passed it. Only 35 per cent of the
6-year-olds succeeded, but after that age the per cent passing increased
rapidly to 94 per cent at 9 years.

This little experiment, simple as it is, seems to fulfill reasonably
well the requirements of a good test. The main objection which might be
brought against it is that it is much subject to the influence of
training. If this were true in any marked degree, the mentally retarded
children of 7-year intelligence should be expected to succeed better
with it than mentally advanced children of the same mental level, since
the former would have had at least two or three years more in which to
learn the task. A comparison of the two groups, however, shows no great
difference. The factor of age, apart from mental age, affects the
results so little that it is evident we have here a real test of
intelligence.

It would, of course, be easy to imagine a child of 7 years who had not
had reasonable opportunity to make the acquaintance of bow-knots or to
learn to tie them. But such children are seldom encountered in the ages
above 6 or 7. Of 68 7-year-olds who were asked whether they had ever
seen a bow-knot ("a knot like that") only two replied in the negative.
It cannot be denied, however, that specific instruction and special
stimulus to practice do play a certain part. This is suggested by the
fact that girls excel the boys somewhat at each age, doubtless because
bow-knots play a larger role in feminine apparel. Social status affects
the results in only a moderate degree, though it might be supposed that
poor ragamuffins, on the one hand, and children of the very rich, on the
other, would both make a poor showing in this test; the former because
of their scanty apparel, the latter because they sometimes have servants
to dress them.

The following are probably the chief factors determining success with
this test: (1) Interest in common objective things; (2) ability to form
permanent associative connections between successive motor cooerdinations
(memory for a series of acts); and (3) skill in the acquisition of
voluntary motor control. The last factor is probably much less important
than the other two. Motor awkwardness often prolongs the time from the
usual ten or fifteen seconds to thirty or forty seconds, but it is
rarely a cause of a failure. The important thing is to be able to
reproduce the appropriate succession of acts, acts which nearly all
children of 7 years, under the joint s