Some children at first show a little hesitation about answering, thinking that a strictly formal definition is expected. In such cases a little encouragement is necessary; as: "_You know what a bonfire is. You have seen a bonfire. Now, what is a bonfire?_" If the child still hesitates, say: "_Just tell me in your own words; say it any way you please. All I want is to find out whether you know what a bonfire is._" Do not torture the child, however, by undue insistence. If he persists in his refusal to define a word which he would ordinarily be expected to know, it is better to pass on to the next one and to return to the troublesome word later. Above all, avoid helping the child by illustrating the use of a word in a sentence. Adhere strictly to the formula given above. If the definition as given does not make it clear whether the child has the correct idea, say: "_Explain_," or, "_I don't understand; explain what you mean._" Encourage the child frequently by saying: "That's fine. You are doing beautifully. You know lots of words," etc. Never tell the child his definition is not correct, and never ask for a different definition. Avoid saying anything which would suggest a model form of definition, as the type of definition which the child spontaneously chooses throws interesting light on the degree of maturity of the apperceptive processes. Record all definitions _verbatim_ if possible, or at least those which are exceptionally good, poor, or doubtful. SCORING. Credit a response in full if it gives one correct meaning for the word, regardless of whether that meaning is the most common one, and regardless of whether it is the original or a derived meaning. Occasionally half credit may be given, but this should be avoided as far as possible. To find the entire vocabulary, multiply the number of words known by 180. (This list is made up of 100 words selected by rule from a dictionary containing 18,000 words.) Thus, the child who defines 20 words correctly has a vocabulary of 20 × 180 = 3600 words; 50 correct definitions would mean a vocabulary of 9000 words, etc. The following are the standards for different years, as determined by the vocabulary reached by 60 to 65 per cent of the subjects of the various mental levels:-- 8 years 20 words vocabulary 3,600 10 years 30 words vocabulary 5,400 12 years 40 words vocabulary 7,200 14 years 50 words vocabulary 9,000 Average adult 65 words vocabulary 11,700 Superior adult 75 words vocabulary 13,500 Although the form of the definition is significant, it is not taken into consideration in scoring. The test is intended to explore the range of ideas rather than the evolution of thought forms. When it is evident that the child has one fairly correct meaning for a word, he is given full credit for it, however poorly the definition may have been stated.