empting the reverse order. The subject who
responds immediately is likely to begin correctly, but to give the first
part of the original series in the direct order. For example, 6-5-2-8 is
given 8-2-6-5.

Sometimes the child gives one or two numbers and then stops, having
completely lost the rest of the series in the stress of adjusting to the
novel and relatively difficult task of beginning with the final digit.
In such cases the feeble-minded are prone to fill in with any numbers
they may happen to think of. A good method for the subject is to break
the series up into groups and to give each group separately. Thus,
6-5-2-8 is given 8-2 (pause) 5-6. As a rule only the more intelligent
subjects adopt this method. One 12-year-old girl attending high school
was able to repeat eight digits backwards by the aid of this device.

It would be well worth while to investigate the relation of this test to
imagery type. Such a study would have to make use of adult subjects
trained in introspection. It would seem that success might be favored by
the ability to translate the auditory impression into visual imagery, so
that the remembered numbers could be read off as from a book; but this
may or may not be the case. At any rate, success seems to depend largely
upon the ability to manipulate mental imagery.

The degree of certainty as to the correctness of the response is usually
much less than in repeating digits forwards.

CHAPTER XIV

INSTRUCTIONS FOR YEAR VIII

VIII, 1. THE BALL-AND-FIELD TEST (SCORE 2, INFERIOR PLAN)

PROCEDURE. Draw a circle about two and one half inches in diameter,
leaving a small gap in the side next the child. Say: "_Let us suppose
that your baseball has been lost in this round field. You have no idea
what part of the field it is in. You don't know what direction it came
from, how it got there, or with what force it came. All you know is
that the ball is lost somewhere in the field. Now, take this pencil and
mark out a path to show me how you would hunt for the ball so as to be
sure not to miss it. Begin at the gate and show me what path you would
take._"[56]

[56] The Stanford record booklet contains the circle ready for use.

Give the instructions always as worded above. Avoid using an expression
like, "_Show me how you would walk around in the field_"; the word
_around_ might suggest a circular path.

Sometimes the child merely points or tells how he would go. It is then
necessary to s