Measure Your Mind: The Mentimeter and How to Use It

Notice the sample sentence:

The correct word is ears, because it makes the truest sentence.

In each of the sentences below you have four choices for the last word. Only one of them is correct. In each sentence draw a line under the one of these four words which makes the truest sentence. If you can not be sure, guess. The two samples are already marked as they should be.

General Rules

1. Each item is scored either right or wrong. No part credits are given.

2. In general, items evidently corrected stand as corrected.

3. In tests where the score is “Number Right,” only wrong items need be checked in scoring. In Tests 4 and 5, where the score is “Right minus Wrong,” wrong and omitted items must be separately checked.

4. Indicate the last item attempted by drawing a long line under that item and out into the margin.

5. Enter the score for each test in lower right-hand corner of the test page and encircle it. When the test has been rescored, a check mark may be made beside the circle.

6. Red or blue pencil increases accuracy of scoring.

(Score is number right.)

1. No credit is given for any item in which more is done than the instructions require.

2. In an item where something is to be written “in” a given space, give credit if a mark crosses a line from haste or awkwardness: give no credit if the position is really ambiguous.

3. Where something is to be underlined or crossed out, give credit if two or three underlinings are made in the required place, and give credit for any method of crossing out.

4. Item 2.—The pencil line must begin and end either on the circumference or within the circles indicated. It may touch the intermediate circles, but must not cut through them.

5. Item 6.—In the circle marked “not 12” there must be some number which is not 12, such as 5, 0, 27.

6. Item 9.—The proper numbers must be crossed out to receive credit.

7. Item 10.—In Form 5, “2” alone and “3” alone, but not “2 or 3,” in each of the two largest parts; “5” alone and “6” alone, but not “5 or 6,” in the next to the smallest part, are correct. Similarly for other forms.

8. Item 11.—The lines must cross, or at least touch, the proper numbers; they may or may not cut the accompanying letters. Mere indication of the square, triangle, etc., is not sufficient.

9. Item 12.—Underlining in place of crossing out is wrong.

(Score is number right.)

1. Answer may be written on dotted line or elsewhere near its problem.

2. If two answers are given to any problem count as wrong.

3. If it seems clear that, by a slip, one answer has been put in the wrong bracket, and the next answers are all thus misplaced, give credit for the answers that are right even if misplaced.

4. Omission of dollar sign is permissible.

5. Omission of decimal point is permissible in items, 2, 9, 13, and 14. Fraction may be expressed as decimal in item 15.

(Score is number right.)

1. Any clear method of indicating answer is given full credit—underlining, checking, etc.

2. If two answers are marked, count as wrong unless one is clearly indicated as final.

(Score is number right minus number wrong.)

1. Any clear method of indicating answer is given credit.

2. When both “Same” and “Opposite” are underlined, counts as omitted, not as wrong.

3. If only “Same” is underlined right down the column, score for the test is zero. Similarly if “Opposite” is underlined right down the column.

(Score is number right minus number wrong.)

Same rules as for Test 4.

(Score is number right.)

1. If only one number is written, give no credit.

2. If only one of the numbers is right, give no credit.

3. If four numbers are written, as frequently happens with certain items (i. e., 33, 11 instead of 3, 3), give full credit.

(Score is number right.)

1. Any clear indication other than underlining receives full credit.

2. Underlining of any of the first three words of an item does not remove credit.

3. If two or more of the last four words are marked, give no credit.

(Score is number right.)

Same rules as for Test 7.

Total Score and Rating

The result of examination Alpha is expressed in a total score which is the sum of the raw scores of the several tests. The raw scores are obtained as follows:

Letter ratings are assigned on examination Alpha as follows:

All ratings above “D−” are entered and reported at once. Men whose scores are below “D” are recalled for examination Beta. Ratings of “D−” may not be given in Alpha, unless recall of the men for Beta is impossible.

In practice the Beta tests, reproduced in facsimile on pages 313 to 322 following, are given with the assistance of a blackboard chart on which the different tests are painted in white, so that the examiner can show them to the entire group before they see them on their examination papers. There are also required for giving the Beta tests a set of cardboard cubes for the examiner’s use in explaining Test 2, and a set of cardboard pieces cut to the shapes of the figures in Test 7, though of much larger size. The assistance of a demonstrator is also required.

Procedure.

It is most important that examination Beta be given in a genial manner. The subjects who take this examination sometimes sulk and refuse to work. E. and his assistants will find it necessary to fill out most of the headings for the men before the examination begins. The time required for this preparatory work may be used to advantage in making the men feel at ease. As the demonstration preparatory to each test requires some time, the “pencils up” command is omitted in examination Beta. The examiner’s platform should be so high that he can readily see whether or not the subjects are working. Great care should be taken to prevent the overanxious from beginning work before the command “Go.”

Seating conditions should be such that subjects cannot copy from one another and the rule that copying shall not be allowed should be enforced strictly. The blackboard should at all times be kept clean so that the visual conditions may be excellent and constant. The blackboard figures for Test 1 should be exposed when the subjects enter the examining room. As soon as a test has been demonstrated and the men have been told to go ahead, the blackboard should be covered and kept covered until time is called. It should not be turned to the next test until the men have been ordered to stop work on a given test. Care should be taken to have the physical conditions of examination reasonably uniform.

With the exception of the brief introductory statements and a few orders, instructions are to be given throughout by means of gestures instead of words. These gestures accompany the samples and demonstrations and should be animated and emphatic.

It is absolutely necessary that directions be followed closely and procedure kept uniform and definite. Variations of procedure are more likely to occur in Beta than in Alpha, and there is serious risk that if allowed they will lessen the value of results. E. should especially guard against using more or fewer gestures or words for one group than for another. Oral languages should be rigidly limited to the words and phrases given in the procedure for the different tests.

Whether the men get the idea of the test and enter into it with the proper spirit will depend chiefly on the skill with which the examiner, the demonstrator, and the orderlies carry out their respective parts. Examiner and demonstrator especially should be selected with the greatest care. An examiner who succeeds admirably in giving Alpha may prove to be entirely unadapted for Beta. Both examiner and demonstrator must be adept in the use of gesture language. In the selection of a demonstrator the Personnel Office should be consulted. One camp has had great success with a “window seller” as demonstrator. Actors should also be considered for the work. The orderlies should be able to keep the subjects at work without antagonizing them and to keep them encouraged without actually helping them.

The demonstrator should have the single task of doing before the group just what the group is later to do with the examination blanks. The blackboard is his Beta blank. Before examination Beta can be given satisfactorily the demonstrator must be letter perfect in his part. Both E. and demonstrator must be very careful to stand at the side of the blackboard in order not to hide the drawings.

As soon as the men of a group have been properly seated, pencils should be distributed and also examination blanks with Test 8 up. While this is being done E. should say “Here are some papers. You must not open them or turn them over until you are told to.” Holding up Beta blank, E. continues:

“In the place where it says name, write your name; print it if you can. (Pause.) Fill out the rest of the blank about your age, schooling, etc., as well as you can. If you have any trouble we will help you.” The instructions given under segregation may be used for filling out the Beta blank. E. should announce the group number and see that it as well as the other necessary information is supplied. Before the examination proceeds each paper should be inspected in order to make sure that it is satisfactorily completed.

After the initial information has been obtained, E. makes the following introductory remarks:

“Attention! Watch this man (pointing to demonstrator). He (pointing to demonstrator again) is going to do here (tapping blackboard with pointer) what you (pointing to different members of group) are to do on your papers (here E. points to several papers that lie before men in the group, picks up one, holds it next to the blackboard, returns the paper, points to demonstrator and the blackboard in succession, then to the men and their papers). Ask no questions. Wait till I say ‘Go ahead!’”

In general, when instructing the group to turn from test to test, E. holds up a Beta blank before group and follows his own instructions as he gives them. As soon as he has turned to desired test or page he says, “This is test X here; look!” (Pointing to the page.)

To suggest to the group the necessity of working rapidly the demonstrator, after proceeding very deliberately with the early samples of each test, hurries as soon as he has worked out the last sample problem.

(1) to record his response as fast as he can,

(2) then to catch E.’s eyes for approval and

(3) finally, to slip away from blackboard, drawing curtain as he does so.

After the personal data called for on page 1 of blank have been gathered and recorded, the orderlies’ vocabulary in Beta is rigidly restricted to the following words, or their literal equivalents in Italian, Russian, etc.: Yes, No, Sure, Good, Quick, How many? Same, Fix it. Under no circumstances may substitutional explanations or directions be given.

Test 1—Maze

“Now turn your papers over. This is Test 1 here (pointing to page of record blank). Look.” After all have found the page, E. continues, “Don’t make any marks till I say ‘Go ahead.’ Now watch.” After touching both arrows E. traces through first maze with pointer and then motions the demonstrator to go ahead. Demonstrator traces path through first maze with crayon, slowly and hesitatingly. E. then traces second maze and motions to demonstrator to go ahead. Demonstrator makes one mistake by going into the blind alley at upper left-hand corner of maze. E. apparently does not notice what demonstrator is doing until he crosses line at end of alley; then E. shakes his head vigorously, says “No—no,” takes demonstrator’s hand and traces back to the place where he may start right again. Demonstrator traces rest of maze so as to indicate an attempt at haste, hesitating only at ambiguous points. E. says “Good.” Then, holding up blank, “Look here,” and draws an imaginary line across the page from left to right for every maze on the page. Then, “All right. Go ahead. Do it (pointing to men and then to books). Hurry up.” The idea of working fast must be impressed on the men during the maze test. E. and orderlies walk around the room, motioning to men who are not working, and saying, “Do it, do it, hurry up, quick.”

At the end of 2 minutes E. says, “Stop! Turn over the page to Test 2.”

Test 2—Cube Analysis

“This is Test 2 here. Look.” After everyone has found the page—“Now watch.” The order of procedure is as follows:

(1) E. points to the three-cube model on the blackboard, making a rotary movement of the pointer to embrace the entire picture.

(2) With similar motions he points to the three-cube model on shelf.

(3) E. points next to picture on blackboard and asks, “How many?”

(4) E. turns to cube model and counts aloud, putting up his fingers while so doing, and encouraging the men to count with him.

(5) E. taps each cube on the blackboard and motions to demonstrator, asking him “How many?”

(6) Demonstrator (pointing) counts cubes on blackboard silently and writes the figure 3 in proper place.

In the second sample of this test, when E. counts cubes of model he

(1) counts the three exposed cubes;

(2) touches the unexposed cube with pointer; and

(3) without removing pointer turns model, so that hidden cube comes into view of group. In other respects procedure with second and third samples is the same as with first.

In counting the 12–cube model, E. (1) counts the top row of cubes in the model (left to right), (2) counts the exposed bottom row (right to left), (3) taps with pointer the end cube of hidden row, (4) turns the entire model around and completes his counting. E. then holds model in same place as drawing and counts (in the same order as above) the cubes on blackboard, counting lines between front and top row as representing the hidden row. He then asks demonstrator “How many?” Demonstrator counts the cubes on blackboard (pointing but not speaking) and writes the response.

Throughout the demonstration the counting is done deliberately, not more rapidly than one cube per second.

At end of demonstration E. points to page and says, “All right. Go ahead.” At the end of 2½ minutes he says, “Stop! Look at me and don’t turn the page.”

Test 3—X-O Series

“This is Test 3 here. Look.” After everyone has found the page—“Now watch.” E. first points to the blank rectangles at the end, then traces each “O” in chart, then traces outline of “O’s” in remaining spaces. Demonstrator, at a gesture, draws them in. E. then traces first “X” in next sample, moves to next “X” by tracing the arc of an imaginary semicircle joining the two, and in the same manner traces each “X,” moving over an arc to the next. He then traces outlines of “X’s” in the proper blank spaces, moving over the imaginary arc in each case, and motions to demonstrator to draw them in. Demonstrator, at a gesture, fills in remaining problems very slowly, standing well to the right of the blackboard and writing with his left hand. E. points to page and says, “All right! Go ahead. Hurry up!” At end of 1¾ minutes he says, “Stop! Turn over the page to Test 4.”

Test 4—Digit—Symbol

“This is Test 4 here. Look.” After everyone has found the page—“Now watch.” E. points to first digit of key on blackboard and then points to the symbol under it. Same for all nine digits in key. E. then (1) points to first digit of sample, (2) to the empty space below digit, (3) points to corresponding digit of key, (4) points to proper symbol under digit in key, and (5) traces the outline of the proper symbol in the blank space under the digit in the sample. Same for first five samples. Demonstrator, at a gesture, fills in all the samples, working as follows: (1) Touches the number in first sample with index finger of right hand; (2) holding finger there, finds with index finger of left hand the corresponding number in key; (3) drops index finger of left hand to symbol for number found; (4) holding left hand in this position writes appropriate symbol in the lower half of sample.

Similarly with the other samples. While working, demonstrator should stand as far as possible to the left, doing all the samples from this side.

At the end of demonstration E. says, “Look here” and points to key on page, repeating the gestures used in pointing on the blackboard at the beginning of the demonstration. Then, “All right. Go ahead. Hurry up!” Orderlies point out key to men who are at a loss to find it. At the end of 2 minutes, E. says: “Stop! But don’t turn the page.”

Test 5—Number Checking

“This is Test 5 here.” After everyone has found the page, “Now watch.” In this demonstration E. must try to get “Yes” or “No” responses from the group. If the wrong response is volunteered by group, E. points to digits again and gives right response, “Yes” or “No” as the case may be. E. points to first digit of first number in left column, then to first digit first number in right column, then to second digit first number in left column and second digit first number in right column; nods head, says “Yes” and makes an imaginary cross at end of number in right column. Motions to demonstrator, who makes an “X” there. E. does the same for second line of figures, but here he indicates clearly by shaking head and saying “no” that certain digits are not identical. E. repeats for three more sets and after each, looks at group, says “Yes?” in questioning tone and waits for them to say “Yes” or “No.” He repeats correct reply with satisfaction. Demonstrator checks each after group has responded, or at signal from E. if group does not respond. Demonstrator then works out remaining items, pointing from column to column and working deliberately. E. summarizes demonstrator’s work by pointing to the whole numbers in each set and saying “Yes” (indicating X) or “No”; if “No,” he shows again where the numbers are unlike. E. then points to page and says “All right. Go ahead. Hurry up!” At the end of 3 minutes E. says “Stop! Turn over the page to Test 6.”

“This is Test 6 here. Look. A lot of pictures.” After everyone has found the page, “Now watch.” E. points to hand and says to demonstrator: “Fix it.” Demonstrator does nothing, but looks puzzled. E. points to the picture of the hand, then to the place where finger is missing and says to demonstrator: “Fix it. Fix it.” Demonstrator then draws in finger. E. says, “That’s right.” E. then points to fish and place for eye and says, “Fix it.” After demonstrator has drawn missing eye, E. points to each of the four remaining drawings and says, “Fix them all.” Demonstrator works samples out slowly and with apparent effort. When the samples are finished E. says, “All right. Go ahead. Hurry up!” During the course of this test the orderlies walk around the room and locate individuals who are doing nothing, point to their pages, and say “Fix it. Fix them,” trying to set everyone working. At end of 3 minutes E. says, “Stop! But don’t turn over the page.”

“This is Test 7 here. Look.” After everyone has found the page, “Now watch.” Examiner points to the first figure on blackboard. He then takes the two pieces of cardboard, fits them on to the similar drawings on blackboard to show that they correspond and puts them together in the square on blackboard to show that they fill it. Then, after running his finger over the line of intersection of the parts, E. removes the pieces and signals demonstrator, who draws solution in the square on blackboard. The same procedure is repeated for the second and third sample. Demonstrator works out fourth sample, after much study, pointing from the square to the forms.

Demonstrator first draws the two small squares in the upper half of the large square, then the two triangles in the remaining rectangle. Each small figure is drawn in by tracing its entire circumference, not merely the necessary dividing lines. While drawing each small figure in the large square, demonstrator points with index finger of left hand to the corresponding small figure at left of square, taking care not to obstruct the view. At end of demonstration E. holds up blank, points to each square on the page and says, “All right. Go ahead. Hurry up!” At end of 2½ minutes, “Stop! Turn over the page.” Papers are then collected immediately.

Scoring the Beta Tests.

General Rules

1. In general, items evidently corrected stand as corrected. The only exception to this rule is in the maze test.

2. In tests where the score is number right, only wrong items need be checked in scoring. In Test 5, where the score is right minus wrong, wrong and omitted items must be separately checked.

3. Enter the score for each test in lower right-hand corner of the test page and encircle it. When the test has been rescored a check may be made beside the circle.

4. Red or blue pencil increases accuracy of scoring.

Test 1.

1. One half point for each correctly completed half of maze. A half maze is correct if drawn line does not cross any line of maze (except through awkwardness) nor an imaginary straight line across the opening of a wrong passage.

2. Allow much leeway in the cutting of corners.

3. Spur running into any blind passage counts wrong for that half-item, even though erased.

4. When two lines are drawn, one straight across the page, the other correct, full credit is given.

Test 2.

Score is number right.

Test 3.

1. Score is number right.

2. Any incomplete item receives no credit.

3. Count any item correct if intended plan is carried out. Disregard additional unnecessary marks, such as circles between the crosses of items 2 and 4 in first part of line, etc.

Test 4.

1. Score is one third of number of correct symbols.

2. Use leniency in judging form of symbol.

3. Credit symbol for 2 even though reversed.

Test 5.

1. Score is right minus wrong (number of items checked that should be checked minus number of items checked that should not be checked).

2. If other clear indication is used instead of crosses, give credit.

3. If numbers which should not be checked are marked by some other sign than is used to check similar pairs, count as though not marked.

4. If all items are checked, the score for the test is zero.

Test 6.

1. Score is number right.

2. Allow much awkwardness in drawing. Writing in name of missing part or any way of indicating it receives credit, if idea is clear.

3. Additional parts do not make item wrong, if proper missing part is also inserted.

4. Rules for individual items:

Item 4.—Any spoon at any angle in right hand receives credit. Left hand, or unattached spoon, no credit.

Item 5.—Chimney must be in right place. No credit for smoke.

Item 6.—Another ear on same side as first receives no credit.

Item 8.—Plain square, cross, etc., in proper location for stamp, receives credit.

Item 10.—Missing part is the rivet. Line of “ear” may be omitted.

Item 13.—Missing part is leg.

Item 15.—Ball should be drawn in hand of man. If represented in hand of woman, or in motion, no credit.

Item 16.—Single line indicating net receives credit.

Item 18.—Any representation intended for horn, pointing in any direction, receives credit.

Item 19.—Hand and powder puff must be put on proper side.

Item 20.—Diamond is the missing part. Failure to complete hilt on sword is not an error.

Test 7.

1. Score is number right.

2. Allow considerable awkwardness in drawing.

3. Extra subdivisions, if not erased, make item wrong.

4. Rules for individual items:

Item 1.—Line of division may be slightly distant from true centre, and need not be straight.

Item 3.—Lines of semi-circumference must start from or near corners of square.

Item 4.—Line must not start from corner.

4. Total Score and Rating

The result of examination Beta is expressed as a “total score,” which is the sum of the raw scores of the several tests. The raw scores are obtained as follows:

Letter ratings are assigned on examination Beta as follows: