"#IdentityV X #ThePromisedIsland crossover will start soon! Take the Manor IQ test and see if you can escape the fate of being shipped off. Test it and you can also become the first to pre-register for the Identity V X The Promised Neverland Crossover!"
The test is scored on a seemingly arbitrary set of stats, those being Insight, Reasoning, Concentration, Calculation, and Imagination. The test will score you on a scale of X - SSS. Each question answered correctly will give 20 points, with a cumulative total of 300 points for a 15/15 score quiz.
Ответы на iq тест cc
Due to the short time limit, using the process of elimination here would be the optimal strategy. The "35 15 and 17" option is immediately eliminated as none of the numbers contain the digit two nor is the sum of the numbers 74. The option "29 21 and 24" option can also be eliminated as none of the numbers have a difference of 2, contradicting the statement regarding Martha and Emma's age. "28, 22 and 24" is also eliminated as it contradicts the statement on Martha's age's digit sum.
However, if one were to take time to think the question through, the process would begin as such; Emily is older than Martha, who is 2 years younger than Emma. The individual digits of Martha's age also add up to a value which is less than 4. Since Martha is 2 years younger than Emma, if Martha's age is found, we can also find Emma's age by simply adding 2 to the value.
The values of Martha's age that add up to 4 are an important hint here - considering that their cumulative age is 74, if we divide 70 into 3 nearly equal portions, 20, 20, and 30, we can assign the last value of 4 based on the pre-established rules. Both Emily and Martha's ages contain the number 2 - however, whether the 2 is in the ones or tens is never specified. Therefore, we can assign the initial value of 30 to Emily, 20 to Martha, and 20 to Emma. We do this to remain congruent with the age hierarchy established prior. The remaining value of 4 must then be divvied up. Splitting it into two 2's and adding them to Emily and Emma's ages is the right course of action here, as it preserves the 2 year gap between Martha & Emily, alongside verifying that the value of Martha's age adds up to less than 4 (2 + 0 = 2.)
Given that the third question has 3 as the answer to an addition, there is only one possibility for the values (barring 0 as a potential value to maintain the integrity of the rest of the questions, as no value multiplied by 0 - see the 2nd question - can have a value of anything but 0.) being 1 and 2. Considering that the two values together are a double digit number within the realm of 17, we can assign the 1 to the Fragment & the 2 to the Clue. From there, it's a simple matter of solving the rest of the questions. Returning to the first question, 13 - 17 = 5, and applying that value to the Echo checks out through the rest of the questions.
The Army Alpha is a group-administered test developed by Robert Yerkes and six others in order to evaluate the many U.S. military recruits during World War I.[1] It was first introduced in 1917 due to a demand for a systematic method of evaluating the intellectual and emotional functioning of soldiers. The test measured "verbal ability, numerical ability, ability to follow directions, and knowledge of information". Scores on the Army Alpha were used to determine a soldier's capability of serving, his job classification, and his potential for a leadership position. Soldiers who were illiterate or foreign speaking would take the Army Beta, the nonverbal equivalent of the exam.[2]
The development of the beta test and of the performance test for the examination of the foreign speaking and illiterate presented special problems. The use of demonstration charts and mime to convey the instructions to the persons being examined proved successful. The new type of the test in the beta, using geometrical designs, mutilated pictures, etc., required different principles in its construction. The individual performance tests also involved additional and peculiar standards of construction and evaluation.[1]
The important purpose of these supplementary tests was, of course, to give to those handicapped by language difficulties a real opportunity to show their ability. In addition, two definite aims were planned in the use of all forms of testing: first, to point out the feeble-minded and those incapable of military service because of mental deficiency; and second, to find those of unusual or special ability. The arrangement of each test, in both group and individual examinations, was therefore checked against the sources of men in institutions for the feeble-minded. If no score had meant low mentality, the first task would have been solved; but it had been shown that literacy was an important factor in the alpha test. The beta test practically eliminated this factor and was thus a step further in selecting those of low intelligence. To prove conclusively that a man was weak-minded and not merely indifferent or malingering, the performance test was added.[1]
The individual examinations as finally used in the U.S. Army were, therefore, primarily checks on the group examinations. No person was reported as feeble-minded until a detailed individual psychological examination had been made. Many cases of mental disorder were discovered and referred to the psychiatrists for examination. Disciplinary cases referred to the psychologists were always given individual examinations, as were referred cases of men having difficulty with drill or those who failed to improve in the YMCA schools and elsewhere.[1] Both the Army Alpha and Army Beta tests were discontinued after World War I.
In any psychological aptitude test, the person scoring the test has to take into consideration any error that the examinee will possibly make while taking the test. C. R. Atwell did a small study on the relationship of scores and errors based on the results of administration of the "Army Alpha".
C. R. Atwell wrote, "The number of errors made by a subject on a test should be indicative of his approach to the test, whether he works in a hurriedly and rashly or slowly and cautiously. Considered alone, however, the number of errors is a relatively meaningless figure, since more errors would be expected with lower scores. If for a given score wide deviations occur in the number of errors, the error score of a subject should be of value in giving additional information about him".[3]
On November 11, 1918, the psychological personnel consisted of about 120 officers and 350 enlisted men. Over five hundred additional clerks were used in the examining service in the 35 different camps in which psychological examining had been established. The army intelligence examination had been given to 1,726,966 men; of these 41,000 were officers. Approximately 83,000 individual examinations had been given. Over 7,800 men had been recommended for immediate discharge; 10,014 had been recommended for labor battalions or other service organizations; 9,487 had been recommended for development battalions for further observation and preliminary training. Nearly 30 percent of the 1,556,011 men for whom statistics are available were found to be unable to "read and understand newspapers and write letters home", and were given a special examination prepared for illiterates, the Army Beta.[1]
The methods originally prepared for use in the Army were subjected to repeated revisions, in the light of results, for increase in reliability and military value. The procedure finally adopted and used throughout the Army consists of two chief types of examination: the group examination and the individual examination. The former was necessitated by the demand for speed of examination and report, the latter by the desire for reliability and fairness to the individual.[1]
Men were examined in groups as large as five hundred. Every man was supplied with a pencil and an examination blank. He then, under military discipline, follows directions to the best of his ability. The examination required approximately fifty minutes. It demands almost no writing since responses were indicated by underscoring, crossing out, or checking. The examination papers were quickly scored by means of stencils, and mental ratings recorded for prompt report. To avoid, within reasonable limits, the risk of coaching, several duplicate forms of the examination had been made available. Each test of examination alpha consisted of a number of parts arranged in order of difficulty low to high. It was therefore possible for low-grade subjects to make a start on each test, and, at the same time, practically impossible for highly intelligent subjects to complete the tests within the time allowed. The test were varied in character and undoubtedly sample the most important types of intellectual process.[1]
The general procedure of examining, which was developed to meet military requirements, is briefly describable as follows: A group of draftees, the size of which is determined by the seating capacity of examining room (it varied from one hundred to five hundred men) is reported to the psychological examining building for mental testing. The first essential step is the segregation of illiterates. This is accomplished by having all men who cannot read and write their own letters and those who have not proceeded beyond the fifth grade in school step out of the original group. The remaining men are sent to the alpha room. Naturally, among them there are likely to be several who will subsequently have to take the Army Beta examination. The illiterates are sent directly to the Army Beta room.[4]
Men who fail in the alpha were sent to the Army Beta in order that injustice by reason of relative unfamiliarity with English may be avoided. Men who fail in Army Beta are referred for individual examination by means of what may appear to be the most suitable and altogether appropriate procedure among the varied methods available. This reference for careful individual examination is yet another attempt to avoid injustice either by reason of linguistic handicap or accidents incident to group examining.[5] 2ff7e9595c