requires pen and passes the
child only when two trials out of three are successful. But these
authors locate the test at 5 years. Our results show that nearly three
fourths of 4-year-olds succeed with pencil in one out of three trials if
the scoring is liberal. It makes a great deal of difference whether pen
or pencil is used, and whether two successes are required or only one.
No better illustration could be given of the fact that without
thoroughgoing standardization of procedure and scoring the best mental
test may be misleading as to the degree of intelligence it indicates.

Copying a square is one of three drawing tests used in the Binet scale,
the others being the diamond (year VII), and the designs to be copied
from memory (year X). These tests do not to any great extent test what
is usually known as "drawing ability." Only the square and the diamond
tests are strictly comparable with one another, the other having a
psychologically different purpose. In none of them does success seem to
depend very much on the amount of previous instruction in drawing. To
copy a figure like a square or a diamond requires first of all an
appreciation of spacial relationships. The figure must be perceived as a
whole, not simply as a group of meaningless lines. In the second place,
success depends upon the ability to use the visual impression in guiding
a rather complex set of motor cooerdinations. The latter is perhaps the
main difficulty, and is one which is not fully overcome, at least for
complicated movements, until well toward adult life.

It is interesting to compare the square and the diamond as to relative
difficulty. They have the same number of lines and in each case the
opposite sides are parallel; but whereas 4-year intelligence is equal to
the task of copying a square, the diamond ordinarily requires 7-year
intelligence. Probably no one could have foreseen that a change in the
angles would add so much to the difficulty of the figure. It would be
worth while to devise and standardize still more complicated figures.

IV, 5. COMPREHENSION, FIRST DEGREE

PROCEDURE. After getting the child's attention, say: "_What must you do
when you are sleepy?_" If necessary the question may be repeated a
number of times, using a persuasive and encouraging tone of voice. No
other form of question may be substituted. About twenty seconds may be
allowed for an answer, though as a rule subjects of 4 or 5 years usually
answer quite pro