interpretation ("What is this a
picture of?" or "What do you see in this picture?") comes no more
readily at 14 years than provoked interpretation ("Explain this
picture") at 12. The standard of scoring is no less important. If with
the Stanford pictures we require three satisfactory responses out of
four, the test belongs at the 12-year level, but the standard of two
correct out of four can be met a year or two earlier.

Even after we have agreed upon a given series of pictures, the formula
for giving the test, and upon the requisite number of passes, there
remains still the question as to the proper degree of liberality in
deciding what constitutes interpretation. There is no single point in
mental development where the "ability to interpret pictures" sweeps in
with a rush. Like the development of most other abilities, it comes by
slow degrees, beginning even as early as 6 years.

The question is, therefore, to decide whether a given response contains
as much and as good interpretation as we have a right to expect at the
age level where the test has been placed. It is imperative for any one
who would use the scale correctly to acquaint himself thoroughly with
the procedure and standards described above.

XII, 8. GIVING SIMILARITIES, THREE THINGS

PROCEDURE. The procedure is the same as in VIII, 4, but with the
following words:--

(a) _Snake_, _cow_, _sparrow_.
(b) _Book_, _teacher_, _newspaper_.
(c) _Wool_, _cotton_, _leather_.
(d) _Knife-blade_, _penny_, _piece of wire_.
(e) _Rose_, _potato_, _tree_.

As before, a little tactful urging is occasionally necessary in order to
secure a response.

SCORING. _Three satisfactory responses out of five_ are necessary for
success. Any real similarity is acceptable, whether fundamental or
superficial, although the giving of fundamental likenesses is especially
symptomatic of good intelligence.

Failures may be classified under four heads: (1) Leaving one of the
words out of consideration; (2) giving a difference instead of a
similarity; (3) giving a similarity that is not real or that is too
bizarre or far-fetched; and (4) inability to respond. Types (1), (3),
and (4) are almost equally numerous, while type (2) is not often
encountered at this level of intelligence.

This test provokes doubtful responses somewhat oftener than the earlier
test of giving similarities. Those giving greatest difficulty are the
indefinite statements like "All are useful," "A