Part 23 (1/2)

Sometimes the child gives one or two numbers and then stops, having completely lost the rest of the series in the stress of adjusting to the novel and relatively difficult task of beginning with the final digit.

In such cases the feeble-minded are p.r.o.ne to fill in with any numbers they may happen to think of. A good method for the subject is to break the series up into groups and to give each group separately. Thus, 6-5-2-8 is given 8-2 (pause) 5-6. As a rule only the more intelligent subjects adopt this method. One 12-year-old girl attending high school was able to repeat eight digits backwards by the aid of this device.

It would be well worth while to investigate the relation of this test to imagery type. Such a study would have to make use of adult subjects trained in introspection. It would seem that success might be favored by the ability to translate the auditory impression into visual imagery, so that the remembered numbers could be read off as from a book; but this may or may not be the case. At any rate, success seems to depend largely upon the ability to manipulate mental imagery.

The degree of certainty as to the correctness of the response is usually much less than in repeating digits forwards.

CHAPTER XIV

INSTRUCTIONS FOR YEAR VIII

VIII, 1. THE BALL-AND-FIELD TEST (SCORE 2, INFERIOR PLAN)

PROCEDURE. Draw a circle about two and one half inches in diameter, leaving a small gap in the side next the child. Say: ”_Let us suppose that your baseball has been lost in this round field. You have no idea what part of the field it is in. You don't know what direction it came from, how it got there, or with what force it came. All you know is that the ball is lost somewhere in the field. Now, take this pencil and mark out a path to show me how you would hunt for the ball so as to be sure not to miss it. Begin at the gate and show me what path you would take._”[56]

[56] The Stanford record booklet contains the circle ready for use.

Give the instructions always as worded above. Avoid using an expression like, ”_Show me how you would walk around in the field_”; the word _around_ might suggest a circular path.

Sometimes the child merely points or tells how he would go. It is then necessary to say: ”_No; you must mark out your path with the pencil so I can see it plainly._” Other children trace a path only a little way and stop, saying: ”Here it is.” We then say: ”_But suppose you have not found it yet. Which direction would you go next?_” In this way the child must be kept tracing a path until it is evident whether any plan governs his procedure.

SCORING. The performances secured with this test are conveniently cla.s.sified into four groups, representing progressively higher types.

The first two types represent failures; the third is satisfactory at year VIII, the fourth at year XII. They may be described as follows:--

_Type a_ (failure). The child fails to comprehend the instructions and either does nothing at all or else, perhaps, takes the pencil and makes a few random strokes which could not be said to const.i.tute a search.

_Type b_ (also failure). The child comprehends the instructions and carries out a search, but without any definite plan. Absence of plan is evidenced by the crossing and re-crossing of paths, or by ”breaks.” A break means that the pencil is lifted up and set down in another part of the field. Sometimes only two or three fragments of paths are drawn, but more usually the field is pretty well filled up with random meanderings which cross each other again and again. Other ill.u.s.trations of type _b_ are: A single straight or curved line going direct to the ball, short haphazard dashes or curves, bare suggestion of a fan or spiral.

_Type c_ (satisfactory at year VIII). A successful performance at year VIII is characterized by the presence of a plan, but one ill-adapted to the purpose. That some forethought is exercised is evidenced, (1) by fewer crossings, (2) by a tendency either to make the lines more or less parallel or else to give them some kind of symmetry, and (3) by fewer breaks. The possibilities of type _c_ are almost unlimited, and one is continually meeting new forms. We have distinguished more than twenty of these, the most common of which may be described as follows:--

1. Very rough or zigzag circles or similarly imperfect spirals.

2. Segments of curves joined in a more or less symmetrical fas.h.i.+on.

3. Lines going back and forth across the field, joined at the ends and not intended to be parallel.

4. The ”wheel plan,” showing lines radiating from near the center of the field toward the circ.u.mference.

5. The ”fan plan,” showing a number of lines radiating (usually) from the gate and spreading out over the field.

6. ”Fan ellipses” or ”fan spirals” radiating from the gate like the lines just described.

7. The ”leaf plan,” ”rib plan,” or ”tree plan,” with lines branching off from a trunk line like ribs, veins of a leaf, or branches of a tree.

8. Parallel lines which cross at right angles and mark off the field like a checkerboard.

9. Paths making one or more fairly symmetrical geometrical figures, like a square, a diamond, a star, a hexagon, etc.

10. A combination of two or more of the above plans.

_Type d_ (satisfactory at year XII). Performances of this type meet perfectly, or almost perfectly, the logical requirements of the problem. The paths are almost or quite parallel, and there are no intersections or breaks. The possibilities of type _d_ are fewer and embrace chiefly the following:--

1. A spiral, perfect or almost perfect, and beginning either at the gate or at the center of the field. 2. Concentric circles.

3. Transverse lines, parallel or almost so, and joined at the ends.

Up to about 4 years most children failed entirely to comprehend the task. By the age of 6 years the task is usually understood, but the search is conducted without plan. Type _c_ is not attained by two thirds before the mental level of 8 years, and score 3 ordinarily not until 11 or 12 years.