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The test is scored on a seemingly arbitrary set of stats, those being Insig=
ht, Reasoning, Concentration, Calculation, and Imagination. The test will s=
core 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.


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 Marth=
a 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 proces=
s would begin as such; Emily is older than Martha, who is 2 years younger t=
han Emma. The individual digits of Martha's age also add up to a value whic=
h is less than 4. Since Martha is 2 years younger than Emma, if Martha's ag=
e 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 - co=
nsidering that their cumulative age is 74, if we divide 70 into 3 nearly eq=
ual portions, 20, 20, and 30, we can assign the last value of 4 based on th=
e 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. Therefo=
re, 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 pr=
ior. The remaining value of 4 must then be divvied up. Splitting it into tw=
o 2's and adding them to Emily and Emma's ages is the right course of actio=
n here, as it preserves the 2 year gap between Martha & Emily, alongside ve=
rifying that the value of Martha's age adds up to less than 4 (2 + 0 =3D 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 main=
tain 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 with=
in 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. Re=
turning to the first question, 13 - 17 =3D 5, and applying that value to th=
e 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 Worl=
d War I.[1] It was first introduced in 1917 due to a demand for a systemati=
c method of evaluating the intellectual and emotional functioning of soldie=
rs. The test measured "verbal ability, numerical ability, ability to follow=
 directions, and knowledge of information". Scores on the Army Alpha were u=
sed 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 t=
he exam.[2]

The development of the beta test and of the performance test for the examin=
ation of the foreign speaking and illiterate presented special problems. Th=
e use of demonstration charts and mime to convey the instructions to the pe=
rsons being examined proved successful. The new type of the test in the bet=
a, using geometrical designs, mutilated pictures, etc., required different =
principles in its construction. The individual performance tests also invol=
ved 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 th=
eir 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 thos=
e of unusual or special ability. The arrangement of each test, in both grou=
p and individual examinations, was therefore checked against the sources of=
 men in institutions for the feeble-minded. If no score had meant low menta=
lity, the first task would have been solved; but it had been shown that lit=
eracy 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 lo=
w intelligence. To prove conclusively that a man was weak-minded and not me=
rely indifferent or malingering, the performance test was added.[1]

The individual examinations as finally used in the U.S. Army were, therefor=
e, primarily checks on the group examinations. No person was reported as fe=
eble-minded until a detailed individual psychological examination had been =
made. Many cases of mental disorder were discovered and referred to the psy=
chiatrists for examination. Disciplinary cases referred to the psychologist=
s were always given individual examinations, as were referred cases of men =
having difficulty with drill or those who failed to improve in the YMCA sch=
ools and elsewhere.[1] Both the Army Alpha and Army Beta tests were discont=
inued 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 ta=
king 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 shoul=
d be indicative of his approach to the test, whether he works in a hurriedl=
y and rashly or slowly and cautiously. Considered alone, however, the numbe=
r 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 t=
he number of errors, the error score of a subject should be of value in giv=
ing additional information about him".[3]

On November 11, 1918, the psychological personnel consisted of about 120 of=
ficers and 350 enlisted men. Over five hundred additional clerks were used =
in the examining service in the 35 different camps in which psychological e=
xamining had been established. The army intelligence examination had been g=
iven 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 perc=
ent 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 wer=
e given a special examination prepared for illiterates, the Army Beta.[1]

The methods originally prepared for use in the Army were subjected to repea=
ted revisions, in the light of results, for increase in reliability and mil=
itary value. The procedure finally adopted and used throughout the Army con=
sists of two chief types of examination: the group examination and the indi=
vidual examination. The former was necessitated by the demand for speed of =
examination and report, the latter by the desire for reliability and fairne=
ss to the individual.[1]

Men were examined in groups as large as five hundred. Every man was supplie=
d with a pencil and an examination blank. He then, under military disciplin=
e, follows directions to the best of his ability. The examination required =
approximately fifty minutes. It demands almost no writing since responses w=
ere indicated by underscoring, crossing out, or checking. The examination p=
apers were quickly scored by means of stencils, and mental ratings recorded=
 for prompt report. To avoid, within reasonable limits, the risk of coachin=
g, 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 subject=
s to make a start on each test, and, at the same time, practically impossib=
le for highly intelligent subjects to complete the tests within the time al=
lowed. The test were varied in character and undoubtedly sample the most im=
portant types of intellectual process.[1]

The general procedure of examining, which was developed to meet military re=
quirements, is briefly describable as follows: A group of draftees, the siz=
e of which is determined by the seating capacity of examining room (it vari=
ed from one hundred to five hundred men) is reported to the psychological e=
xamining building for mental testing. The first essential step is the segre=
gation of illiterates. This is accomplished by having all men who cannot re=
ad 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 sever=
al who will subsequently have to take the Army Beta examination. The illite=
rates are sent directly to the Army Beta room.[4]

Men who fail in the alpha were sent to the Army Beta in order that injustic=
e 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 amo=
ng the varied methods available. This reference for careful individual exam=
ination is yet another attempt to avoid injustice either by reason of lingu=
istic handicap or accidents incident to group examining.[5]
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