162
EMPLOYMENT PSYCHOLOGY
However, before a test can be properly started, it must be
properly understood by the subject who is taking it. To
give directions that will be misunderstood is one of the
easiest things possible. One never discovers the many
possible meanings a word can assume until he uses that
word in giving directions to a large number of people.
One of many experiences of this kind will serve as an
instance. In developing the directions for the number
checking test (8) described in the first experiment, the
examiner originally directed the subject to put a mark
after every number that contained both a C T ’’and a “7”.
Some subjects put down a V-shaped check, while others
put a dash like this “—Obviously, the first took a
longer time than the second, and since the purpose of the
test was not to test a person’s ability to make marks, this
was a source of error. Consequently, the directions were
changed to read: “Put a straight line after each number,”
etc. This resulted in the attempt on the part of certain
subjects to make a mathematically straight line in every
case. This also was an undesirable feature, because the
purpose of the test was not to discover the subject’s ability
to draw straight lines. Moreover, some subjects made
long and deliberate lines, while others made them short
and dashing. If all the words necessary to make these
directions absolutely clear and unmistakable had been
included in the final directions, the result would have been
something as follows: “Make a quick, straight dash,
about an eighth of an inch long, after each number,” etc.
Obviously, such directions would have defeated their end,
because, by the time they had been given, the subject
would have forgotten the most of them. Therefore, a
part of the directions was given by the examiner as an
actual demonstration. The examiner would say: “Make a
