One point remains. In the tests of giving differences and similarities, it is well to make note of any tendency to _stereotypy_, by which is meant the mechanical reappearance of the same idea, or element, in successive responses. For example, the child begins by comparing fly and butterfly on the basis of size; as, "A butterfly is bigger than a fly." So far, this is quite satisfactory; but the child with a tendency to stereotypy finds himself unable to get away from the dominating idea of size and continues to make it the basis of the other comparisons: "A stone is larger than an egg," "Wood is larger than glass," etc. In case of stereotypy in all three responses, we should have to score the total response failure even though the idea employed happened to fit all three parts of the question. As a rule it is encountered only with very young children or with older children who are mentally retarded. It is therefore an unfavorable sign. Although this test has been universally used in year VIII, all the available statistics, with the exception of Bobertag's and Bloch's, indicate that it is decidedly too easy for that year. Binet himself says that nearly all 7-year-olds pass it. Goddard finds 97 per cent passing at year VIII, and Dougherty 90 per cent at year VI. With the standard of scoring given in the present revision, and with the substitution of _stone and egg_ instead of the more difficult _paper and cloth_, the test is unquestionably easy enough for year VII. VII, 6. COPYING A DIAMOND PROCEDURE. On a white cardboard draw in heavy black lines a diamond with the longer diagonal three inches and the shorter diagonal an inch and a half. The specially prepared record booklet contains the diamond as well as many other conveniences. Place the model before the child with the longer diagonal pointing directly toward him, and giving him _pen and ink_ and paper, say: "_I want you to draw one exactly like this._" Give three trials, saying each time: "_Make it exactly like this one._" In repeating the above formula, merely point to the model; do not pass the fingers around its edge. Unlike the test of copying a square in year IV, there is seldom any difficulty in getting the child to try this one. By the age of 7 the child has grown much less timid and has become more accustomed to the use of writing materials. Note whether the child draws each part carefully, looking at the model from time to time, or whether the strokes are made in a more or less haphazard manner with only an initial glance at the original. After each trial, say to the child: "_Is it good?_" And after the three copies have been made say: "_Which one is the best?_" Retarded children are sometimes entirely satisfied with the most nondescript drawings imaginable, but they are more likely correctly to pick out the best of three than to render a correct judgment about the worth of each drawing separately.