DESIGN BLOCKS A Description of a Simple Clinical Test
Francis N.
test
as
Owing was
material,
which
to the fact that
not
group of
a
Pa.
standardization of his block-
Part II of his
gested that it might be this test
Psychologist, Harrisburg,
Kohs1 of
publication by
The
design
State
Maxfield,
published.
Intelligence Measurement has sugopportune to publish a brief comment on was prepared in 1917 under the above title. careful standardization had been made it writer, however, with the assistance of a
no
The
graduate students had given the
test to several hundred that the relative difficulty of the designs well established.
unselected children
(sic) fairly Since the publications of Kohs' standardization, the writer has used that method, which involves the use of cards, with a fair He has not yet overcome his prejudice in number of subjects. favor of; a straight imitation method, though he occasionally uses so
used seemed to be
this material recent was
as
as a
memory test.
experience
Some comment in the light of more
will be added after the earlier statement which
follows: three years (1914-17) this design block the Psychological Clinic of the frequent of Pennsylvania, and has apparent diagnostic value as
During
the past two
or
test has been in
University a performance
use at
test.
The test material consists of cubical side, each painted in colors in the same
blocks, manner.
one
inch
on
the
Four surfaces
are of solid color?white, blue, red, and yellow, the other two surfaces are painted in two colors respectively; divided diagonally, one side being painted half white and half red, and the other half blue and half yellow. These blocks are manufactured under the name of Color Cubes, and are sold in toy shops
of each cube
and by Milton Bradley and Company.2 They are sold in boxes of sixteen, or thirty-six, or more blocks, thei smallest boxes being the 1
Kohs,
S.
C., Intelligence Measurement, design tests, Macmillan
based upon the
study 39 ad
A
psychological and statistical Co., New York, 1923, pp.
and
-fin. 2
Sold more
Beaver, Pa.,
recently
also>
and other school
by C. H. Stoelting Co., Chicago, supply houses.
J. L.
Engle,
99
DESIGN BLOCKS
most convenient for clinical purposes. They have been used to extent in kindergartens and special classes for backward
some
children,
but this does not
seem
to interfere with their use
as
test
material. These blocks
"performance test," no verbal reacsubject, and the verbal directions of the a minimum. They may be used as an imitation test, a memory test, or a learning test. In each case the examiner arranges a number of the blocks to form a design or pattern, which is to be copied by the subject, who is given at the same are
used
as a
tion
being required of the examiner are reduced to
time
equal number of the blocks. In the imitation test the examiner 's pattern or design is allowed to lie on the table in view of the subject, who copies this with the blocks given him, the examiner noting his method and taking the time of his performance with a stop watch. For the memory test, the procedure is the same, exan
cept
that,
sure
he
aminer
after the
subject has observed the design until he feels it, (a maximum of fifteen seconds), the ex-
remember
can
covers or removes
ject's ability
to
the model.
learn, the examiner
For observation of the sub-
notes the reduction in time
or
improvement in method in execution of the same design in different color combinations, copied by imitation or from memory; or he notes the subject's increasing ability to execute more difficult designs. As generally used for diagnostic purposes, a combination of these methods is desirable. A series of designs of increasing
difficulty is used. The exbegin design which, in his judgment, can be executed the successfully by subject. If failure results, he changes to an easier design. If the subject succeeds, the examiner sets a more difficult task by using a more difficult design, or by requiring the subject to work from memory rather than from imitation. The aminer should
with
a
series most convenient for work with children of early school age or under, or with adults suspected of mental deficiency, is as follows:
(1) (2)
'' A solid color square of four blocks: solid color square.''3 A checked square of four blocks in two colors: "checked
square.''
(3) scribed in 3
A four-block a
A still
design having
square of another color:
simpler
form is a
straight
1'
row
a
square of one color in-
inscribed
square.''
of blocks set with the same color
in each case; this can be used with very young children.
THE PSYCHOLOGICAL CLINIC
100
(4) color
on a
(5) color
one
eight-block design having a zigzag pattern of one ground of another color "double chevron." testing intelligent adults, the examiner may require the subplace the blocks back in the box so that one of the designs An
on a
In
ject
A four-block design having a diagonal stripe of ground of another color "diagonal stripe."
to
shown on the cover of the box is formed on the bottom of the blocks. In other words, the arrangement is made so that when the box is inverted upon the table and lifted off, the design then on top is like the copy chosen. No hard and fast standardization of the method of giving the test, or of the quantitative results has been worked out (1917). of the submere than the fact of success important ject's performance these facts of the time or failure or course, are, taken, although recorded. The following procedure has proved successful. From the writer's
standpoint,
are
the
qualitative aspects
more
Method
of
Procedure
Begin by having the subject make a design with which he may be reasonably expected to succeed. This success insures the certainty of his comprehension of the task set, and makes further detailed oral directions unnecessary. Let us suppose the test is being used with a fourteen year old boy in the third grade of school. with design 3, the inscribed square, given He places before the boy four blocks, with only one of them having the correct face upward. He takes four blocks himself and says meanwhile, "Now you take these four The examiner will
as
an
begin
imitation test.
blocks and I'll take these." He then forms design 3 on the table before the boy, saying, "Now put your blocks together to make a square that looks just like this on top. Turn your blocks over so that the colors will be just like mine. Make your square look just like this." Here the examiner pushes his square slightly toward the boy, tilting it slightly if necessary, to keep the boy's attention The boy on the design on top and not on the sides of the blocks. nod of assent and usually begins at once. If he starts to form the design in different colors, repeat, "Turn the blocks over so that the colors will be just like mine.'' Time is taken from the moment he touches his first block. Failure is counted if
looks and
gives
a
he does not succeed in three
minutes,
or
if he is satisfied with
an
101
DESIGN BLOCKS
incorrect result. The examiner does not question an incorrect result if the boy himself seems satisfied, but proceeds instead to a new color combination in the same design, or to the next If the
design.
boy succeeds,
the examiner
proceeds
as
before,
but
difficult task, requiring the boy to copy the same design in other colors from memory, or using a more difficult design. If
sets
a
more
the boy
fails, the examiner proceeds as before, but sets an easier task, using* the imitation method, if memory was used in the first trial, or using an easier design. It is essential to have the boy complete
one
design successfully and recognize his
success so as to
be
It is seldom necessary to '' show him how," though this may be done without invalidating the test. The examiner should not only note the time of performance and the degree of success or failure in the difficult scale, but must give close attention to the qualitative aspects of the performance. He sure
that he understands the task.
must take into account the
planfulness or the hit-or-miss method of boy, his motor co-ordination, his quickness in noting which block requires adjustment, his persistence, and his energy. In this opportunity for observing the boy's mind at work,'' lies the chief the
''
value of the test. Some remarks
quantitative aspects of the test may be performance is lengthened by poor method, lack of motor co-ordination, and by lack of interest or concentration. Generally speaking, any success requiring over thirty seconds is poor. Success merely by trial and error, even where the right surfaces are chosen, is not frequent for designs 3 and following. The adult, or child over ten years, who fails with design 3 from memory, or with designs 4 and 5 from imitation, is almost certainly mentally defective; Barr's middle grade imbeciles (the low grade made.
on
the
The time of the
high grade imbeciles of Goddard's classification) rarely succeed easily with design 4, even by imitation. Intelligent children of seven or over usually succeed with all of the designs from imitation, though a few fail on design 5 because they work slowly.
morons or
Success from memory is If success with any
more
variable.
design requires over thirty seconds, it is well to repeat the same design in another color combination. No hint, either verbal or by gesture, is to be given during any trial. The subject should, however, be encouraged as in all mental testing. His interest may be aroused by allowing him to watch another boy work with the blocks.
TEE PSYCEOLOGIGAL CLINIC
102
The advantages of this test for clinical purposes, whether in
diagnosing cases of suspected mental deficiency or precocity, or in making a mental valuation and analysis of a presumably normal individual,
may be summarized as follows:
I. The examiner may be sure that the task is comprehended. In many tests the examiner is uncertain as to whether failure is due to lack of comprehension of the directions, or to inability to
perform the task set. This failure may be significant as showing ability in language, but this may be due to lack of ability in the English language rather than to any lack of potential language ability. Once a boy has copied one of the designs correctly and has recognized his success, the examiner may be fairly certain that the task is comprehended and that no more verbal instructions are lack of
necessary. II.
The language element is reduced to
a
minimum.
No
ver-
bal response is required of the subject. The test is therefore useful for hearing children who do not talk, for deaf children, and for children who do not speak English. Deaf children, and children as well
as
adults who understand
tions nearly
as
readily
as
English, comprehend the direchearing or English-speaking subjects. no
get the idea from the examiner's gestures and from seeing his execution of the design. Along with other performance tests this test supplements the findings of the Binet series and other tests in which the language factor is important. They
appear to
III.
Shyness and self-consciousness
are
readily
overcome
and
As in the formboard and other performance tests, shyness and self-consciousness are more readily overcome where the responses required of the subject are manual rather than interest aroused.
oral. The test presents a graded series of a fairly wide range of difficulty. The examiner not only observes failure or success, but the degree of success. The test consists of a series of increasingly IV.
difficult tests, with the possibility of making any difficult by changing from the imitation of
more
the
subject,
to
a
memory
one a
of them still
copy set before
performance.
A test may be repeated without increasing its intrinsic difficulty. Those who have used the Healy construction puzzles A and B, or any of the Knox construction puzzles, as for example, Y.
103
DESIGN BLOCKS the Knox Moron
recognized the advantage of repeating a subject has learned how to do it, or must solve the puzzle over again. The time required for this second trial is particularly" significant. In giving the Binet ten year drawings, test to
see
Test,
have
whether the
the examiner often wishes that he had standardized drawings of equal difficulty so that he may observe the ability to learn a task of this kind. In these design blocks it is possible to give the same
design same
in
new
intrinsic
VI.
color
combinations, a task difficulty, yet seeming to the
The apparatus is
VII.
The test
of
approximately
child to be
simple, inexpensive
and
a new
the
task.
easily portable.
be
given to two or three subjects at the giving the best to a very young child, he may arouse his interest by having an older brother "show him how." This does not invalidate the test, since it is fundamentally an imitation test, and alternative designs of equal difficulty may follow. Or he may excite interest by stimulating rivalry between a dull boy and his brighter younger brother. same
time.
can
If the examiner is
VIII. Most important of all, the qualitative aspects of the test method (planfulness, persistence, quick recognition of success, etc.)?may be observed and at the same time the objective standards of
failure and time of performance may be The qualitative aspects in evidence than in many of the other performance tests success or
expressed quantitatively and standardized. are more
in
because the examiner can observe in most cases of range performance from easy success to failure, or at least to common use
difficult
a a
success.
It is probably true that in all
our
performance
tests these
qualitative aspects important than the time of peris obvious that the time of performance in formance, although it the formboard, for example, may be lengthened by poor method or lack of concentration. In most performance tests, and in the case of these design blocks among them, a new problem or task is are
more
The examiner can therefore justifiably failure in terms of intelligence or mental ability, rather than in terms of training or habit. "When performance ranges from easy success, as in drawing a square, through difficult success with the diamond drawn from copy, to failure with the presented to the
interpret
success
subject. or
Binet figures drawn from memory, the examiner has a better basis for interpretation, mental analysis, and diagnosis, than
ten-year
THE PSYCHOLOGICAL CLINIC
104 in
no such graduations of difficulty, in that failure in the latter is absolute rather than relative. Examiners find the tests which recur at different age levels in
single
tests which offer
success or
the Binet series
particularly significant,
on
this account.
In any
so-called intelligence tests we get a result which is a performance level. In order to interpret this performance, the qualitative as well as the quantitative aspects of the performance are of
our
whether the results are to be used either in planning an educational program for the child on the basis of our findings, or to secure a mental analysis for the purpose of prognosis and direction in social or industrial efficiency.
significant,
A few
cases may
be
given
to illustrate the usefulness of the
design block test. Language Difficulty. X. N. Polish
woman
of
twenty-four. Reported
English and understands little.
inefficient since suicide of husband.
Physical examination negative.
formboard,
first trial
confusions.
Speaks practically
no
to be
mentally dull and Mental deficiency suspected.
Mental Examination: Witmer
forty-three seconds, second twenty-eight secHealy construction puzzle A, first trial ninety
onds, seconds, second sixteen seconds. Knox Moron Test, first trial thirty-three seconds, second fifteen seconds. Witmer cylinders, first trial sixty-five seconds, second fifty-five seconds, few false no
no final errors. Woodworth-Wells color-naming chart, in Polish, seventy seconds, no errors. Binet weights, compares correctly in each of three trials after watching examiner do this once. Design blocks, design 3, imitation, thirty-seven seconds; same design, other colors, memory, fourteen seconds; design 4, imitation, eightytwo seconds; same design, other colors, memory twenty-six seconds; design 5, memory, forty-five seconds, no failures. In a case of this kind, many of the tests ordinarily used are out of the question. The result of these performance tests is convincing, particularly when qualitative aspects are emphasized. Although brought by a social agency because feeblemindedness was suspected, there can be little doubt that however illiterate or ignorant she may be, X. N. must be rated as having a fair degree of intelligence. Case 2224, C. H., Polish woman of thirty-five, mother of two illegitimate children by two fathers. Brought by a social agency Understands no Engon account of suspected mental deficiency.
moves,
DESIGN BLOCKS
lish,
105
and either cannot
or will not understand the interpreter the social worker to assist in the examination. Hispreviously obtained showed that C. H. had never attended
brought by tory
school;
farm laborer in Europe; emigrated in this country had worked at berryhouse-cleaning, etc.; reported to be good laundry worker, worker when employment is found for her, but not capa-
had been
employed
as a
to the United States in 1912
picking, a
steady
?
ble of finding work for herself. no
Physical examination: negative: "stigmata"; expression lacking in intelligence.
pronounced Mental Examination
1Vitmer cylinders,
:
Draws square and very poor diamond. places fifteen of the eighteen
in three minutes
cylinders, but only six of these are correct; on second trial in 128 seconds places all but one, though only seven are correct; instruction given by examiner, C. H. correcting all misplacements under his direction; third trial, all cylinders placed, only 2 errors, 128 seconds. Healy construction puzzle A, first trial 240 seconds; second trial twenty seconds. Woodworth-Wells color-naming chart, in Polish, 146 seconds, three errors, self-corrected. Goddard adap-
tation board, poor performance, correct for three turns; fails frequently on four or five turns. Design blocks: design 1, imitation, fails on first trial and is shown how to do it; design 1 in another
color, imitation, ten seconds; design 2, imitation thirty-nine sec; design 3, imitation thirty-five seconds; design 4, imitation, no success in four minutes, method little better than trial and error; design 3, imitation, success in forty seconds; showing task was certainly understood and that failure on design 4 was due to lack of intelligence. Diagnosis: middle grade imbecile (Barr classificaond
moron, Goddard classification). Binet Test inconclusive because of language disability. Case E. X., an incorrigible, happy-go-lucky, adolescent colored girl of fifteen and one-half years; unmarried mother. Borderline
tion), (low grade
case, backward and socially malconformed, and probably feebleminded. Left school at fourteen years in four A grade; attendance regular. Mental age score (Binet 1911), 10.6 years; auditory exmemory span, seven digits. Reads from third reader with fair verbal excellent shows pression of silent
reading ; reproduction first trial memory but meagre comprehension. Witmer cylinders, in 119 correctly sixty seconds, with seven final errors; completed conerrors. final Ilealy seconds; second trial sixty-five seconds, no trial second twenty secstruction puzzle A, first trial 153 seconds,
THE PSYCHOLOGICAL CLINIC
106
Gives seventy words in three minutes; reconstructs sentence, solves problems from several facts, etc. Design blocks, all trials given as imitation tests; design 3, eighteen seconds, design 4, failure in three minutes, but success in 204 seconds; design 4 in onds.
other colors, success in seventy-four seconds; design 5 not given. Deaf Child. H. N., an American born boy of seven and one-half years, the child of Welsh parents; "Welsh spoken in home, although parents can speak English. Has been in a school for the feebleminded.
Makes effort to
difficult to understand.
talk,
but
Does
uses
not
only
form
a
few
words,
sentences.
which No
are
school
progress.
Mental Examination: Witmer
formboard; normal reaction cylinders, first trial failure, cylinders thirty-nine diameter only; second trial, after to with reference being placed watching examiner place them, ninety-three seconds with only two seconds.
final
Witmer
Draws square and diamond. Design blocks: design three,
errors.
Matches but fails to
imitation, forty-seven design in other colors, imitation, forms design in colors previously used, but turns blocks over readily when his attention is called to color; design 4, imitation, failure, has three blocks in correct position, but fails to use the solid color block. This is a case of a partially but not totally deaf child, with whom tests involving language are impracticable. Diagnosis: to be normal. will otherwise mentally prove probably Deaf-mutism, for deaf favorable. instruction under mutes, special Prognosis, Wide range of application. It affords a scale of increasing difficulty with very simple and inexpensive material. It can be used to advantage with children as young as two years and is significant when given to adults. Case W. N., two years, four months; normal mentally but not talking. Witmer form-board: (had been given four trials with this three months earlier, but had no practice in interim) seventy secname
colors.
seconds;
same
Second trial 139 seconds, third trial 112 seconds. Witmer cylinders proved too difficult. Matches color readily, but does not know color names. Does not distinguish between 1 and 2. Second examination before class at two years and six months. Witmer onds.
form-board: larger board mer
first trial 176 seconds; second trial eighty seconds; (Goddard) with ten blocks, forty-four seconds. Wit-
cylinders;
access to
these
between this and previous examination he had cylinders as play material at intervals during one
107
DESIGN BLOCKS
day; onds.
first trial
(allowed
no
wrong
Discriminates and matches
placements
color,
to
remain)
220
sec-
but does not know color
names; distinguishes "one" and "two" from other numbers in
giving blocks on command. Design blocks: a continuous solid color row, red; succeeds in this for four blocks, and then adds two yellow surfaces. Design 1, red; copies readily; Design 2, blue and white, uses blue and red, and places colors in adjacent rather than diagonal position. Case 1902, D.D., girl of six in public kindergarten; mental deficiency suspected by teacher; idio-imbecile (Barr classification). Physical examination shows that she is a mouth breather with crowded teeth; very much contracted palate; of about average weight and height. Mental Examination: Mental age score (Binet 1911) 3.3 years; repeats 2 digits; fail to copy square and to count up to 4. Enumerates objects in picture and speech development is fair. Witmer formrboard: first trial, 220 seconds; second, 110 seconds; third, ninety-six seconds. Method little better than trial and error. Discriminates and matches color, but does not know color names; idea of numbers limited to two. Design blocks: Continuous solid color row, red, places eleven blocks, nine of which are red. Same, white, performed correctly; design 1, red, arranges four blocks in form of letter L, incorrect colors; examiner calling attention to color, D changes all to red but keeps L arrangement. Examiner showed her how to complete square. Design 1, blue, after thirtyfour seconds has three blue and
red arranged in form of square. top?" D. at first said it was, and
one
Examiner: "Is that all blue on then corrected. Design 2, red and
white;
white diagonally divided surfaces and
one
chooses three red and
yellow and blue surface.
Is satisfied to arrange these in square. New problem is presented to the subject.
The chances that the
subject has learned to perform this test are remote since, even if he has played with these blocks as a toy, it is unlikely that he has tried these particular designs. Case 1890, M.E., a girl of six, brought to clinic because of certain babyish and silly actions noticed by parents. Proved to be of normal mentality. Physical examination negative. Had been one year in kindergarten, and three months in first grade. Mental Examination : Witmer formrboard: first trial, normal reaction forty-seven seconds; second trial, confuses triangles, sixty-
108
THE PSYCHOLOGICAL CLINIC
six seconds; Witmer cylinders, first trial, all correct in 184 seconds ; second trial 133 seconds. Auditory memory span five digits. Mental age score (Binet 1911) 6.6 years. Design blocks: Design 1,
red,
ten
seconds; 2, red and white, sixteen seconds; 3, blue and
yellow, thirty-six
seconds.
Case 1962, N. 8., American woman of twenty-seven, illegitimately pregnant three times in the last five years, and each time by a different man. Middle grade imbecile (Barr). Has worked irregularly in domestic service. Not a prostitute. Able to give
fairly connected account of her history. Left school at fourteen in fourth grade. Physical examination shows her a woman of low
build, without marked "stigmata." Facial exintelligent. Apparently unconscious of her limited pression and mentality, fairly complacent even when obviously failing in stature and medium not
mental tests. Mental Examination. correct
placements completed
second trial
Auditory
Witmer
cylinders
first
trial,
five
out of
eighteen. Instruction given by examiner; correctly without suggestion in 140 seconds.
memory span 5
digits;
reads
readily
with good expres-
sion from second or third Reader. Aussage test, meager description with enumeration of objects in pictures; no interpretation. Fails to arrange Binet weights correctly. Cannot make change in
Design Blocks: Design 3, red on white, fortyseconds; blue on white, twenty-six seconds; Design 4, white on red, chooses four identical surfaces, red and white, and five successive times comes to arrangement as in test 3; no success Instruction given by examiner; 4 repeated; in 200 seconds. chooses correct surfaces, but places at random to form square in sums over ten cents. seven
fifty-four seconds. In general the
results of these tests with the design blocks are data of other tests. Sometimes a high grade the with accord in feebleminded subject will succeed readily in this test and oc-
subject of normal mental ability will fail. The following case is given as an illustration of the former. Case 2016, E. D., attractive, adolescent, high grade feebleminded girl of nineteen and one-half. Diagnosis given largely on basis of school and social history rather than clinic tests. Physical examination negative; health excellent; menses at thirteen; no "stigmata." Is being allowed to take first year high school work in Domestic Science; spent two terms in nearly every grade, and then casionally
a
109
DESIGN BLOCKS
School conduct excellent, attendance school and does not realize her limitations. regular, enjoys Mental Examination. Witmer cylinders: first trial, 123 sec-
was
promoted "on age."
onds; second, sixty-two seconds; third, forty-seven seconds. Compares Binet weights correctly; fair performance in Trabue language completion test. Auditory memory span seven digits. Healy Construction puzzles, A, 21 seconds; B, incomplete at four minutes, hut finished readily on slight hint from examiner. Making change: 19 (gives dime and nine pen6 (coins used) 10 -f- 4 6; 25 11 37 63 nies) ; 25 14; 50 13; 50 7, but gave orally as "eight" and added one cent. Asked how she got this result 72 75. Woodworth and $1.25 changed to 13. 50 22; 50 ==
=
=
=
=
=
=
1Veils controlled associations: performance excellent. Reversal of hands of clock, 2:56 11:15; 8:08 fails. Design blocks: Design 3, fourteen seconds. It will be observed in this case that the perfor=
mance of most of these tests is
shown in the
making change
excellent and this
good, except for the suggestibility
test.
is given
Result with the of
design
blocks is
instance in example point to the true diagnosis of the case. This test is particularly recommended in cases where there is a language difficulty; cases of deafness, children not yet talking, illiterate adolescents and adults, and all subjects whose mother tongue case
which this test did not
is not that of the examiner.
as
an
an
Francis N.
test
as
Owing was
material,
which
to the fact that
not
group of
a
Pa.
standardization of his block-
Part II of his
gested that it might be this test
Psychologist, Harrisburg,
Kohs1 of
publication by
The
design
State
Maxfield,
published.
Intelligence Measurement has sugopportune to publish a brief comment on was prepared in 1917 under the above title. careful standardization had been made it writer, however, with the assistance of a
no
The
graduate students had given the
test to several hundred that the relative difficulty of the designs well established.
unselected children
(sic) fairly Since the publications of Kohs' standardization, the writer has used that method, which involves the use of cards, with a fair He has not yet overcome his prejudice in number of subjects. favor of; a straight imitation method, though he occasionally uses so
used seemed to be
this material recent was
as
as a
memory test.
experience
Some comment in the light of more
will be added after the earlier statement which
follows: three years (1914-17) this design block the Psychological Clinic of the frequent of Pennsylvania, and has apparent diagnostic value as
During
the past two
or
test has been in
University a performance
use at
test.
The test material consists of cubical side, each painted in colors in the same
blocks, manner.
one
inch
on
the
Four surfaces
are of solid color?white, blue, red, and yellow, the other two surfaces are painted in two colors respectively; divided diagonally, one side being painted half white and half red, and the other half blue and half yellow. These blocks are manufactured under the name of Color Cubes, and are sold in toy shops
of each cube
and by Milton Bradley and Company.2 They are sold in boxes of sixteen, or thirty-six, or more blocks, thei smallest boxes being the 1
Kohs,
S.
C., Intelligence Measurement, design tests, Macmillan
based upon the
study 39 ad
A
psychological and statistical Co., New York, 1923, pp.
and
-fin. 2
Sold more
Beaver, Pa.,
recently
also>
and other school
by C. H. Stoelting Co., Chicago, supply houses.
J. L.
Engle,
99
DESIGN BLOCKS
most convenient for clinical purposes. They have been used to extent in kindergartens and special classes for backward
some
children,
but this does not
seem
to interfere with their use
as
test
material. These blocks
"performance test," no verbal reacsubject, and the verbal directions of the a minimum. They may be used as an imitation test, a memory test, or a learning test. In each case the examiner arranges a number of the blocks to form a design or pattern, which is to be copied by the subject, who is given at the same are
used
as a
tion
being required of the examiner are reduced to
time
equal number of the blocks. In the imitation test the examiner 's pattern or design is allowed to lie on the table in view of the subject, who copies this with the blocks given him, the examiner noting his method and taking the time of his performance with a stop watch. For the memory test, the procedure is the same, exan
cept
that,
sure
he
aminer
after the
subject has observed the design until he feels it, (a maximum of fifteen seconds), the ex-
remember
can
covers or removes
ject's ability
to
the model.
learn, the examiner
For observation of the sub-
notes the reduction in time
or
improvement in method in execution of the same design in different color combinations, copied by imitation or from memory; or he notes the subject's increasing ability to execute more difficult designs. As generally used for diagnostic purposes, a combination of these methods is desirable. A series of designs of increasing
difficulty is used. The exbegin design which, in his judgment, can be executed the successfully by subject. If failure results, he changes to an easier design. If the subject succeeds, the examiner sets a more difficult task by using a more difficult design, or by requiring the subject to work from memory rather than from imitation. The aminer should
with
a
series most convenient for work with children of early school age or under, or with adults suspected of mental deficiency, is as follows:
(1) (2)
'' A solid color square of four blocks: solid color square.''3 A checked square of four blocks in two colors: "checked
square.''
(3) scribed in 3
A four-block a
A still
design having
square of another color:
simpler
form is a
straight
1'
row
a
square of one color in-
inscribed
square.''
of blocks set with the same color
in each case; this can be used with very young children.
THE PSYCHOLOGICAL CLINIC
100
(4) color
on a
(5) color
one
eight-block design having a zigzag pattern of one ground of another color "double chevron." testing intelligent adults, the examiner may require the subplace the blocks back in the box so that one of the designs An
on a
In
ject
A four-block design having a diagonal stripe of ground of another color "diagonal stripe."
to
shown on the cover of the box is formed on the bottom of the blocks. In other words, the arrangement is made so that when the box is inverted upon the table and lifted off, the design then on top is like the copy chosen. No hard and fast standardization of the method of giving the test, or of the quantitative results has been worked out (1917). of the submere than the fact of success important ject's performance these facts of the time or failure or course, are, taken, although recorded. The following procedure has proved successful. From the writer's
standpoint,
are
the
qualitative aspects
more
Method
of
Procedure
Begin by having the subject make a design with which he may be reasonably expected to succeed. This success insures the certainty of his comprehension of the task set, and makes further detailed oral directions unnecessary. Let us suppose the test is being used with a fourteen year old boy in the third grade of school. with design 3, the inscribed square, given He places before the boy four blocks, with only one of them having the correct face upward. He takes four blocks himself and says meanwhile, "Now you take these four The examiner will
as
an
begin
imitation test.
blocks and I'll take these." He then forms design 3 on the table before the boy, saying, "Now put your blocks together to make a square that looks just like this on top. Turn your blocks over so that the colors will be just like mine. Make your square look just like this." Here the examiner pushes his square slightly toward the boy, tilting it slightly if necessary, to keep the boy's attention The boy on the design on top and not on the sides of the blocks. nod of assent and usually begins at once. If he starts to form the design in different colors, repeat, "Turn the blocks over so that the colors will be just like mine.'' Time is taken from the moment he touches his first block. Failure is counted if
looks and
gives
a
he does not succeed in three
minutes,
or
if he is satisfied with
an
101
DESIGN BLOCKS
incorrect result. The examiner does not question an incorrect result if the boy himself seems satisfied, but proceeds instead to a new color combination in the same design, or to the next If the
design.
boy succeeds,
the examiner
proceeds
as
before,
but
difficult task, requiring the boy to copy the same design in other colors from memory, or using a more difficult design. If
sets
a
more
the boy
fails, the examiner proceeds as before, but sets an easier task, using* the imitation method, if memory was used in the first trial, or using an easier design. It is essential to have the boy complete
one
design successfully and recognize his
success so as to
be
It is seldom necessary to '' show him how," though this may be done without invalidating the test. The examiner should not only note the time of performance and the degree of success or failure in the difficult scale, but must give close attention to the qualitative aspects of the performance. He sure
that he understands the task.
must take into account the
planfulness or the hit-or-miss method of boy, his motor co-ordination, his quickness in noting which block requires adjustment, his persistence, and his energy. In this opportunity for observing the boy's mind at work,'' lies the chief the
''
value of the test. Some remarks
quantitative aspects of the test may be performance is lengthened by poor method, lack of motor co-ordination, and by lack of interest or concentration. Generally speaking, any success requiring over thirty seconds is poor. Success merely by trial and error, even where the right surfaces are chosen, is not frequent for designs 3 and following. The adult, or child over ten years, who fails with design 3 from memory, or with designs 4 and 5 from imitation, is almost certainly mentally defective; Barr's middle grade imbeciles (the low grade made.
on
the
The time of the
high grade imbeciles of Goddard's classification) rarely succeed easily with design 4, even by imitation. Intelligent children of seven or over usually succeed with all of the designs from imitation, though a few fail on design 5 because they work slowly.
morons or
Success from memory is If success with any
more
variable.
design requires over thirty seconds, it is well to repeat the same design in another color combination. No hint, either verbal or by gesture, is to be given during any trial. The subject should, however, be encouraged as in all mental testing. His interest may be aroused by allowing him to watch another boy work with the blocks.
TEE PSYCEOLOGIGAL CLINIC
102
The advantages of this test for clinical purposes, whether in
diagnosing cases of suspected mental deficiency or precocity, or in making a mental valuation and analysis of a presumably normal individual,
may be summarized as follows:
I. The examiner may be sure that the task is comprehended. In many tests the examiner is uncertain as to whether failure is due to lack of comprehension of the directions, or to inability to
perform the task set. This failure may be significant as showing ability in language, but this may be due to lack of ability in the English language rather than to any lack of potential language ability. Once a boy has copied one of the designs correctly and has recognized his success, the examiner may be fairly certain that the task is comprehended and that no more verbal instructions are lack of
necessary. II.
The language element is reduced to
a
minimum.
No
ver-
bal response is required of the subject. The test is therefore useful for hearing children who do not talk, for deaf children, and for children who do not speak English. Deaf children, and children as well
as
adults who understand
tions nearly
as
readily
as
English, comprehend the direchearing or English-speaking subjects. no
get the idea from the examiner's gestures and from seeing his execution of the design. Along with other performance tests this test supplements the findings of the Binet series and other tests in which the language factor is important. They
appear to
III.
Shyness and self-consciousness
are
readily
overcome
and
As in the formboard and other performance tests, shyness and self-consciousness are more readily overcome where the responses required of the subject are manual rather than interest aroused.
oral. The test presents a graded series of a fairly wide range of difficulty. The examiner not only observes failure or success, but the degree of success. The test consists of a series of increasingly IV.
difficult tests, with the possibility of making any difficult by changing from the imitation of
more
the
subject,
to
a
memory
one a
of them still
copy set before
performance.
A test may be repeated without increasing its intrinsic difficulty. Those who have used the Healy construction puzzles A and B, or any of the Knox construction puzzles, as for example, Y.
103
DESIGN BLOCKS the Knox Moron
recognized the advantage of repeating a subject has learned how to do it, or must solve the puzzle over again. The time required for this second trial is particularly" significant. In giving the Binet ten year drawings, test to
see
Test,
have
whether the
the examiner often wishes that he had standardized drawings of equal difficulty so that he may observe the ability to learn a task of this kind. In these design blocks it is possible to give the same
design same
in
new
intrinsic
VI.
color
combinations, a task difficulty, yet seeming to the
The apparatus is
VII.
The test
of
approximately
child to be
simple, inexpensive
and
a new
the
task.
easily portable.
be
given to two or three subjects at the giving the best to a very young child, he may arouse his interest by having an older brother "show him how." This does not invalidate the test, since it is fundamentally an imitation test, and alternative designs of equal difficulty may follow. Or he may excite interest by stimulating rivalry between a dull boy and his brighter younger brother. same
time.
can
If the examiner is
VIII. Most important of all, the qualitative aspects of the test method (planfulness, persistence, quick recognition of success, etc.)?may be observed and at the same time the objective standards of
failure and time of performance may be The qualitative aspects in evidence than in many of the other performance tests success or
expressed quantitatively and standardized. are more
in
because the examiner can observe in most cases of range performance from easy success to failure, or at least to common use
difficult
a a
success.
It is probably true that in all
our
performance
tests these
qualitative aspects important than the time of peris obvious that the time of performance in formance, although it the formboard, for example, may be lengthened by poor method or lack of concentration. In most performance tests, and in the case of these design blocks among them, a new problem or task is are
more
The examiner can therefore justifiably failure in terms of intelligence or mental ability, rather than in terms of training or habit. "When performance ranges from easy success, as in drawing a square, through difficult success with the diamond drawn from copy, to failure with the presented to the
interpret
success
subject. or
Binet figures drawn from memory, the examiner has a better basis for interpretation, mental analysis, and diagnosis, than
ten-year
THE PSYCHOLOGICAL CLINIC
104 in
no such graduations of difficulty, in that failure in the latter is absolute rather than relative. Examiners find the tests which recur at different age levels in
single
tests which offer
success or
the Binet series
particularly significant,
on
this account.
In any
so-called intelligence tests we get a result which is a performance level. In order to interpret this performance, the qualitative as well as the quantitative aspects of the performance are of
our
whether the results are to be used either in planning an educational program for the child on the basis of our findings, or to secure a mental analysis for the purpose of prognosis and direction in social or industrial efficiency.
significant,
A few
cases may
be
given
to illustrate the usefulness of the
design block test. Language Difficulty. X. N. Polish
woman
of
twenty-four. Reported
English and understands little.
inefficient since suicide of husband.
Physical examination negative.
formboard,
first trial
confusions.
Speaks practically
no
to be
mentally dull and Mental deficiency suspected.
Mental Examination: Witmer
forty-three seconds, second twenty-eight secHealy construction puzzle A, first trial ninety
onds, seconds, second sixteen seconds. Knox Moron Test, first trial thirty-three seconds, second fifteen seconds. Witmer cylinders, first trial sixty-five seconds, second fifty-five seconds, few false no
no final errors. Woodworth-Wells color-naming chart, in Polish, seventy seconds, no errors. Binet weights, compares correctly in each of three trials after watching examiner do this once. Design blocks, design 3, imitation, thirty-seven seconds; same design, other colors, memory, fourteen seconds; design 4, imitation, eightytwo seconds; same design, other colors, memory twenty-six seconds; design 5, memory, forty-five seconds, no failures. In a case of this kind, many of the tests ordinarily used are out of the question. The result of these performance tests is convincing, particularly when qualitative aspects are emphasized. Although brought by a social agency because feeblemindedness was suspected, there can be little doubt that however illiterate or ignorant she may be, X. N. must be rated as having a fair degree of intelligence. Case 2224, C. H., Polish woman of thirty-five, mother of two illegitimate children by two fathers. Brought by a social agency Understands no Engon account of suspected mental deficiency.
moves,
DESIGN BLOCKS
lish,
105
and either cannot
or will not understand the interpreter the social worker to assist in the examination. Hispreviously obtained showed that C. H. had never attended
brought by tory
school;
farm laborer in Europe; emigrated in this country had worked at berryhouse-cleaning, etc.; reported to be good laundry worker, worker when employment is found for her, but not capa-
had been
employed
as a
to the United States in 1912
picking, a
steady
?
ble of finding work for herself. no
Physical examination: negative: "stigmata"; expression lacking in intelligence.
pronounced Mental Examination
1Vitmer cylinders,
:
Draws square and very poor diamond. places fifteen of the eighteen
in three minutes
cylinders, but only six of these are correct; on second trial in 128 seconds places all but one, though only seven are correct; instruction given by examiner, C. H. correcting all misplacements under his direction; third trial, all cylinders placed, only 2 errors, 128 seconds. Healy construction puzzle A, first trial 240 seconds; second trial twenty seconds. Woodworth-Wells color-naming chart, in Polish, 146 seconds, three errors, self-corrected. Goddard adap-
tation board, poor performance, correct for three turns; fails frequently on four or five turns. Design blocks: design 1, imitation, fails on first trial and is shown how to do it; design 1 in another
color, imitation, ten seconds; design 2, imitation thirty-nine sec; design 3, imitation thirty-five seconds; design 4, imitation, no success in four minutes, method little better than trial and error; design 3, imitation, success in forty seconds; showing task was certainly understood and that failure on design 4 was due to lack of intelligence. Diagnosis: middle grade imbecile (Barr classificaond
moron, Goddard classification). Binet Test inconclusive because of language disability. Case E. X., an incorrigible, happy-go-lucky, adolescent colored girl of fifteen and one-half years; unmarried mother. Borderline
tion), (low grade
case, backward and socially malconformed, and probably feebleminded. Left school at fourteen years in four A grade; attendance regular. Mental age score (Binet 1911), 10.6 years; auditory exmemory span, seven digits. Reads from third reader with fair verbal excellent shows pression of silent
reading ; reproduction first trial memory but meagre comprehension. Witmer cylinders, in 119 correctly sixty seconds, with seven final errors; completed conerrors. final Ilealy seconds; second trial sixty-five seconds, no trial second twenty secstruction puzzle A, first trial 153 seconds,
THE PSYCHOLOGICAL CLINIC
106
Gives seventy words in three minutes; reconstructs sentence, solves problems from several facts, etc. Design blocks, all trials given as imitation tests; design 3, eighteen seconds, design 4, failure in three minutes, but success in 204 seconds; design 4 in onds.
other colors, success in seventy-four seconds; design 5 not given. Deaf Child. H. N., an American born boy of seven and one-half years, the child of Welsh parents; "Welsh spoken in home, although parents can speak English. Has been in a school for the feebleminded.
Makes effort to
difficult to understand.
talk,
but
Does
uses
not
only
form
a
few
words,
sentences.
which No
are
school
progress.
Mental Examination: Witmer
formboard; normal reaction cylinders, first trial failure, cylinders thirty-nine diameter only; second trial, after to with reference being placed watching examiner place them, ninety-three seconds with only two seconds.
final
Witmer
Draws square and diamond. Design blocks: design three,
errors.
Matches but fails to
imitation, forty-seven design in other colors, imitation, forms design in colors previously used, but turns blocks over readily when his attention is called to color; design 4, imitation, failure, has three blocks in correct position, but fails to use the solid color block. This is a case of a partially but not totally deaf child, with whom tests involving language are impracticable. Diagnosis: to be normal. will otherwise mentally prove probably Deaf-mutism, for deaf favorable. instruction under mutes, special Prognosis, Wide range of application. It affords a scale of increasing difficulty with very simple and inexpensive material. It can be used to advantage with children as young as two years and is significant when given to adults. Case W. N., two years, four months; normal mentally but not talking. Witmer form-board: (had been given four trials with this three months earlier, but had no practice in interim) seventy secname
colors.
seconds;
same
Second trial 139 seconds, third trial 112 seconds. Witmer cylinders proved too difficult. Matches color readily, but does not know color names. Does not distinguish between 1 and 2. Second examination before class at two years and six months. Witmer onds.
form-board: larger board mer
first trial 176 seconds; second trial eighty seconds; (Goddard) with ten blocks, forty-four seconds. Wit-
cylinders;
access to
these
between this and previous examination he had cylinders as play material at intervals during one
107
DESIGN BLOCKS
day; onds.
first trial
(allowed
no
wrong
Discriminates and matches
placements
color,
to
remain)
220
sec-
but does not know color
names; distinguishes "one" and "two" from other numbers in
giving blocks on command. Design blocks: a continuous solid color row, red; succeeds in this for four blocks, and then adds two yellow surfaces. Design 1, red; copies readily; Design 2, blue and white, uses blue and red, and places colors in adjacent rather than diagonal position. Case 1902, D.D., girl of six in public kindergarten; mental deficiency suspected by teacher; idio-imbecile (Barr classification). Physical examination shows that she is a mouth breather with crowded teeth; very much contracted palate; of about average weight and height. Mental Examination: Mental age score (Binet 1911) 3.3 years; repeats 2 digits; fail to copy square and to count up to 4. Enumerates objects in picture and speech development is fair. Witmer formrboard: first trial, 220 seconds; second, 110 seconds; third, ninety-six seconds. Method little better than trial and error. Discriminates and matches color, but does not know color names; idea of numbers limited to two. Design blocks: Continuous solid color row, red, places eleven blocks, nine of which are red. Same, white, performed correctly; design 1, red, arranges four blocks in form of letter L, incorrect colors; examiner calling attention to color, D changes all to red but keeps L arrangement. Examiner showed her how to complete square. Design 1, blue, after thirtyfour seconds has three blue and
red arranged in form of square. top?" D. at first said it was, and
one
Examiner: "Is that all blue on then corrected. Design 2, red and
white;
white diagonally divided surfaces and
one
chooses three red and
yellow and blue surface.
Is satisfied to arrange these in square. New problem is presented to the subject.
The chances that the
subject has learned to perform this test are remote since, even if he has played with these blocks as a toy, it is unlikely that he has tried these particular designs. Case 1890, M.E., a girl of six, brought to clinic because of certain babyish and silly actions noticed by parents. Proved to be of normal mentality. Physical examination negative. Had been one year in kindergarten, and three months in first grade. Mental Examination : Witmer formrboard: first trial, normal reaction forty-seven seconds; second trial, confuses triangles, sixty-
108
THE PSYCHOLOGICAL CLINIC
six seconds; Witmer cylinders, first trial, all correct in 184 seconds ; second trial 133 seconds. Auditory memory span five digits. Mental age score (Binet 1911) 6.6 years. Design blocks: Design 1,
red,
ten
seconds; 2, red and white, sixteen seconds; 3, blue and
yellow, thirty-six
seconds.
Case 1962, N. 8., American woman of twenty-seven, illegitimately pregnant three times in the last five years, and each time by a different man. Middle grade imbecile (Barr). Has worked irregularly in domestic service. Not a prostitute. Able to give
fairly connected account of her history. Left school at fourteen in fourth grade. Physical examination shows her a woman of low
build, without marked "stigmata." Facial exintelligent. Apparently unconscious of her limited pression and mentality, fairly complacent even when obviously failing in stature and medium not
mental tests. Mental Examination. correct
placements completed
second trial
Auditory
Witmer
cylinders
first
trial,
five
out of
eighteen. Instruction given by examiner; correctly without suggestion in 140 seconds.
memory span 5
digits;
reads
readily
with good expres-
sion from second or third Reader. Aussage test, meager description with enumeration of objects in pictures; no interpretation. Fails to arrange Binet weights correctly. Cannot make change in
Design Blocks: Design 3, red on white, fortyseconds; blue on white, twenty-six seconds; Design 4, white on red, chooses four identical surfaces, red and white, and five successive times comes to arrangement as in test 3; no success Instruction given by examiner; 4 repeated; in 200 seconds. chooses correct surfaces, but places at random to form square in sums over ten cents. seven
fifty-four seconds. In general the
results of these tests with the design blocks are data of other tests. Sometimes a high grade the with accord in feebleminded subject will succeed readily in this test and oc-
subject of normal mental ability will fail. The following case is given as an illustration of the former. Case 2016, E. D., attractive, adolescent, high grade feebleminded girl of nineteen and one-half. Diagnosis given largely on basis of school and social history rather than clinic tests. Physical examination negative; health excellent; menses at thirteen; no "stigmata." Is being allowed to take first year high school work in Domestic Science; spent two terms in nearly every grade, and then casionally
a
109
DESIGN BLOCKS
School conduct excellent, attendance school and does not realize her limitations. regular, enjoys Mental Examination. Witmer cylinders: first trial, 123 sec-
was
promoted "on age."
onds; second, sixty-two seconds; third, forty-seven seconds. Compares Binet weights correctly; fair performance in Trabue language completion test. Auditory memory span seven digits. Healy Construction puzzles, A, 21 seconds; B, incomplete at four minutes, hut finished readily on slight hint from examiner. Making change: 19 (gives dime and nine pen6 (coins used) 10 -f- 4 6; 25 11 37 63 nies) ; 25 14; 50 13; 50 7, but gave orally as "eight" and added one cent. Asked how she got this result 72 75. Woodworth and $1.25 changed to 13. 50 22; 50 ==
=
=
=
=
=
=
1Veils controlled associations: performance excellent. Reversal of hands of clock, 2:56 11:15; 8:08 fails. Design blocks: Design 3, fourteen seconds. It will be observed in this case that the perfor=
mance of most of these tests is
shown in the
making change
excellent and this
good, except for the suggestibility
test.
is given
Result with the of
design
blocks is
instance in example point to the true diagnosis of the case. This test is particularly recommended in cases where there is a language difficulty; cases of deafness, children not yet talking, illiterate adolescents and adults, and all subjects whose mother tongue case
which this test did not
is not that of the examiner.
as
an
an
