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