nment has not stimulated language development.
But even in these cases we are not seriously misled, for the dull child
of fortunate home surroundings shows his dullness in the quality of his
definitions if not in their quantity; while the bright child of
illiterate parents shows his intelligence in the aptness and accuracy of
his definitions.

We have not worked out a satisfactory method of scoring the quality of
definitions in our vocabulary test, but these differences will be
readily observed by the trained examiner. Definitions in terms of use
and definitions which are slightly inaccurate or hazy are quite
characteristic of the lower mental ages. Children of the lower mental
age have also a tendency to venture wild guesses at words they do not
know. This is especially characteristic of retarded subjects and is
another example of their weakness of auto-criticism. One feeble-minded
boy of 12 years, with a mental age of 8 years, glibly and confidently
gave definitions for every one of the hundred words. About 70 of the
definitions were pure nonsense.

This vocabulary test was arranged and partially standardized by Mr.
H. G. Childs and the writer in 1911. Many experiments since then have
proved its value as a test of intelligence.

VIII, ALTERNATIVE TEST 1: NAMING SIX COINS

PROCEDURE is exactly as in VI, 5 (naming four coins). The dollar should
be shown before the half-dollar.

SCORING. _All six coins must be correctly named._ If a response is
changed the rule is to count the second answer and ignore the first.

REMARKS. Binet used nine pieces and required knowledge of all at year X
(1908), but at year IX in the 1911 revision. Most other workers have
used the same method, with the test located in either year IX or year X.

VIII, ALTERNATIVE TEST 2: WRITING FROM DICTATION

PROCEDURE. Give the child pen, ink, and paper, place him in a
comfortable position for writing, and say: "_I want you to write
something for me as nicely as you can. Write these words: 'See the
little boy.' Be sure to write it all: 'See the little boy.'_"

Do not dictate the words separately, but give the sentence as a whole.
Further repetition of the sentence is not permissible, as ability to
remember what has been dictated is a part of the test. Copy, of course,
must not be shown.

SCORING. Passed if the sentence is written legibly enough to be easily
recognized, and if no word has been omitted. Ordinary mistakes of
spelling are disre