Manual of mental and physical tests : a book of directions compiled with special reference to the experimental study of school children in the laboratory or classroom / by Guy Montrose Whipple.

Guy Montrose Whipple

Date:: 1910

Credit: Manual of mental and physical tests : a book of directions compiled with special reference to the experimental study of school children in the laboratory or classroom / by Guy Montrose Whipple. Source: Wellcome Collection.

398/566 page 372

$4. Insertions of nonsense words 1 5. Fusions 0 6. Perseverations 3 7. Regressive inhibitions. 1 8. Complete reversals 1 9. Substitution of synonyms 0 10. Substitution of concrete for abstract 1 11. Wrong formations 4 12. Misunderstood abstract terms 5 13. Spelling Very bad 14. Handwriting: Undeveloped and ugly (1) and (2) Omissions are represented by the integers, i.e., Adolph L. omitted five words from the concrete lists, 7 from the abstract (the test was carried to the 7-term list only). Displacements from the correct order count ^ error when the displacement is by one remove only, | error, when more than one remove (save that with younger children, as in the case above, all displacements count f.) Hence Adolph L. made 2 displacements in the concrete, 7 in the abstract series. (3) Insertions are the total number of words added. These are counted as 1 error each, unless the added word has some similarity of sound to a word actually presented, in which case it counts | error. (4) This rubric embraces the relatively infrequent addition of a meaning- less word that has no similarity in sound or spelling to any of those pre- sented. (5) Fusions of two or more totally independent, successive terms into a single meaningless term are a very significant form of error, which appears in abstract lists written by S’s of poor intelligence, e.g., Organ and Gattung are reproduced as Orgattung. Mostly found in children 8 and 9 years old. (6) Perseverations are indicated by the recording by 5 in a given series of a word that had already been reproduced in an earlier series. If frequent, this is a sign of a low intelligence, lack of self-control and of critical judg- ment. (7) Regressive inhibitions. Failure to reproduce at least one-half of the terms given is, as a rule, to be interpreted as regressive inhibition. This condition is commonly attributable to a state of confusion into which a child is thrown, when he is suddenly ‘overwhelmed’ by the task, when everything ‘flies out of his mind,’ he ‘loses his wits,’ and is unable to accom- plish even a fraction of his normal performance. The same thing is seen in adults under conditions which are difficult for them. Since, Meumann argues, this is essentially due to inability to force attention, lack of this ability is a token of poor general ability; and hence of low intelligence. Failure due to absolute lack of intent to succeed must, of course, be distin- guished from the lack of ability to succeed. (8) Complete reversal of word order, either in a large portion, or in the$