xamples of border-line deficiency. Dull normals. Average
intelligence. Superior intelligence. Very superior intelligence.
Examples of very superior intelligence. Genius and "near" genius.
Is the I Q often misleading?

CHAPTER VII

RELIABILITY OF THE BINET-SIMON METHOD 105

General value of the method. Dependence of the scale's
reliability on the training of the examiner. Influence of the
subject's attitude. The influence of coaching. Reliability of
repeated tests. Influence of social and educational advantages.

PART II

GUIDE FOR THE USE OF THE STANFORD REVISION AND EXTENSION

CHAPTER VIII

GENERAL INSTRUCTIONS 121

Necessity of securing attention and effort. Quiet and seclusion.
Presence of others. Getting into _rapport_. Keeping the child
encouraged. The importance of tact. Personality of the examiner.
The avoidance of fatigue. Duration of the examination. Desirable
range of testing. Order of giving the tests. Coaxing to be
avoided. Adhering to formula. Scoring. Recording responses.
Scattering of successes. Supplementary considerations.
Alternative tests. Finding mental age. The use of the
intelligence quotient. How to find the I Q of adult subjects.
Material for use in testing.

CHAPTER IX

INSTRUCTIONS FOR YEAR III

1. Pointing to parts of the body 142
2. Naming familiar objects 143
3. Enumeration of objects in pictures 145
4. Giving sex 146
5. Giving the family name 147
6. Repeating six to seven syllables 149
Alternative test: Repeating three digits 150

CHAPTER X

INSTRUCTIONS FOR YEAR IV

1. Comparison of lines 151
2. Discrimination of forms 152
3. Counting four pennies 154
4. Copying a square 155
5. Comprehension, first degree 157
6. Repeating four digits 159
Alternative test: Repeating twelve to thirteen syllables 160

CHAPTER XI

INSTRUCTIONS