be profitable to devise and
standardize a set of pictures of the same general type which would
measure a less primitive stage of aesthetic development.

The present test was located by Binet in year VI and has been retained
in that year in other revisions; but three separate Stanford
investigations, as well as the statistics of Winch, Dumville, Brigham,
Rowe, and Dougherty, warrant its location in year V.

V, 4. GIVING DEFINITIONS IN TERMS OF USE

PROCEDURE. Use the words: _Chair_, _horse_, _fork_, _doll_, _pencil_,
and _table_. Say: "_You have seen a chair. You know what a chair is.
Tell me, what is a chair?_" And so on with the other words, always in
the order in which they are named above.

Occasionally there is difficulty in getting a response, which is
sometimes due merely to the child's unwillingness to express his
thoughts in sentences. The earlier tests require only words and phrases.
In other cases silence is due to the rather indefinite form of the
question. The child could answer, but is not quite sure what is expected
of him. Whatever the cause, a little tactful urging is nearly always
sufficient to bring a response. In this test we have not found the
difficulty of overcoming silence nearly as great as others have stated
it to be. In consecutive tests of 150 5- and 6-year-old children we
encountered unbreakable silence with 8 words out of the total 900
(150 x 6). This is less than 1 per cent. But tactful encouragement is
sometimes necessary, and it is best to take the precaution of not giving
the test until _rapport_ has been well established.

The urging should take the following form: "_I'm sure you know what a
... is. You have seen a .... Now, tell me, what is a ... ?_" That is, we
merely repeat the question with a word of encouragement and in a
coaxing tone of voice. It would not at all do to introduce other
questions, like, "_What does a ... look like?_" or, "_What is a ...
for?_" "_What do people do with a ... ?_"

Sometimes, instead of attempting a definition (of _doll_, for example),
the child begins to talk in a more or less irrelevant way, as "I have a
great big doll. Auntie gave it to me for Christmas," etc. In such cases
we repeat the question and say, "_Yes, but tell me; what is a doll?_"
This is usually sufficient to bring the little chatter-box back to the
task.

Unless it is absolutely necessary to give the child lavish
encouragement, it is best to withhold approval or disapproval u