~LOCK DESIGN & PASSALONG TEsrs_( Tests No.

l& 2)

Note the particulars of the subject as req uire

· d in • the scor-
1· .
. g sheet. Note also whether the subject is literate or 1-11 iterate.
in . Illit-
era te is one who has. not been
. to a school
. or has not st·ayed there
Jong enough to acquire ordmary readmg and writing.

2. Note the observations very carefully and faithfully. Record

the times as carefully as you can, with the help of a stopwatch as
far as possible. A friend may help you in reco~ding tim~.
3. Give the tests in a natural manner. Obtain the confidence
of the subject. Talk in the subject's own dialect if possible. But
stick to the procedure of the Tests rigidly. Give only as much aid or
hint to the subject as is permissible. When the subject fails, do not
put on a very serious look. Keep a cheerful businesslike attitude
throughout.
4. Start testing with Koh~'.Block Design Test.
(1) Place four cubes before the subject. Explain how they are all
alike and coloured in a particular way. Let him handle and
examine the cubes at leisure and confidently, and let him feel
at home.
(2) Show him card No. 1. Tell him that a design like this has to
be prepared with the cubes. Even if he attempts to prepare
the design himself, you should demonstrate this design to
every subject.
(3) Mix up the blocks. Now ask him to prepare Design No. I
as you haye already shown him. Note the time.
(4) If the subject succeeds in the above within the time limit,
namely 2 mjnutes, proceed to Design No. 2 and ask him to
construct it without any demonstration or help from your
side.
(5) Proceed in this manner with successive designs .

• 1•
 (6) When the subject fails in a particular design within the
1
time limit, demonstrate the design after he has failed. Do
not discuss. Do not let him again try this design. Pass on to ·
the next which, of course, he must again try independently.
(7) When the subject comes to Design No. 6, give him five
more blocks marking the total nine; when he comes to de-
sign No. 8, give him the rem~ining seven, making the total
sixteen.
(8) Stop the test when failure has been recorded twice in suc-
cession.
(9) The time limit for Designs Nos. 1-5 is 2 minutes each and
for Designs Nos. 6-10 is 3 minutes each
(10) In the Remarks column you may note anything particular
or peculiar you find about the subject in making the de-
signs.
5. In giving the Passalong Test:
(1) Take the first and the smallest box, and the card No. 1.
Point out to the subject that the red block has been placed
near the blue end and the blue blocks near the red end.
Expiain that the red block must come to the red side and
the blue blocks to the blue side as in the card. Emphasize
that blocks have not to be lifted, but may only be moved.
Demonstrate the solution of the first box to every subject.
(2) Again place the card No. 1 and the box and ask the subject
to do as you have already just demonstrated. Record suc-
cess or failure within the time limit.
(3) Proceed to Designs Nos. 2, 3 etc. with the appropriate
boxes, and after having placed the blocks properly in the
initial position as required in the test. The initial position
is obtained by simply reversing the coloured ends of the
box. The coloured ends of the box must however be fi-
• 2.

I
b-
 nally placed before the subject as in tile O cs1gn
. Ca d h" · I1
must be presented to the subject with tile number r ' of
w the
ic
card up.
When
. . the subject fails in a. particufardesig n wit· h"in the time
.
(4)
. after he has fail e d • o o not dis-
hm1t, demonstrate .the design .
cuss. Do not let him agam try this design . Pass on to the
next which, of course, he must again try independent I .
Stop the test when failure has been recorded twice i/suc-
(5)
cess10n.
The time limit for Designs I to 4 is · 2 minutes each and
(6)
for Designs 5 to 8 is 3 minutes each.
In the remarks column you may note anything particular or
(7)
peculiar you find about the subject in solving the designs.

£,ATTERN-DRAWING TEST ( Test No. 3)

There are eight patterns of increasing difficulty from the

1.
1st to 8th.
Give the Following instructions to the subject :
2:
'Here is paper and a pencil. I shall show a figure to you ( ti~
~Tw {).~ Place a card before the subject. Let
the card be so displayed that the number of the card appears
at the top before the subject. 'Now make figure like this with-
out repeating your lines and without lifting your pencil when ·
once you have started drawing (i[m "ITT "ci'FTT I ~ffi i Ft
(m, mm)~ ~cf.Ft t~ ;r ,3ITT
;,ii )''. ·'The card should remain in full view of the subject
throughout.
3. Let the subject try successive patterns. Stop when failure is
recorded twice in succession.
4. Provide a plain white sheet of paper to the subject on which
to draw the patterns. Sucessive patterns may be drawn on the
same sheet as long as there is room. Put the name of the
subject at the top comer. ·
5. All ow a ·maximum
· of 2 minutes for each of the first four
patterns. Allow a maximum of 3 minutes for patterns No. 5

• 3.
 to 8. The subject may make as many attempts on the paper
as he likes within the time limit.
6. Demonstrate the first pattern, if necessary. If is only meant
to give the subject confidence and facility in drawing.
7. When a failure occurs in one of the patterns, demonstrate
this, but do not let the subject try this pattern again. Pass on
the next. Stop when failure is recorded in two successive
designs-.
8. Watch the subject whele he is drawing. If he repeats a line
or lifts his pencil, remind him of the conditions. Ask him to
·· commence after proper thought. If he makes a drawing
wrong, cross it out and ask him to start afresh. Encourage
him to try as many times as he likes within the time limit
before you record a failure in a particular pattern.
1

k 9. The solutions are given at the back of the car~s. Try out the
patterns yourself first. You will be able to see the device.
Solutions other than those given are also possible and should-
be familiar to you.

IMMEDIATE MEMORY FoR SoUNDs (a) DIRECT (.Test No. 4)

1. Immediate memory too has a close relation with

mental development or general intelligence.
2. _ Hindi consonants have been taken as the units of
sounds, because they put the literate and the illiterate at
par.
3. Give the instructiops to the subject :

'I will say som~ th ing (ii~~). Listen attentively (UTA

'[-1)). Repeat 1t after I have finished ( ft vJq ;m
~ -~). Listen (rfR ~).' '3~ ~-•

4.
We st~rt with two letters (or sounds) Th' . I .
· - · Is 1s mere y to give
~ract1ce to the subject. Read out distinctly and 'th
mtonation Pr d .h WI even
. ocee wit more letters till failure is recorded .
• 4.
 1
vnder each . head. we have d given
. three ahem a 1ve
-
sets of
, . , • e second
etters, If failure IS recor ed m the first set try th 11
and
l th< th!fd a1ternauve
. l f ·1If failure
fi sets. . is recorded •ma tht:,
we stop.
ree alternauves, a ma ai ure ,s recorded and
we
th do not proceed up the series any more.
Jr,llllfDJ,\TE )\1E1'1oRY foR SolJNDS (b) REVERSED ( Test No, 4)

- 1. Th< instrllctions in this part are :

Whatever I saY you must say backwards. If 1 say "ka
ch•" you saY "cha ka". ii :;j\ ?J,!J g1J ;;i!o. .;i .;ii 1
ii '<0 a' ITT g1J ,i;it ·a .;• • Explain this reversal
process clearJy to the subject, if necessary using another
set of 1wo syllables as a second example. ·
2. rroceed up the series till failure is recorded. failu•~ means
a failure in all the three alternatives of a pai1icular set

JNSr•ucnoNS Fo• ricru•E. CoNSTRi1cnoN Tt:sr1 Test No, 5)

J. This is the fifth and the last test of the ba,ttery
2. This is a comparatively easy test for the age-group I/'"
16 years and has been purposely put in to enahk some
of the inferior chi id ren to score apprecia bl y.

3. The test consists of five graded sub-tests.

4. The general instructions will be :

'Here are a number of piece ( specifi fy 2. 4. 6. 8. I2 as the
case may be) of a picture. Put the pieces togc1hcr to forJII
the picture. (~ 1fli a$ ii; ~H. (<, ¥, f.,, t, Ji11,
,ft f<Ufl <ll'ffi if i\ ) g1J ;ir firr!1<F,l 'l_TT ,r-11 ;fl I ,

Slart with the 1st sub-test. Most of the children will he able
5. t: ves wit out your aid. In any case dcmon-
to do this thems •I ·h •
Slrat_e ' explain cleaily what is to be done. This first Suh·
nd
clearl _g ve pracuce and to let the subject understand
test is only to i .
y what is wanted of him.
- (picture ~1v1dcd inlO four parts). 3rd
6. Pass on then to the "nd . . . .
• 5.
 (picture divided into six parts), 4th (picture divided into eight
, ;5 parts), and 5th, the last ( picture divided into twelve parts.)
7. Follow the usual procedure, i.e.,
(a) If failure occurs in a sub-test, demonstrate and
then pass on to the next.
(b) Stop with two successive failures .

8. If the subject is able to pass the first three sub-tests then in

the fourth and fifth sub-tests, in case of failure, record not
only failure but the number of pieces the subject was .;ible
to fit in correctly within the time limit, i. e. for example 6
out of 8 or 7 out of 8 in the case of the fourth sub-test and 6
out of 12, or 9 out of 12 etc. in the case of the fifth sub-test.
9. The time limit is 2 minutes each for si.1b4~sts ·1 to 3 and 3
minutes each for sub-tests Nos. 4 and 5. Record both the
'
time takf;!n by the subject and failure or success.
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I I
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10. The pieces of a sub-test must be presenteo before the child
in a pile in the serial order that has been marked at the back -
of th~ pieces. Of course the picture sides of the pieces will
be exposed to the child. The numbers at.the back are only to
guide the examiner in placing the pieces in the desired stan-
dard order initially before the child.

, The above has two exceptions. In the sub-test No.

I, put the two pieces side by side. In sub-test 5 put the pieces
in two piles. In one pile, put pieces I to 6, and in the sec-
ond, by its side, pieces 7 to 12. Pieces 1 and 7 will thus
appear before the subject on top side by side to give him the
initial correct start.
11. You can find out the solutions of the sub tests easily your-
self, but they are given below to make you perfectly ·sure
about them. Make yourself familiar with the solution be-
fore you give the test.
 Solution : Sub-test 2

1 2
I

=
4
I 3

Solution : sub-test 3

I
l 1 3
4
5 2
6 I

Solution : Sub-test 4

5
7
8
4
1
-
3
- -- - __.1..--- -- ---- - --- ------
2
6

9--~~=-6--
Solution : Sub-test 5

12

2 5 I 3
I - - t - - - - 1- -- I s----
_ _ _ _ ___:__ _ _~1______ ______
4 I Il
____ ____
10 __i-------

• 7.
 STANDARDS
SCORING
The scoring standards for the various tests are as und~r :
Both time and success are to be taken into account. The scormg
standards have been kept as uniform and simple as pos~ible.
Kotts' : For the first five designs, and for each design.
2 marks for success within a minl;lte.
1 markf or suc'cess between 1 minute.-
And 2 minutes.
O mark for a failure, or success after the time limit.
·For designs Nos. 6 to_10, and for each design.
3 marks for success within a minute.
\ 2 marks for success between I minute and 2 minutes
(but excluding 2 minutes).
\
1 mark for success between 2 and 3 minutes.
O mark for a.failure, or success after the time limit.

Maximum possible score : 25.

PASSALONG : For the first four sub-tests, and for each sub test.
2 marks for success within a minute.
1 mark for success between 1 minute and 2 minutes
0 mark for a failure, or success after the time limit.
For the last four sub-tests, and for each sub-tests.
3 marks for success within a minute.
2 marks for success between 1 minute and 2 minutes
( but excluding 2 minutes.)
I mark for success between 2 and '3 minutes.
0 mark for a failure, or success after the time limit.
Maximum possible score : 20
-PATTERNS: Exactly the same as for the Passalong Test.

Maximum possible score :.20

MEMORY: Direct: One mark eacnfor th~-;umber of digits or sounds

in the maximum correct reproduction.

Maximum possible score provided for 9 :
Reverse : One mark each for the number of digits or sound in the
I

• 8.
 rnaximum correct rev~rsed reproduction.
Maximum possible score provided for : 6
picruRES: Pictures 1 to 3, and for each ?f them.
2 marks for success within a minute.
1 Mark for success between 1 minute and 2 minutes.
Omark for a failure, or success after the time limit.
Pictures 4 and 5, and for each of them.
3 marks for success within a minute.
2 Marks for success between 1 minute and 2 minutes
(but excluding 2 minutes).
1 mark for success between 2 and 3 minutes.
Omark for a failure, or success after the time limit.
For pictures 4 and 5, however, credit in addition to that earned
according to the above schedu~e; is to be given as under:
For picture 4 : 1 mark, provided that at least 6 of the 8 parts
have been correctly put within the time limit.
For picture 5 : 2 marks provided that at least 9 .?f_th~ 12
parts have been corredly put together, and l_~aitprovi_d~d
that at least 6 of the -12 parts have been correctly put to-
, - -
gether, both within the time limit.
Maximum possible score: 15
Maximum possible score for the whole battery : 95
TtME:

The total time taken in the administration of the battery to a

single individual is rather less than an hour.

000

• 9.