anguage. It is a real code, one that was used in the Civil War for
sending secret messages. This is the way it works: we draw the lines
which hold a letter, but leave out the letter. Here, for example, is the
way we would write 'spy?'_" Then write the word _spy_, pointing out
carefully where each letter comes from, and emphasizing the fact that
the dot must be used in addition to the lines in writing any letter in
the second or the fourth diagram. Illustrate also with _war_.

Then add: "_I am going to have you write something for me; remember now,
how the letters go, first_ (pointing, as before) _a b c, d e f, g h i,
then j k l, m n o, p q r, then s t u v, then w x y z. And don't forget
the dots for the letters in this diagram and this one_" (pointing). At
this point, take away the diagrams and tell the subject to write the
words _come quickly_. Say nothing about hurrying.

The subject is given a pencil, but is allowed to draw only the symbols
for the words _come quickly_. He is not permitted to reproduce the
entire code and then to copy the code letters from his reproduction.

SCORING. The test is passed if the words are written in _six minutes and
without more than two errors_. Omission of a dot counts as only a half
error.

REMARKS. It is not easy to analyze the mental functions which contribute
to success in the code test. Contrary to what might be supposed, success
does not necessarily depend upon getting and retaining a visual picture
of the diagrams. Kinaesthetic imagery will answer the purpose just as
well, or the original visual impression may even be translated at once
into auditory-verbal imagery and remembered as such. The significance of
the test must be expressed in other terms than the kind of imagery it
may happen to bring into play.

Healy and Fernald describe the task of writing a code sentence without
copy as one which requires "close attention and steadiness of purpose."
They also emphasize the fact that the attention must be directed inward,
since there is no object of interest before the senses and since no
special stimulus to attention is offered by the experimenter.
Observations we have made on subjects during the test confirm this view
as to the factors involved.

That inability to remember the code as a whole is not a common cause of
failure is shown by the fact that subjects above 12-year intelligence
who have failed on the test are nearly always able to reproduce the
diagrams and insert