s rapidly exhaust themselves, while a very few make a bad beginning
and improve as they go. As a rule it is only the very intelligent who
improve after the first half-minute. On the other hand, mentally
retarded subjects and very young normals exhaust themselves so quickly
that only a few words are named in the last minute.

Binet first located this test in year XI, but shifted it to year XII in
1911. Goddard and Kuhlmann retain it in year XI, though Goddard's
statistics suggest year X as the proper location, and Kuhlmann's even
suggest year IX. Kuhlmann, however, accepts fifty words as satisfactory
in case the response contains a considerable proportion of abstract or
unusual words. All the American statistics except Rowe's agree in
showing that the test is easy enough for year X.

X, ALTERNATIVE TEST 1: REPEATING SIX DIGITS

The digit series used are 3-7-4-8-5-9; and 5-2-1-7-4-6.

The PROCEDURE and SCORING are the same as in VII, 3, except that only
two trials are given, one of which must be correct. The test is somewhat
too easy for year 10 when three trials are given.

The test of repeating six digits did not appear in the Binet scale and
seems not to have been standardized until inserted in the Stanford
series.

X, ALTERNATIVE TEST 2: REPEATING TWENTY TO TWENTY-TWO SYLLABLES

The sentences for this year are:--

(a) "_The apple tree makes a cool, pleasant shade on the ground
where the children are playing._"
(b) "_It is nearly half-past one o'clock; the house is very
quiet and the cat has gone to sleep._"
(c) "_In summer the days are very warm and fine; in winter it
snows and I am cold._"

PROCEDURE and SCORING exactly as in VI, 6.

REMARKS. It is interesting to note that five years of mental growth are
required to pass from the ability to repeat sixteen or eighteen
syllables (year VI) to the ability to repeat twenty or twenty-two
syllables. Similarly in memory for digits. Five digits are almost as
easy at year VII as six at year X. Two explanations are available: (1)
The increased difficulty may be accounted for by a relatively slow
growth of memory power after the age of 6 or 7 years; or (2) the
increase in difficulty may be real, expressing an inner law as to the
behavior of the memory span in dealing with material of increasing
length. Both factors are probably involved.

This is another of the Stanford additions to the scale. Average children
of 10 years ordinarily pass