speed than a stone; that a falling object gains momentum; that a heavy
moving object is harder to stop than a light object moving at the same
rate; that freezing water bursts pipes; that sounds sometimes give
echoes; that rainbows cannot be approached; that a lamp seems dim by
daylight; that by day the stars are not visible and the moon only barely
visible; that the headlights of an approaching automobile or train are
blinding; that if the room in which we are reading is badly lighted we
must hold the book nearer to the eyes; that running makes the heart beat
faster and increases the rate of breathing; that if we are cold we can
get warm by running; that whirling rapidly makes us dizzy; that heat or
exercise will cause perspiration, etc.

Although the causes of some of these phenomena are not understood even
by intelligent adults without some instruction, the facts themselves are
learned by the normal individual from his own experience. The higher the
mental level and the greater the curiosity, the more observant one is
about such matters and the more one learns. Many items of knowledge such
as we have mentioned could and should be standardized for various mental
levels. In devising tests of this kind we should, of course, have to
look out for the influences of formal instruction.

CHAPTER XX

INSTRUCTIONS FOR "SUPERIOR ADULT"

SUPERIOR ADULT, 1: VOCABULARY (SEVENTY-FIVE DEFINITIONS, 13,500 WORDS)

PROCEDURE and SCORING, as in previous vocabulary tests. At the "superior
adult" level seventy-five words should be known.

The test is passed by only one third of those at the "average adult"
level, but by about 90 per cent of "superior adults." Ability to pass
the test is relatively independent of the number of years the subject
has attended school, our business men showing even a higher percentage
of passes than high-school pupils.

SUPERIOR ADULT, 2: BINET'S PAPER-CUTTING TEST

PROCEDURE. Take a piece of paper about six inches square and say:
"_Watch carefully what I do. See, I fold the paper this way_ (folding it
once over in the middle), _then I fold it this way_ (folding it again in
the middle, but at right angles to the first fold). _Now, I will cut out
a notch right here_" (indicating). At this point take scissors and cut
out a small notch from the middle of the side which presents but one
edge. Throw the fragment which has been cut out into the waste-basket or
under the table. Leave the folded pape