Now that we have found the reasoning process to be one of problem-solving, of which the first step is to acknowledge and recognize the difficulty, the second, to call up various methods of solution, and the third, to decide on the basis of one of the solutions that comes tinged with certainty, we are ready to apply this schema to study in the hope that we may discover the causes and remedies for the reasoning difficulties of students.

What has been referred to as the multiple-choice method was devised by me three years ago as a means of obtaining strictly comparable objective data concerning the problem-solving ability of various types and conditions of animals.