interesting to ask after each response: "_Did you get it right?_" As in
the tests with digits, it is an unfavorable sign when the child is
perfectly satisfied with a very poor response.

It is evident that tests of this type give opportunity for different
degrees of failure. To repeat only a half or a third of each sentence is
much more serious than to make but one error in each sentence (one word
omitted, inserted, or misplaced). It would be possible to use the same
sentences at three or four different age levels, by setting the
appropriate standard for success at each age. If the standard is one
sentence out of three repeated with no more than two errors, the test
belongs in year V. If we require two absolutely correct responses out of
three, the test belongs at about year VII. The shifting standard is
rendered unnecessary, however, by the use of other tests of the same
kind, easier ones in the lower years and more difficult ones in the
upper.

Sentences of sixteen syllables found a place in Binet's 1908 scale and
were correctly located in year VI, but later revisions, including that
of Binet, have omitted the test.

VI. ALTERNATIVE TEST: FORENOON AND AFTERNOON

PROCEDURE. If it is morning, ask: "_Is it morning or afternoon?_" If it
is afternoon, put the question in the reverse form, "_Is it afternoon or
morning?_" This precaution is necessary because of the tendency of some
children to choose always the latter of two alternatives. Do not
cross-question the child or give any suggestion that might afford a clue
as to the correct answer.

SCORING. The test is passed if the correct response is given with
apparent assurance. If the child says he is not sure but _thinks_ it
forenoon (or afternoon, as the case may be), we score the response a
failure even if the answer happens to be correct. However, this type of
response is not often encountered.

REMARKS. It is interesting to follow the child's development with regard
to orientation in time. This development proceeds much more slowly than
we are wont to assume. Certain distinctions with regard to space, as up
and down, come much earlier. As Binet remarks, schools sometimes try to
teach the events of national history to children whose time orientation
is so rudimentary that they do not even know morning from afternoon!

The test has two rather serious faults: (1) It gives too much play to
chance, for since only two alternatives are offered, guesses alone would