ON MENTAL AND PHYSICAL FACTORS INVOLVED IN EDUCATION. 209 



Graded Tests for Developmental Diagnosis: de Sanctis' Tests. 



The principle employed in these tests has in part been utilised, but 

 not the exact method. In particular the time required for response 

 has not been noted. This applies to all the other tests. One reason 

 is that whilst the child is thinking, the time is used in getting points 

 of history, &c, from parent or teacher, at the admission examinations, 

 or in noting the performance of some other child at a centre. The con- 

 ditions under which the work must be done require a considerable 

 number to be passed in a short time. This must be borne in mind in 

 evaluating the opinions of the school medical officers. Occasionally 

 there is the opportunity for more. We have, however, no such stan- 

 dard set of objects as de Sanctis suggests to carry about, desirable as it 

 would be from a comparative standpoint ; but perhaps some commen- 

 tary from the methods, having a similar aim, which have gradually 

 grown up in use quite independently of the Italian authority may be 

 pertinent. They will be placed as if for the strict method as narrated 

 by "Whipple. 



Test 1. — This is tried in almost eveiy low-grade case at an admission 

 examination, and with shy or nervous children generally, as it so 

 resembles a game that a response can usually be obtained. Very few 

 refuse. Of these, some are obstinate and in nearly every case will 

 respond later, if necessary, with the aid of the teacher. The rest turned 

 out to be imbeciles or ineducable. 



Test 2. — Tried less often, as, unless distinctly coloured objects are 

 available, it is out of the question. I have tried a similar test showing 

 various objects, including the one the child had previously picked up. 



Not having anticipated at any time that I should want to refer in 

 detail to the results obtained by these tests, I find my notes are too 

 brief to allow of an analysis. But I am confident the response was 

 quicker and more accurate when different objects were used than when 

 the recognition depended on colour. Errors in colour certainly arose, 

 particularly between a deep yellow (some might call it an orange) 

 ball and a rather dirty light vermilion ball. The response to this was 

 generally good. 



Test 3. — Only tried with a limited range given by wooden bricks, 

 and actually not very often. (I might point out that when a test 

 must statutorily be made on a certain day and time the postulates of 

 the general directions cannot be ensured and the children are not all 

 comparable in the matter of comfort, fatigue, mental attitude towards 

 the test and the observer. This from a diagnostic, as opposed to the 

 experimental psychologist's standpoint, can be reasonably, though not 

 entirely, discounted by appropriate allowances of time, encouragement, 

 &c. Repetition after a day or two is impossible.) 



Response is, generally speaking, good even in low-grade cases, 

 who, however, take very much longer and want to stop and play with 

 the bricks instead of finishing collecting those that resemble the one 

 indicated. It gives indications of observation, attention, and persever- 

 ance and is very useful, but as time presses it is not used for the better 

 grade of case. 



Test 4. — Onlv tried with letter-cards and pictures of animals as 

 1911. p 



