directions i0 blanks, being particularly careful to obtain correct age — by last birlMay. Directions for Exercise i Examiner says: "Lay pencils down. Before you begin I will show you exactly what you are to do. Turn to Exercise I. Let us read the directions." Examiner reads aloud, and pupils silently, the directions for Exercise i printed in test booklet. Examiner must read slowly and point out "picture T" and "picture H" while holding booklet up before class. Examiner must also point out where letters T and H are written in the space for the answers. As soon as all the pupils understand what they are to do, say: "Ready — begin." At the end of lo minutes, or when all have finished/ say: "Stop. Lay pencils down." Directions for Exercise 2 "Turn to Exercise 2. Let us read the directions: 'Look at Figure i on opposite page, and answer as many of the questions below as you can. Answer each question with a single letter. If you don't know, guess.' When you have finished Figure i, do the same for Figure 2, Figure 3, and Figure 4. If you don't know what to do, raise your hand." As before, instructions are repeated, if necessary^ until all understand what is wanted. When all understand, examiner says: -"Ready — begin." Allow 18 minutes. At the end of this time, or when all have finished,^ examiner says: "Stop. Turn to Exercise 3." Directions for Exercise j Section A. "Look at the machine parts on the page opposite Exercise 3; now look at Figure i and Figure 2 ^ If they finish before time is up. 20 Stenquist Mechanical Aptitude Tests in Exercise 3. Find where each machine part belongs in Figure i or in Figure 2. For example: part A belongs at i in Figure i or in Figure 2; so A is written beside i in the space for the answers." (Point to pulley A and to the pulleys numbered i in the two figures so that all may see the correspondence.) "Part W belongs at 2 in Figure i or in Figure 2; so W is written beside 2 in the space for the answers." (Point to pulley W and to pulleys 2.) "In the same way find which of the machine parts belong at 3, 4, 5, etc., in Figure i or in Figure 2, and write the letters opposite these ntunbers." Allow 10 minutes. Section B. "Now read all the questions in Section B and answer as many of them as you can. If you are not sure, guess. When you have finished, hand in your booklet." Allow 12 minutes. As the nature of this test is somewhat unusual, the examiner must make sure that the pupils understand what is required of them, and for this reason directions may be repeated, or given privately to any pupil who does not understand. The examiner must not, of course, indicate or suggest what is the correct answer in any case, when repeat- ing instructions. Examiner should see that answers are being written in the proper place. DIRECTIONS FOR SCORING These tests have been carefully planned to permit of rapid and accurate scoring. All answers are designedly placed at the extreme right-hand margin for each exercise, to facilitate easy checking of answers. All answers are either right or wrong. To find the number of correct answers, place the closed test booklet face up on the cardboard key, allowing the Manual of Dirediom 21 latter to project at the right-hand edge sufficiently to expose Hst of correct answers for Exercise i; now open booklet to Exercise i and check off, with ink or blue pencil, each right answer, counting as they are checked. Write the number of correct responses at the foot of the column. Then turn to Exercise 2 without removing booklet, pulling the booklet slightly over to the left on the key to expose list of correct answers for Exercise 2, and continue checking and counting the right answers as before. Do the same for all the exer- cises. Then copy the exercise scores on to the front page and add to find the Total Score. Then fill in the corresponding T-Score from table. In the case of Test I the booklet is reversed to correct Exercises 4, 5, and 6. The scoring can be done very rapidly and accuratel}' by any teacher or compe- tent clerk. i^iiiiiiiiiiiiiH iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiriiiiiiiiiiiiii I iiiiiiiiiiiiiiiiii iiiiiiiiiiiiiiiiiiiiiiiii';^ I STANDARD TESTS of Achievement | I cuid Intelligence. Also Practice Tests | I Prepared by experts only | I COURTIS Slandard Practice Tests in Arithmetic: 1920 Revision. Cabinet No. | I I, $9.00 net; Cabinet No. 2, $7.00 net; Cabinet No. ,3, $2.75 net; Student's = = Record and Practice Pad, 16 cents net; Teacher's Manual, 40 cents net; | I Teacher's Record, 5 cents net; Research Cards, 90 cents net; E.\tra Lesson | I Cards. I to 48: Form .4, 90 cents net ; Lesson Cards i to 48 : Form B, 90 cents | I net; Extra Lesson Cards, 60 cents net; Specimen Set, $1.50 postpaid. = I COURTIS Slandard Practice Tests in Handwriting. Student's Daily Lesson | I Book, 10 cents net; Student's Daily Record Card and Graph Blank, 3 cents net; = = Teacher's Manual, including Class Record: Research Tests, 25 cents net; Class 5 = Record: Daily Scores and Time Cost, 5 cents net; Scale for Measuring Hand- = i writing, 10 cents net; Specimen set 50 cents postpaid. = I IIAGGERTY Intelligence E.timinition. Delta i package, $1.50 net; Key for | I Delta I, IS cents net; Delta 2 package, $1.50 net; Key for Delta 2, 10 cents 5 I net ; Manual of Directions, 40 cents net ; Specimen Set, 65 cents postpaid. h I IIAGGERTY Reading Examination. Sigma i package, $i..io net; Key for | I Sigma I, 5 cents net; Sigma 3 package, $1.50 net ; Key for Sigma 3, 10 cents | i net; Manual of Directions, 30 cents net; Specimen Set, 50 cents postpaid. = I HA.yDSCIIIX Modern Language Tests. Silent Reading Test A: French | = package, $1.00 net; Silent Reading Test B: French package, $1.00 net; 5 E Silent Reading Test A : Spanish package, $1.00 net ; Silent Reading Test B: ^ E Spanish package. $1.00 net; Comprehension and Grammar Test A : French = = package, $1.00 net; Specimen Set, 20 cents postpaid. (Packages include E i directions and keys.) i I nUDELSON English Composition Scale, vii+46 pp. 60 cents. | i HAGGERTY, TERM AN. THORXDIKE. WHIPPLE. YERKES National | i Intelligence Tests. Scale .-^ : Form i or 2 package, $1.60 net ; Scale B : Form = i I or 2 package, $1.60 net; Manual of Directions, 25 cents net; Specimen | i Set, so cents postpaid. Packages include keys. | I OTIS General Intelligence E.xamination. Examination package with Manual | E and Key, $1.00 net; Specimen Set, 10 cents postpaid. = I or/5 Group Intelligence Scale. Primary Examination : Form A package, | I Si.so net; Primary Examination: Form B package, Si.so net; Advanced E i Examination: Form .\ package, $1.50 net ; Advanced Examination : Form B = i package, Si.so net; Manual of Directions, 40 cents net; Examiner's Key, = i 2s cents net; Specimen Set, 75 cents postpaid. = I TERMA.X Group Test of Mental Ability. Examination: Form A package, | E $1.60 net; Examination: Form B package, $1.60 net ; Specimen Set, is cents e E postpaid. (Packages contain Manuals and Keys.) E I WILKINS Prognosis Test in Modern Languages. Tests packages. $1.60 net; | I Specimen Set, 10 cents postpaid. (Packages contain Manual.) | I Most packages contain Class Records. All packages contain examination E = blanks for 25 pupils, except the Handschin tests which contain blanks for 30 = 1 pupils. All prices net, transportation additional, except for specimen sets which 5 = are sent postpaid when cash accompanies the order. Circulars describing the - i tests more in detail will be sent on application, also a 32-page Brief Treatise on E E Tests. Other tests are in active prei)aration. E I WORLD BOOK COMPANY | i YONKERS-ON-HUDSON. NeW YORK 1 = 2120 Pr.^irie Avenue, Chicago = ^iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiJiiiiiiiMiiiiiiiiiiiiiiiiiiiiiiiiiiiiiirriifiiiiiiiiiniiiiitiiiiiiiiiiiiiiiiiiiiiriiiiiiii; eMiiiiiniiiMiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiMiiiiiiiiniiiiMiiiniiniiiiiiiiiuiiiiniiininiin^ 1 Pre flared under the auspices of the National Research Council 1 I NATIONAL I I INTELLIGENCE TESTS | i By M. E. Haggerty, L. M. Terman, E. L. Thorndike | I G. M. Whipple, and R. M. Yerkes, Chairman | I ^ I ■'HESE tests are the direct result of the application of the army | 1 A testing methods to school needs. They were devised in order to | 1 supply group tests for the eximination of school children that would | 1 embody the greater benefits derived from the Binet and similar tests. | 1 The eflFectiveness of the army intelligence tests in problems of classifica- | 1 tion and diagnosis is a measure of the success that may be expected to 1 1 attend the use of the National Intelligence Tests, which have been 1 i greatly improved in the light of army experiences. f i The tests have been selected from a large group of tests after a try-out I = and a careful analysis by a statistical staff. The two scales prepared I 1 consist of five tests each (with practice exercises), and either may 1 1 be administered in thirty minutes. They are simple in application, 1 = reliable, and immediately useful for classifying children in Grades i s 3 to S with respect to intellectual ability. Scoring is unusually simple. 1 I Either scale may be used separately to advantage. The reliability | = of results is increased, however, by reexamination with the other scale 1 1 after an interval of at least a day. | 1 Scale A consists of an arithmetical reasoning, a sentence completion, 1 I a logical selection, a synonym-antonym, and a symbol-digit test. Scale | H B includes a completion, an information, a vocabulary, an analogies, i 1 and a comparison test. | I Scale A: Forml. 12 pages. Price per package of 25 Exami- j I nation Booklets, 2 Scoring Keys, and 1 Class Record $1 .00 net. | g Scale A: Form 2. Same description. Same price. = I Scale B: Form 1. 12 pages. Price per package of 2.5 E.xami- i s nation booklets. Scoring Key, and Class Record $1.00 net. = i Scale B: Form 2. Same description. Same price. | I Manual of Directions. Paper. 32 pages. Price 25 cents = = nPt- i I Specimen Set. One copy of each Scale and Scoring Keys and i 1 Manual of Directions. Price 50 cents postpaid. 1 I Experimental work financed by the General Education Board I I by appropriation of $2o,00Q | i WORLD BOOK COMPANY | I YO.NKERS-ON-HUDSON, NeVV YoRK 1 I 2126 Prairie Avenue, Chicac.o I SinuiuiiniiuiiiiiiiHiiiiiiuMiiMniMiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiMiiiiiiiiiiiiiiiiiiiiiiiiiniMiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiinnnMiiiiiiMiiiiiiiMiiiiiiii^ LIBRftRY OF CONGRESS 021 760 941 yjiiiiiiiniiniiiiiiiiiiiiiiiiiiiiifiiiiiiiiiiiMiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiMiiiiiiiiiiiiiiiiiiiiiiMiriiiiiiiiiiMiM iiiiiiiii{iii!ii iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiij I INGLIS INTELLIGENCE I I QUOTIENT VALUES | I TABLES DERIVED AND ARRANGED | I By Alexander Inglis | I Professor of Education, Graduatr School of Educaiion | I Harvard University | I ' pHESE tables are designed to reilure Id a ininimum the | I time, labor, and inaccuracy involved in the calcu- | I lation of intelligence quotients. Their use makes it | I unnecessary to perform the usual operation of reducing | I mental and chronological ages to months and of other | I mathematical calculations. Intelligence quotients may be | I read directly from age expressed in years and months. | I The tables have the following ranges with values for | I each month: mental ages — three years to 16 years; | i chronological ages — five years to 17 years; intelligence | I quotients — .30 to 1.70, within the limits of the ages speci- | I fied. These ranges are sufficient for all ordinary use. | I The greatest care has been taken to insure accuracy, each | I figure having been checked at least four times. | I The arrangement of the tables greatly facilitates their | I use. At the top and at the bottom of each page are guides | I for the mental age. On the left and on the right of each | I page are guides for the chronological age. Heavy guide | I lines enclose the figures for the even years and lighter | I guide lines enclose the even half-years. The desired | I intelligence quotient is found where the proper column j I and line meet. All intelligence quotients for any given | I mental age are presented on the two pages facing each | I other thus permitting the very rapid determination of | I values. I I Price $I.2j net 1 I WORLD BOOK COMPANY | I VnNKERS-ON-HuDSON, XeW YoRK | I 2I3(! Prairii- Avenue, Ciiicac.o ' | iniiiiiiiriiiiiiiiiiiimiiiiiiiiMiiiiiii iiiiiiitiiiiiiiiiiiiiiiiiiiiiiMiiiiMiiiiiiiiiiiiiiiiMiiiiniiiiiiiiiiiiimiiiiiii tMiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiMiMMiiiiiiiiiiiiiiiiiiiiiiiiiiii,^ LIBRARY OF CONGRESS 021 760 941