A study of the performance of selected groups of five-year-olds on the Leiter International Performance Scale

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A study of the performance of selected groups of five-year-olds on the Leiter International Performance Scale

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A STUDY OF THE PERFORMANCE OF SEIOTED GROUPS OF FIVE-XEAR-OIDS OH THE ZSZIBR ZNIBinATIOHAL FIRFCmmHCE SCALE Compared w ith the Revised Stanford-B inet, Form L, and th e Grace Arthur Scale o f Performance T ests on Croups S elected According to Known Environmental D ifferen ces

fey Miriam E. Tate

A d is se r ta tio n subm itted in p a r tia l fu lfillm e n t o f the requirem ents fo r the degree o f Doctor o f Philosophy, in the Department o f Child W elfare in the Graduate C ollege o f the 5 ta te U n iversity o f Iowa June 1950

ProQuest Number: 10598604

All rights reserv ed INFORMATION TO ALL USERS The quality of this rep ro d u ctio n is d e p e n d e n t u p o n th e quality o f th e c o p y su b m itted . In th e unlikely e v e n t th a t th e au th o r did n o t se n d a c o m p le te m anuscript a n d th e re a re missing p a g e s , th e s e will b e n o te d . Also, if m aterial h a d to b e re m o v e d , a n o te will in d ic a te th e d eletio n .

uest ProQ uest 10598604 Published by ProQ uest LLC (2017). C opyright o f th e Dissertation is held by th e Author. All rights reserved. This work is p ro te c te d a g a in st unauthorized co p y in g u n d er Title 17, United States C o d e Microform Edition © ProQ uest LLC. ProQ uest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 - 1346

W 'A ;lV 'A T \ c\ b o ° J 3 M

Cop, Ql

A cm m iM G rnm s The w riter la indebted to the many people who have helped in making th is research a f a i t accom pli t

to Br* Beth L. Wellman fo r her

p atien ce and guidance in d ir e c tin g the stu d y and, e s p e c ia lly , in d ir e c t­ ing th e preparation o f th e manuscript; to Dr. R u ssell G* L eiter fo r h is enthusiasm and gen ero sity in making a v a ila b le t e s t m aterials and source data; to I* A. Opsta d , Superintendent o f the Iowa C ity p u b lic sch o o ls; to the elem entary sch ool p rin cip a ls and kindergarten teach ers; to Dr. Robert C* Hammerer, p sy ch o lo g ist w ith the Iowa Board o f Control o f S ta te I n s t i­ tu tio n s ; to the succeeding superintendents o f the Iowa Annie Wittennayer Home, Mr* E. G. W iggins and Mr* H. R. McFhail; and to th e s t a f f o f the U n iversity o f Iowa preschool la b o ra to ries for th e ir cooperation during the c o lle c tin g o f the data; to Dr* Orvis C* Irw in and Mr. Charles Spiker fo r th e ir a ssista n c e w ith th e s t a t is t ic a l treatm ent o f the data; to Mr. Chandler Screven fo r taking the p ictu res; to Ifar* l& nvill© Bro fo r typin g th e manuscript; and to the fe llo w students and frien d s for th e ir sugges­ tio n s and encouragement*

ii

TABLE OF CQUOTT3 page Chapter I

Introduction • ......................................... . . ♦

1

Chapter XX

The L iterature . . .........................

7

Chapter XU

Subjects and Procedure • * * • # . • • •

12

Chapter 17

I n tr a -te s t A n alysis o f the L eiter In tern a tio n a l Performance S e a le . . . . .

26

I n te r -te s t Comparison i A nalysis o f Variance, C orrelation s • • •

44

Chapter 7 Chapter 71

Summary and C onclusions. .

Appendix A . . • * • • • • • • . • • » . Appendix B . * * . B ibliography

. . . . . . . . . . . . ....................

........................... 57 ..........................

61

. . . . . .

62 @5

iii

The University of Iow a LIBRARIES

TABLE OF TABLES page Table 1

Age D istr ib u tio n o f Subjects According to Seat and Group. 15

Table II

D istrib u tio n o f Preschool Enrollment . . . . . . . . . .

15

Table IH

D istrib u tio n o f Subjects According to Occupation o f Father . . . . . . . . . ....................

15

Table I?

Education o f th e Fathers According to Groups . . . . . .

16

Table V

Education o f th e Mothers According to G rou p s........................17

Table VI

D istrib u tio n o f Subjects According to K indergartens. . . 17

Table VII

length o f Residence In the Iowa Annie Wittenmyer Home. • 18

Table VIII

D istrib u tio n o f Subjects According to Length o f T estin g In terv a l .................... . . . .

24

IT ® ANALYSIS s Percentage o f C hildren P assing Each S u b -test o f the L etter In tern atio n a l Performance S c a le , According to Experimental Groups and Sex, Compared to L oiter *s Standardisation Group o f Five-Year-Old s . . . .

59

Table IS

Table X

ITEM ANALYSIS; Percentage o f Children Passing Each S u b -test o f the L eiter In tern atio n a l Performance S cale; Comparison o f Socioeconomic Groups . . • * . . . • • • • 4 1

Table XI

A nalysis o f Variance

Table XH-A

Means, Standard D evia tio n s, and Standard Errors of the Means o f Performance and In te llig e n c e Q uotients for th e Experimental Groups and T o ta l. . . . . . . • • • • • • • 4 5

Table XII-B

t T est o f D ifferen ces between Test Means fo r Experi­ mental Groups. . . . . .

............................ • • • • • * • 4 5

46

Table XII-C

t T est o f D ifferen ces between Group Means for Three T e sts. . . . . . . . . . . . . ..................... . • • • • • • 4 6

Table X III

Bang©, Means, and Standard D eviations o f L eiter I n te l­ lig e n c e Q uotients in Two Scoring Systems According to Experimental Groups. • • • • • 5 0 iv

TABLE OF TABLKS (C oat.) page Table HV-A

Bange, Means, and Standard D eviation s o f Performance and In te llig e n c e Q uotients fo r 108 Pive-X ear-O lds • • . . S&

Table XIV-B Bange, Means, and Standard D eviations o f th e Perform­ ance and Mental Ages in Months fo r 108 Five-Tear-O lds • • 52 Table IF

Table XVI Table XVIX

I n te r -te s t Comparison! Bange and Mean D ifferen ce between In te llig e n c e Q uotients According to Experi­ mental Groups. . . . . . . . . . . . . . . . . . . . . I n te r -te s t C orrelation s (Pearson Produet-moments) la Terms o f Mental Ages and In te llig e n c e Q uotients . . . .

*54 15

Sequence o f Test A dm inistrations Subjects Assigned to Sequence, According to Sex and Experimental Groups. 61

Table XVIII Bangs, Means and Standard D eviation s o f the Mental Ages (Expressed in Months) Obtained on Three T ests According to Experimental Groups . . . . . . . 8 2

v

TABLE OF PLATES page P late 1

P la te 2

T ypical arrangement o f m aterials during ad m in istration o f th e L eiter X nteraation Performance S c a le , T est m aterial shown I s I? - 2 Eight F o rm s,.................... ♦

27

T est material® o f the L eiter In tern a tio n a l Performance S ca le, T est m aterial shown i s ? - 1 G enus,,

28

vi

X Chapter I x m m m rK M The measurement o f in te llig e n c e 1®, r e la tiv e ly speaking, a long worked area in the f ie ld o f p sy ch o log ical research; y e t i t has not been overworked fo r , as the to o ls o f research are r e fin e d , n m problems are uncovered.

The e a r lie s t attem pt a t d efin in g and measuring in t e llig e n t

behavior occurred before the turn o f the century, but the work o f Dr* Al­ fred B inet published in France in 190S s e t th e p attern fo r much o f the In terw o rk .

He i s g en era lly regarded as the illu s t r io u s an cestor o f th e

in te llig e n c e t e s t .

The h is to r y o f the B in et-typ e or verb al sc a le and

i t s many r ev isio n s in th is country i s too commonly known to even the be­ ginning student o f psychology to be review ed h e r e S u f f i c e i t to say th a t the B in et-typ e t e s t has been regarded g en era lly a s th e standard instrum ent fo r measuring in te llig e n c e and has been thus employed in studying the in flu en ce o f various fa cto r s upon th e development o f in te llig e n c e , In recen t y ea rs, however, th ere has been a growing d is s a tis fa c ­ tio n w ith t e s t s o f t h is ty p e.

S c ie n tis ts in th e areas o f so cio lo g y and

psychology have ra ised th e q u estion a® to whether research fin d in gs have not been p a rtly a fu n ction o f th e instrum ent employed as w e ll a s o f th e purportedly operating fa cto r s; th is qu estion has been ra ised most . ________

_

\

1 , The reader i s referred to Henry 3* G arrett, Great Experiments In Psychology. Rev. Edit • , Appleton-Gentury Company, 1941, pp. 1 -3 0 , fo r a comprehensive h isto r y o f the B inet t e s t . See Reference (3 ) in b ib liograp h y.

z p e r tin e n tly in regard to the study o f environm ental d iffe r e n c e s •

The

c r itic is m has been th at th e h ig h ly verb al B inet—type t e s t d iscrim in a tes a g a in st the econom ically and ed u ca tio n a lly handicapped. On th e other hand, in d iv id u a l performance t e s t s and b a tte r ie s o f such t e s t s which have been used e x te n siv e ly to supplement B in et-typ e r e s u lts , r e ly h e a v ily upon manual d e x te r ity and speed; as v a lid in d ica ­ to rs o f in te lle c tu a l fu n ctio n in g , th ey are fa r from s a tis fa c to r y .

One

suggested so lu tio n would b©{ a non-verbal t e s t o f r e la tiv e ly c u ltu r e -fr e e content itiic h w ill a sse ss behavior in d ic a tiv e o f a fu n ction in g i n t e l l i ­ gence^ fo r example, reasoning and grasp o f a b stra ct con cep ts.

The L eiter

In tern a tio n al Performance Scale purports to be such a t e s t . The L eiter In tern a tio n a l Performance Scale The L eiter In tern a tio n a l Performance S cale was developed by Dr. B u sse ll G. L eiter in 1950-56 and standardised on Hawaiian-born orien­ t a l ch ild ren in 1956 (17) and on w hite C aliforn ia-b orn ch ild ren in 1958 (2 8 ).

k non-language t e s t u t ilis in g B inet-type m a teria l, i t m s con­

stru cted o r ig in a lly to be a v a lid Instrument fo r comparing th© in t e lle c ­ tu a l development o f ch ild ren from w id ely divergen t cu ltu res •

Subsequent

to the 1958 stu d y , 1^ was restandardised on C a lifo rn ia Caucasian ch ild ren in order to make i t u sefu l to c lin ic ia n s in th e United S ta tes who "would w ish to speak o f th e t e s t performance o f th e fo re ig n , th e d ea f, and th e c h ild o f varying degrees o f language or speech handicaps or d ea fn ess, in terms o f th© c lin ic ia n s 1 asm o r ie n ta tio n .ft^ 2 . B u sse ll G. L e ite r , MA comparative stu dy o f the gen eral in te llig e n c e of C aucasian, C hinese, and Japanese ch ild ren a s measured by th e L eiter In tern a tio n a l Performance S c a le ,” D octoral d is se r ta tio n , 1958, Univ. o f Southern C a lifo rn ia , p. 189. Reference (28) in b ib liograp h y.

5 The p resen t S eale c o n sists o f four su b -te sts a t each age l e v e l, two to eigh teen years*

The Caucasian sta n d ard isa tion was mad© on 35

ch ild ren a t each age le v e l, f iv e through tw elve years | 12 fo u r-y ea r-o ld s and 13 th ree-y ea r-o ld s were a lso tested *

L eiter s ta te s th a t the c h il­

dren* s ages were ca lc u la ted from th e ir la s t birthday; th u s, the fiv e -y e a r olds averaged, a s a group, fiv e and o n e-h alf y ea rs, the six -y e a r -o ld s s ix and a h a lf, e t c .3

These C aliforn ia ch ild ren came from average to lew

average socioeconom ic backgrounds.

Of th e environment o f the standard­

is a tio n group, L eiter state® (5 )t In many resp ects th e ir p h ysica l environment was q u ite comparable to th e p h y sica l environment o f the O riental c h ild o f Honolulu I f the tongue used in th e home were not taken in to co n sid era tio n . At le a s t i t i s c er ta in th a t ch ild ren from many, many other lo c a lit ie s would have scored higher • L eiter ha® recommended h is sc a le as "superior to s c a le s o f the B inet-type fo r use in p sy ch o log ical clin ic® even w ith ch ild ren who might otherw ise be ab le to take a t e s t in v o lv in g language, because (a ) grea ter o b je c tiv ity o f scorin g; (b) greater n o v elty o f the ta sk s s e t th e ch ild ; and (c ) le s s chance o f experience en terin g in to the t e s t r e su lts." The Problem The present research s e t fo r i t s e l f a th r ee -fo ld problem*

th e

primary aim o f the study was th a t o f evalu atin g th e underlying hyp othesis in th e con stru ction o f th e L eiter In tern ation al Performance S cale; namely, 3* S p e c ific a lly , the average C.A* fo r th e " fiv e year group" m s 66.09 months; fo r th e " six year group", 77*05 months* For other years se e Table X III, p# 197 o f Reference (2 8 ).

4 th a t the sc a le i s r e la t iv e ly c u ltu r e -fr e e and th erefo re un affected by environm ental in flu e n c e s.

I f the L eiter i s more c u ltu r e -fr e e than th e

c r it ic is e d verb al-typ e t e s t s , i t seemed reasonable to assume th at L eiter t e s t sco res would show sm aller d iffe r e n c e s between groups se le c te d on 'the b a sis o f c u ltu r a l d iffe r e n c e s (socioeconom ic s ta tu s , preschool attendance, and in s titu tio n a l resid en ce) and le s s v a r ia b ility w ith in a sample composed o f such groups than would t e s t r e s u lts from a standard verb al-typ e t e s t , the S tan ford -B in et, 1957 R evision , Form 1 . Since the L eiter i s a performance t e s t , th e second aim was to compare the S cale w ith a ty p ic a l performance t e s t , the Grace Arthur Scale o f Performance T e sts, 1945 R evision , Fora I .

The Arthur S cale was chosen

because i t ha© been used fo r research purposes somewhat more freq u en tly than have sim ila r s c a le s and because I t was su ita b le fo r th e age group considered*

Gatte ll* s fin d in g s th a t h is “C ulture-Free” T est was somewhat

more in flu en ced by environm ental tr a in in g than was the Arthur suggested th e p o s s ib ilit y o f sim ila r fin d in g s w ith th e L eiter T est (1 2 ). The th ir d asp ect o f th e problem was th a t o f evalu atin g certa in c h a r a c te r istic s o f the L eiter T est i t s e l f s the in te r e s t app eal, v a lid ity and r e lia b ilit y o f the Scale as an instrum ent fo r a sse ssin g th e i n t e l l i ­ gence o f fiv e -y e a r -o ld s •

Although L eiter s tr e s s e s th e n o v elty o f content

in h is t e s t as being in t r in s ic a lly in te r e stin g to th e c h ild , he d isr e ­ gards the p o ssib le op p osite e f f e c t o f th e r e la t iv e ly unvaried adm inistra­ tio n procedures.

The experim enter, on the b a sis o f previous experience

In te s tin g preschool age ch ild ren , questioned th is in te r e s t fa c to r , f e e l­ in g th a t the ch ild ren might become bored and m ight, consequently, obtain

s a c e ilin g on th e L etter Seel© below th a t obtained on the Stan ford -B in et* The fiv e -y e a r -o ld group was se le c te d a s th e fo c a l p oin t in th is study fo r se v er a l reasons s i t rep resen ts the upper lim it o f the pre­ sch ool c h ild , i*©*, th e ch ild b efore he has been su b jected to formal edu­ catio n ! i t was the youngest age group employed to any siz a b le ex ten t in t3i© stan d ard ization o f th e L eiter S c a le| and i t i s a group r e la tiv e ly easy to sam ple, thanks to a lo c a l law4 making kindergarten a p rereq u isite to en terin g the f i r s t grad©* O rganization o f the Study The lite r a tu r e supporting the s e le c tio n o f the environm ental fa cto rs under con sid eration in t h is study i s rather b r ie f ly reviewed in the e a r ly pages o f Chapter XI*

Other attem pts a t c u ltu r e -fr e e t e s t s and

relev an t fin d in g s are a lso reviewed*

There have been se v e r a l stu d ie s,

m ostly a t th e m aster’s le v e l, u t iliz in g the L etter In tern a tio n a l Perform­ ance Scale*

These stu d ies are summarised in Chapter I I , w ith more d e ta il

given to th ose stu d ie s which have an immediate bearing on th e presen t research*

The most recen t research , th a t o f Br* Grace Arthur, which pre­

sen ts a restan d ard ization and somewhat d iffe r e n t sco rin g system o f th e L eiter S ea le, i s not d iscu ssed under lite r a tu r e but lias been reserved fo r what appeared to be a more lo g ic a l p la ce, th e chapter which presents the r e su lts o f the presen t study in tern® o f Br* Arthur’ s scoring* 4* Iowa le g is la tu r e has passed a ©tat© law making kindergarten compulsory, but u n til July 1952 county ru lin g i s optional*

6 A comprehensive d escrip tio n o f the su b jects te ste d 9 th e samp­ lin g te& iniques used, e tc * , are presented in Chapter I I I , to g eth er w ith an account o f te s tin g procedures* Tiis r e s u lts obtained are presented and d iscu ssed in Chapters IT and V.

Chapter IV i s devoted, to an item a n a ly sis c o lla r in g th© perform­

ance o f th e sev era l groups and o f the sample as a whole w ith L etter !s stan d ard isation group*

Chapter V an a ly ses th e varian ce between groups

and between t e s t s and p resen ts the c o rrela tio n s found to e x is t between the t e s t s employed*

R esults are reported in terms o f both scorin g sy s­

tems fo r th e L eiter Scale* Chapter VI summarizes the previous chapters* fo r future research have been outlined*

A few su ggestion s

7 Chapter IX TBS LITEMTTJHE

Environmental factors

C a tte ll, in d iscu ssin g the need fo r a " cu ltu re-free* t e s t , s ta te s (15) t There has been much pain stakin g work on the theme around which most o f the app lied problems c lu ste r : namely, th e nature-nurture is s u e , but th e ir expenditure Is rendered n u ll and void in most in sta n ces because the experim enters argue in a c ir c le , f i r s t pu ttin g environment s k i ll s in th e ir t e s t s and then proving th a t environment e ffe c ts " in te llig en ce * — ob­ ta in in g various r e s u lts according to the amount o f contamina­ tio n o f the instrum ent. One might as w e ll wipe th© s la t e clean o f th ese e a r lie r r e su lts — e s p e c ia lly those a t the nursery school age — and begin afresh w ith sounder t e s t s * 5 That i s , to say the le a s t , a challengin g statem en t, and a debatable one.

But i t r a ise s th e question o f what i s meant by environ­

ment and environm ental s k i l l s , and whether or not i t i s p o ssib le to develop a t e s t which i s com pletely devoid o f such s k i l l s .

B avis and

Havighurst (1 4 ), in what appeals to the w riter to be a cogent d iscu s­ sio n , s ta te : The s o c io lo g is t and s o c ia l an th rop ologist have been con­ vin ced , through stu d ies o f a great many human s o c ie t ie s , th a t cu ltu r a l lea rn in g runs through n early a l l th e "mental* behav­ io r o f human beings • S o cia l an th rop ologists th erefo re strong­ l y doubt th a t cu ltu ra l behavior cm be elim inated from any in t e llig e n c e - t e s t response*

5 . C a tte ll, p . 162 o f Reference (IS ) in b ib liograp h y.

8 We hope* however, th a t c u ltu r a l b ia s in th e t e s t s , fa ­ voring any socioeconoii&c group, can be elim in a ted . This p o si­ tio n req u ires th e co n stru ctio n both o f t e s t problems and o f t o t a l te s t in g situ a tio n s th a t so co n tro l a l l the major cu l­ tu r a l elem ents in th ese t e s t s th a t no cu ltu ra l advantage i s o ffered to any socioeconom ic group in the U nited S tates.® Wellman (E l) d iscu sse s th e meaning o f environment ra th er com­ p reh en siv ely , p o in tin g out th a t each experim enter d e fin e s Environm ent11 s p e c if ic a lly fo r h is resea rch , narrowly or broadly, according to h is purposes*

She l i s t s seven Mmajor environm ental c o n ste lla tio n s" or fa c­

to r s which have been stu d ied in resp ect to th e ir r e la tio n to in te llig e n c e * From th is l i s t th e present experim enter se le c te d four fa c to r s fo r con trol in th is research®

socioeconom ic s ta tu s , education o f the p aren ts, pre­

sch o ol atten dan ce, and in s titu tio n a l resid en ce .

A dm ittedly, many, many

other fa cto r s could have been chosen, but previous research w ith the Stanford-B inet and th© Arthur Performance S cale has y ield ed f a ir ly d e fin e it© fin d in g s in th ese a r ea s. N eff {18} review s th© numerous stu d ie s regarding Hie r e la tio n ­ sh ip between socioeconom ic sta tu s and development o f in te llig e n c e , and concludes th a t ch ild ren o f the lo w est socioeconom ic c la s se s t e s t about tw enty p o in ts lower on the Stanford-B inet than ch ild ren o f th© h ig h est (p r o fessio n a l) c la s s e s •

Several stu d ies (20) have found c o rr ela tio n s o f

apprcocimately+’.SO between c h ild 1s In te llig e n c e scores and parent*© educa­ tio n .

Wellman (22) summarises the various stu d ie s r e la tin g to th© e f f e c t

o f preschool attendance upon in te lle c tu a l developm ent.

Although such stu ­

d ie s are not in complete agreem ent, the m ajority report an in crea se in IQ 6 . W. A. Davis and B» J . H avighurst, p . SOS o f Reference (1 4 ).

9 accompanying preschool attendance* Wellman and Fegram (£3) rep ort in t e lle c t u a l impoverishment as r e fle c te d by low t e s t sco res on in s titu tio n a l children*

F isch er (16)

found th a t in s titu tio n a l ch ild ren over a year o ld , when te ste d on th e S tan ford -B in et, dropped so se v e r e ly in in te llig e n c e le v e l th a t the median IQ f e l l below normal range.

The d istr ib u tio n o f in te llig e n c e remained

sta b le fo r th e co n tro l group o f fam ily children*

Sk eels (1 9 ), summaris­

in g the Iowa stu d ie s which have found th a t in s titu tio n a l resid en ce tends to depress the in te lle c tu a l development o f ch ild ren , quotes a mean IQ o f 89*7 fo r 42 fiv e-y ea r-o M s in resid en ce in th e Iowa Soldiers* Orphans1 Home. This same orphanage, under a changed name, has furnished the or­ phanage group o f th© p resen t research . C a tte ll (18) defined cu ltu ra l in flu en ce as tra in in g and sub­ jected h is C ulture-Free T est to a co n tro lled experim ent in which he com­ pared the e ff e c t s o f tra in in g upon h is t e s t j the Stan ford -B in et, Form L$ the Grace Arthur Performance S ca le, Form 1} and the A .G .E ., an arith m etic te st.

His su b je c ts, th ir te e n and fou rteen -year-old high sch ool freshman,

were divided in to four groups.

11A ll four were te ste d w ith a l l four t e s t s .

Then Group 1 was train ed in verb al knowledge and s k i l l , Group t in mater­ i a l o f a geom etrical nature, Group 8 in m anipulation o f form boards and performance t e s t s sim ila r to , but not id e n tic a l w ith those used in the Arthur t e s t , and Group 4 m s given tra in in g In a rith m etica l and a lg eb ra ic processes sim ila r to th o se in th e A.C .E.” He concluded th a t the Arthur was s lig h t ly le s s influenced by environment ( I . e . , tra in in g ) than was h is t e s t w hich, in turn, was much le s s influenced than e ith e r the B inet or the A.C.E.

10 S everal researches have found th at th© younger ch ild ren te ste d higher on th e Arthur, r e la t iv e ly , than did th e old er on es,

Dorscher (1 5 ),

using d iffe r e n t t e s t s (the Kuhlmann B inet and the R andall*s Isla n d ) but obtain in g sim ila r r e s u lts , made th e p ertin en t ob servation , "These r e s u lts lend stren gth to the theory th a t th e motor and verbal a sp ects o f i n t e l l i ­ gence are le s s d iffe r e n tia te d in the low er le v e ls than in th© higher*w th e .belter Interm tional^jeerforiSLnM Sm I© Research © p lo y in g the l e i t e r In tern atio n al Performance Scale has been, to d a te , prim arily concerned w ith other c u ltu r a l groups#

Craig

(25) and 'Molino (S I) made companion stu d ies o f 1he performance o f Mexican sch ool children*

Molino concluded th a t e ith e r th© sc a le m s to o d i f f i ­

c u lt or th a t many Mexican ch ild ren ,freach th e ir mental m aturity a t th© ten year lev e l* *

A study by Mchea (SO) a ls o concerned th© responses o f

Mexican ch ild ren on th e l e it e r Scale* Darby (26) stu d ied th e performance o f 55 American-born Japanese ch ild ren in C a lifo rn ia , concluding th a t th ey were "more lik e th© Cauca­ sia n ch ild ren than th ey were lik e the Hawaiian-born Japanese group* in le t t e r ’s o r ie n ta l stan d ard ization , w ith resp ect to in te llig e n c e *

Goulard

(27) a lso employed th© S cale in studying Japanese Americans • Madeley (29) extended th© Caucasian stan d ard isation upward by adm inistering th© L eiter to 156 Hu n selected , m id d le-class American-born ch ild ren o f Hordic stock who were a t the time o f te s tin g attending the P lacer Union H i# School in Auburn, C a lifo rn ia #n As a r e su lt o f her re­ search , the Scale m s rev ised to i t s present form.

The major changes

11 were th e elim in a tio n o f th e odd-year t e s t s fo r shears 1 1 , 1 5 , 15, and 17; and the su b stitu tio n o f the stronger t e s t s a t th e odd-year le v e ls fo r the weaker t e s t s a t th e even-year le v e ls # U n til th e recen t restan d ard ization work by Dr. Grace Arthur (IS ) and th e presen t research , very l i t t l e had been done w ith th e l e i t e r Scale a t the lower age le v e l® .

William® (52) did a comparative study between

th e Stanford-© In e t, P o n L, and the L eiter on f i f t y ch ild ren ranging in age from s ix to ten 3/ea rs, in c lu s iv e .

She obtained a Pearson product

moment c o r r e la tio n o f +.67 J .078 between th e IQ’s obtained on the two t e s t s and an r o f +.65 between th e resp ectiv e mental a g e s.

She found th a t

th e L eiter produced a mean IQ 1 1 .8 p o in ts below th a t o f th e StanfordB in e t.

In an a n a ly sis o f te s t item s, she found that th e two s c a le s show

more s im ila r itie s a t the lower age le v e ls Mp a r tly because th e a b ilit ie s te ste d are le s s sp e c ia liz e d and p a rtly because th e Stanford-B inet item s, on th ese le v e ls , are la r g e ly a performance type.*1 Follow ing th is lin e o f reasoning, one may a n tic ip a te a c lo se r co rrela tio n between th e t e s t s in th e presen t stu d y.

12 Chapter XII SUBJECTS AND PROCEDURE

The su b jects employed In t h is study co n sisted o f 108 fiv e -y e a r o ld ch ild ren , 55 boys and 55 g ir ls*

The youngest ch ild was four y ea rs,

te n months and tw enty-three days a t th e s ta r t o f the te s tin g schedule; th e o ld e st m s s ix years and th ree days a t the com pletion o f th e te s ts* A dm ittedly, th e sample rep resen ts a lib e r a l d e fin itio n o f ttfiv© year o ld * .

Table I presen ts the age d istr ib u tio n according to sex and the

major research groups* The sample m y be described as r e la tiv e ly homogeneous w ith res­ pect to geographical lo c a tio n , inasmuch as 90 o f the ch ild ren were r e s i­ dents o f a midwestern c o lle g e town, Iowa C ity , Iowa* resid en t in an orphanage s ix t y m iles away*

The others were

The o r ig in a l plan o f research

sp e c ifie d four groups o f th ir ty ch ild ren b u t, u n fortu n ately, th ere were only eigh teen ch ild ren in the orphanage who met th e c r ite r ia * Group 1 , th e p ro fessio n a l preschool group (h erea fter designated by the ab b reviation F-F) was composed o f ch ild ren en rolled in the Pre­ school Laboratories o f the S tate U n iv ersity o f Iowa Child W elfare Research Station*

F ifte e n o f th ese ch ild ren were en ro lled in th e Jtmior Primary

group a t th e tim e they were te ste d ; th is group corresponds to kindergarten in th e p u b lic school system*

The other f if te e n were en rolled in th© fo u r-

year-old preschool group but were near or past th e ir f if t h birthday*

The

ch ild ren had been en rolled from one to th ir te e n sem esters (in clu d in g summer

13

Table 1 Age D istrib u tio n o f Subjects According to Sex and Group

Age

5-11-1S# S—10—IS 5 - 9-15 5— 8—15 5 - 7-15 5— 6—15 5— 5—15 5— 4—15 5 - 5-15 5 - 2-15 5 - 1-15 5 - 0-15 4-11-15 4-10-15

P-P Boys

1 1 1 2 1 2 1 2 3 2

Group G irls

K-P Boys

2 1

1 5 1 1

2 S 1 2

Group K-L G irls Boys

1 3 1 2 1 1 1

3 1 2 3 2 3

14

15

15

Group G irls

T otal

2

1

2 1

1

5 4 8 8 5 11 8 10 9 9 8 15 6 4

1 2 1 1 1 1 2

1

4 2

1 2 1

1 3 5 1

2 2 3 1 1

15

15

5 16

Group 0 -1 G irls Boys

1 1

2

7

11

108

♦ Upper lim it o f in te r v a l i s 6 -0 -1 4 , read " six y ea rs, no months, fou rteen days**

14 se ss io n s) in th e p resch ools 5 o n ly four o f the thirty had had few er than th ree sem esters1 experience#

D istr ib u tio n o f preschool attendance i s

given in Table II# Fathers o f th ese preschool ch ild ren are a l l e ith e r o f the pro­ fe s sio n a l or m anagerial occupational groups#

Table I I I presen ts th e d is ­

tr ib u tio n o f ch ild ren , according t o the occupational le v e l o f the fa th e r . From T able I? one se e s th at h a lf o f th ese fa th ers hold e ith e r a Ph.D. or an M,D# degree, th e mean education le v e l being 17#8 y ea rs, th e range IS to 19 years#

Table V in d ic a tes th a t the mothers o f the preschool group

averaged I S .5 years of education, w ith 17 holding bachelor degrees and an a d d itio n a l f iv e w ith graduate degrees♦ Groups Z and 3, the kindergarten p ro fessio n a l group (K-P) and th e kindergarten lower socioeconom ic group (K-L), r e sp e c tiv e ly , were drawn from th e kindergarten enrollm ent in . th e p u b lic sch ools o f Ic m City# The d istr ib u tio n according to s p e c ific sch ools i s given in Table 71* The occupational and educational le v e l o f th e parents o f th© K-P group approximate those o f th e B-F group (of# Tables I I I , 17 and t} * Mon© o f th ese ch ild ren had ever attended preschool*

The fa th ers o f the

it-X, group ranged in occu pational Xevel from s k ille d tradesman ( e .g ., mechanic) down to day la b o rer, un sk illed *

However, sin ce Iowa C ity lack s

anything th a t might be termed a slum s e c tio n , th is group must be consid­ ered a sample o f th e low er middle c la s s or upper low er group*

As regards

home background, the K-L group appears to be most lik e th a t o f th e group upon which L eiter made h is Caucasian sta n d a rd isa tio n .

Table H D istr ib u tio n o f Preschool Enrollment Humber o f Sem esters E nrolled

Frequency

1 2 5 4 S 6 7

3 1 S 4 4 3 3 1 4 Z

- ■

a 9 10 11 12 13

1 1 T otal Mean

50 5*9 sem esters

Table H I D istrib u tio n o f Subjects According to Occupation o f Father

Occupational Groups P-P I. II. III. 17* 7. 71.

P rofessio n al Managerial and Minor P rof. C le r ic a l and S k ille d Trades S em i-sk illed U n sk illed labor Unemployed T otal Median

25 5

Experim ental Groups K-P &-I* 0-L 25 5 14 13 3

50 I

30 I

50 17

5 9 5 18 7

Hotei Occupations were f i r s t c la s s if ie d according to the U* S* Census (1920) c la s s if ic a t io n presented in Goodenough and Anderson, Experimental Child Study, pp. 501-512, and then were condensed in to th e above ta b le , which om its a c la s s fo r farm ers, te le sc o p e s s lig h t ly s k ille d and semi­ s k ille d lab or in to one c la s s if ic a t io n and adds a category fo r unemployed.

16

Table IF Education, o f th e Fathers According to Groups

Tears o f Education P-P Over 19 19 HuB./M .D. 18 Law/Dental 17 M.A* 16 B*A* 15 14 R.H. 15 Bus* C oll* 12 H.S* Grad* 11 10 9 8 Grammar School 7 6 5 T otal Fean

Experimental Groups K-P K-L

15 5 4 7 1

2 12 5 9 5 1

50 17.8

# d if f * - 3*72 y r s . t s 4*1, d . f • 38, sign* 1$

0—1

50 17.9

2 1 1 5 4 1 3 5 1

25 11.96*

1 1 1 6 5 1 2 17 8.84-i

17 Table V Education o f th© Mothers According to Groups Experim ental Groups P-P K-P K-L

Year© o f Education

19 18 17 16 IS 14 IS 12 11 10 9 8 7 6

R nD »/l!.D . Xaw/Dental M.A. B .A ./B .S .

Z 17

R.H. Bus. C o ll. H .S. Grad.

1 4 5

0-L

B 1 Z 1z 6 S 1 5

Gramer School

T otal Mean

80 1S .1

BO 15*5

1 1 4 8

2

1 1 4 Z

1 2 8 1 Z

22 1 1 .0

16 8*4

Table ? I D istr ib u tio n o f Subjects According to Kindergartens

K-P Group

School Kirkwood Henry Sabin Horace Harm Longfellow R oosevelt T otal

K-L Group

0 2 5 14 9

10 10 10 0 0

80

50

18 Group 4 , th e orphanage group (0~L ), c o n sists o f eig h teen c h il­ dren resid en t in th© s ta te orphanage, the Iowa Annie Wittenmyer Home, a t Davenport, Iowa*

These ch ild ren are n o t, fo r th e most p a rt, orphans in

the u su al s e m e , hut are prim arily n eglected and dependent ch ild ren placed in the Home by court order.

They come from th® poorest homes in

the s t a t e , rep resen tin g parental occupations ranging downward from sem isldLlled labor to unemployed.

As m y be seen from Tables IV and V, th e

educational le v e l of th e parents in the K-L group i s s ig n ific a n tly higher s t a t i s t i c a l l y than tlia t o f th© parents in th© 0-L group.

U nfortunately,

th© data on parental educational le v e l wear© not a v a ila b le fo r ©very c h ild in th ese la t t e r groups.

Th© len g th o f resid en ce in th e Iowa Annie W itten-

myer Horn I s given below in Table V H . Table VII Length o f Residence in th© Iowa Annie Wittenmyer Home

Months o f Residence Z 5 4 5 6 7 8 to IE to 25 to 56 to over

IS E4 56 48 48

Humber o f Children 5 1 2 1 2 2 1 5 2 Median 6 .5 months Mean IE .9 months

1 T otal

18

19 Sampling Procedure The su b jects o f t h is study were se le c te d according to p red eterrained c r it e r ia .

The P-P and K-F groups were to be as n early equal as

p o ssib le w ith regard to occupational and educational le v e l o f p aren ts, but th e ft-P group was not to in clu d e any ch ild who had had previous pre­ school train in g*

The K-L group m s to be as sim ila r as p o ssib le to the

K-F group w ith resp ect to education, but was to be drawn from lower occu­ p a tio n al le v e ls *

O rig in a lly , th ese occupations in th e K-L group were to

match those o f th e orphanage group, but as p rev io u sly pointed ou t, th is c r ite r io n had to be a lter ed fo r p r a c tic a l purposes*

An equal number o f

boys and g ir ls were to be included in each group, w ith a© even a d is t r i­ bu tion o f age as p o ssib le w ith in th e lim its o f "fiv e year o ld 11* Sine© the parent occupational and educational le v e ls o f the preschool population were known, the F-F group were se le c te d prim arily according to age and se x , w,!th each ch ild having been in attendance a t preschool fo r a t le a s t on© sem ester*

Inasmuch as th ir ty had been decided

upon as a minimum number fo r a given group and th e ju n ior primary e n r o ll­ ment i s lim ited to f if t e e n , te s tin g in th e preschools began in the spring o f 1949 and was continued in th e autumn group*

Even s o , I t was necessary

to draw h a lf o f th e group from ch ild ren in th e preschool "four year old group" who were old enough to be cla ssed as fiv e-y e a r-o ld s*

Thus, th is

group rep resen ts a l l th e ch ild ren en rolled in th e preschools who met th e experim ental c r ite r ia *

zo

FUrental occupation and education data were obtained from th e enrollm ent f i l e s o f the preschool la b o ra to ries*

One su b ject m s d is ­

carded because I lln e s s Just b efore a vacation period interrup ted the te stin g *

A su b stitu te m s obtained in larch 1950*

Two-thirds o f the

F-P group were te ste d during th e f a l l se ss io n . The kindergarten groups were se le c te d from th e enrollm ent sh ee ts made out by th e parents and kept on f i l e w ith th e in d iv id u a l kindergarten teachers*

These data sh ee ts are n ot a s comprehensive as th o se used by

the preschool and do not in clu d e educational data on the p a ren ts.

A ll

th® ch ild ren in a given kindergarten c la s s who met th e c r ite r ia fo r e ith e r K-F or K-L were se le c te d fo r te s tin g before a new c la ss was sam­ pled*

U sually te s tin g progressed concurrently in two kindergarten

c la s s e s , because se ssio n s are fo r a h a lf day o n ly .

Thus, Henry Sabin

kindergarteners were te s te d during the morning and Kirkwood ch ild ren during the a ftem oon j th ese two kindergartens were taught by th e same teacher*

Although su b jects were drawn from seven d iffe r e n t c la sse s in

fiv e sc h o o ls, only four teachers were in volved . As soon as a l l the su b jects needed in one experim ental group ( e .g ., f if t e e n boys in K-L group) had been te s te d , no more su b jects o f th a t type were examined, even though a d d itio n a l su b jects might have been obtained from th e c la s s .

These ch ild ren were se le c te d , f i r s t , according

to parental occupation, and, second, in order t o obtain a balanced sex r a tio and age range. A ll o f th e kindergarten ch ild ren were te ste d in the f a l l , between September 80 and December 14, 1949*

Two su b jects were discarded

from th e K-F group because in one the fam ily moved out o f town before te s tin g had been completed and in th e other the c h ild became i l l #

T est

data are incom plete fo r two other su b jects in th e K-F group) In both cases Grace Arthur Scores are m issin g, due to illn e s s before the C hrist­ mas h o lid a y .

Th® K-L group somehow remained in ta c t and needed no sub­

stitu tio n s # Data in regard to paren tal education fo r the kindergarten ch ild ren were obtained, a fte r a l l te s tin g had been com pleted, by person­ a lly con tactin g the parents by telep h o n e. the K-F group were ob tain ed .

In th is way, com plete data on

S ix o f th e 1C-L fa m ilie s could not be con­

ta cted ) on© parent refused the inform ation requested, and one fa th er was unable to supply the inform ation regarding h is w ife . The 0— I* or orphanage group was obtained in th ree tr ip s to Davenport, Iowa*

A group o f fiv e were te ste d in June 1949.

Kin© c h il­

dren were seen during the Thanksgiving week end, 1949, and the fin a l four su b jects were obtained in March 1950*

Thus th e sample rep resen ts every

ch ild in the orphanage during th a t period who met the experim ental c r i­ teria #

Some o f th e ch ild ren te s te d a t the la te r dates were in the orphan­

age but to o young when the e a r lie r te s ta were made#

Data in regard to

parental occupation and education fo r th is group were obtained from th e in d iv id u a l case h is to r ie s f ile d in th e ad m in istration o f f ic e o f th e Home.

A ll o f the su b jects in th is study were se le c te d and examined by the in v e stig a to r .

With one excep tio n , a l l t e s t s were adm inistered by th e

same person*^

An attem pt was made to adm inister the t e s t s In surround­

in gs fa m ilia r to the ch ild and-as p h y sic a lly c lo se to h is classroom as p o ssib le -without v io la tin g good te s tin g procedure*

In the preschool

la b o r a to ries where research i s a coordinated part o f th e program* rooms are e s p e c ia lly a llo c a te d fo r te stin g *

In the kindergartens m akeshift

arrangements had to s u f f ic e , and con d ition s -varied from sch ool to school* In two sch o o ls th e t e s t s were adm inistered in th e gymnasiums in another, In a w e ll-lig h te d cloakrooms In another, in th e teachers* lounges and in a f i f t h , in the tea ch ers1 kitchen*

In a l l cases an attem pt was made to

provide th e ch ild w ith a ta b le and ch a ir proportionate to h is s iz e and to m aintain p rivacy and q u ietn ess*

At th e Iowa Annie Wittenmyer Home

t e s t s were adm inistered in a classroom in the basement o f th e new sch ool b u ild in g lo ca ted on th e orphanage grounds*

A ll o f the ch ild ren in th e

OL group attend kindergarten in th is b u ild in g , but th e t e s ts were given a t periods when th e sch ool was not in sessio n * In th e p resch o o ls, in three o f the fiv e kindergartens (or four o f the seven c la s s e s ) and a t th e orphanage, the in v e stig a to r spent tim e p rio r to the a c tu a l te s tin g in gain in g rapport w ith th e d iild ren *

This

was don© by a v a r ie ty o f means, such as a s s is t in g teach ers and £>X&yground su p erv iso rs, s it t in g in the c la s s during sto r y hour, etc*

In the

other two sch oo ls th e teach er thought i t s u ffic ie n t to introduce the in ­ v e stig a to r to the c la ss*

In a l l o f the sch o o ls the teach er was shown the

?• On© 0-L ch ild had been given an SB-L a t th e orphanage by a q u a lifie d p sy ch o lo g ist th ree weeks p rio r to the w riter* s v is it * The t e s t was not repeated*

25 l i s t o f ch ild ren to be te ste d and. sh e, in tu rn , suggested which ch ild ren to take f i r s t .

The customary g reetin g a fte r th e f i r s t v i s i t to a new

sch ool w as, *Who are you tak in g today?

Take me.”

An attem pt was made to adm inister the th ree t e s ts in as c lo se su ccessio n a s p o ssib le , but o n ly one t e s t was given in any h a lf day s e s s io n .

The in te r v a l between adm in istration o f th e f i r s t and th ir d

t e s t s ranged from two days to fou rteen days (excep t fo r the one 26-day in te r v a l in the 0-L group), w ith a mod® o f three days and a mean o f 4 .9 6 days.®

The frequency d istr ib u tio n i s presented in Table V in . The t e s t s were adm inistered in a l l s ix o f th e p o ssib le sequences,

and su b je c ts, w ith in th e ir resp ectiv e groups, were randomly assign ed to th ese in such a m y th at fiv e children in each o f th e la rg er experim ental groups received th e t e s t s in any given order.

With the 0-L group, o f

cou rse, th e number m s not s u f f ic ie n t to do t h is , and the su b jects were assign ed to th e sequences in a random fa sh io n .

The sequences and sp ec i­

f i c su b jects assign ed to each are presented in Appendix A. As already in d ica ted , th e t e s t s adm inistered were the StanfordB in et, Form L, the Grace Arthur, Form X, and the b e tte r In tern a tio n a l Performance S c a le .

The Arthur m s adm inistered in an abridged form,

om ittin g the C asu ist Formboard and th e M anlkin-Feature-Proflle T est, in accordance w ith Arthur’ s recommendations fo r th is abridgement.®

L etter

8* These in te r v a ls in clu d e both th e f i r s t and la s t te s tin g day, not the d iffe re n c e between d a te s. Thus t e s t adm in istration over November 2 , 5 , and 4 i s c la s s if ie d as th ree days. 9 . Arthur, Grace, 4 P oint S cale o f Performance T e sts, V ol. 1 , The Common­ w ealth Fund, 1950, pp. 58-68. Reference ( 1 ) .

Table ¥121 D istr ib u tio n o f Subjects According to Length o f T esting In tern al

Frequency

Number o f Days

6 59 24 27 7 8 22 2

2 Z 4 5 S 7 8 9 20 21 22 25 24 • * 26 Mean 4*96 days

2 1 1 2 T otal

108

25 recommends th a t h is t e s t be g iven w ithout verbal in tercou rse between the examiner and the examinee during the adm inistration*

The fa c u lty a d v is­

ory committee w oiking w ith the in v e stig a to r objected to th is procedure, exp ressin g th e fe e lin g th a t s t r ic t adherence to th is ru le would e ff e c t an a r t i f i c i a l s itu a tio n which might depress t e s t performance*

A ccordingly,

i t was decided th a t -die examiner would attem pt to m aintain a fr ie n d ly atm osphere, n eith er encouraging th e ch ild to ta lk nor ex p ressly forb id­ ding him from doing so ; however, when h elp from the examiner was s o lic ­ it e d , th e standard answ ers, "You do i t th e way you th in k i t should g o ,” o r , more e x p lic it ly , "The game i s fo r you to decid e what to do* ahead th e way you want to do it ," were th e only acceptable ones*

Go From a

c lin ic a l poin t o f view , i t was in te r e stin g to note the extreme v a r ia tio n in th e apparent need o f th e ch ild to m aintain verb al contact w ith the examiner*

In a l l other r e sp e c ts, th e in v e stig a to r endeavored to adhere

to th e author1s d ir e c tio n s fo r adm inistration*

186 Chapter I? i m u m i a m b i s of THE LETTER IHTERNATIOMJ. BHFORMCE SCALE Before con sid erin g in t e r - t e s t fin d in g s, i t seem® p ertin en t to compare th e performance o f our sev era l experim ental groups and the f iv e y ea r-o ld s in lo ite r * s stan d ard isation group on s p e c ific t e s t item s*

Such

an a n a ly sis should in d ic a te th e degree to which th e su b -te sts do, or do n o t, d iffe r e n tia te between such c u ltu r a lly determined fa cto rs as socio-­ economic l e v e l, preschool attendance, geographical lo c a tio n , and se x d iffe r e n c e s The L o iter In tern a tio n a l Performance Scale m aterials c o n sist o f a wooden frame, paper s t r ip s , and wooden cubes* 1411 x 1%

The frame i s 5s x

A movable s lid e provides a hold er fo r th e paper s tr ip s vary­

in g in len gth to cover from th ree to e ig h t notches* to accommodate one inch cubes*

The notches are cut

P ictu res pasted or painted on one sid e

on ly o f th e cubes are matched a g a in st p ic tu r e s, p a tte rn s, or co lo rs on the paper str ip *

P la tes 1 and Z present ty p ic a l t e s t m aterials arranged

in the manner follow ed throughout the ad m in istration .

The s u b -te s ts ,

grouped by year le v e ls , are described on pages 29 through 57 in an abbre­ v ia ted manner, s u ffic ie n t to give the reader an understanding o f th e na­ ture o f the task in v o lv ed , but not adequate fo r us© as a manual o f admin­ istr a tio n *

Ih ere i t appeared r e le v a n t, th e d escrip tio n has been annotated

to in d ic a te previous placement o f the item or a sim ila r item on another te s t* 1 0 . R ecognizing that i t m y be argued th a t sex d iffe r e n c e s are not cu ltu r­ a l ly determ ined, th e w r ite r su ggests th a t th e q u estion be waived as ir r e le v a n t.

27

P late 1 T ypical arrangement o f m aterials during ad m in istration o f th e L eiter In tern a tio n a l Performance S c a le. T est m aterial shown i s IV - 2 KJi^it Forms.

28

P late 2 f e e t m aterial* o f th e L etter In tern a tio n a l Performance S c a le . m aterial shown i s V - 1 Genus. i

\

T est

Th© reader who i s fa m ilia r w ith the L etter m aterials may fin d i t expedient to turn now to page 88. Three Tear T ests I ll -

* Four Forms The paper s tr ip shows four lin e fig u r e s , from l e f t to r ig h ts M altese c r o ss, c ir c le , square, s ta r .

The b locks are presented

one a t a tim e beginning w ith the s ta r , and the su b ject p la ces th e block under th e matching form on to e s t r ip . III -



Block D esign The paper s tr ip presen ts f iv e squares, each o f which i s d ivid ed v e r tic a lly in to two colors* l e f t to r ig h t are*

The co lo rs o f to e d esign s from

yellcrar-blue, red -y ellow , b lu e-red , green -

red , and yellow -green .

A ll o f to e h a lf b locks are presenbed

sim u ltan eou sly, w ith those o f one co lo r grouped to g e th e r .

The

su b ject s e le c t s h a lf blocks to match to e co lo rs in a given de­ sig n and must a lig n them c o r r e c tly . III -

.

P icture Completion The paper s tr ip presen ts th e upper h a lf o f fiv e b r ig h tly colored p ictu res*

a blue and red b a ll, a Japanese lad y in

p u rp le, a le a fy t r e e , a blue uniformed policem an, and a khaki clad s o ld ie r .

The su b ject must p lace to e blocks in the notches

in such a way th at each p ictu re i s com plete. III -

.

Number D iscrim ination This task req uires th a t the ch ild d iscrim in ate between groups

so o f one aid two o b jects r esp ec tiv ely *

fe a t m aterials are in

th ree forms $ Form A presen ts chicks in groups o f 1 - 2 - 1 - 2f Form B presen ts ra b b its; and Form C, c a ts in th e same ord er. Blocks which d u p lica te th© p ictu res on the s tr ip s are presented in the order 1 - X - 2 - 2* Four Tear T ests IF - 1*

Form and Color The paper s tr ip p resen ts sia: fig u r e s rep resen ting th ree d if f e r ­ en t shapes ( c ir c le , tr ia n g le , square) in two c o lo r s (blue and y e llo w ).

Th© su b ject must match block® to the fig u res on th e

s t r ip , d iffe r e n tia tin g according to th© two c r it e r ia . IV - 2 .

Eight Forms Hie s t r ip presen ts e ig h t geom etric lin e forms*

Subject must

match the forms by p u ttin g a block In the notch under th e same form* This su b -te st i s very sim ila r to th© D iscrim ination o f Forms on the Stan ford -B in et, Form 1, a t th e Tear IV le v e l, the d iffe r ­ ence being th at th© la t t e r uses ten d iffe r e n t form s. IV - 5 .

Counts Four As in Number D iscrim ination ( i n th ree form s.

- 4 ) , the t e s t i s presented in

The su b ject i s required to match blocks to fig u res

on the s tr ip according to quantity*

Form A p resen ts heavy ver­

t i c a l lin e s on the s tr ip in the order, 1 - 2

- 5 - 4.

The

blocks show la rg e black d o ts, presented in th© order 2 - 1 - 4 - 5 .

51 Form B p resen ts red balloon® and blue s ta r s , Form C, yellow flow ers and orange sq uares, on th e s tr ip s and b lo ck s, respec­ t iv e ly . This ta sk may be compared w ith th a t o f Counting Four O bjects placed on th© Stanford-B inet, Form L, a t Tear V.

c lin i­

c a l ob servation , th e la t t e r appears e a sie r fo r our ch ild ren than t h is su b -te st on the L etter Scale# IV - 4#

Form, C olor, lumber Th© paper s tr ip s show orange and green squares and tr ia n g le s , each o f which has one or two blue dots near i t s b a se.

Blocks

must be matched e x a c tly in regard to a l l th ree c r ite r ia # F ive Tear T ests V - 1.

Genus Five b r ig h tly colored p ictu res on the paper s tr ip ares yellow flow er, cow, ro o ster , red apple#

man,

Blocks present a

woman, red flow er, h o rse, hen, and yellow pear.

Correct match­

in g in v o lv es c la s s if ic a t io n according to genus or "belonging­ ness." V - 2.

Two Color C ircles S ix c ir c le s , divided v e r tic a lly in to two c o lo r s , are presented on th e strip #

There are no two c ir c le s a lik e .

Blocks must be

matched to id e n tic a lly colored c ir c le , but alignm ent need not be th e sane#

sa V - 3.

G lothing The m tch in g p r in c ip le i s sim ila r to th a t in V - 1 , in the sen se o f "belongingness*w The s tr ip shows a hand, a man’s head, a fo o t, a baby and a g i r l ’s head#

C lothing to be a l l o ­

cated to th e notches are a g lo v e, a man’s h a t, a sh oe, a smocked d r e ss, and a g i r l ’ s h at w ith stream ers* V - 4#

Block Design Th© paper © trip presen ts tw o-color squares divided diagonally# The blocks lik e w ise are d ivid ed d ia g o n a lly and two must be com­ bined to make a given design*

A ll blocks o f one c o lo r are

grouped together# T his task c a lls fo r e lig ib ly b e tte r motor s k i l l than th© others# S ix Year T ests VI* - 1#

Analogous Progression The paper s tr ip p resen ts f iv e c ir c le s , graduating in s iz e from on e-h a lf inch diam eter to on© inch diam eter.

A s e r ie s o f grad­

uated squares must be placed in th e notches in an ascending order, analogous to th a t o f th© c ir c le s . VI - 2#

P attern Completion T est There are two forms®

Form A a lte r n a te s I» s and O’s over fiv e

n otch es, lea v in g a blank a tr ip over th© rem aining th r e e .

Sub­

je c t i s required to match blocks to th e fig u r es shown and to f i l l th e remaining notches in such a way th a t th© pattern Is

not Changed*

I f Form A i s c o rr ec t, Form B I s given* t h is form

a lte r n a te s X*s and — ts . L etter d escrib es t h is t e s t as ttan adaptation o f the much used paper and p e n c il s e r ie s com pletion te s t* w fe tc h in g on the B asis o f Use The paper s tr ip p resen ts fiv e p ic tu r e s: b ic y c le , and b a ll.

can d le, piano, bucket,

On the blocks are an e le c tr ic bulb, a

p itc h e r , an autom obile, and a to p .

The blocks are matched w ith

the p ictu re which has th e same or sim ila r u se. Block D esign The blocks used in t h is t e s t are exact quarters o f one inch cubes.

Four quarter blocks must be combined to form checkered

tw o-color d e sig n s.

There are th ree d e sig n s.

Alignment i s

p r e c ise . Seven Tear T ests R econstruction The paper s tr ip shows e ig h t sign®* ih e blocks contain Arabic numbers, one to e ig h t,

A key fo r th e t e s t , printed on card­

board, i s placed in fro n t o f the su b ject and the examiner dem onstrates the placem ent o f the Arabic le t t e r one under i t s appropriate sig n , sigm a.

The su b ject must p lace the other num­

bers in the same r e la tio n to the sig n s on th© s tr ip th a t they are to the sig n s on th e k ey.

34 TEX - 2 *

C ircle S eries Above th e f i r s t notch i s pictured one sm all c ir c le ; above the eigh th notch, a fig u re made up o f e ig h t concentric c ir c le s* There are no fig u r e s on th e intervening space*

Subject must

p la ce th© blocks in ascending order o f number o f c ir c le s , from th© f i r s t to th® eig h th notch, In clu sive* V II - 3 *

Circumference S eries M aterial c o n sists o f a graduated s e r ie s o f seven a r c s, th® la s t o f which i s a com plete c ir c le * f i r s t and la s t stim u li*

Th© s tr ip presen ts only the

Blocks must be placed in ascending

order* VII - 2 and VII - 3 present th© same p r in c ip le , the la t t e r being (in te n tio n a lly ) harder, although s ix o f our group passed VII - S a fte r having fa ile d VII - 2 . VII - 4 *

R ecognition o f Age D ifferen ces The s tr ip shows fiv e p ictu res o f fem ale heads whose ages in ­ crease from l e f t to right* heads*

Blocks present sim ila r ages in male

Subject matches blocks o f same age w ith each other* JeayJfej t a

VIII - 1* B itch in g Shades o f Gray Subject must c o r r e c tly match eig h t o f e ig h t grays* VIII - 2 . Form D iscrim ination Subject matches fiv e form s, each o f which i s se le c te d from f iv e sim ila r form s, a t o t a l o f 25 blocks presented sim ultaneously*

35 V III - 5 . Judging Mass Subject matches s o lid ly colored (b lack ) c ir c le s (Forms A and C) and squares (Form B) according to s iz e .

The fig u r es on the

s t r ip d u p lica te th ose on th e blocks* V III - 4 . S e r ie s o f R adii H alf inch c ir c le s w ith r a d ii extending outward from th e p e r i­ phery must be arranged in ascending order (fou r through eleven r a d ii) .

Only the f i r s t and la s t o f th e se are pictured on the

s t r ip . Wine Tear T ests IX - 1 .

Dot E stim ation The p r in c ip le i s sim ila r to th at in VII - Z, VII - 5* and VHI - 4 .

The two stim u li a t e ith e r end o f the s tr ip are f i f ­

teen and e i^ ity -fiv © d o ts, resp ectiv ely *

Blocks must be or­

dered according to in creasin g dot density* IX - 2 .

Analogous D esigns This t e s t o r ig in a lly appeared a t XI - 4 .

Th© design s to be

matched a r e , fo r the m ost, c ir c u la r and angular version s o f the same d esig n , but th ere i s no general d e sc rip tiv e term ap p lica­ b le fo r a l l the d e sig n s. IX - 3 .

Block D esign This i s the same t e s t as V - 4 , but here req uires th a t the diagon als be c o r r e c t.

56 IX - 4*

Line Completion Subject mast p lace blocks in the co rrect notches in such a way th a t a continuous lin e i s formed.

The f i r s t block i s demon­

str a ted by th e examiner*

X-

1*

F ootprin ts R ecognition T est Hie saiae e ig h t photographs o f d iffe r e n t a b o rig in a l fo o tp rin ts th a t appear on th© s t r ip appear a lso on the blocks*

411 e ig h t

must be c o r r e c tly matched* X-

2*

Block D esign These d e sig n s, th ree in number, require the f it t in g togeth er o f four sm all tria n g u la r blocks ( “exact quarters o f one inch cubes, i

cu t on th© diagonal" )• X-

5*

Concealed Cubes Cubes are p ictu red on th e s t r ip , numbers on the blocks*

There

i s one more numbered block than required to f i l l th e notches* Numbers are to be assign ed to the notches in accord w ith number o f blocks pictured or im plied in the picture* X-

4*

Block D esign This block d esign u ses d ia go n ally cut h a lf b lo ck s, some o f which are on® c o lo r , some two colors*

There are four designs*

Prior to !& deley1s stu d y, th is t e s t was placed a t XI - 1*

Twelve Tear Testa Block D esign This d esign s s e r ie s u ses tw o-color d iagon ally cut h a lf b lo ck s, w ith th ree h a lf blocks fo r every d e sig n .

The su b ject must ana­

ly s e th e con stru ction and choose only the h a lf blocks which w iH enable him to reproduce the design* S im ila r itie s^ Two Things Subject i® required to match eig h t blocks on th e b a sis o f sim i­ la r it y to e ig h t fig u r es on the str ip *

Sometimes the s im ila r ity

i s c la s s if ic a t io n , such as anim al, b ird , e tc * ; fo r o th ers, i t i s m aterial used in con stru ction , as in matching lea th er w ith shoe* R ecognition o f F a cia l Expression Subject must match f iv e photographs o f women w ith corresponding photographs o f men d isp la y in g d iffe r e n t em otions, such as fe a r , la u g h ter, etc* C la s s ific a tio n o f Animals Eight anim als are matched w ith e ig h t other anim als on th© b a sis o f b io lo g ic a l c la s s if ic a t io n w ith in the verteb rate phylum. ,

38 Table IX present® th e percentage© o f child ren passing each item fo r each o f the experim ental groups, the sample as a w hole, Loiter* s group o f fiv e -y e a r -o ld s, and fo r boys and g ir ls separately#

Table X com­

b in es th e two upper socioeconom ic groups and compares th e ir performance w ith th a t o f th© combined low er socioeconom ic groups#

C r itic a l r a tio s o f

th© d iffe r e n c e s in percentages, presented in Table X, were based on th© s t a t i s t i c a l procedure suggested by HeNemar ( ? ), p* 76: where p © proportion o f p asses fo r a l l P*f« groups combined d I C#B# - d iffe re n c e between Stages