The Measurement of Intelligence: An Explanation of and a Complete Guide for the Use of the Stanford Revision and Extension of the Binet-Simon Intelligence Scale

By Lewis M. Terman | Go to book overview

CHAPTER XIII INSTRUCTIONS FOR YEAR VII

VII, 1. Giving the number of fingers

Procedure. "How many fingers have you on one hand?" "How many on the other hand?" "How many on both hands together?" If the child begins to count in response to any of the questions, say: "No, don't count. Tell me without counting." Then repeat the question.

Scoring. Passed if all three questions are answered correctly and promptly without the necessity of counting. Some subjects do not understand the question to include the thumbs. We disregard this if the number of fingers exclusive of thumbs is given correctly.

Remarks. Like the two tests of counting pennies, this one, also, throws light on the child's spontaneous interest in numbers. However, the mental processes it calls into play are a little less simple than those required for mere counting. If the child is able to give the number of fingers, it is ordinarily because he has previously counted them and has remembered the result. The memory would hardly be retained but for a certain interest in numbers as such. Middle-grade imbeciles of even adult age seldom remember how many fingers they have, however often they may have been told. They are not able to form accurate concepts of other than the simplest number relationships, and numbers have little interest or meaning for them.

Binet gave this test a place in year VII of the 1908 series,

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