Correct the child's first error by saying: "_No, find one just like this_" (again passing the finger around the outline of the form at "X"). Make no comment on errors after the first one, proceeding at once with the next card, but each time the choice is correct encourage the child with a hearty "That's good," or something similar. SCORING. The test is passed if _seven out of ten_ choices, are correct, the first corrected error being counted. REMARKS. In the test of discriminating forms, unlike the test of comparing lines, lack of success is less often due to inability to understand the task than to failure to discriminate. The test may be regarded as a variation of the form-board test. It displays the subject's ability to compare and contrast successive visual perceptions of form. The accurate perception of even a fairly simple form requires the integration of a number of sensory elements into one whole. The forms used in this test have meaning. They are far from nonsense figures even for the (normal) child of 4 years, who has, of course, never heard about "triangles," "squares," "rectangles," etc. The meaning present at this level of intelligence is probably a compound of such factors as appreciation of symmetry and direction, and discrimination of quantity and number. Another element in success, especially in the latter part of the experiment, is the ability to make an _attentive_ comparison between the form shown and the others. The child may be satisfied to point to the first form his eye happens to fall upon. Far from being a legitimate excuse for failure, such an exhibition of inattention and of weakness of the critical faculty is symptomatic of a mental level below 4 years. In addition to counting the number of errors made, it is interesting to note with what forms they occur. To match the circle with the ellipse or the octagon, for example, is a less serious error than to match it with the square or triangle. This test was devised and standardized by Dr. Fred Kuhlmann. It is inserted here without essential alteration, except that the size recommended for the forms is slightly reduced and minor changes have been made in the wording of the directions. Our own results are favorable to the test and to the location assigned it by its author. IV, 3. COUNTING FOUR PENNIES PROCEDURE. Place four pennies in a horizontal row before the child. Say: "_See these pennies. Count them and tell me how many there are. Count them with your finger, this way_" (pointing to the first one on the child's left)--"_One_"--"_Now, go ahead._" If the child simply gives the number (whether right or wrong) without pointing, say: "_No; count them with your finger, this way_," starting him off as before. Have him count them aloud. SCORING. The test is passed only if the counting tallies with the pointing. It is not sufficient merely to state the correct number without pointing.