Motor proficiency and intelligence

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DATE

NAME AND ADDRESS

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NORTHWESTERN UNIVERSITY MOTOR PROFICIENCY AND INTELLIGENCE A DISSERTATION SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS for the degree DOCTOR OF PHILOSOPHY

DEPARTMENT OF PSYCHOLOGY

BY WILLIAM SLOAN

EVANSTON, ILLINOIS JUNE 1950

ProQuest Number: 10101973

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ACKNOWLEDGMENTS

The writer wishes to acknowledge the cooperation of Mr* Harry F. Augspurger, Superintendent of the Lincoln Ele jnentary School System, and Miss Bernardine Jones, Principal jof the Jefferson School, in making the normal children availj

^ble for this study.

Dr. Robert L. French has given valuable

assistance with the statistical portions of this study. j

Dr. William W. Fox, Superintendent of the Lincoln State School and Colony, has been most helpful in permitting the use of the patients and facilities of the institution.

For

general direction of the study and guidance in its develop­ ment the author is indebted to Dr. William A. Hunt.

TABLE OF CONTENTS Page 1

Introduction........ Object of the Experiment#.................. Procedure................

#.#4 5

Subjects.................................................... 5 Materials# Results.

..............................................8

.......................... *.............

Discussion............... Summary and Conclusions........... Bibliography Appendix

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

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

.9

*.........................27 ♦ .38 40 .43

TABLES ige Age in Months of Subjects............ ........

.7

I.Q.*s of Subjects............................

10

Raw Scores: Normal Subjects..................

13

Raw Scores: Mental Defectives................

14

Summary of Analysis of Variance: All Subjects.

Raw Scores,

1.

General Static Coordination..........

16

2*

Dynamic Manual........................

17

3*

General Dynamic................ ......

18

4.

Speed.................................

19

5.

Simultaneous Movement........ .......

20

6.

Synkinesia............. ............ .

21

Summary of Analysis of Variance: Raw Scores, All Subjects..................................

22

T Scores: Mental Defectives..................

24

Summary of Analysis of Variance: T Scores of Mental Defectives.............. ...............

25

Summary of Analysis of Variance: Clinical Classification and Motor Test; T Scores of Mental Defectives.............................

28

Summary of Analysis of Variance: Mental Defectives.

T Scores of

1.

General Static Coordination..........

29

2.

Dynamic Manual.......................

30

3.

General Dynamic......................

31

4.

Speed..

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

32

5.

Simultaneous Movements...............

33

6.

Synkinesia.............. .............

34

MOTOR PROFICIENCY AND INTELLIGENCE1 William Sloan Northwestern University INTRODUCTION

j

This study is an attempt to determine the relationship

|between intelligence and motor proficiency.

Previous opinions

jon this question have been divided. j According to Tredgold (27, p.171) one of the commonest i| abnormalities of mental defectives is a defect of muscular coordination.

He describes this condition quite vividly.

"In many cases this involves even the larger movements; the body balance is ungainly, and there is a clumsiness in walking and |; ||running. It is most pronounced, however, in the finer hand and finger movements, and coordination of these is usually !i ;

i

^acquired with great difficulty.

At a time when the normal

child is writing and drawing with considerable dexterity, the :j |feeble-minded one is still laboriously struggling with his it pothooks and hangers, whilst paper-folding, card-pricking, ,j

jbuttoning, lacing, and the simple kindergarten occupations j,present difficulties unknown to the ordinary child.

As a

|i

result of patient training many eventually learn to use their jhands tolerably well— indeed some become quite dexterous in the !i performance of a particular task— but relatively few of them I!

]acquire the manual aptitude of the normal child."

jl. j 1 !

He goes on

The writer wishes to acknowledge the assistance of Dr. William A. Hunt for his general direction of this study and Dr. Robert L. French for his guidance with the statistical portions of this paper.

to say (28, p.131), "In persons suffering from even the mildest degree of amentia, coordination is often acquired with diffi­ culty, and remains imperfect; and although many of them may learn to use their hands with a considerable amount of dex­ terity, the balance and movement of the body often continue jclumsy and ungainly*

It is frequently years before the mentally

|defective child manages to lace his boots, button his clothes, or manipulate his spoon at table* Even the best of them (with i a few remarkable exceptions) rarely attain to the precision and neatness of movement of which an ordinary well-trained child is capable*" In contrast to this view, Sherman (21, p.24) states that defective children can learn simple sensori-motor activities as quickly and as efficiently as bright children*

He feels

ithat the curve of sensori-motor adequacy matures at an early !age, and that it is natural to expect that with proper training i!

retarded children will be as adequate as normal children in .performance which requires gross sensori-motor adjustment. The experimental evidence bearing on this problem is j imeager. On the basis of a few studies by Kreezer (14,15), |Glanville and Kreezer (9), and Heath (11,12), Doll (5, p*872) I concludes that, "if to the strictly mental aspects of behavior we add those motor functions which have been the object of recent psychological inquiry, we observe.**a general tendency jtoward deficiency and defect."

Kreezer1s studies have been

|concerned mainly with neuromuscular excitability, electric i

jpotentials of the brain, and motor chronaxie.

Heath used the

3

Rail-walking Test in which he showed differences between exogenous and endogenous defectives*

These studies measure

!rather specific aspects of motor proficiency without attempting to generalize concerning this ability* Kulcinski (17) concludes that there is a definite and positive relationship between various degrees of intelligence jof fifth and sixth grade boys and girls and the learning of jfundamental muscular skills* Since this study was, basically, i Ian attempt to measure the relationship between intelligence and learning (of muscular skills) the findings are not surprising* Ray (20) makes the rather startling conclusion that physical ability is a more reliable predictor of academic standing than is relative I.Q*

When one looks at his data,

however, it is seen that this conclusion is based upon corre­ lations of *09 to *26 for the relationship between mental ach­ ievement and physical ability*

Correlations between mental

ability and achievement ranged from -.12 to *24.

By and large

jail of these correlations fall short of significance.

This is

inot difficult to understand since he has correlated four different groups broken down into I.Q. ranges of about 15 points in each group*

This is equivalent to taking a small

segment of the total scatter diagram and finding a correlation for each segment* Under such circumstances one would expect 1 (negligible correlations* Consequently, his results must be [interpreted with caution.

1 i

|

x

Johnson (13) found a correlation of -.059 between the

4

A.C.E. psychological test and the Johnson Skill Test.

He

concludes that there is no significant relationship between physical skill as measured, and "mental power" or general intelligence as measured*

He used college students as his

subjects. The substance of these studies points to the need for jwell controlled studies in this area.

Experimental data are

needed sorely. While Doll and Tredgold believe that motor i ability is part of the larger picture of general retardation, and Sherman believes contrariwise, no definite evidence is forthcoming*

Heath's work tends to indicate the relationship,

but the scope of his measure is too narrow to warrant u n ­ qualified generalization.

In general, the groups investigated

have not been well defined, and the problem of adequate clini­ cal classification also must be considered. OBJECT OF THE EXPERIMENT The present experiment is designed to measure the re­ lationship between mental deficiency and motor proficiency. !a. s a subsidiary objective,

it is hoped that this experiment

will demonstrate the applicability of the Oseretsky Test of Motor Proficiency to a more complete diagnostic evaluation of mental defectives.

An attempt will be made to determine whether

there is an unique pattern of motor proficiency for mental de ­ fectives as compared with the pattern found in normal children. Relative performance of endogenous and exogenous defectives i

jalso will be considered.

5

PROCEDURE The major variables in an attack on this problem may be

f i

isolated as intelligence, motor proficiency, sex, C.A., and the organic condition of the subjects.

The present attack on

the problem attempts to control all of the latter variables, !leaving intelligence as the independent variable and motor ij |proficiency as the dependent variable. The greatest diffi­ culty which is encountered is that of devising a measure of motor proficiency which is sufficiently 11pure11 in the sense that it is free of the necessity for including intellectual behavior.

This involves devising a measure which requires

the subject to perform tasks of motor proficiency in such a manner that he is not required to have a given mental level in order to understand the task. ;

Subjects.

Two groups of subjects were used in this

|j

experiment.

The Experimental group consisted of twenty mental

defectives divided equally as to sex.

The subjects were all

i|patients of the Lincoln State School and Colony.

The Control

'group consisted of twenty normal children, equally divided as i| to sex, who were pupils in the elementary schools of Lincoln, Illinois.

It was considered desirable to select subjects who

jjwere approximately ten years of age since at this age the best measure of performance on the Oseretsky Test could be ob­ tained. It was expected that the maximum spread of scores ■ i would be permitted at this age since the test extends six i

jrears in both directions from age ten.

It was considered

idesirable also to obviate the effects of early age.

The

6

jsubjects in the experimental and control groups were paired for C.A.

The mean C.A. for the experimental males was 120

months and for the control males 120.1 months.

The mean C.A.

jfor the experimental females was 118.7 months and for the control females 119.7 months. of C.A. for the two groups.

Table I shows the distribution The differences in C.A. between

experimental and control groups were insignificant statistij

Ically. I From an alphabetical file of all patients in the insti­ tution / there were selected randomly those subjects whose I.Q. fell in the 45-70 range and whose C.A.'s were within eighteen months of one hundred and twenty months.

Of the ten

males, five were classified by the medical staff as “familial" and five as "undifferentiated". |females.

The same was true for the

In addition to the classification by the medical

Istaff the complete history of each subject was studied care­ fully in order to substantiate the staff diagnosis.

Only

ithose were classified as familial who had other near relatives j

'formally diagnosed as mentally retarded.

None of the un-

l!differentiated revealed any family history of mental retar­ dation.

j :i

j

The control subjects were selected by inspection of a

file of pupils of the Lincoln Elementary Schools.

The first

ten males and ten females whose ages corresponded to the control group, and whose I.Q.'s fell between 90 and 110 were selected. All subjects in the experiment were given the 1937 j!revision of the Stanford-Binet.

The mean I.Q. for the

7

TABLE I

AGE IN MONTHS OF SUBJECTS

MALES

Mental Defective

FEMALES

Normal

Mental Defective

Normal

1

125

124

125

125

2

122

122

127

127

3

122

122

127

126

4

126

127

118

120

5

121

120

126

6

122

124

109

110

7

115

115

109

114

8

114

114

108

108

9

119

118

137

140

10

114

115

101

101

120.0

120.1

118.7

119.7

m

S.D.

4.15

4.16

3.44

3.44

8

jbxperimental males was 54*2 and for the control males 105*8. |The mean I.Q. for the experimental females was 56.2 and for the control females 99.2.

The data on intelligence for all

subjects are shown in Table II.

Obviously the differences

between experimental and control groups are highly significant. All of the subjects in the experimental group were (diagnosed by the medical staff of the Lincoln State School and I Colony as classifying in either the Familial or Undifferentij ated groups. No organic defects were observable on gross examination.

No medical diagnosis was available for the

control group but here again observation failed to indicate the presence of any gross neurological defects. Materials.

The measure of motor proficiency used in

this experiment was the Lincoln Adaptation of the Oseretsky Test of Motor Proficiency (22).

While this test has been

dsed rather extensively with European subjects there are practically no published studies in this country utilizing jthis instrument.

Applicability of the Test, to American

subjects, consequently is undetermined.

Standards for ad­

ministering and scoring the tests based on American subjects are not available.

A review of the European literature on

the test has been published by Lassner (18) and need not be repeated here.

An unpublished study by Fallers (8) is the

only one known to have utilized the Lincoln Adaptation of Ithis test.

She studied thirty high-grade mentally defective

girls and found some relationship between motor and mental | (development. In addition she found that her subjects scored

jhighest in the areas of general static, dynamic manual, and general dynamic coordination.

Lowest scores were obtained

jin speed and in simultaneous movement. Because of inadequate information with respect to the

j

relative difficulty of the test items, the whole test from the four to the sixteen year level was given to each subject. Since there are no standardization data for the Oseretsky, 11 Ithis test is not considered for purposes of this experiment las a measure yielding a score which has meaning relative to any other group.

The scores obtained in this experiment have

been derived from application of the test situations to two groups of subjects under similar conditions and, consequently, the results may be considered as a series of experimental situations.

The data obtained here cannot be compared validly

[with other data obtained on this test for other subjects. ■Comparison of these data with future administrations of the jjtest will be valid only to the extent that the present exi

jperimental situations are duplicated.

Certain liberties,

vindicated under treatment of results, were taken in scoring the tests but since these conditions were constant for both [groups, this is valid experimental procedure. f

TREATMENT OF RESULTS

i:

The Oseretsky Tests purport to measure six areas of ;|motor proficiency.

These are given by Oseretsky (19) as

[general static coordination, dynamic manual coordination, jgeneral dynamic coordination, speed, simultaneous movement,

10

TABLE II

I.Q.'S OF SUBJECTS

MALES

M ental Defective

FEMALES

Normal

Mental Defective

Normal

1

58

108

52

91

2

47

105

49

93

3

52

102

46

106

4

60

105

64

95

5

68

98

53

92

6

64

113

55

104

7

53

110

68

104

8

48

111

60

113

9

46

93

10

46

113

55

97

54*2

105*8

56*2

99.2

m

S.D.

7.52

6.35

97

6.45

6.84

11

jand synkinesia*

The latter is a measure of precision of move­

ment, or lack of surplus movement.

The scale is divided into

ten age levels from four to sixteen years (the ages above ten being combined in two-year groups). are six tests.

At each age level there

Each test at an age level is intended to

measure one of the six aspects of motor proficiency listed above.

Thus, test 1 at year 4, test 1 at year 5, test 1 at

year 6, etc* all measure general static coordination.

In the

[same way test 2 at each age level is a measure of dynamic manual coordination, etc.

Consequently, we have ten tests

measuring each of the six types of motor proficiency.

These

tests are spread over the age range from four to sixteen years. In some instances tests may be scored separately for right and left limbs.

Consequently, the number of tests for each

of the motor abilities may vary. j!

In the translation from the Portuguese edited by Doll (6)

scoring standards are given for each test in terms of the i

jcriteria necessary for a pass or fail.

In some cases these

criteria are in terms of time, accuracy, or both.

Since we

ij

have no data to indicate the adequacy of these criteria for our subjects, a record was kept of the time and accuracy scores [£or all subjects*

In order to obtain a single quantitative

!score for each of the six factors it was desirable to reduce all scores into a simple, "pass or fail" dichotomy.

This

Would permit the summing of all of the plusses for a given factor and using that score as the individual's score for that measure of motor proficiency.

This was done by

12

Sexamining the distribution of scores on each test for the ten normal males and the ten normal females separately*

The

approximate median of this distribution was selected as a cutting point for determining pass or fail*

For example, the

ten normal males had accuracy scores on year IX, test 4, as follows:

26, 30, 32, 40, 26, 18, 22, 34, 22, 32.

A cutting

score of 28 was chosen and all of the scores greater than |28 were scored plus while those lower than 28 were scored (minus.

For those tests which were scored originally as

pass or fail, these designations were allowed to remain.

The

same procedure was applied to the scores for the normal fe ­ males.

The cutting points applied to the normal subjects

were used for the feeble-minded males and feeble-minded females, respectively.

The next step was to derive a score

for each subject on each of the six factors.

This was done

(Simply by adding the number of plusses that each subject pained on each of the six subtests for all of the ten age [Levels.

For example, all of the plusses made on test 1 at

hach age level were added for a subject and this number became his score on general static coordination.

The latter scores

are the ones with which we shall deal in the subsequent analysis of the data.

These scores are shown in Tables III

,i

and IV. An analysis of variance was performed on these scores for each factor separately, making six such analyses.

In each

pase the design isolated the variances for sex, intelligence, ^nd interaction between sex and intelligence.

Results are

13

TABLE III RAW SCORES NORMAL SUBJECTS Motor Test |

General Static Coordination

S

Dynami c Manual Coordi­ nation

General Dynamic Coordi­ nation

Speed

Simul­ taneous Movement

Synki­ nesia

1

13

13

9

15

9

7

;2

11

14

7

15

8

5

3 | i4

9

16

9

15

8

7

11

13

7

4

5

7

5

13

12

9

4

8

8

!6

9

11

9

11

4

10

ii 7 i8

15

14

8

6

9

7

4

10

9

7

6

7

19

6

12

4

5

5

7

j‘ |10

8

12

7

7

4

6

11

10

16

9

12

8

7

11

11

12

10

9

7

13

11

14

10

13

9

7

jl4

11

14

11

10

9

9

15

6

12

6

7

6

5

16

9

9

7

4

6

5

17

8

8

6

4

5

7

18

11

13

12

12

6

7

19

9

14

10

12

9

10

SO

9

12

7

5

4

8

9 #70

12.50

8.40

8.90

6.85

7.15

S.D. 2.53

2.01

2.01

3.94

1.88

1.35

1 1f

j| \\

'i

\ \

m

14 TABLE IV RAW SCORES MENTAL DEFECTIVES Motor Test General Static Coordi­ nation

Dynamic Manual Coordi­ nation

General Dynami c Coordi­ nation

Speed

Simul­ taneous Movement

Synki­ nesia

*1

8

11

7

2

1

7

*2

5

10

6

1

2

8

3

8

3

0

2

3

14

4

9

4

5

5

6

*5

8

9

5

2

3

6

*6

12

7

7

1

2

5

7

7

8

7

0

2

6

8

1

4

1

0

0

5

*9

4

10

6

1

0

3

1°

1

6

3

1

0

7

11

9

5

5

1

2

8

12

8

8

6

4

3

5

13

2

6

0

0

0

3

*14

7

9

5

4

3

6

fl5 i■

6

11

5

3

4

7

*16 !

7

7

5

1

3

6

#17

5

12

9

3

2

7

18

6

9

6

2

1

7

11

14

7

9

3

7

3

6

4

1

3

5

5*85

8.45

5.05

2.05

2.05

5.85

S,.D. 2.98

2.42

2.08

2.13

1.36

1.46

3

i

i!19

*20 m

*FamiliaX

15

shown in Tables V-X.

In all six cases the differences between

[the normal and feeble-minded groups are significant at less than the one percent level of confidence.

No sex difference

was observed nor was there any significant variance for inter­ action of sex and intelligence.

Consequently, in further

treatment of the data the sexes may be combined.

These results

indicate that the feeble-minded subjects are significantly i i ipoorer on the six factors measured than the normal subjects. I In order to determine whether or not the experimental group performs differently on the six factors measured, an analysis of variance was made pooling the sexes and isolating the variance for intelligence, motor tests, and interaction of the two.

If interaction between motor test and intelligence

level is significant then we would be able to say that differ­ ences between the two groups vary with type of motor test. ■Interaction was significant at the one percent level of con­ fidence (Table XI). To show the differential test patterning of the experi­ mental group another approach was used.

Theoretically, we

[assume that the control group is a random sample of a popu­ lation which would perform equally well on all measures of motor proficiency.

Following this assumption all control

group scores were reduced to equality by transforming them into T scores.

This was done by the formula

■ T ” s*? *‘5° jAll of the experimental group scores then were reduced to T scores using the mean and sigma of the corresponding control

TABLE V

SUMMARY OF ANALYSIS OF VARIANCE

RAW SCORES ALL SUBJECTS

1*

SS

MS

1

1,225

1,225

I Intelligence

1

148,225

! SXI

1

5,625

5,625

Error

36

299.900

8.331

Total

39

454.975

i

Source Sex

df

General Static Coordination

148.225

!

F

17.792

TABLE VI

SUMMARY OF ANALYSIS OF VARIANCE

RAW SCORES ALL SUBJECTS

2*

Source Sex Intelligence SXI

df 1 1

Dynamic Manual

SS .025 164.025

MS

F

*025 164.025 30.141

1

2.025

2.025

Error

36

195.900

5.442

Total

39

361.975

18

TABLE VII

SUMMARY OF ANALYSIS OF VARIANCE

RAW SCORES ALL SUBJECTS

3*

Source

df

General Dynamic

SS

MS

F

Sex

1

5.625

5.625

1.625

Intelligence

1

112.225

112.225

25.236

SXI

1

2.025

2.025

Error

36

160.100

4.447

Total

39

279.975

P

.01

TABLE VIII SUMMARY OF ANALYSIS OF VARIANCE

RAW SCORES ALL SUBJECTS

4,

Source

df

Speed

SS

MS 5.625

Sex

1

5.625

Intelligence

1

469.225

SXI

1

5.625

5.625

Error

36

389.500

10.819

Total

39

869.975

469.225

F

43.37

TABLE IX

SUMMARY OF ANALYSIS OF VARIANCE

RAW SCORES ALL SUBJECTS

5.

Simultaneous Movement

df

SS

1

3.6

Intelligence

1

230.4

SXI

1

0.1

Error

36

103.8

Total

39

Source j Sex

337.9

MS 3.6 230.4

0.1 2.88

F 1.25 80.0

21 TABLE X

SUMMARY OF ANALYSIS OF VARIANCE

RAW SCORES ALL SUBJECTS

6#

Source

df

Sex Intelligence SXI

Synkinesia

SS

MS

0.9

0.9

16.9

16.9

0.4

0.4

Error

36

79.8

Total

39

98.0

2.22

7.61

.01

22

TABLE XI

SUMMARY OF ANALYSIS OF VARIANCE

RAW SCORES ALL SUBJECTS

SV

df

SS

P

MS

Motor Tests

870.80

174.16

52.86

.01

Intelligence

976.07

976.07

61.02

.01

Motor Tests x Intelligence

165.73

33.146

10.06

.01

38

607.86

15.996

4.85

.01

Individuals x Motor Tests / Intelligence

190

626•14

3.295

Total

239

3246.60

Individuals / Intelligence

23

group*

The resultant T scores for the experimental group now

|are comparable*

These scores are shown in Table XII.

An

analysis of variance of these T scores was performed using a single classification design (Table XIII).

The variance for

motor tests was significant at the one percent level, thus confirming the previous analysis of variance, and indicating jthat the experimental group performed significantly differ­ ently on the various motor tests. I

Inspection of the means shows that the measures of motor

proficiency of the feeble-minded subjects fall into the following rank order (from high to low):

|

1. 2. 3. 4. 5. 6.

Synkinesia General Static General Dynamic Speed Dynamic Manual Simultaneous Movement

The mean synkinesia score is significantly higher than all iother scores except general static.

Conversely, the mean for

simultaneous movement is significantly lower than all other means except dynamic manual. cant at the .10 level.

The latter difference was signifi­

Differences between all other means were

not statistically significant. The general trend of these results is in fair agreement with those obtained by Fallers (8), but not completely so.

The

differences may be due, in part, to the types of subjects used in the two experiments.

Fallers used all female subjects with

,ja wider range, who were older than the subjects in this experi­ ment*

Another factor which may have influenced the results is

TABLE XII T SCORES MENTAL DEFECTIVE SUBJECTS Motor Test

je

General Static Coordi­ nation

Dynamic Manual Coordi­ nation

General Dynamic Coordi­ nation

Speed

Simul­ taneous Movement

21

43

43

43

32

19

22

31

38

38

30

24

23

24

28

23

27

24

24

27

33

28

40

40

25

43

33

33

32

30

26

59

23

43

30

24

27

39

28

43

27

24

28

16

8

13

27

14

29

27

38

38

30

14

30

16

18

23

30

14

31

47

13

33

30

24

32

43

28

38

38

30

33

20

18

8

27

14

34

39

33

33

38

30

35

35

43

33

35

35

36

39

23

33

30

30

37

31

48

53

35

24

38

35

33

38

32

19

39

55

43

43

50

30

24

18

28

30

30

34*65

29.50

33.25

32.50

24.65

25

TABLE XIII

SUMMARY OF ANALYSIS OF VARIANCE

T SCORES OF MENTAL DEFECTIVES

sv

SS

MS

F

P

5

2732.95

546.59

9.04

.01

Individuals

19

5562.83

292.78

4.84

.01

Discrepance

95

5742.22

60.44

Motor Test

Total

df

119

14,038.00

26 that the tests were not scored in exactly the same way by

:i

jFallers.

:i

Further exploration of this area is indicated.

The

jpresent trend appears to indicate some relationship between rank order of difficulty and complexity of the task.

Except

for synkinesia, as we go from general static to simultaneous movement, the required response tends to become more complex ! and to require more integrative activity. This complex, inte­ grative behavior may be akin to what is called "intelligence11 and is, therefore, relatively more difficult for mental defectives than for normal children.

The possibility that "motor pro­

ficiency" is but another aspect of intelligence is in agreement with Sherman's statement that most psychologists maintain that there is a direct relationship between sensori-motor adequacy and conceptual mental activity (21, p.16). Heath (11), Strauss and Werner (25), and Cassel (3) have reported differences in performance of endogenous and exogenous defectives.

In the present study two such groups were not

selected, since the manifestly brain-injured were not included. However, Strauss feels that the "undifferentiated" group may be really brain-damaged but in such a way as to be undetected i on gross clinical examination. In the absence of any family .

history supporting a diagnosis of germinal etiology it is con­ jectured that some pathological process must be present, even in the absence of gross neurological symptoms. If this argument is valid we should expect to find differ­ ences in performance between our "familial" and "undifferentiated" groups.

Furthermore, the differences should be expected to be

27

£n favor of the former, since the "brain-damaged" should be i|

inferior in perceptual-motor tasks.

Accordingly, an analysis

of variance of the T scores of all the experimental subjects was done*

The variances for clinical classification, motor

test, and interaction between the two were calculated* The i Results are given in Table XIV. Our previous finding that the I jmotor tests differ from each other is substantiated here. The I differences between the familial and undifferentiated are not significant*

The mean T score for the familial group is 34.7

and for the undifferentiated subjects it is 30.25* do not find support for Strauss* hypothesis.

Hence, we

Since interaction

was not significant we may conclude that the differences between the two groups do not vary with the specific type of motor task. While there is no reason to assume that differential etio­ logy may be sex-linked, it was felt that it might be of interest to check this possibility since the data were avail­ able.

For each factor an analysis of variance on the T scores

Was performed isolating the variance for clinical classifi­ cation, sex, and interaction (Tables XV-XX)*

Since interaction

was not significant except for general static coordination at the five percent level of confidence, we may assume that there is not sufficient evidence for postulating sex-linkage on the basis of these data. DISCUSSION This study is concerned, primarily, with the problem of motor proficiency and intelligence.

The results indicate.

TABLE XIV SUMMARY OF ANALYSIS OF VARIANCE CLINICAL CLASSIFICATION AND MOTOR TEST T SCORES OF MENTAL DEFECTIVES

SV

df

SS

MS

F

Motor Test

5

2732.875

546.575

5.30

Clinical Classification

1

594.075

594.075

2.15

Motor Test x Clinical Classification

5

354.675

70.935

0.69

Individuals / Clinical Classification

18

4968.683

276.038

Individuals x Motor Test / Clinical Classification

90

9274.617

103.051

119

17024.925

Total

2.679

29

TABLE XV SUMMARY OF ANALYSIS OF VARIANCE T SCORES OF MENTAL DEFECTIVES 1.

General Static Coordination

sv

df

SS

i 'CC

1

120.05

Sex

1

92.45

sxcc

1

638.45

Error

16

1855.6

Total

19

2706.55

MS 120.05

F

P

1.0

< .05

5.5

< .05

92.45 638.45 115.975

TABLE XVI SUMMARY OF ANALYSIS OF VARIANCE »

T SCORES OF MENTAL DEFECTIVES 2*

SV

df

CG

1

Sex

1

SXCC

1

Error

16

Total

19

Dynamic Manual Coordination

SS

MS

F

405.0

405

3.5

5.0 45.0 1850.0

2305.0

5 45 115.6

31

TABLE XVII SUMMARY OF ANALYSIS OF VARIANCE T SCORES OF MENTAL DEFECTIVES 3*

SV

df

Ice

1

|

General Dynamic Coordination

SS

MS

F

P

361*25

361.25

3.4

>.05

f

Sex

1

11.25

11*25

sxcc

1

101.25

101.25

; Error

16

1700.00

106.25

iTotal

19

2173.75

32 TABLE XVIII SUMMARY OF ANALYSIS OF VARIANCE T SCORES OF MENTAL DEFECTIVES 4.

Speed

SV

df

SS

MS

CC

1

1*8

1.8

Sex

1

80*0

80.0

SXCC

1

7.2

7.2

Error

16

512.00

Total

19

601.0

32.00

P

2.5

>.05

33

TABLE XIX SUMMARY OF ANALYSIS OF VARIANCE T SCORES OF MENTAL DEFECTIVES 5. i |SV

df

cc

Simultaneous Movement

SS

MS

F

P

1

36.45

36.45

Sex

1

76.05

76.05

1.4

>.05

jsxcc

1

68.45

68.45

1.3

>.05

853.60

53.35

i|

:jError

16

I

,i

[Total

19

1034.55

TABLE XX SUMMARY OF ANALYSIS OF VARIANCE T SCORES OF MENTAL DEFECTIVES 6.

Synkinesia

sv

df

oc

1

24.2

24.2

I |Sex

1

64.8

64.8

1

3.2

SXCC Error

16

Total

19

SS

2382.0

2563.2

MS

3.2 148.87

35

within the limits of this experiment, that such a relationship exists and it appears that mental defectives are significantly inferior to children of average intelligence in motor pro­ ficiency.

If this is confirmed by subsequent experimentation,

then interesting implications for the theory of intelligence might be present* Traditionally, intelligence has been defined ! in one of two general ways. The first of these considers in­ telligence as a verbal or abstract type of behavior which is I

measured by the traditional intelligence tests.

With this

definition we have no quarrel, but it seems somewhat limited. Nevertheless, the results of this study indicate a relation­ ship between Binet scores and motor proficiency scores. The second type of definition, however, is one which con­ siders intelligence as a global, adaptive type of ability which includes not only the ability to make abstractions and verbal­ izations, but the end-product of the individual's behavior, which is adaptation in a larger sense.

Typical of such a con­

cept is Boynton's (1, p.19) definition of intelligence as "an inherited capacity of the individual which is manifested through his ability to adapt to, and re-construct the factors of his environment in accordance with the most fundamental needs of himself and his group."

Another illustration of such an approach

I

to the problem is seen in Wechsler's (29, p.3) definition of intelligence as "the aggregate or global capacity of the indi­ vidual to act purposefully, to think rationally, and to deal effectively with his environment."

If, however, motor pro-

j

ficiency is related to intelligence, it may be wise to include a

36

:measure of motor proficiency in an ultimate evaluation of ini telligence* Burt (2, p*260) has put the problem quite succinctly: "It is a truism in psychology that the mechanism of the mind stands j

on a sensori-motor basis*

The world outside can stimulate

the mind only through one of the senses; and, in return, all i

|that the greatest intellect can do is to contract a set of i

jmuscles and move a set of bony levers*

The end-product of

every mental process is simply a muscular reaction*M

That

intelligence is measured in part by assessment of motor pro­ ficiency at lower levels is apparent in infant and preschool tests*

Sherman (21, p*16) points out that the correlation be-

;tween the early sensori-motor responses of the infant and the later manifestations of intelligence on tests involving verbal and symbolic reactions is not very high*

He goes on to point

out that while this might first appear as if the two processes ; of sensori-motor adequacy and conceptual mental activity are I unrelated, most psychologists maintain that there is a direct j|

| relationship between these two types of intellectual processes* It may very well be that the importance of motor proficiency at higher levels of functioning has been overlooked* This problem has been put in a slightly different way by Vacorzynski (30) who postulates that learning is a property , of any synaptic neural process, while adaptive behavior is a ;| function of a perceptual process, which is centered in the frontal lobes*

The present problem is somewhat analogous in

that intelligence may be thought of as an ability to learn

37

|while adaptive behavior may be considered a function of the [ability to make appropriate perceptions, as well as the approj

! priate behavioral responses necessary for adjustment*

If a

imeasure can be devised which is primarily one of adaptive motor behavior and yet relatively free of the ability to make abstractions then it may be feasible to demonstrate that, i

|while the two processes may be different, they may still be, as Yacorzynski points out, functionally related. i

Clinically this problem has importance in the evaluation of individuals who are chronologically far beyond their mental level.

Results of intelligence tests alone frequently do not

distinguish between adaptive and non-adaptive behavior.

It may

be that supplementation of intelligence test scores by motor proficiency scores may provide some data on this question.

In

: another respect it can be shown that individuals with average j intelligence on verbal tests may be, to all intents and purposes, | considered socially mal-adapted.

Such a situation arises with

;l

j spasties who need to be treated in the same way as mentally j defective children.

An evaluation of motor proficiency would

, reflect their total adaptive capacity as being much closer than a mere I.Q. to their actual functioning. In a closely related area Doll has emphasized the im­ portance of the evaluation of social maturity in deriving an adequate diagnosis of mental deficiency.

As an additional

sidelight on the present experiment, the subjects were given | the Vineland Social Maturity Test.

The mean social quotient

I for the control group was 106.5 and for the experimental group it was 53.20.

The t for this difference was 30.99, and is

38

significant at the one percent level of confidence*

In order

to compare directly the relationship between social maturity and motor proficiency, two groups of subjects were selected on the basis of the Vineland Social Maturity Test scores.

All subjects

with social quotients below 75 were put in one group while those with social quotients above 97 were put in the other.

The

^respective means on the Oseretsky Test were 29.0 for the first jgroup and 53.5 for the second group.

The t for this difference

jis 7*86 and is significant at less than the one percent level of confidence.

These results make it appear then that intelligence,

motor proficiency, and social maturity are closely related, at least with respect to the experimental and control subjects in this study.

It would appear that adequate evaluation of an

individual with respect to his total adaptive capacity should include, in all probability, not only a test of intelligence but tests of motor proficiency and social maturity as well.

This

is not to say that other criteria in addition to the ones con­ sidered in this study, should not be used in making a final [evaluation. i i

SUMMARY AND CONCLUSIONS The present study is an attempt to determine the relation­ ship between motor proficiency and intelligence.

Two groups of

subjects, twenty feeble-minded and twenty normal, were given the Lincoln Adaptation of the Oseretsky Tests of Motor Proficiency. Subjects were matched for age and sex.

There was no evidence

for the presence of organic pathology in either group.

On all

six subtests of the Oseretsky statistically reliable differ­ ences were found between the two groups. were present.

No sex differences

The mental defectives were best on synkinesia

and poorest in simultaneous movement when the six subtests are compared.

It appears that degree of difficulty varies

directly with the complexity of the task.

Further investi­

gation did not reveal statistically significant differences ^.n scores between the 11familial" and "undifferentiated" mental defectives* not related.

Sex differences and clinical classification were The normal children were significantly superior

to the feeble-minded on the Vineland Social Maturity Scale. Within the limitations of this study we may conclude that jmotor proficiency is related to intelligence.

Motor pro­

ficiency is not a distinct aspect of functioning which can be isolated from general behavior, but is, rather, another j jaspect of the total functioning of the organism. It would [appear that an adequate evaluation of adaptive capacity should include not only estimates of intelligence but of motor pro­ ficiency and social maturity as well.

This study points up

the desirability of developing incisive measures of motor proficiency.

Further investigation of the motor proficiency

pf different clinical groups is indicated.

40

BIBLIOGRAPHY 1*

Boynton, P.L.

2.

Burt, C. The backward child. 1937, Vol. II.

3.

Cassel, R.H. The Vineland Adaptation of the Oseretsky Tests, Train. Sch. B u l l ., 1949, 46, 1-32.

4*

Doll, E.A. The Vineland Social Maturity Scale: Revised condensed manual of directions. (Publ. Train. Sch., Vineland. N . J .. Series 1936f No. 3). Vineland, N.J.: Smith Printing House, 1936.

5.

Doll, E.A. The feeble-minded child. In Carmichael, L. Manual of Child Psychology. New York: John Wiley & Sons, 1946, 845-885.

6.

Doll, E.A. The Oseretsky Tests of motor proficiency: a translation from the Portuguese adaptation. Minneapolis Educational Test Bureau, 1946.

7.

Doll, E.A.Is mental deficiency curable? Def., 1947, 51, 420-428.

8.

Fallers, Jeanne. An investigation of the motor ability of thirty high grade mentally defective girls with the Oseretsky Tests of Motor Proficiency. Unpublished Master*s Thesis, MacMurray College, 1948.

9.

Glanville, A.D., & Kreezer, G. Deficiencies in amplitude of joint movements associated with mental deficiency. Child Developm. . 1937, 8, 129-138.

ijo. 11

II. !.

Intelligence. New York: Appleton, 1933* New York: Appleton-Century.

Goddard, H.H. What is intelligence? 1946, 24, 51-70.

Amer. J. Ment.

J. Soc. Psychol.,

Heath, S.R. Jr. Rail-walking performance as related to mental age and etiological type among the mentally retarded. Amer. J. Psychol., 1942, 55, 240-247. Heath, S.R. Jr. Clinical significance of motor defect, with military implications. Amer. J. Psychol., 1944, 57, 482-499.

10.

Johnson, Granville B. A study of the relationship that exists between physical skills as measured, and the general intelligence of college students. Res. Quart. Amer. Assn. Hlth. Phvs. Educ., 1942, 13, 57-59.

14.

Kreezer, George. Motor studies of the mentally deficient: Quantitative methods at various levels of integration. Train. Sch. Bull.. 32, 1935, 125-135.

41

15*

Kreezer, George. Electric potentials of the brain in certain types of mental deficiency. Arch. Neurol. Psvchiat.. Chicago. 1936, 36, 1206-1213.

16.

Kreezer, G. & Bradway, K.P. Relation between Binet mental age and motor chronaxia. Arch. Neurol. Psvchiat.. Chicago. 34, 1935, 1149-1171.

17.

Kulcinski, Louis E. The relation of intelligence to the learning of fundamental muscular skills. Res. Quart. Amer. Assn. Hlth. Phvs. Educ., 1945, 16, 266-276.

18.

Lassner, R. Annotated bibliography on the Oseretsky Tests of Motor Proficiency. J. Consult. Psychol.. 1948, 12, 37-46.

19.

Oseretsky, N. Psychomotorik. Methoden zur Untersuchung der Motorik, Zeitschrift fur Anqewandte Psvchologie. Beihefte 17, 1931, 1-158. English Translation by Lang, Elizabeth. Unpublished Term Paper, Northwestern University, 1949.

20 . Ray, Howard C.

Inter-relationships of physical and mental abilities and achievements of high school boys. Res. Quart. Amer. Assn. Hlth. Phvs. Educ., 1940, 11, 129-141.

21

.

Sherman, Mandel. Intelligence and its deviations. Press, 1945.

Ronald

22 . Sloan, William.

Lincoln adaptation of the Oseretsky T e s t . Lincoln State School and Colony: 1948 (Mimeo.)

23.

Snedecor, George. Statistical Methods (4th Ed.) Iowa State College Press, 1946.

24.

Stoddard, G.D. The meaning of intelligence. Macmillan, 1943*

25.

Strauss, A.A. & Werner, H. The mental organization of the brain-injured mentally defective child. Amer. J. Psvchiat.. 1941, 97, 1194-1203.

26.

Terman, Lewis. The Measurement of Intelligence. Houghton Mifflin, 1916.

27.

Tredgold, A.F. Baltimore:

A textbook of mental William Wood, 1937.

28.

Tredgold, A.F. Baltimore:

A textbook of mental deficiency. (7th Ed.) Williams and Wilkins, 1947.

29.

Wechsler, David. Measurement of adult intelligence. (3rd Ed.) Baltimore: Williams and Wilkins, 1944*

New York:

Boston:

deficiency. (6th Ed.)

Yacorzynski, G*K. The postulation of two different but functionally related mechanisms in adaptive behavior* J. Gen* Psvchol* . 1949, 41, 111-123.

APPENDIX

THE 0 F

L I N C O L N THE

A D A P T A T I O N

0 S E R E T S KY

TESTS

A Measure of Motor Proficiency

William Sloan Supervising Psychologist Lincoln State School and Colony Lincoln, Illinois

1943

THE LINCOLN ADAPTATION OF THE OSERETSKY TEST William Sloan, M.A. Supervising Psychologist Lincoln State School and Colony

PREFACE

In 1946 the Educational Test Bureau published a manual for the Oseretsky Tests of Motor Proficiency which was sponsored and edited by Dr. Edgar A. Doll. This manual was a translation from the Portuguese of the tests as used there.

The translation, admittedly,

was in anticipation of adaptation and standardization in this country.

Doll states (p. 41) 1TAn immediate

desirability is the preparation of an American adap­ tation with relevant experimental evidence.” The present study is intended to be only an effort to adapt the test materials, instructions, and scoring so that the test may be used in this country.

No effort has been made to derive any

standardization data.

The primary purpose is to

offer a form of the test which may find some common acceptance by users of the test and lead to the collection of data which may be comparable, so that eventually seme standardization can be achieved.

It

is anticipated that this adaptation of the test will

be modified and revised in the crucible of exper­ ience.

It must be stressed that the test as it now

stands cannot be used as a valid measure of any one individual’s motor proficiency, since there is no relevant data with which any given score can be compared.

The scoring onthe

is a simple acceptance from the Portuguese.

ofthe

test as it now stands scoring as translated

Very limited preliminary ex­

perience indicates that in some instances the locations of the tests

appearto be grossly out of

place.

ofthis fact too.

Doll was aware

For ex­

ample, it appears to us that test XI-XII-4 is scored much too rigidly in the original.

It seems that the

scoring will have to be modified considerably to fit American children.

Another test that appears much

too difficult is at IX-A.

Preliminary trials indicate

that the time limit, or number of pages necessary for success, will have to be changed. It is hoped that this adaptation, by making the test somewhat usable, may stimulate students to use the test with different groups so that the beginnings of a body of normative data may accumulate.

It may

be feasible, when such data is available, to shift the

items around to more appropriate places or to change the scoring on various tests so that the tests fall more appropriately into the given age levels.

There

seems to be a definite possibility that some of the items may be used at more than one age level.

For

example, if Punching the Holes in the Sieve shows reg­ ular age progression in number of holes punched, it may be desirable to have this score placed at several different ages, using number of holes punched in a given time limit as the criterion for success at various age levels, in much the same way that the Vocabulary test is used in the Terman-Merrill Test. The question of serial testing has occurred in the course of the work with this adaptation.

This

question has not been settled and is left open.

Since

all of the first tests at each age level measure general static coordination, and all of the second tests measure dynamic coordination of the hands, etc., it appeared that one could go through test I at each age level and then through test II at each age level, etc.

Our

experience with the test is inadequate to indicate the

merits on this procedure.

It appears, however, that

on some of the tests a fatigue factor is involved and certainly merits consideration. The present writer wishes to acknowledge the assistance of Mr. Nathan Shenfeld, a Staff Psychologist at the Lincoln State School and Colony, and Miss Jeanne Fallers, a graduate student at MacMurray College, for their aid in trying out the various tests and in wording the instructions.

To Dr. Doll and Dr. Gilbert

L. Betts, of the Educational Test Bureau, for their encouragement and cooperation in initiating the pro­ ject, I wish to express my gratitude.

Finally, much

gratitude for the work done here must go to Dr. William W. Fox, Superintendent of the Lincoln State School and Colony, for permission to use the facilities of the institution in gathering the material and for his constant encouragement in this project.

William Sloan Lincoln State School and Colony Lincoln, Illinois

GENERAL INSTRUCTIONS Directions: Since these are tests of motor pro­ ficiency and not of general intelligence, every caution should be taken to see that the subject comprehends what he is to do.

Anything that can be done to assist

the subject in understanding the task is permissible. In all cases it is desirable to demonstrate.

The

subject should be encouraged while he is performing a task. Fatigue: The fatigue factor in some of these tests is not inconsiderable.

Adequate rest periods between

trials should be allowed and wherever the examiner feels that the subject is becoming fatigued he should feel free to allow rest periods.

In some of the tests

there are certain physical hazards.

For example, at

XI-XII-3 where the subject is to jump on to a chair, the danger of falling must be anticipated.

In those

tests of standing with the eyes closed this possibility exists also.

In all of these cases the examiner should

place himself in such a position so that he can catch the subject and use every precaution to prevent any physical injury. Scoring: Since there has been no standardization of this test in this country it is desirable to keep as

2

complete scoring records as possible on each test.

The

examiner should note partial successes and these should be recorded on the scoring sheet.

If there is success

with one limb and not another. the scoring should in­ dicate which limb is successful and which is failed* It is desirable to record qualitative aspects of perfor­ mance as well as the purely quantitative.

This is

particularly true on the tests which may produce super­ fluous accessory movements. Procedure: Until more data is available on the reliability of the tests and until we have more know­ ledge concerning the age placement of the various test items it Is desirable to start with the IV year level and proceed throughout the entire test.

Ultimately

it is anticipated that it may be feasible to start at the child's age and then proceed; as in the Binet tests, to establish a basal and a ceiling.

This pro­

cedure; of course, should cut down materially the time necessary for testing.

The problem of serial testing

is one that needs investigation and may prove to be a feasible method of administering this test. Testing Facilities :

In some of the tests it is

necessary to have as much as fifteen to twenty feet of space.

Many testing rooms have not been constructed

3

with one dimension this long. necessary to use a corridor.

In such cases it may be The room itself should

be free from extraneous objects such as bookcases, table lamps, rugs, etc.

A wooden floor which is not

highly polished or a linoleum floor is most desirable. A marble floor seems less desirable.

While it is

difficult to control the factor of the subject's shoes, wherever possible it would be best to have rubber heels, and certainly metal '’taps" should be avoided.

Testing with the subject in stocking feet is

not desirable. A good sized table which has np extraneous material on it is desirable, and the sturdy wooden chairs will be needed.

For the protection of the table in the

tests which involve sticking tacks into the table or pounding on it with a mallet it may be feasible to have a large plywood board or a hard rubber mat on the table. Terminology: Throughout the tests the symbol "S" means subject and "E" means examiner.

Wherever

the word right-hand is used, it is taken to mean the preferred hand.

The examiner should determine before

the tests begin the handedness of the subject and the administration and scoring should proceed throughout

k

the test with right hand meaning preferred hand. Standing on "tiptoes" should not be taken literally anywhere in the test as used here, but should signify standing on the balls of the feet or simply with the heels raised. Traits Tested: At each age level there are six tests.

These six tests are arranged in order at each

level so that in each case the corresponding test measures the same trait.

The first test of each level

measures a given trait, the second test at each level measures another trait etc.

The six traits measured

and the number of the test within each level measuring these traits are as follows: 1. 2. 3. U. 5.

General static coordination. Dynamic coordination of the hands. General dynamic coordination. Simultaneous voluntary movements. Asynkin^sia.

Equipment: ITEM 1 . Record blank 2 . Two wooden boxes

TEST IV-U; V-5; X-4; XV-XVI-4. V-2. V-4; VI-5x i i i -x i v -5;

3. k. 5.

Cigarette papers Wooden spool and thread Forty match sticks

6 . Wooden target and tennis ball

V-5; VIII-J+; X-4; XIII-XIV-5• VI-2; IX-2(boys); X-2(girls); XI-XII-2.

5 7-

A rope six feet long

Euled paper Wooden mallet Mazes Playing cards Empty match box Concentric circles Books Two pencils and plain white paper 16. Sieve with two punch pins 17- Wooden rod

8. 910. 11. 12. 13Ik. 15-

VI-3; IX-3(boys); X-3(girls); XV-XVI-3• VI-4 vi-6 VII-2 VII-4 VIII-3; V H i - 4 IX-2(girls); X-2(boys) IX-k X-5; xm-XI V - 4 ; XV-XVI-4; XV-XVI-5. XI-4; XI-5XIIl-XlV-2(boys); XV-XVl-2(girls)

18. Twenty pennies 19- Stop watch IV-1

STANDING

Procedure:

Stand with right foot placed before the left foot, with the right heel touching the toe of the left foot, both feet being in a straight line. closed.

Eyes should be kept

Arms should hang beside the

body with the palms of the hands turned in.

Say, STAND LIKE THIS WITH YOUE EYES

CLOSED. Scoring:

The position must be maintained for 15 seconds. The test is failed if S moves the feet or body to maintain balance or if he opens his eyes.

The test is passed if

one of two trials is plus.

«

IY-2

TOUCHING NOSE

Procedure:

Stretch hoth arms out to the sides hori­ zontally with index fingers extended and say, STRETCH YOUR ARMS OUT LIKE THIS: NOW KEEP YOUR EYES CLOSED: NOW TOUCH YOUR NOSE WITH YOUR RIGHT HAND.

THAT'S FINE.

NOW TOUCH IT WITH YOU LEFT HAND.

Have

S touch nose three times with each hand, alternately. Scoring:

A trial is passed if any part of the in­ dex finger touches the nose in two of three trials for each hand.

Both hands

must he plus to pass the test.

IV-3

JUMPING

Procedure:

Keeping the feet together, hop up and down seven or eight times with the knees slightly flexed and say to S , LET'S SEE HOW FAST YOU CAN JUMP UP AND DOWN LIKE THIS ON TIPTOE.

Scoring:

S must jump seven or eight times in five seconds to pass a trial.

Both feet must

he raised at the same time and S should not let his heels touch the floor. The test is passed if there is one success in

ttfo trials.

7

lY-k

PUTTING COINS IN BOX

Material:

Wooden box.

Procedure:

Place the coins in two parallel rows be­

Twenty pennies.

tween S and the box.

The rows should be

equal with the coins in each row approxi­ mately one-fourth inch apart.

The box

should be within easy reach of S.

S

should be seated at the table so that he can touch the coins with the arm half flexed. Say. LET'S SEE YOU PUT THESE PENNIES INTO THE BOX AS FAST AS YOU CAN.

PUT IN ONLY

ONE PENNY AT A TIME, LIKE THIS.

Demon­

strate with one or two pennies emphasizing that the coins should be placed, and not thrown, into the box. Scoring:

Time limit 15 seconds. All coins must be placed in the box within the time limit. The test is scored plus if one of two trials is passed.

IV-5

DESCRIBING CIRCLES IN AIR

Procedure:

S should be seated with both arms extended horizontally at the sides and the hands clenched except for the index fingers which are extended.

Describe circles with both

index fingers simultaneously.

Say, LET’S

8

bIT DOWN AND STRETCH YOUR HANDs OUT LIKE THIS. NOW, LET’S SEE YOU MAKE NICE CIRCLES IN TEE AIR WITH BOTH YOUR FINGERb LIKE THIb. scoring:

Movement must be executed by the fingers only; the rest of the arm must remain motionless-

The circles should be easily

recognized and should be of approximately the same diameter.

The movement must be

continued for 10 seconds. Both hands must work in unison.

The test is passed

if there is one success in three trials.

IV- 6

CLASPING HANDb

Procedure:

bay, LETTb bHAKE HANDb. hand.

The E offers right

The right hand is released.

Say,

NOW, LET'S bHAKE WITH THE OTHER HAND. offers left hand.

E

Left hand is released.

Say, NOW LET’S SHAKE BOTH HANDb.

E offers

both hands crossed with the right hand above the left. Scoring:

A trial is failed if S moves other related groups of muscles besides those of his arm and hand as for example, closing the free hand, making faces, opening the mouth, wrinkling the forehead or pressing the lips tightly together.

All three attempts must

9

“be plus to pass the test.

v-i

STANDING ON TIPTOES

Procedure:

Say, I WANT TO SEE IF YOU CAN STAND ON YOUR TIPTOES LIKE THIS. E demonstrates. The feet should “be together.

Standing on

tiptoes is construed t6 mean the heels off the floor. Scoring:

The test is passed if in one of three trials 3 remains on tiptoes for 10 qeconds with eyes open.

Moving the body

to maintain balance or bending or extending the legs is permitted as long as the heels do not touch the floor.

V-2

MAKING A BALL

Material:

Cigarette papers.

Procedure:

Say, LET’S SEE HOW QUICKLY YOU C M MAKE A PAPER BALL WITH ONE HAND, LIKE THIS.

E

rolls up a cigarette paper with the fingers of one hand so as to make a ball. THE BALL WHEN YOU ARE THROUGH.

GIVE ME

The test is

performed first with the preferred hand and then with the other hand.

In no in­

stance should one hand assist the other in

10

the task nor should the paper be rolled while it is touching the table. Scoring:

Time limits:

15 seconds for

right hand

and 20 seconds for the left hand.

There

should be a 15 second interval between the tests for each hand.

The ball of

paper should be fairly perfect and com­ pact.

The test is passed if a ball is

made with each hand within the time limits. Half credit is given if only one hand is successful.

Each hand is scored plus if

one of two trials is successful.

Both

hands must be scored plus for full credit. V-3

HOPPING

Procedure:

LET'S SEE IF

YOU CAN HOP FROM HERE TO

HERE, LIKE THIS, KEEPING YOUR OTHER LEG BENT AND YOUR HANDb AGAINST YOUR SIDES. E demonstrates for a short distance.

S

should hop first on the preferred foot and then on the other foot.

There should

be a 30 second rest between the trials. The leg which is in the air should be bent at the knee and extended backward at a right angle.

The palms of the hands should

rest on the thighs.

Eyes should remain open.

11

Two trials are given for each leg.

S

should hop a distance of about sixteen feet in one direction. in this test.

Speed is not a factor

Between trials S should have

both feet on the floor. Scoring:

A trial is failed (a) if S deviates from a straight line by more than one and onehalf feet; (b) if he touches the floor with the foot that should be kept in the air; (c) if he moves his arms.

The test is

scored plus if one trial is passed for each leg.

Half credit is given if only

one leg is plus,

V-4

WINDING THREAD

Material:

A spool of thread supplied with the test material•

Procedure:

The thread should be allowed to unwind to a distance of six and one-half feet and should be fastened securely on one end of the spool.

The thread should be unwound

when given to S.

S should take the thread

between the thumb and index finger of the preferred hand and the spool in the other hand.

Say, LET'S SEE HOW FAST YOU CAN WIND

12

THIS THREAD ON TO THE SPOQL, YOUR LEFT HAND STILL. Scoring:

YOU MUST KEEP

READY, GO,

Three trials are given for each hand.

If

the hand which holds the spool is not practically motionless, the test should be started again.

Time limit 12 seconds

for right hand and 18 seconds for left hand.

One success in three trials for

each hand.

Both hands must be plus for

full credit* M a t c h s t i c k s in b o x

V-5

putting

Material:

Box and twenty match sticks.

Procedure r

The box should be placed on the table parallel with the edge and within reach of subject’s half flexed arm.

Ten match

sticks are placed on each side of box parallel to the sides of the box.

Sticks

should be placed parallel to each other about one-half inch apart.

The stick

adjacent to the box on each side should be about one inch from the box. WATCH WHAT I DO.

Say,

SEE, I PUT THESE MATCH

STICKS IN THE BOX LIKE THIS, ONE IN EACH HAND AT THE SAME TIME.

E demonstrates.

13

Continue, YOU TRY TO PUT TEEM IN THE BOX AS QUICKLY AS YOU CAN.

START WITH THE

STICKS NEAREST TO THE BOX AND REMEMBER THAT YOU SHOULD PUT TWO STICKS IN THE BOX AT THE SAME TIME, ONE IN EACH HAND. Scoring:

The test is passed if at least five sticks from each group are in the box within 20 seconds. There must be one success in two trials.

The test is failed if the

rhythm of movement is not simultaneous. V-6

CLENCHING TEETH

Procedure:

Say, CLENCH YOUR TEETH LIKE THIS.

E

demonstrates. The teeth should be clenched and shown by parting the lips. Scoring:

The test Is passed if no superfluous move­ ments are made e.g., grimacing, wrinkling of forehead, knitting the eyebrows, dilating the nostrils, etc,

VI-1

STANDING ON ONE LEG

Procedure:

S stands first on the preferred leg with the other leg bent to form a right angle at the knee.

Thighs are together, arms

at the sides, and palms of the hands are

Ik

against the outside of the thighs. Say, I WANT YOU TO STAND LIKE THIS.

E demon­

strates . After a 30 second interval the test is repeated with the other leg. Two trials are given for each leg.

After

standing with one log flexed in hack for 10 seconds, S should bend the thigh for­ ward and extend the leg straight in front of the body and then return it to the original position with the leg bent and extended back of the body. Scoring:

If S touches the floor with the flexed leg three times in any trial, that trial is considered failed.

If on passing from the

flexed position to the extended or straight position the leg which performs the move­ ment touches the floor, the trial is failed.

Moving out of place, jumping,

standing on tiptoe, or moving the body to maintain balance constitutes failure for that trial.

The test is passed if there

is one success in two trials for each leg.

VI-2

THROWING A BALL

Material:

A target 10 inches square and a regulation tennis ball.

15 Procedure:

The target is placed on the wall at a distance of five feet from S and at the height of subject’s chest.

The ball should

be held in the: preferred hand close to the shoulder on the same side and must be thrown in a straight line without raising the arm (as in a shot put) and must not be tossed or thrown. should be set forward.

The opposite foot Say, LET’S SEE

IF YOU CM] HIT THE BULL’S EYE.

SEE IF YOU

CAN HIT THAT TARGET WITH THIS BALL, THROWING IT THIS WAY. Scoring:

Boys:

E demonstrates*

right hand, two out of three;

boys: left hand, one out of three; girls: right hand, two out of four, girls: left hand, one out of four.

The

test is

passed if each hand is successful.

A trial

is plus if the

ball hits any part

of the target board.

VI-3

JUMPING

Material:

A jumping rope six feet long.

Procedure:

Rope should be stretched between two chairs so that

the center is

eight inches from the

floor.

One end ofthe

rope should be tied

very loosely to the chair to prevent

16

subject's tripping.

S should jump ?/ith

both feet together and the knees should flex at the moment of jumping.

Eoth feet

should be raised from the floor at the same time as in a standing broad jump. Say, LET'S SEE IF YOU CAN JUMP OVER THIS ROPE, LIKE THIS.

E demonstrates.

S

should jump without the feet touching the rope, or lais hands touching the floor. Scorings

The test is passed if two out of three trials are successful.

VI-4-

DRAWING LINES

Material;

Pencil.

A sheet of lined white paper

3x10 inches; the lines should be 3/8 of an inch apart. Procedure:

S should be seated at a table with his preferred forearm on the table holding the pencil.

Say, WHEN I SAY "GO", I WANT

YOU TO DRAW AS MANY LINES AS YOU CAN BE-5 TWEEN THESE TWO LINES (indicate).

E

demonstrates, drawing about five perpen­ dicular lines between two of the hori­ zontal lines ruled on the paper.

I WANT

YOUR LINES TO TOUCH THESE TWO LINES BUT NOT TO RUN OVER.

Time limit _10 seconds.

17

After 30 seconds rest, the test is re­ peated with the other hand.

S may rotate

paper if he desires. Scoring:

At least twenty lines should be drawn with the preferred hand and twelve with other hand within the time limits.

A

line is scored minus if it overruns the horizontal lines on the paper by more than 1/8 of an inch.

The perpendicular

lines should not be connected.

Distance

between the perpendicular lines which S draws is unimportant.

Two trials are

given for each hand and the test is scored plus if each hand is successful in one of the two trials.

VI-5

WINDING THREAD WHILE WALKING

Material:

Spool of thread used in test V-A*

Procedure:

S is given a spool of thread already un­ wound six and one-half feet. SAY,

I WANT

YOU TO WALK ABOUT THE ROOM HOLDING THE SPOOL OF THREAD IN ONE HAND AND WINDING THE THREAD ONTO YOUR FINGER WHILE WALKING. E demonstrates, winding the thread onto the right index finger.

Time limit 15

seconds. There should be a 10 second rest

18

between trials. Scoring:

Three trials are given.

A trial is passed if the rhythm of the walking and the winding is not broken more than three times during the trial.

One

success for each hand is required for pass­ ing the test.

VI-6

STRIKING TABLE WITH MALLET

Material:

Mallet supplied with the test materials.

Procedure:

Say, I WANT YOU TO TAKE THIS HAMMER AND HIT THE TOP OF THE TABLE WITH IT AS HARD AS YOU Ciiv. the test.

S should be standing during

Two trials are given for each

hand. Scoring;

A trial is passed if the table top is struck several times without superfluous movements such as clenching the teeth, wrinkling the forehead, pressing the lips together tightly, etc.

The test is

passed if one trial for each hand is successful.

VII-1

BENDING FORWARD ON TIPTOES

Procedure:

Stand and put the feet together with arms behind the back. Then while standing on tiptoe, bend forward from the hips at right angles.

Say, LET*S SEE HOW LONG YOU

19

C M STAND LIKE THIS ON YOUR TIPTOES WITH YOUR ARMS BEHIND YOUR BACK. Scoring:

E demonstrates.

S must stand for JLO seconds in this po­ sition without bending knees more than twice, moving out cf place, or touching the floor with his heels.

One success out of

two trials is necessary to pass. VII-2

TRACING MAZES

Material:

Pencil and mazes provided with test material.

Procedure:

The entries to the mazes are in the lower right corner and the finish points are in the upper left.

Present pencil and paper

with mazes to S seated at table and say, THIS IS a PASSAGEWAY (E indicates by pointing) AND THESE ARE THE FENCES WHICH ARE CHARGED WITH ELECTRICITY.

I WANT YOU

TO DRkW A LINE SHOWING ME HOW YOU CAN GET TO THE FINISH LINE OVER HERE (E points) WITHOUT BUMPING AGAINST THE FENCE AND GETTING AN ELECTRIC SHOCK.

AS SOON AS

YOU HAVE FINISHED HERE, GO ON TO THE OTHER PASSAGEWAY AND GO THROUGH IT AND COME OUT HERE WITHOUT BUMPING AGAINST THE FENCE. REMEMBER, AS SOON AS YOU ARE FINISHED WITH THIS PASSAGEWAY GO ON TO THE NEXT.

After

20 30 seconds present another sheet of paper with mazes and say, NOV? GO THROUGH THE PASSAGEWAYS WITH YOUR LEFT HAND.

REMEMBER GO ON TO SECOND PASSAGE­

WAY AS SOON AS YOU HAVE FINISHED THE FIRST.

DON'T BUMP THE FENCE.

If S

turns paper, caution him not to. Scoring:

Time allowed; for the right hand one minute and thirty seconds s for the left hand two minutes and thirty seconds.

One success

out of two trials for each hand is necessary for passing.

A trial (two mazes on one

page) is passed if the line dc s not go outside more than once when traced with the right hand and more than tv/ice with the left hand.

VII-3

WALKING A STRAIGHT LINE

Procedure:

S is to walk forward placing alternately the heel of one foot before the toe of the other.

The starting position is with

the left foot forward; the point of the right foot is in contact with the left heel; arms hang vertically, palms of the hands close to the thighs.

Say to

LET'S SEE IF YOU CAN WALK A STRAIGHT LINE FROM HERE TO THERE, LIKE THIS, PUTTING ONE FOOT IN FRQNT OF THE OTHER.

Demonstrate*

KEEP YOUR HANDS AT YOUR

SIDES LIKE THIS. Scoring:

S must walk a line six feet long.

A

trial Is failed if S does not walk in a straight line, sways in order to maintain balance or does not put his feet in the indicated position.

One success out of

three trials is necessary for passing.

VII-A

SORTING PLAYING CARDS

Material:

Forty cards, bridge size, ten of each suit exclusive of face cards.

Procedure:

S is seated at the table.

Place Aces of each

suit on 'table with long dimension per­ pendicular to S within easy reach of S. Cards should be separated by a distance of the length of one card. The E takes the other thirty-six cards in his hand and says, I WANT YOU TO SORT THESE CARDS IN FOUR PILES, ONE AT A TIME.

ALL THE CARDS

OF THE SAME COLOR AND DESIGN SHOULD BE IN THE SAME PILE; ALL THE SPADES IN THIS PILE, THE- CLUBS IN THIS PILE; THE HEARTS IN THIS PILE; AND THE DIAMONDS IN THIS PILE. Demonstrate with one card of each suit, the sorting and designation of the place

for each suit, and return it to the deck. Arrange cards in number sequence on back. DO YOU UNDERSTAND?

FIRST LET'S TRY IT

WITH THIS HIND (right). IN A STRAIGHT PILE.

KEEP THE CARDS

E should arrange

cards in original sequence for each trial. NOW LET'S SEE HOW FAST YOU CAN DO IT WITH YOUR OTHER HAND.

If S draws off more than

one card at a time, the test is stopped and begun again.

Using the opposite thumb

to help is permissible but wetting the fingers is forbidden. in orderly fashion.

Cards must be piled Time consumed in

doing this is counted in timing the trial. Scoring:

All cards must be sorted in correct piles in orderly fashion.

For right hand 30

seconds; for left hand 40 seconds. One success out of two trials for each hand is necessary for passing.

VII-5

TAPPING FEET AND DESCRIBING CIRCLES WITH HANDS

Procedure:

Have subject seated, hands extended at sides with feet touching floor.

S is to tap floor

alternately with right and left feet in any rhythm, simultaneously describing circles with index finger of each hand.

Say,

23 LET'S SEE IF YOU C p DO TWO THINGS AT THE SAME TIME.

MAKE A FIST WITH THIS FINGER

STRETCHED OUT LIKE THIS. STRETCH YOUR HANDS OUT,

Demonstrate.

NOW

Demonstrate,

stretching hands horizontally at sides. NOW POINT WITH THIS FINGER (index) AND SEE IF YOU CAN MAKE CIRCLES WITH THIS FINGER OF BOTH HANDS WHILE YOU TAP YOUR FEET AT THE SAME TIME LIKE THIS.

Demon­

strate. Scoring:

A trial is failed if there are changes of rhythm in any of the motor acts, or if other figures instead of circles are described. each trial.

Time limit jy? seconds for The test is passed if one

of three trials is plus.

VII-6

KNITTING THE EYEBROWS

Procedure:

S is to knit his eyebrows ?/ithout making any other movements.

Say, LET'S SEE IF

YOU CAN KNIT YOUR EYEBROWS LIKE THIS. Scoring:

The test is failed if S makes any other movements; tilting the head backwards, wrinkling the nose, opening the mouth, etc.

24

VIII-1

CROUCHING ON TIPTOE

Procedure:

S is to stand on tiptoe with knees fU ^xed approximately 45 degrees, and arms extended horizontally at the sides. parallel and one foot apart. should be closed. YOU?

Feet are The eyes

Say, H0V7 STEADY ARE

LET'S SEE IF YOU CAN BALANCE ON YOUR

TIPTOES WITH YOUR ARMS OUT LIKE THIS, WHEN YOUR EYES ARE CLOSED.

Demonstrate.

REMEMBER, YOU MUST STAY UP ON YOUR TOES WITH YOUR KNEES BENT AND KEEP YOUR ARMS OUT STRAIGHT AND YOUR EYES CLOSED.

READY,

GO! Scoring:

The position must be maintained for 10 seconds In each trial.

A trial is failed

if S falls, puts weight on heels, touches floor with hands, or steps out of place. If S lowers arms from horizontal position, he should be told to put them up again, but if this happens three times, the trial is failed.

Moving the body to maintain

balance is permitted.

The test is passed

if one of three trials is plus.

25

VIII-2

TOUCHING FINGERTIPS

Procedure:

S is to touch each fingertip of the right hand with the right thumb beginning with the little finger.

Repeat in reverse

order, starting with index finger.

Say,

LET ME SEE YOU TOUCH YOUR FINGERTIPS WITH YOUR THUMB: START WITH YOUR LITTLE FINGER AND TOUCH EACH FINGER IN ORDER LIKE THIS. THEN GO BACK AGAIN TO THE LITTLE FINGER THIS WAY (E demonstrates).

YOU DO IT.

THAT’S FINE; NOW LET’S TRY IT WITH YOUR OTHER HAND. Scoring:

Time limit:

five seconds for each trial.

A trial is failed if S touches a finger more than once, or touches two fingers at the same time with the thumb, or if he skips one finger.

The test is passed if

one of two trials is plus for each hand.

VIII-3

PUSHING A MATCHBOX

Materials:

An empty (weighted) matchbox provided with test materials.

Procedure:

S is to push a matchbox with the right foot for a distance of fifteen feet, with the other leg flexed at right angles and

extended toward back.

The hands should

rest on the outside of the thighs. The matchbox is placed ten inches from the point of the foot.

At the signal, S pushes the

box with the foot on which he hops.

Say,

LET'S SEE IF YOU CAN HOP LIKE THIis ON ONE FOOT'AND PUo H THE MATCHBOX FROM HERE TO THERE (pointing) WITHOUT LOoING YOUR BALANCE.

TRY TO PUSH THE MATCHBOX IN A

STRAIGHT LINE.

After one minute say, NOW

LET'S DO IT WITH YOUR OTHER FOOT. Scoring:

A trial is passed if S hops the distance of fifteen feet while pushing the box without deviating more than twenty inches from each side of the path indicated and without touch­ ing the floor with the flexed foot or waving the arms for balance.

The test is passed if

one of two trials for each foot is plus.

VIII-^

COMMISSION^

Material:

Matchbox; four matchsticks; sheet of paper.

Procedure:

S is to do the following things in 15 seconds 1.

Stand fifteen feet from the table.

2.

Run to table.

3-

Pick up open matchbox.

27

k.

Take out four matchstieks.

5*

Form a square with the matchstieks.

6.

Fold the sheet of paper once.

7.

Return to starting place.

E demonstrates commissions to S.

b is asked

to repeat instructions he is to follow, so that E is sure S knows what to do. Scoring:

If S omits any items during a trial he must begin again.

If an item is missed three

successive times then this constitutes one trial failed (missed item need not necessarily be the same one each time.) The test is passed if one of three trials is plus.

VIII-5

TAPPING RHYTHMICALLY WITH FEET AND FINGERS

Procedure:

b is to tap the floor rhythmically with the soles of the feet, performing the movement alternately with each foot at any speed he elects.

At the same time, the corresponding

index fingers are to tap the top of a table placed in front of S.

bay, LET'b bEE IF YOU

CAN DO THEbE TWO THINGS AT THE SAME TIME. MAKE A FIbT WITH THIb FINGER bTRETCHED OUT LIKE THIb.

NEXT TAP THE FLOOR WITH YOUR

RIGHT FOOT AND TAP THE TABLE AT THE bAME

28

TIME WITH YOUB EIGHT FINGEE.

LET'S SEE IF

YOU CAN REMEMBER, YOU USE FIEsT ONE HAND AND FOOT AND THEN THE OTHER HAND AND FOOT, THE EIGHT HAND GOES WITH THE EIGHT FOOT, THE LEFT HAND GOES WITH THE LEFT FOOT,

E

demonstrates several times to show a rhythm. Scoring:

KEEP TAPPING UNTIL I SAY "STOP”.

Rhythm should he maintained for 20 seconds. A trial is failed if the rhythm of the move­ ment is changed, or if the tapping of the finger does not correspond to that of the same foot.

The test is passed if one of

three trials is plus.

VIII-6

WRINKLING THE FOREHEAD

Procedure:

WRINKLE YOUR FOREHEAD LIKE THIS.

E

demonstrates. Scoring:

Test is passed if there are no superfluous movements, such as moving the nose, squinting the eyes, clenching the teeth, etc.

IX-1

STANDING ON ONE FOOT

Procedure:

Same as VI-1 except eyes are closed and thighs are kept slightly parted.

Arms are

at the sides and palms of the hands are against the outside of the thighs.

S stands

first on the preferred leg with the other leg

29

bent to form a right angle at the knees. After standing with one leg flexed in back for ten seconds, S should raise the thigh forward and extend the leg straight in front of the body and then return it to the original position with the leg bent and ex­ tended back of the body.

Say, I WANT YOU

TO STAND LIKE THIS WITH YOUR EYES CLOSED UNTIL I SAY "NOW".

WHEN I SAY "NOW", I

WANT YOU TO PUT YOUR FOOT FORWARD AND THEN DOWN, WITH YOUR EYES STILL CLOSED. strate,

Demon­

S should be cautioned about lowering

leg or opening eyes during the trial.

He

should be encouraged to keep leg up and eyes closed.

E demonstrates.

After a 30

second interval the test is repeated with the other leg.

Two trials are given for

each leg. Scorings

Position must be maintained for _10 seconds in each trial.

The test is failed if S

lowers his flexed leg without first ex­ tending it forward; if he touches the floor with the flexed leg; if he moves out of place or jumps about.

Slight swaying simply

to balance the body is permitted.

The test

is passed if one of two trials for each leg is plus.

30

IX-2(Boys)

THROWING A BALL

Material:

Target ten inches square; regulation tennis ball.

Procedure:

The target is placed on the wall at a distance of eight feet from S and at the height of subject’s chest.

The ball

should be held in the preferred hand close to the shoulder on the same side and must be thrown in a straight line (as in a shot put) without raising the arm and must not be tossed or thrown.

The opposite

foot should be set forward.

Say, LET'S

SEE IF YOU CAN HIT THE BULL’S EYE.

SEE IF

YOU CAN HIT THAT TARGET WITH THIS BALL, THROWING IT THIS WAY. Scoring:

Right hand:

E demonstrates.

three out of five balls must

hit the target.

Left hand:

two out of

five balls must hit the target.

It does

not matter whether ball strikes the center or the edges of the target.

Test is

passed if performed successfully with each hand.

IX-2(Girls)

CUTTING A CIRCLE

Material:

Paper with circles provided with the test material.

Scissors with blunt tips.

31 Procedure:

S is to cut a circle into and. along the heaviest .lino, taking care not to get off the lino.

Say to S, HEPE IS A PICTURE OF

SOME CIRCLES, SEE IF YOU CAN TAKE THESE SCISSORS AND CUT ALONG THE HEAVIEST BLACK LINE HERE (£ points to heavy outline) SO WHEN YOU HAVE FINISHED YOU HILL HAVE A NICE, ROUND CIRCLE. AS YOU CUT.

TRY TO STAY OH THE ‘HEAVY LINE after 30 seconds test is re­

peated vith other hand. IT PITH YOUR OTHER HAND.

Say, NOV/ LET’S TRY REMEMBER YOU ARE TO

CUT ALONG THT. HRi.VY BL^OK IJNL. Scoring:

Right hand:

one minute time limit, one

millimeter deviation (circl.es are one millimeter apart) permitted no more than tr'ico. Left hand: time limit.

one minute. thirty seconds

Thro** deviations of more than

too millimeters each permitted.

Test is

passed if each hand is successful.

IX-3(Boys)

JUMPING OVER A ROPE

Material.

A jumping rope six feet long.

Procedure:

Rope should be stretched betwoen two chairs so that the ccinter is sixteen inches from the floor.

One end of the rope should be

32 tied very loosely to a cna.ii to prevent subject's tripping,

P should jump with

both loot together and the knees should flex at the moment of jumping.

Both feet

should be rid see from the floor at the same time as in r. standing broad jump.

Say, LET'S

SUP IF YOU CAN JUMP OVER THIS ROPE LIKE THIS, F demonstrates,

S should jump without the

feet touching the rope or his hands touching the floor. Scoring:

The test is passed if tvo out of three trials are successful.

IX-3(Girls)

JUMPING IT'D CLAPPING

Procedure;

S is to jump as high as possible and land without her tools touching the floor.

Be­

tween tho time sho jumps end the time she lands she should clap nor hands three times. Say, LET'S SEE ROv; HIGH YOU CAi; JULP HITP1 BOTH FEET TOGETHER MID CLAP YOUR HARDS THREE TIFFS CHILE YOU ARE IE THE AIR LIKE THIS (E demonstrates).

YOU MUST EOT LAID OH

IOUF. HEELS, RPAJut, GO I Scoring:

trial is failed if S claps her lunds less than. throe times, or if she falls on her heels.

The tost is passed if one out of

throe trials is plus.

33 IXn4

LEAFING THROUGH a BOOK

iviutei'i.ULi

A book v'itk pages about 5j inches by 8 inches*

The book, should contain no illus­

trations,

The paper should not bo glossy

or of unusual thickness.

(Measuring

Intelligence by Terman and Merrill is suitable.) Procedure;

Book opened at the first page, is placed on table- in front of S.

The book should be at

a distance such that it may bo reached by the semi-flexed arm.

S is to turn over the

pages one by one as rapidly as possible. Holding pages crith left hand and moistening the fingeit- is permitted,

lor the left hand,

the book should be placed at subject's left, open at the last page, so that the pages may bo turned from the bock to the front.

Say,

l.'HEU I SAT «G0«, I WANT YOU TO TURK THE PAGES

or

THIS: BOOK, Oi'JE AT A TIME, AS QUICKLY AS

YOU CAN,

Allow 30 seconds between trials.

Give three trials v:ith right hand and then say, ivW LET'S SEE KOtf MANY YOU CAW TURK v.’ITR THE OTHER HAHD.

iUEa'il'iiUER, TURK THEM ONE AT

A TIME - AS CUICKLY AS YOU C/1!,

READY, GO.

34 Scoring:

Time limit is

seconds. Thirty pages

(15 leaves) should be turned with the right hand and eighteen pages (9 leaves) with the left,

The test is passed if there is one

success out of three trials for each hand.

If two or more leaves are turned at one time then, in each case, this should be counted as only one leaf,

IX-5

TAPPING RHYTHMICALLY WITH FEET AND FINGERS

Procedure:

S seated at a table is to tap the floor alter­ nately with the two feet, in a rhythm elected by Q; as the right foot taps the floor, the index fingers of both hands should tap the table,

Say to S, LET'S SEE IF YOU CAN DO

THESE TWO THINGS AT THE SAME TIME.

I WANT YOU

TO TAP THE FLOOR WITH ONE FOOT AND THEN WITH THE OTHER, BUT WHEN YOU TAP WITH YOUR RIGHT FOOT, I WANT YOU TO TAP THE TABLE WITH BOTH OF THESE FINGERS LIKE THIS, (E demonstrates) AT THE SAME TIME.

DO YOU UNDERSTAND?

RE­

MEMBER, YOU DO NOT HIT THE TABLE WHEN YOUR LEFT FOOT TAPS. Scoringl

A trial is passed if an even rhythm is main­ tained, if the tapping of the fingers is simultaneous with that of the right foot,

35

and if the two index fingers tap the table at the same time for twenty seconds. The test is passed if one out of three trials is plus.

IX-6

FLEXING THE FEET

Material:

Chair (straight back)

Procedure:

S is seated in a reclining position on a chair.

S is to raise the legs ten inches

from the floor and to extend and flex each foot at the ankle five times consecutively. The test is done first with the right leg and then with the left leg.

While the foot

of one leg is moving, the other leg should remain motionless.

Say, LET'S SEE IF YOU

CAN WAVE TO ME WITH YOUP FOOT.

RAISE YOUR

FEET FROM THE FLOOR LIKE THIS.

E demon­

strates.

AND NOW WAVE TO ME FIVE TIMES WITH

THIS FOOT. STILL.

YOU MUST HOLD YOUR OTHER FOOT

NOW LET ME SEE YOU WAVE TO ME FIVE

TIMES WITH THE OTHER FOOT. Scoring:

A trial is passed if unaccompanied by other movements, particularly moving the muscles of the face.

To pass the test, one success

out of two trials for each leg is required.

36 X-l

0:h TIPTOE

Procedure t Say, I WANT TO SEE I? YOU CAN ST/..dp ON YOUR TIPTOES LIKE THIS AITH YOUE EYES CLOSED, UNTIL I SAY "STOP". Scoring:

READY, GO,

The test is passed if in one of three trials S remains on tiptoes for 1£ seconds with eyes closed. Moving the body to maintain balance or extending the

legs is permitted

the heels do not

touch the floor,

as long as

X-R(Boys)

CUTTING A CIRCLE

Material:

Paper with circles; Scissors with blunt tips.

Procedure:

S is to cut a circle into and along the heaviest line, taking care not to line.

Say to S,

HEREIS A PICTURE

getoff the OF SOME

CIRCLES, SEE IE YOU CAR TAKE THESE SCISSORS AND CUT ALONG THE HEAVIEST BLACK LINE HERE (E points to heavy outline) SO AilEN YOU HAVE FINISHED YOU WILL HAVE A NICE, ROUND CIRCLE. TRY TO STAY ON THE HEAVY LINE AS YOUR CUT. After 30 seconds, the test is repeated with the other hand. Say to S, NOP LET1S TRY IT i.ITH YOUR OTHER HAND.

R1N®1BER, CUT ALONG THE

HEAVY BLACK LINE. Scoring:

Right hand: one minute time limit; one milli­ meter deviation (circles are one millimeter apart) permitted no more than twice.

Left

37 hands one- .minute, thirty seconds time limit. Three dcnl.itions of more than two millimeters each permitted.

Test is passed if each hand

is successful.

X-2(Girls)

THROWING A BALL

Material:

Target ten inches square.

Regulation tennis

ball. Procedurei

The target is placed on the via.ll at a dis­ tance of eight feet from S and at the height of subject's chest.

The ball should be held

in the preferred hand close to the shoulder on the same side

and must be thrown in a

straight line (as iri n shot put) v/ithout raising the arm and must not be tossed or thrown.

The opposite foot should be set

forward.

Say, LET'S SEE IF YOU GAN HIT

THE BULL’S EYE.

SEE IF YOU CAN HIT THAT

TARGET V’lTK THIS BALL, THROWING IT THIS WAY. Scoring;

E demonstrates.

Right hand-

three out of five balls must

hit the target.

Left hand1 *

two out of

five balls must hit the target.

It does

not matter whether ball strikes the center or the edges of the target.

Test is passed

if performed successfully with each hand.

38 X-3(Boys)

JUMPING iid .' CLAPPING

Procedure:

S is to jump as high as possible and land without his heels touching the floor.

Be­

tween the time he jumps and. the time he lands he should clap his hands three times. Say, LET'S SEE flth' HIGH YOU CAW JUMP VttTH BOTH FEET TOGETHER M D CLAP YOUR HANDS THREE TIivlES CHILE YOU ARE Id THE AIR, LIKE THIS (E demonstrates.) HEELS. Scoring:

YOU MUST HOT LAND OH YOUR

READY, GO.

A trial is failed if S claps his hands less than three times, or if he falls on his heels. The t€)ct is passed if one out of three trials is plus.

X-3(Girls)

JUMPING OVER a ROPE

Material:

Jumping rope six feet long.

Procedure:

Rope should be stretched between two chairs so that the center is sixteen inches from the floor.

One end. of the rope should be tied

very loosely to a chair to prevent subject's tripping.

S should jump with both feet to­

gether anci the knees should flex at the moment of jumping*

Both feet should be

raised from the floor at the same time as in broad jumping.

Say, LET'S SEE IF YOU C M

39

JUMP OVER TIIIS ROPE LIKE THIS. strates.

E demon­

S should jump without her feet

touching the rope or her hands touching the floor. Scoring:

The test is passed if two out of three trials arc successful.

X-4

SORTING MATCKSTICKS

Material:

Wooden box used in Test IV-*A«

Forty match-

sticks used in Test V-5. Procedure:

S is tc make four piles of matchstieks at the corners of a square box.

Each pile should

contain ten matchstieks. S sits at a table on which the forty matchstieks are placed in a heap between S and the box.

At a given

signal S, as quickly as he can, picks up the matchstieks one at a time with the right hand and makes four piles.

After a rest of 30

seconds, the task is performed with the left hand.

S is not to rise from the chair nor

pick up more tlian one stick at a time. HERE IS A PILE OF MATCHES.

Say,

I WANT YOU TO

PICK UP THE MATCHSTICKS, ONE AT A TIME, VttTH YOUR RIGHT HAND AND MAKE ME FOUR NEAT, EVEN PILES LIKE THIS.

E demonstrates, making one

pile of ten matches in one corner and starting

AO next pile with three or four matches in another corner.

DO NOT GET UP FROM YOUR

CHAIR NOR PICK UP MORE THAN ONE MATCH AT A TIME.

DO YOU UNDERSTAND?

READY, GO. After

30 seconds, say, NOW LET*S SEE HOW FAST YOU CAN DO IT 'WITH YOUR LEFT HAND.

REMEMBER,

YOU ARE TO MAKE FOUR NEAT, EVEN PILES.

E

may tell S when ho has ten matches in a pile. Scoring:

If S gets incorrect number of matchstieks in a pile, the trial is not counted and started over; or if S gets up from the chair or picks up more then one be repeated.

match at atime, the trialmust

Time limit is JJ5 seconds for

right hand and

5 seconds for left hand.

The

test is passed if one of two trials for each hand is plus.

X-5

MAKING DOTS

Material:

Two pencils (blunt points). Two sheets of plain paper.

Procedure:

S is to tap simultaneously with two pencils, one in each hand, on two sheets of blank paper placed one

beside the other.

At a given .

signal S begins,

as rapidly as he can, to

tap the pencils on the sheets of paper simul— . taneously with both hands•. He should not

41 strike twice in the same place, in order to avoid having the dots run together.

S

may distribute the dots as he pleases.

Say,

LET'S TAKE A PENCIL IN EACH HAND AND SEE HOW MANY DOTS YOU CAN MAKE.

MAKE DOTS WITH THIS

PENCIL ON THIS PAPER (E points) AND USE THE OTHER PENCIL ON THIS PAPER (points again). TAP WITH BOTH HANDS AT THE SAME TIME.

WHEN

I SAY "GO", MAKE THE DOTS AS QUICKLY AS YOU CAN; TRY NOT TO RUN THE DOTS TOGETHER. DO YOU UNDERSTAND? Scoring:

RE^DY, GO.

Time limit is V> seconds, ^nly the hands may move in performing the test.

If the number

of dots is at least 50 on each sheet, and if the difference in the number of dots on the two sheets is no more than two, the trial is considered passed.

The test is passed if

one of two trials is plus.

X-6

WINKING

Procedure:

S is to close the right eye, open it, and after five seconds close the left eye.

Say,

LET'S SEE YOU CLOSE ONE EYE LIKE THIS (E demonstrates) AND THEN OPEN IT.

After five

seconds say, NOV/ KEEP THAT EYE OPEN AND SHUT THE OTHER EYE.

ia

Scoring: ,

A trial is passed if S does not close the other eye, grimace, nor press his lips tightly together.

The test is passed only when

performed correctly with each eye.

XI-XII— l(Boys) Procedure:

STANDING ON ONE FOOT

Placing the sole of the right foot against the inside of the left knee, S is to stand motion­ less for 10 seconds, eyes open, weight on the left leg.

The palms of the hands rest on the

outside of the thighs.

After 30 seconds, the

test is repeated with the weight on the other leg.

Say, LET’S SEE HOU LONG YOU CAN BALANCE

ON ONE LEG.

STAND ON ONE LEG LIKE THIS AND

PUT THE SOLE OF YOUR OTHER FOOT AGAINST YOUR KNEE. E demonstrates.

After 30 seconds say, N0V7

LET’S TRY IT ON THE OTHER FOOT. Scoring:

Time limit is 10 seconds. A trial is passed if S does not step on the floor with the flexed leg, lose his balance, remove his hands from his thighs, nor stand on tiptoe. The test is passed if there is one success for each leg out of two trials.

XI-XII— l(Girls) Procedure:

BALANCING ON TIPTOE

S is to balance for 10 seconds, on tiptoe

43

on the right foot*

The free leg should be

flexed at the knee, and extended toward the back at right angles, keeping the thighs close together*

Palms of the hands rest on

the outside of the thighs.

Say, LET*S SEE

HOW LONG YOU CAN BALANCE ON ONE FOOT ON TIPTOE, LIKE THIS.

(E demonstrates.)

After

a 30 second interval, say, NOW LET*S TRY IT ON THE OTHER FOOT.

REMEMBER, KEEP YOUR

OTHER KNEE BENT AND STAND ON TIPTOE. Seoring:

Time limit is JU) seconds. A trial is failed if, in spite of three warnings, S drops the raised leg, moves cut of place, separates her hands from her thighs, hops around, or touches the floor with the heel of the foot on which she is supporting herself.

The

test is passed if there is one success out of two trials with each leg.

XI-XII— 2

CATCHING A BALL

Material:

Regulation tennis ball «

Procedure:

E should toss ball to S with an underhand motion sc that when the ball reaches S it is describing a downward curve, and S is able to catch the ball in his cupped hand with

the palm facing upward.

The ball should

be "lobbed1* over and not thrown in a straight line.

If E makes a bad toss, the trial is

not counted.

S is to catch the ball thrown

by E with one hand.

S stands at a distance

of ten feet from E, the palms of his hands against his thighs. directly to S.

E throws the ball

S is to catch ball vdth

right hand, having been warned by E with the statements, "Here it comes".

After a

10 second rest, the test is repeated with S using the other hand.

Say, LETTS SEE HOW

WELL YOU CAN C,iTCH A BALL.

STAND HERE (E

designates point 10 feet distant) AND KEEP YOUR HANDS AT YOUR SIDES LIKE THIS, (E demonstrates) UNTIL I TOSS THE BALL. YOU READY?

HERE IT COMES.

ARE

After a 10

second rest, say, NOW LET'S TRY IT WITH YOUR OTHER HAND.

ARE YOU READY?

HERE IT

COMES. Scoring:

The test is passed when, out of five trials (for each hand) S catches the ball three times with the right hand, and two times with left hand.

45 XI-XII— 3 (Boys)

JUMPING ONTO

CPUIR

Material:

Chair (straight back).

Procedure:

S is to jump onto a chair seat or 20 inches from floor.

IB inches

f> stands at a

distance of three feet from the chair, runs up, jumping immediately onto the chair seat which is held securely by the S, landing on the balls of both feet.

He is to keep

his balance until told to descend by E. Say to S, LET’S SEE IF YOU CAN STUNT.

I

DO THIS

YOU TO STAND HERE (E

designates point three feet from chair) AND V7HEN I GIVE THE SIGil.L YOU iSE TO RUN AND JUMP ONTO TIL-T CHAIR SEAT (E points) AND BALANCE ON THE BALLS OF YOUE FEET LIKE THIS UNTIL I SAY "STOP”.

DO YOU UNDERSTAND?

READY, GO. Scoring:

If S maintains his balance f-_.r a few seconds the trial Is plus,

a

trial is passed if S

does n^.-t fall on his heels, hold on to the chair or move his feet to maintain his balance.

One trial plus of three is suffic­

ient to pass the test.

XI-XII— 3(Girls) Procedure:

JUMPING ,JJD TOUCHING THE HEELS

S is to jump, striking the heels with the

46

hands at the same time. WHAT I DO.

Say to S, WATCH

E demonstra.tes jumping into the

air, feet fairly close together with knees flexed and strikes the heels with the hands at the same time. Scoring:

HOW YOU TRY IT.

The test is passed if one of three trials is plus.

XI-XII— A

PUNCHING HOLES

Material:

Sieve supplied with test materials. white paper.

Procedure:

Plain

Punching pin.

S sits at the table, where the sieve is ready to be punched with the pin.

S is tc rest

his right forearm on the table, and is to pick up the punch pin with his right hand. .at a given signal, as quickly as he can, he is to punch the pin through the perforations, one at a time (beginning at the right.) Say, HERE’S A GAME.

TAKE THIS PIN AND STa RT

HERE AND PUNCH THE PIN THROUGH EACH OF THESE HOLES AS QUICKLY AS YOU CAN, ONE AT A TIME. DO YOU UNDERSTAND? HOLES.

YOU MUST NOT SKIP ANY OF THE

WORK AS FAST AS YOU CAN.

READY, GO.

^fter 30 seconds rest* E says, NOW LET*S TRY IT ‘ dITH YOUR OTHER HAND.

THIS TIME l;E START

47 ON THIS SIDE.

(E points tc left side).

REMEMBER, WORK AS FAST AS YOU CAM AND DO NOT SKIP ANY OF THE HOLES. Scoring:

Time limit is

READY, GO.

seconds for right hand;

45 seconds for loft hand.

A trial is passed

if at least 90 (out of the 100) holes are pierced by each hand.

The test is passed

if one of two trials for each hand is plus.

XI-XII— 5

PUSHING PINS THROUGH A SIEVE

Material:

Same as XI-XII— 4«

(S now has two pins,

one for each hand). Procedure:

S sits at the table on which are placed the same objects used in the preceding test, holding a pin in each hand.

The pin in

the left hand is placed over the first hole on the left hand side of the sieve; the one in the right hand over the first hole in the right side of the sieve.

When

the signal is given, S begins with both hands at the same time to pierce the holes with the pin, trying not tc skip any. Say, LET*S SEE IF YOU CAN PUNCH THE HOLES NOW USING BOTH HANDS AT THE SAME TIME. START HERE WITH YOUR RIGHT HAND (E demon­ strates) AND START THERE WITH YOUR LEFT HAND (E demonstrates),

WHEN I SAY "GO",

48

YOU ARE TO PUNCH THE HOLES WITH BOTH HANDS AS Fj.ST AS YOU CAN. Scoring:

READY, GO.

Time limit is _1^ seconds. A trial is passed if the number cf holes pierced with one hand does not exceed by more than two the number pierced with the other hand (piercing the same hole twice is counted as two.)

A trial is failed if the perforations

are not of symmetrical form cn both sides, although the number may be the same. is passed if tlio total number of

A trial

perfor­

ations with each hand is twenty or more.

One

success out of two trials is required to pass the test.

XI-XII— 6

CLOSING il-JD OPENING THE HANDS ALTERNATELY

Procedure:

S is to extend his arms full length in front of him, with the paLms of the hands turned down.

S is to close his right hand making

a fist, and, at a given signal, he must open it and close the left one, continuing in this manner as fast as possible.

Say,

STRETCH YOUR ARMS OUT FULL LENGTH LIKE THIS (E demonstrates) IN FRONT OF YOU WITH YOUR PALMS TURNED DOAN.

FIRST I Na NT YOU TO

CLOSE YOUR RIGHT HAND LIKE THIS AND KEEP IT CLOSED UNTIL I SAY "GO".

WHEN I SAY

"GO", YOU ARE TO OPEN YOUR RIGHT HAND AND CLOSE YOUR LEFT.

YOU ARE TO REPEAT THIS

ORDER (E demonstrates) LIKE THIS UNTIL I SAY "STOP". Scoring:

READY, GO.

Time limit is 10 seconds. A trial is passed if S makes no superfluous movements with his facial muscles, if S does not open and shut his hands at the same time, or if he does not bend one or both of his elbows.

The test is passed if one of three

trials is plus.

XIII-XIV— l(Boys) Procedure:

BALANCING ON TIPTOE

S is to balance for 10 seconds, eyes open, on tiptoe on the right foot.

The free leg

should be flexed at the knee, and extended toward the back at right angles, keeping the thighs close together.

Palms of the hands

rest on the outside of the thighs.

Say,

LET *S SEE HOV: LONG YOU CAN BALANCE ON ONE FOOT ON TIPTOE, LIKE THIS. (E demonstrates). After a 30 second interval, say, NOW LET*S TRY IT ON THE OTHER FOOT.

REMEMBER, KEEP

YOUR OTHER KNEE BENT AND STAND ON TIPTOE. Scoring:

Time limit is _10 seconds, n trial is failed if, in spite of three warnings, S drops the

raised leg, moves *ut of place, separates his hands from his thighs, hops around, or touches the floor with the heel of the foot on which he is supporting himself.

The test

is passed if there is one success out of two trials with each leg.

XIII-XIV— l(Girls) Procedure:

STANDING ON ONE FOOT

S is to stand motionless for 10 seconds, eyes open, weight on the left leg, placing the sole of the right foot against the inside of the left knee.

The pahns of the hands rest on

the outside of the thighs.

After 30 seconds,

the test is repeated with the weight on the other leg.

Say, LET'S SEE HOW LONG YOU CAN

BALANCE ON ONE LEG.

STAND ON ONE LEG LIKE

THIS AND PUT THE SOLE OF YOUR OTHER FOOT AGAINST YOUR KNEE.

E demonstrates.

After

30 seconds say, NOW LET'S TRY IT ON THE OTHER FOOT. Scor ng:

Time limit is JO seconds. A trial is passed if S does not step on the floor with the flexed leg, lose her balance, remove her hands from her thighs, nor stand on tiptoe.

The

tost is passed if there is one success for each leg out of two trials.

51

XIII-XIV— 2(Boys)

BALANCING A ROD

Material:

Wooden rod provided with test materials*

Procedure:

S sits at a table with his right arm (elbow slightly flexed) resting; the palm of the hand is turned up with the index finger extended and the other fingers folded in.

S is to balance the rod in a

vertical position on the index finger.

He

is permitted to aid in the initial balancing with the left hand.

Say, LET1S SEE IF YOU

CAM BALANCE THIS ROD ON YOUR FINGER LIKE THIS. E demonstrates using left hand to aid in initial balance. Si.Y "STOP". trials.

BALANCE THE STICK UNTIL I

Allow 10 seconds between

Then say, NOW LET'S TRY TO BALANCE

THE ROD WITH YOUR LEFT HAND.

WHEN I SAY

"GO", TRY TO BALANCE THE ROD UNTIL I SAY "STOP". Scoring:

READY, GO.

Time limit is j? seconds for the right index finger,

seconds for the left.

S is per­

mitted to move arm or body but not to rise from chair.

The test is passed if one of three

trials for each hand is plus.

52

XIII-XIV-*2{Girls) Procedure:

FINGER MOVEMENTS

At a given signal, S is to place the fleshy part of the left index finger on the fleshy part of the right thumb.

S

then describes an arc with the right index finger extended, so that it comes into contact with that of the left thumb. Next, S separates the right thumb from the left index finger and, rotating in the opposite direction from that of the right index finger, again places the right thumb in contact with the left index finger. S is to continue in this manner for 10 seconds.

Say, DO THIS UNTIL I SAY "EYEb

CLOSEDM THEN CONTINUE DOING IT WITH EYES CLOSED UNTIL I SAY ’’STOP1'.

S makes arcs

with eyes open for 10 seconds and at a signal from E continues making the arcs with eyes closed for 10 more seconds. Scoring:

Ten arcs must be made in each 10 second interval.

The movements must be made with­

out confusing the fingers.

Ten arcs with

eyes open and ten arcs with eyes closed constitute one trial.

One of three trials

plus is sufficient for passing the test.

53 XIII-XIV— 3(Boys) Procedure:

JUMPING idiD STRIKING HEELS

S is to jump, striking the heels with the hands at the same timeWHAT I DO.

Say to S, WATCH

E demonstrates jumping into

the air, feet fairly close together with knees flexed and strikes the heels with the hands at the same time. Scoring:

NOW YOU TRY IT.

The test is passed if one of three trials is plus.

XIII-XIV— 3 (Girls)

JUMPING ONTO A CHAIR

Material:

Chair (straight back).

Procedure;

S is to jump ..nto a chairseat 18 or 20 inches from floor.

inches

S stands at a

distance of three feet from the chair, runs up, jumping immediately .nt. the chair seat (landing ,n the balls of both feet) which is held securely by the E.

She is

to keep her balance until told to de­ scend by E.

Say t.„ S, LET’S SEE IF YOU

CAN DO THIS STUNT.

I WANT YOU TO STAND

HERE (E designates point three feet from chair) AND WHEN I GIVE THE SIGNAL YOU ARE TO RUN AND JUMP ONTO THAT CEAIR SEAT (E points) AND BALANCE ON THE ILXLS OF YOUR FEET, LIKE THIS, UNTIL I SAY "STOP". YOU UNDERSTAND?

READY, GO.

DO

54 Scoring:

The trial is passed if S does not fall on her heels, hold on to the chair, or move her feet to maintain her balance.

One

trial plus of three is sufficient to pass the test.

XIII-XIV— -

TAPPING

Material:

Sheet of plain paper.

Procedure:

S sits at a table on which there is a sheet of plain paper.

Blunt-pointed pencil.

He rests his right forearm

on tho table, and takes the blunt-pointed pencil in his hand.

At a given signal, he is

to tap the paper with the pencil as quickly as he can, but is to avoid hitting in the same spot more than once.

Only the hand may

be moved, not the a m .

The dots may be made

anywhere on the paper.

Say to S, I WANT TO

SEE HOU MANY DOTS YOU CAN MAKE ON THIS PAPER WITH THIS PENCIL.

YOU MAY MOVE YOUR HAND,

BUT YOU MUST NOT MOVE YOUR ARM.

BE CAREFUL

NOT TO TAP TWICE IN THE SAME PLACE. GO.

READY,

After a minute's rest, E provides another

sheet of paper, and says, NOV7 LET'S TRY IT WITH YOUR OTHER HAND. Scoring:

Time limit:

READY, GO.

is seconds.

55

Humber of Dots for Passing 1

Hand

1 1 1

Right Left

! 1 1 i l

Boys

i

Girls

100

90

85

75

XIII-XIV— 5

COINS AND MATCHSTICKS

Materials

Two boxes (Test IV-4)j twenty matchsticks; twenty pennies.

Procedure:

The two wood en boxes are placed on table in front of S within easy reach of each arm.

To the right of the right hand box,

twenty matchsticks are distributed at random; to the left of the left hand box, the twenty pennies are placed at random. S is to place the matches in the right hand box and the pennies in the left hand box using both hands simultaneously.

The

matches and sticks must be placed and not thrown into the box.

Say, I WANT TO SEE HOW

QUICKLY YOU CAN DO THIS STUNT.

WHEN I SAY

"GO” YOU ARE TO TAKE COINS IN YOUR LEFT HAND ONE AT A TIME AND PUT THEM INTO THE BOX ON YOUR LEFT AND, AT THE SAME TIME, YOU ARE TO TAKE Ma TCHSTICKS, ONE AT A TIME, WITH YOUR RIGHT HAND AND PLACE THEM IN THE BOX ON YOUR RIGHT.

DO YOU UNDERSTAND?

(E

56 demonstrates placing two or three coins and sticks simultaneously.) Scoring:

READY, GO.

Time limit is .10 seconds. A trial is passed if at least 10 sticks and 10 coins are in each box and if there is the same number of sticks and coins in the boxes.

The test is

passed when one out of two trials is plus.

XIII-XIV— 6

WINKING

Procedure:

S is

to close the right and left eyes al­

ternately for 10 seconds.

Each eye should

be closed at least five times.

When one eye*

is closed the other should be open.

Say to

S, LET'S SEE IF YOU CAN WINK AT ME LIKE THIS, FIRST WITH ONE EYE AMD THEN WITH THE OTHER.

E demonstrates.

WHEN I SAY "GO",

YOU BEGIN AND KEEP WINKING— FIRST WITH ONE EYE AND THEN WITH THE OTHER UNTIL I SAY "STOP". Scoring:

DO YOU UNDERSTAND?

READY, GO.

Time

limit is .10 seconds. A trial is passed

if S

makes no superfluous movements (move­

ments of the face, opening the mouth, etc.)

XV—XVI— l(Boys) Procedure:

STANDING ON ONE FOOT

S is

tc stand motionless for 10 seconds, eyes

closed, weight on the left leg, placing the sole of the right foot against the inside of thg left knee.

The palms of the hands

57 rest on the outside of the thighs*

After

30 seconds, the test is repeated with the weight on the other leg*

Say to S, LET*S

SEE ROW LONG YOU CAN BALANCE ON ONE LEG. STAND ON ONE LEG LIKE THIS AND PUT THE SOLE OF YOUR OTHER FOOT AGAINST YOUR KNEE. E demonstrates.

After 30 seconds say,

NOW LET*S TRY IT ON THE OTHER FOOT. Scoring:

Time limit is J l O seconds. A trial is passed if S does not step on the floor with the flexed leg, lose his balance, remove his hands from his thighs, nor stand on tiptoe. must remain closed.

Eyes

The test is passed if

there is one success for each leg out of two trials.

XV-XVI— l(Girls) Procedure:

BALANCING ON TIPTOE

S is to balance for 10 seconds on tiptoe on the right foot with eyes closed.

The free

leg should be flexed at the knee and* ex­ tended toward the back at right angles, keeping the thighs close together. Palms of the hands rest on the outside of tli* thighs.

Say, LET'S SEE HOW LONG YOU CAN

BALANCE ON ONE FOOT ON TIPTOE LIKE THIS. (E demonstrates.)

After a 30 second

interval, say, NOW LET'S TRY IT ON THE OTHER FOOT.

REMEMBER, KEEP YOUR OTHER

KNEE BENT AtiD STAND ON TIPTOE. Scoring:

Time limit is ,10 seconds. A trial is failed if, in spite of three warnings, S drops the raised leg, moves out of place, separates her hands from hor thighs, hops around, or touches the floor with the heel of the foot on which she is supporting herself.

The test

is passed if there is one success out of two trials with each leg.

XV-XVI— 2(Boys) Procedure:

FINGER MOVEMENTS

At a given signal, S is to place the fleshy part of the left index finger on the fleshy part of tho right thumb.

S then describes

an arc with the right index finger extended, so that it comes into contact with that of the left thumb.

Next, S separates the right

thumb from the left index finger and, ro­ tating in the opposite direction from that of the right index finger, again places the right thumb in contact with the left index finger.

S is tc continue in this manner for

10 seconds.

Say, DO THIS UNTIL I SAY "EYES

CLOSED" THEN CONTINUE DOING IT WITH EYES CLOSED UNTIL I SAY "STOP".

S makes arcs

jV j r t ti vy a 3 t a r « j iU ti

59 with eyes open for 10 seconds and at signal from E continues making the arcs with eyes closed for 10 more seconds. Scoring:

Ten arcs must be made in each 10 second in­ terval,

The movements must be made without

confusing the fingers.

Ten arcs with eyes

open and ten arcs with eyes closed constitute one trial. One of three trials plus is sufficient for passing the test.

XV-XVI— 2(Girls)

BALANCING A ROD

Material:

Wooden rod provided with test materials.

Procedure:

S sits at a table with her right arm (elbow slightly flexed) resting; the palm of the hand is turned up with the index finger ex­ tended and the other fingers folded in.

S is

to balance the rod in a vertical position on the index finger.

She is permitted to aid in

the initial balancing with the left hand.

Say,

LET'S SEE IF YOU CAW BALANCE THIS ROD ON YOUR FINGER LIKE THIS.

(E demonstrates using left

hand to aid In initial balance.) STICK UNTIL I SAY "STOP".

BALANCE THE

After 10 seconds,

between trials, say to S, NOW LET'S TRY TO BALANCE THE ROD WITH YOUR LEFT RAND.

WHEN

I SAY "GO", TRY TO BALANCE THE ROD UNTIL I SAY "STOP".

READY, GO.

1V f i r a . ' t V

60 Scoring:

Time limit is J> seconds for the right index finger;

seconds for the left.

S is per­

mitted to move hand or body but not to rise from chair.

The test is passed if one of

three trials for each hand is plus.

XV-XVI— 3

JUMPING

Material:

Jumping rope six feet long.

Procedure:

Rope should be stretched between two chairs so that the center is tv/o and one-half feet (if a girl, at two feot) from the floor.

One

end of the rope should be tied very loosely to the chair to prevent subject's tripping. S should jump with both feet together and the knees should flex at the moment of jumping. Both feet should be raised from the floor at the same time as in broad jumping.

Say,

LET'S SEE IF YOU CAN JUMP OVER THIS ROPE LIKE THIS.

E demonstrates.

S should jump with

the feet not touching the rope nor his hands touching the floor. Scoring:

The test is passed if two out of three trials are successful.

61

XV-XVI— U

SPEED IN PERFORMING TASKS

Material:

Table; chair; paper; pencil; book and box.

Procedure:

The chair is placed five feet from a table on which a book and a box are placed two and one-half feet apart. are on the table.

A paper and pencil

S is instructed to

stand at a point about sixteen feet from the table and chair. 1.

At the signals

S is te lie down prone with arms extended horizontally.

2.

Stand up.

3.

Run to the chair.

A.

Move it to the table,

5.

Sit down.

6.

Hurriedly exchange the position of the book and the box (using both hands simultaneously).

7.

And then draw three crosses on the paper with the pencil.

Say, LET'S SEE HOW FAST YOU CAN DO THIS STUNT.

WHEN I SAY "GO", YOU ARE TO LIE DOWN

FLAT ON YOUR BACK WITH YOUR ARMS OUTSTRETCHED LIKE THIS.

(E demonstrates.) THEN YOU ARE

TO JUMP UP, RUN AND MOVE THE CHAIR TO THE TABLE, SIT DOWN AT THE TABLE WHERE YOU ARE TO SWITCH THE BOX AND BOOK USING BOTE HANDS

62 AT ONCE.

THEN YOU ARE TO MAKE THREE CROSSES

ON THE PAPER WITH THE PENCIL, PUTTING THE PENCIL DOWN AS SOON AS YOU HAVE FINISHED. YOU UNDERSTAND?

DO

S is tc repeat the in­

structions until E is sure he understands what is to be'done. Scoring:

Time limit is JLO seconds. If S skips any of the movements during the test, he is to begin again.

The test is passed if one out

of three trials is plus.

XV-XVI— 5

DRAWING WITH BOTH HANDS

Material:

Two sheets of plain paper; four thumbtacks; two pencils (blunt points.)

Procedure:

Two sheets of plain white paper are fastened to the table or a board.

S is to take a

pencil in each hand and at a given signal he is to draw vertical lines on the sheet of paper at the left with the left hand, and at the same time draw crosses (plus signs) on the one at the right with the right hand. Both hands must draw simultaneously.

Say,

YOU ARE TO HOLD A PENCIL IN Eh CH HAND. WITH YOUR LEFT HAND YOU ARE TO MAKE VERTICAL LINES AND WITH YOUR RIGHT HAND YOU ARE TO

63

MAKE CROSSES.

BOTH HANDS MUST BE DRAWING

AT THE SAME TIME.

DO YOU UNDERSTAND?

RE­

MEMBER, THE LEFT HAND MAKES VERTICAL LINES WHILE THE RIGHT HAND MAKES CROSSES AT THE SAME TIME. Scoring:

(Illustrate.)

READY/ g O.

Time limit is 1^ seconds . A trial is passed if subject's hands draw simultaneously; if at least ten lines and ten crosses are made; and if there is a disparity of less than two in the number of lines and crosses.

The test is passed if one of two

trials is plus.

XV-XVI--6

OPENING AND CLOSING HANDS

Procedure:

S is to extend his arms forward full length, the palms of the hands upward.

As S closes

the left hand, he is to keep the right hand open, then (simultaneously) he is to bend the right hand sidewards to the left, so that the fingers are turned toward the little finger of the left hand, and the thumb is held up.

At a given signal, the left hand is

placed in the position of the right, and the right in that of the left, repeating this

64 this movement as many times as may be possible for 10 seconds with the eyes open and 10 seconds more with the eyes closed. S is not to move his elbows.

Say, EXTEND

YOUR ARMS OUT STRAIGHT LIKE THIS WITH YOUR PALMS UP.

CLOSE YOUR LEFT HAND LIKE

THIS (E demonstrates.) NOW STRAIGHTEN YOUR RIGHT HAND AND CLOSE IT AND OPEN YOUR LEFT HAND AND TURN IT AROUND SIDEWARDS TO THE RIGHT SO THAT THE FINGERS ARE TURNED TOWARD THE LITTLE FINGER OF THE RIGHT HAND, YOUR LEFT THUMB IS HELD UP.

TRY TO

DO THIS ALTERNATELY INTERCHANGING WITH BOTH HANDS WHEN I SAY "GO". ELBOWS.

DO NOT MOVE YOUR

DO YOU UNDERSTAND?

READY, GO.

After 10 seconds, say, NOW LET'S TRY IT WITH YOUR EYES CLOSED. Scoring:

READY, GO.

Time limit is _10 seconds for eyes open and 10 seconds for eyes closed.

A trial is passed

if S does not grimace, if both hands are not placed in the same position, and if the change in position is made simultaneously with both hands.

The test is passed if

one of three trials is plus.

65

APPENDIX DESCRIPTION OF TEST MATERIALS

Description of the test materials listed on page 3 is included here so that individuals de­ siring to construct a set of materials may have more specific data* In general, a kit of the testing materials can be assembled without too much difficulty. The most difficult item to obtain probably will be the sieve in item #16.

Directions given for its

construction are specific as possible, however, and probably can be constructed by a machinist or metal worker without too much difficulty. While we have specified brass as the material to be used here

there appears no reason to be­

lieve that any other metal will not do just as well.

Most of the other materials either can be

bought or easily constructed.

The printed

materials which are attached (the Record Blank, the Concentric Circles, and the Mazes) are avail­ able from the Educational Test Bureau.

In

general, while specific dimensions are given, close approximations probably will suffice as long as any variation in dimension does not alter appreciably the nature of the teet.

TEST MATERIALS

1.

Record Blank

2.

Wooden "boxes. 4|-,'x4§-,,x7/8"

-

Attached

Wood is

thick.

3.

Cigarette papers. Any ordinary brand.

1*.

Wooden Spool and Thread 2 3/4" overall length 2" cylinder on which thread is wound 5/8" diameter of cylinder 80" of thread is unwound Thread should be strong.

5 . Match Sticks. Ordinary household matches with heads removed. 6.

Wooden Target and Ball Target 10" square. Any thickness Hole in middle of one side for hanging on nail. Regulation Tennis Ball.

7 • Rope. Household clothesline 6' long. 8.

Ruled paper. 8"xl0" Lines 3/8M apart.

9.

Wooden Mallet. 8" handle. Head 2 3/4" long and 1 3/4" diameter. Weight: 9 oz.

10.

Mazes. See attached.

11.

Playing Cards. Bridge Size. Cards should be arranged as follows: C D S H H S C D C H D S C D C H S C S H D S H C D C S D H S D C H

12.

Match box. Ordinary household matchbox. 2 5/8"x5"xliM

13-

Concentric Circles See attached.

6714.

Book. See IX-^.

15*

Pencils and paper. Wo. 2 pencils. Plain (unlined) paper.

16 . Sieve. Brass plate 6 7/8uk 3^ux 1/Qu 100 holes l/l6" diameter and l / V apart (center to center of holes.) Holes should he arranged as follows:

*

*

68-

Brass plate with edges raised l/V* into which sieve fits easily. Hard rubber pad fits into receptor plate and sieve rests on top of pad. When assembled* the top of the 3ieve is even With the raised sides of the receptor plate. One end of the receptor plate may be bevelled slightly to permit easy lifting of the sieve. Pleach pins can be ordinary price tag pins with 1 l / V stem and 3/8" diameter for rounder part. Sheets of paper which fit between sieve and rubber pad can be cut to measure. Paper should be thin for easy perforation. 1718.

Wooden rod. Cherry wood.

17 3 / V long.

Pennies.

19. Stop watch. Ordinary clinical watch.

3/8" square.

VITAg WI L L I A M SLOAN

Born:

M a r c h 10, 19 13 Chicago, Illinois

DEGREES A.B•

Central Y.M.C.A. College Chicago, Illinois J u n e 1 93 5

M*A.

George Peabody College for Teachers Nashville, Tennessee J u n e 1936

PROFESSIONAL EXPERIENCE A

Test Administrator C o o p e r a t i v e S t u d y of S e c o n d a r y S c h o o l S t a n d a r d s O c t o b e r 1936 A p r i l 1937

B

Junior Psychologist M u n i c i p a l C o u r t of C h i c a g o N o v e m b e r 1 9 3 8 to N o v e m b e r 1 9 4 2

C

I n s t r u c t o r in P s y c h o l o g y A ustin Evening Junior College Chicago, Illinois S e p t e m b e r 1939 to N o v e m b e r 1 9 4 2

D

Senior Psychologist L i n c o l n S t a t e S c h o o l and C o l o n y Lincoln, Illinois N o v e m b e r 1 9 4 2 to D e c e m b e r 1944

E

Educational Supervisor L i n c o l n S t a t e S c h o o l an d C o l o n y Lincoln, Illinois J a n u a r y 19 45 to F e b r u a r y 1946

F

Psychologist II L in c o l n State School and C o l o n y Lincoln, I l l i n o i s M a r c h 19 46 to M a r c h 19 4 7

G

S u pe rv isin g P s y c h o l o g i s t I Lincoln State School and C o l o n y Lincoln, Illinois March 1 9 4 7 to ------------

V i s i t i n g P r o f e s s o r of P s y c h o l o g y Li n c o l n J u n i o r C o l l e g e 194 5 to 194 6 Visiting Faculty Northwestern University Evanston, Illinois S u m m e r Session 1949

BIBLIOGRAPHY 1*

S l o a n , W i l l i a m and Sharp, A g n e s A* A note on i n t e r p o l a t i o n of K e n t O r a l E m e r g e n c y T e s t sc ore s into m e n t a l age m o n t h s and years* J. Ap p. P s y c h o l * , 1941, 25, 5, 592-594.

2*

-----

3.

C u t t s , R i c h a r d and Sl oan, W i l l i a m . T e s t p a t t e r n s of a d j u s t e d d e f e c t i v e s on t h e W e c h s l e r - B e l l e v u e T es t * Am. J. Men t. D e f * , 1945, 50, 1, 97-101.

4.

Sloan, William. C o m m i t m e n t of m e n t a l d e f e c t i v e s * Wei. B u l l . , 111. D e p t . P u b l i c W e l f a r e * . Nov. 1946, 37, 11, 18 -19.

5.

B e l i n s o n , Louis ; Slo an, W i l l i a m ; and G o l d s b o r o u g h , J. C l i n i c a l T y p e s of M e n t a l D e f i c i e n c i e s . Psychological Cinema Register. F i l m s # 5 2 1 K to 5 2 4 K (4 reels) 1946.

a n d C u t t s , R i c h a r d A* T e s t p a t t e r n s of d e f e c t i v e d e l i n q u e n t s o n t he W e c h s l e r - B e l l e v u e Test. Am* J* M e n t * D e f * . 1945, 50, 1, 95-97.

/

6.

Sloan, William. P s y c h o l o g i c a l tests. Wei . Pub. W e l f a r e . . 1947, 38, 1, 12-14.

7.-- ------

8*

9.

111. D e p t .

a n a l y s i s of i n s t i t u t i o n a l p o p u l a t i o n trends. 111. Dep t . Pub. W e l f a r e , 1947, 38, 9, 13-14.

I n a d e q u a c i e s of the p r e s e n t l a w f or the care and de­ t e n t i o n of the f e e b l e m i n d e d . M en t . H e a l t h B u l l . , 1947, M a r c h - A p r i l 4-5. -----

10.-- -----

-

12

Statistical Wei. Bull..

Bull*.

_____

M e n t a l d e f i c i e n c y , i d i o t level. In Burton, A. & Harris, R., (Eds) C a s e h i s t o r i e s in c lin ica l and a b n o r m a l p s y c h o l o g y . N.Y., H a r p e r & Bros., 1947, 4 0 8 - 4 1 6 . V a l i d i t y of W e c h s l e r ls d e t e r i o r a t i o n q u o t i e n t in high grade mental defectives. J. C l i n i c a l P s y c h o l o g y , 1947, 3, 3, 2 8 7 - 2 8 8 . and H a r m a n , defectives.

H a r r y H. J. G e n e t .

C o n s t a n c y of IQ in m e n t a l P s y c h o l . # 1947, 71.

M e n t a l d e f i c i e n c y as a s y m p t o m of p e r s o n a l i t y d i s t u r b a n c e . Am. J. M e n t . Def., 1947, 52, 31-36.

13.

S l o a n , W i l l i a m a nd O b l i n g e r , B a r b a r a . D i a g n o s t i c v a l u e of P i c t u r e A n o m a l i e s and V e r b a l A b s u r d i t i e s f o r i n s t i ­ tutional adjustment. Am. J. M e n t . Def.. 1947. 51. 3, 5 3 2 - 5 3 4 .

14*

-----

a nd C u t t s , R i c h a r d A. T e s t p a t t e r n s of m e n t a l d e ­ f e c t i v e s on the R e v i s e d S t a n f o r d - B i n e t Sc al e. Am. J . M e n t . D e f . . 1947, 51, 3, 3 9 4 - 3 9 6 .

. 15.

-----

M e n t a l d e f i c i e n c y , a c h a l l e n g e to e d u c a t i o n . J. H d u c . . 1948, 25, 16 7-174.

16.--------

Peabody

Repression. Lie d e t e c t i o n . Facial expression. Individual differences. E d u c a t i o n and t r a i n i n g of mental defectives* (5 a r t i c l e s in A m e r i c a l P e o p l e ' s E n c y c l o p e d i a . ) , 1948.

17.

-----

P r e d i c t i o n of e x t r a m u r a l a d j u s t m e n t of m e n t a l d e ­ f e c t i v e s b y us e of the R o r s c h a c h Tes t. J. C o n s u l t . P s y c h o l . . 1948, 12, 5, 3 03- 30 9.

18.

-----

and G u e r t i n , W i l s o n H. A c o m p a r i s o n of H T P and W e c h s l e r - B e l l e v u e I Q ' s in m e n t a l d e f e c t i v e s . J. C l i n i c a l P s y c h o l . . 1948, 4, 4, 4 2 4 - 4 2 7 .