rceptive processes, is one of the most valuable of all.
It is possible to differentiate at least a half-dozen degrees of
excellence in definitions, according to the intellectual maturity of the
subject. A volume, indeed, could be written on the development of word
definitions and the growth of meanings; but we will postpone further
discussion until VIII, 5. Our concern at present is to know that
children of 5 years should at least be able to define four of these six
words in terms of use.

Binet placed the test in year VI, but our own figures and those of
nearly all the other investigations indicate that it is better located
in year V.

V, 5. THE GAME OF PATIENCE

MATERIAL. Prepare two rectangular cards, each 2 x 3 inches, and divide
one of them into two triangles by cutting it along one of its diagonals.

PROCEDURE. Place the uncut card on the table with one of its longer
sides to the child. By the side of this card, a little nearer the child
and a few inches apart, lay the two halves of the divided rectangle with
their hypothenuses turned from each other as follows:

[Illustration]

Then say to the child: "_I want you to take these two pieces_ (touching
the two triangles) _and put them together so they will look exactly like
this_" (pointing to the uncut card). If the child hesitates, we repeat
the instructions with a little urging. Say nothing about hurrying, as
this is likely to cause confusion. Give three trials, of one minute
each. If only one trial is given, success is too often a result of
chance moves; but luck is not likely to bring two successes in three
trials. If the first trial is a failure, move the cut halves back to
their original position and say: "_No; put them together so they will
look like this_" (pointing to the uncut card). Make no other comment of
approval or disapproval. Disregard in silence the inquiring looks of the
child who tries to read his success or failure in your face.

If one of the pieces is turned over, the task becomes impossible, and it
is then necessary to turn the piece back to its original position and
begin over, not counting this trial. Have the under side of the pieces
marked so as to avoid the risk of presenting one of them to the child
wrong side up.

SCORING. There must be _two successes in three trials_. About the only
difficulty in scoring is that of deciding what constitutes a trial. We
count it a trial when the child brings the pieces together and (after
f