y or mainly of
enumeration. A phrase or two of description intermingled with a larger
amount of enumeration counts _minus_. Sometimes the description is
satisfactory as far as it goes, but is exceedingly brief. In such cases
a little tactful urging ("_Go ahead_," etc.) will extend the response
sufficiently to reveal its true character.

REMARKS. Description is better than enumeration because it involves
putting the elements of a picture together in a simple way or noting
their qualities. This requires a higher type of mental association
(combinative power) than mere enumeration. An unusually complete
description indicates relative wealth of mental content and facility of
association.

Binet placed this test in year VII, and it seems to have been retained
in this location in all revisions except Bobertag's. However, the
statistics of various workers show much disagreement. Lack of agreement
is easily accounted for by the fact that different investigators have
used different series of pictures and doubtless also different standards
for success. The pictures used by Binet have little action or detail and
are therefore rather difficult for description. On the other hand, the
Jingleman-Jack pictures used by Kuhlmann represent such familiar
situations and have so much action that even 5- or 6-year intelligence
seldom fails with them. The pictures we employ belong without question
in year VII.

No better proof than the above could be found to show how ability of a
given kind does not make its appearance suddenly. There is no one time
in the life of even a single child when the power to describe pictures
suddenly develops. On the contrary, pictures of a certain type will
ordinarily provoke description, rather than enumeration, as early as
5 or 6 years; others not before 7 or 8 years, or even later.

VII, 3. REPEATING FIVE DIGITS

PROCEDURE. Use: 3-1-7-5-9; 4-2-3-8-5; 9-8-1-7-6. Tell the child to
listen and to say after you just what you say. Then read the first
series of digits at a slightly faster rate than one per second, in a
distinct voice, and with perfectly uniform emphasis. _Avoid rhythm._

In previous tests with digits, it was permissible to re-read the first
series if the child refused to respond. In this year, and in the digits
tests of later years, this is not permissible. Warning is not given as
to the number of digits to be repeated. Before reading each series, get
the child's attention. Do not stare at th