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ducated and uneducated subjects of the same mental level. SUPERIOR ADULT, 4: REPEATING THOUGHT OF PASSAGE PROCEDURE. Say: "_I am going to read a little selection of about six or eight lines. When I am through I will ask you to repeat as much of it as you can. It doesn't make any difference whether you remember the exact words or not, but you must listen carefully so that you can tell me everything it says._" Then read the following selections, pausing after each for the subject's report, which should be recorded _verbatim_:-- (a) "_Tests such as we are now making are of value both for the advancement of science and for the information of the person who is tested. It is important for science to learn how people differ and on what factors these differences depend. If we can separate the influence of heredity from the influence of environment, we may be able to apply our knowledge so as to guide human development. We may thus in some cases correct defects and develop abilities which we might otherwise neglect._" (b) "_Many opinions have been given on the value of life. Some call it good, others call it bad. It would be nearer correct to say that it is mediocre; for on the one hand, our happiness is never as great as we should like, and on the other hand, our misfortunes are never as great as our enemies would wish for us. It is this mediocrity of life which prevents it from being radically unjust._" Sometimes the subject hesitates to begin, thinking, in spite of our wording of the instructions, that a perfect reproduction is expected. Others fall into the opposite misunderstanding and think that they are prohibited from using the words of the text and must give the thought entirely in their own language. In cases of hesitation we should urge the subject a little and remind him that he is to express the thought of the selection in whatever way he prefers; that the main thing is to tell what the selection says. SCORING. The test is passed if the subject is able to repeat in reasonably consecutive order the main thoughts of at least one of the selections. Neither elegance of expression nor _verbatim_ repetition is expected. We merely want to know whether the leading thoughts in the selection have been grasped and remembered. All grades of accuracy are found, both in the comprehension of the selection and in the recall, and i
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