Something depends upon original position of the hands. Binet used 6.20 and 2.46. For some reason the 2.46 arrangement is much more difficult than either 8.10 or 6.22, yielding almost twice as many failures as either of the other positions. XIV, ALTERNATIVE TESTS: REPEATING SEVEN DIGITS This time, as in year X, only two series are given, one of which must be repeated without error. The two series are: 2-1-8-3-4-3-9 and 9-7-2-8-4-7-5. Note that in none of the tests of repeating digits is it permissible to warn the subject of the number to be given. REMARKS. Binet originally placed this test in year XII, giving three trials, but later moved it to year XV. Goddard and Kuhlmann retain it in year XII. Our data show that when three trials are given the test is too easy for year XIV, but that it fits this age when only two trials are allowed; that after the age of 12 or 14 years memory for relatively meaningless material, like digits or nonsense syllables, improves but little; and that above this level it does not correlate very closely with intelligence. CHAPTER XIX INSTRUCTIONS FOR "AVERAGE ADULT" AVERAGE ADULT, 1: VOCABULARY (SIXTY-FIVE DEFINITIONS, 11,700 WORDS) PROCEDURE and SCORING, as in previous vocabulary tests.[76] At the average adult level sixty-five words should be correctly defined. [76] See VIII, 6. AVERAGE ADULT, 2: INTERPRETATION OF FABLES (SCORE 8) PROCEDURE. As in year XII, test 6. Use the same fables. SCORING. The method of scoring is the same as for XII, but the total score must be 8 points to satisfy the requirements at this level. REMARKS. For discussion of test, see XII, 5. AVERAGE ADULT, 3: DIFFERENCES BETWEEN ABSTRACT TERMS PROCEDURE. Say: _What is the difference between_:-- (a) _Laziness and idleness?_ (b) _Evolution and revolution?_ (c) _Poverty and misery?_ (d) _Character and reputation?_ SCORING. _Three correct contrasting definitions out of four_ are necessary for a pass. It is not sufficient merely to give a correct meaning for each word of a pair; the subject must point out a difference between the two words so as to make a real contrast. For example, if the subject defines _evolution_ as a "growth" or "gradual change," and _revolution_ as the turning of a wheel on its axis, the experimenter should say: "_Yes, but I want you to tell me the difference between evolution and revolution._" If the contrast is not then forthcoming the response is marked _minus_. The following are sample definitions which may be considered acceptable:--