Class _J=a_£iiil]_ Book__rP5::^___ G3p}iiglit>\'i CCEffilGHT DEPOSm Digitized by the Internet Archive in 2010 with funding from^ The Library of Congress http://www.archive.org/details/picturecompletioOOpint THE PICTURE COMPLETION TEST S^itrattiitial pgigrt|ologg jl0ttogratil?ia ^hxUh bg 05ttg Manttase MlfippU No. 20 The Picture Completion Test BY Rudolf Pintner and Margaret M. Anderson Ohio State University WARWICK & YORK, INC. BALTIMORE, U. S. A. 1917 Copyright, 1917 By Warwick & York, Inc. JAN -4 1318 ©CI.A481953 EDITOR'S PREFACE Progress in mental testing has been greatly reduced, as all workers in that field are well aware, because of lack of standardization both with respect to the meth- ods of administering tests and also with respect to the methods of scoring them. Closely allied with these lacks is the further lack of adequate norms of performance, gathered from a sufficient number of cases to indicate not merely the average performance but also the entire range of performance as conditioned by age, sex, school training and what other factors may be influential. The present monograph supplies these desired data for a single test — the Healy Picture Completion Test. By applying it to over 1500 children the authors have been able to arrive at an empirically determined method of scoring, to establish norms of percentile distribution for each age from 6 to 14 and incidentally to ascertain the connections between performance in it and sex, social environment and school standing. Work of this sort is directly valuable to all persons who make use of mental tests with children and it is equally valuable to those who are interested in the technique of standardizing tests and in working out by empirical methods the best rules for administering and scoring them. G. M. W. CONTENTS Chapter I. Introduction 1 Chapter II. The Test. 9 Chapter III. The Method of Procedure and the Subjects Tested 16 The Procedure „_ The Subjects Chapter IV. The Results 22 Chapter V. The Determination of the Scores 52 Percentage Distribution Correlations Inter-correlations ; Chapter VI. Norms 70 Percentiles Year Scale Norms Chapter VII. Sex, Social Status and School Standing 78 Sex Differences Differences in Social Status Racial Differences School Standing Chapter VIII. Other Methods of Scoring 86 Healy's Method Number of Right and Wrong Moves Chapter IX. The Time 93 Chapter X. Conclusion 98 CHAPTER I Introduction The growing demand on the part of clinical psychol- ogists for a greater variety of tests to aid in mental examinations and for adequate standardizations of tests is leading to the introduction of new tests and to more intensive studies of tests already in common use. The necessity on the part of the practical worker for a number of tests and the relative ease with which a new test can be devised has resulted, in many instances, in the use of a test for practical work before any real analysis or standardization of the test has been made. To draw conclusions from any specific per- formance in a test before a real study of it has been made, is at best a very dangerous procedure, and the basing of diagnoses of individual cases upon the results of tests that have not been carefully studied is one of the things which in some quarters has helped to bring clinical psychology into disrepute. If we are to use a test for purposes of differential diagnosis, we must be certain that we know what is a normal performance. We have no justification in saying that any specific performance is a bad performance, say for a six-year- old child, until we know what the average six-year-old can do. What may seem to us as adults a very bad performance may be the common six-year-old response to the situation. In short, the careful clinical worker will not use for diagnostic purposes any test until it has been adequately standardized. The question of the adequate standardization of mental tests has been until recently a somewhat ne- glected phase in the psychology of individual differ- ences. Previous workers did not attempt to set standards, but were primarily interested in the results 1 ^ THE PICTURE COMPLETION TEST of tests as applied to specific groups of individuals, and the main emphasis was thrown upon the study of the test rather than upon the individual. It was the test that was primarily under consideration. Further- more, great interest was shown in the question as to what the test was testing, whether memory or imagin- ation, or other psychical process. This point of view dominates the earlier work in the psychology of tests, such as the studies of Cattell and Farrand,^ Kirk- patrick,2 Woodworth and Wells, => and many others. This point of view is, of course, a necessary one and naturally precedes the use of tests for practical diag- nostic purposes. The results of the large amount of work with individual tests of varying nature are best seen in the compilation of Whipple,^ and the arrangement of the tests into tests of sensory capacity, of attention, of perception, etc., is indicative of the point of view. Paralleling this development of the psychology of tests, and in recent times very largely overlapping, we have the question of the relation of test to test, or of the relation of abilities as tested by any two or more tests. This is the question of the correlation of tests and the decided interest shown in this aspect of the problem may be traced back to the work of Spearman, ^ "■ Cattell, J. McK., and Farrand, L., Physical and Mental Measure- ments of the Students of Columbia University. Psych. Review, 3, 1896, 618-648. 2 Kirkpatrick, E. A. Individual Tests of School Children. Psych. Review, 7: 1900, 274-280. ^ Woodworth, R. S. and Wells, F. L. Association Tests. Psych. Review Monographs, 13: 1911, No. 5. * Whipple, G. M. Manual of Mental and Physical Tests. 2 Vols. Warwick and York, 1914-15. ^Spearman, C, General Intelligence, Objectively Determined and Measured, Amer. J. of Psych., 15: 1904, 201-293. Hart, B., and Speaiman, C, General Ability, its Existence and Nature, Brit. J. of Psych., 5: 1912, 51-79. Krueger, F., and Spearman, C, Die Korrelation zwischen verschie- denen geistigen Leistungsfahigkeiten, Zeitschr. f. Psych., 44: 1907, 50- 114. INTRODUCTION 6 although some work had been done before his time, notably by Wissler/ and although the question had been raised at the very beginning of the interest in mental measurements by Galton^ himself. The studies bearing upon the correlations of tests have been numer- ous. Among such studies may be mentioned the work of Burt,8 Simpson,^ Whitley,i" Brown," and others. Although the results of this work are often contradic- tory, yet the point of view emphasized has thrown a great deal of light upon our knowledge of tests. It is a line of approach that raises very definitely the questions what the tests are testing and what is the meaning of intelligence itself. Neither of these two streams in the development of the psychology of tests leads us directly to the problem of standardization with which we are here more nearly concerned. Both of them are fundamentally con- cerned with the test itself or with the psychical pro- cess it is supposed to be testing. A slight shift in point of view from the test or the psychical process to the individual tested leads to another line of develop- ment in the history of mental tests. This appeared as soon as the question was raised what light per- formance in a test throws upon the psychological make-up of the individual tested. This slight change in point of view was a natural outgrowth of the in- ^ Wissler, C, The Correlation of Mental and Physical Tests, Psych. Review Monographs, 3: 1901, No. 6. ^ Galton, F., Inquiries into Human Faculty and Its Development, 1883. * Burt, C., Experimental Tests of General Intelhgence, Brit. J. of Psych., 3, 1909, 94-178. ^ Simpson, B. R., Correlations of Mental Abilities, Teachers Coll. Contr. to Educ, No. 53, 1912. '^^ Whitley, M. T., An Empirical Study of Certain Tests for Individual Differences, New York, 1911. ^^ Brown, W., Essentials of Mental Measurement, Cambridge, Eng., 1911. 4 THE PICTURE COMPLETION TEST creasing interest in individual psychology. Binet's worki= on the different psychological characteristics of indi'^dduals or groups of individuals led hun to apply tests for differential purposes. We have from hini and his co-workers, Henri and Simon, a long series of studies in which single tests or groups of tests are used for the analysis of individuals. This work culminated in the construction of a scale of tests for practical diagnostic purposes. He originated the idea of sys- tems of tests with age-gradations, which in turn has led to the idea of norms of performance in practical clinical work. Norms are demanded for comparative purposes. One normal standard is not enough for children, because every age must have its separate standard. The only means of measuring the mental retardation of a ten-year-old child is to compare his intelligence with that of normal cliildi'en of different ages or of many ten-year-old children. Various attempts have been made to estabUsh such a working basis with different sets of tests, but in most cases the investigators seem to have lost sight of their end in the desire to put their material to practical use. This very fact has resulted in many false conclusions and WTong judgments. No more striking example could be found than that of the Binet-Simon scale, itself. In the first place, the separate tests were not "tried out" with large enough groups of children, and, as a result, many were misplaced. In the second place, lack of a standard method of procedure has led to diffi- culty in the comparison of results of different workers. This lack of adequate standardization was felt im- mediately after the scale was put into use and led to ^- Binet, A., Attention et Adaptation, L'aniu-c psychohgiquc, 6: 1S99, 24S-404. Binet, A., et Henri, V., La Psychologie Individuelle, L'annee psychol, 2: 1S95-6, 411-465. INTRODUCTION O the re-standardization of the scale by Goddard." This was the starting point for a discussion of stand- ardization in general, and has given us the work of Kuhlman," Bobertagj^^ Stern/^ Terman,i^ Otis,^^ and others. All this work was done mainly from the point of view of the scale of mental measurement, and the discussion centers around the adequate placing of a test at a specific age. The appearance of other scales, such as those of Knox,!^ de Sanctis,2o Yerkes-Bridges,^! and Terman22 served still further to emphasize the problems of standardization. At the same time, the use of special tests devised by different workers and used by them in practical clinical work led to the neces- sity of norms in^rder to evaluate the performance of any individual. With this growing demand for age-norms appeared the elaborate work of Sylvester^^ with the Seguin 1^ Goddard, H. H., Two Thousand Children Measin-ed by the Binet Measuring Scale of InteUigence, Fed. Sem., 18: 1911, 232-259. " Kuhlman, F., The Results of Grading Thirteen Hundred Feeble- minded Children with the Binet-Simon Tests, J. of Educ. Psych., 4: 1913, 261-268. ^^ Bobertag, O., Ueber InteUigenzpruefimgen, Zeitschr. f. ange- wandte Psychologie, 5: 1911, 105; and 6: 1912, 495. ^^ Stern, W., The Psychological Methods of Testing Intelligence, Trs. by Whipple, Ed. Psych. Monographs, No. 13. ^' Terman, L. M., and Childs, H. G. A Tentative Revision and Extension of the Binet-Simon Measuring Scale of InteUigence, J. of Educ. Psych., 3: 1912. 1^ Otis, A., Some Logical Aspects of the Binet Scale, Psych. Rev., 23: 1916, 129-152, 165-179. 19 Knox, H. A. A Scale, Based on the Work at Ellis Island, for Estimating Mental Defect, J. of Amer. Medical Assoc, 62: 1914, 741- 747. 2" de Sanctis, S., Mental Development and the Measure of the Level of InteUigence, J. of Ed. Psych., 2: 1911, 498-507. 2* Yerkes, R. M., Bridges, J. W., and Hardwick, R. S., A Point Scale for Measuring Mental Ability, Warwick and York, 1915. 2^ Terman, L. M., The Measurement of Intelligence, Houghton, Mif- flin Company, 1916. ^3 Sylvester, R. H., The Form-Board Test, Psych, Review Monographs, 15: 1913. 6 THE PICTURE COMPLETION TEST Form-Board, who with some fifteen himdred childien worked out very reUable norms. PiiitneF's'-^ revision of the Knox Cube Test and Wallin's'-^ norms for the Seguin Form-Board are further indications that the need for more reUable standards in intelhgence testing is bemg met. Other indications of the need for norms appears in tlie work of Sclunitt,-^- who arrived at tenta- tive norms for many of Healy's tests, and in the work of the Bureau of Investigation of the New York State Board of Cliarities.-' In the Latter stud}' the Picture Completion Test is inchided and reference to the results will be made in a later chapter. The task of standardization probably falls under two main heads, (1) the determination of a method of presentation and method of scoring, (2) the establish- ment of norms. Under the fii'st heading is mcluded a specific mode of procedm'e that will be conmion to aU mvestigators and likewise a specific method of record- ing and scormg results, so that the results from dift'er- ent workers may be compai*able. A change m method of procedm-e in giving a test may alter entirely the significance of the test. As TMiipple-^ has well said, ''No detail in the setting of a test is too tri^'ial to be neglected. ... It is noteworthy that the lack of accordance between the results obtauied by difi'erent investigators in the use of what is ostensibly the same test almost invariably tm'ns out to be due to seemingly -^ Pintiier, R., The Standardization of Knox's Cube Test. Psych. Ecvieic, 2-J: 1915. 377-401. -^ Wallin. J. E. W.. Asje Norms of Psvclio-motor Capacity, J. ofEduc. Psi/ch., 7: 191G. 17-24." -^ Schmitt. C. Stimdardization of Tests for Defective Children, Psych. Bcvicw Monociraphs, 19: 1915. No. 3. ='' New York State Board of Charities. Eleven Mental Tests Stan- darized, Eugenics and Social Welfare BuUetin, No. V. 1915. -« Whipple, G. M., A Manual'of Mental atid Physical Tests, Vol. I, p. 5. INTRODUCTION 7 trivial variations in the method of administering the test." The second heading, the estabhshment of norms, includes two possibilities, either the establish- ing of average or median performances at each age, i. e., the so-called age-norms, or the determination of performances for any number of percentile groups at each age. The former is the method adopted by Syl- vester, Wallin, and Pintner in the articles mentioned above, while WooUey," in her work at the Bureau of Vocational Guidance at Cincinnati, has preferred the percentile method, according to which the child is compared with children of the same age. The age- norm assigns a mental age to a child; he is either at, above or below his chronological age. His performance is compared to the average performance of another age-group. For example, a ten-year-old child may be spoken of as equalling in a test the average performance of six-year-old children. This is the method made familiar by the Binet system of mental ages. The growing criticism of this method is based upon the theory underlying the growth of intelligence in gen- eral, whereby we know that growth of intelligence does not advance by equal stages corresponding to the equal stages of chronological growth. No harm is done so long as we keep strictly to mental ages, but confusion immediately arises when results are expressed in amounts of retardation as determined by the difference between the chronological and mental ages. Trying to avoid this has led to the Intelligence-Quotient method of Stern, the Coefficient of Intelligence of 23 Woolley, H. T., and Fisher, C. R., Mental and Physical Measure- ments of Working Children, Psych. Review Monographs, 18: pp. 247. See also Woolley, H. T., A New Scale of Mental and Physical Measure- ments for Adolescents and Some of Its Uses, J. of Educ. Psych., 6: 1915, 521-550. 8 THE PICTURE COMPLETION TEST Yerkes, and the Percentile Method as suggested by Woolley. The last two methods are based upon a direct comparison of any performance with the per- formances of children of the same age. The percentile method allows the comparison to be made with groups of children of the same age, since the percentile scores give us the distribution of the ability of each age-group. It is this latter method that has been used in the computation of the results of this study. At the same time, the fifty percentile gives us the norm, or average performance, for each age, so that age-norms are obtained. It is the belief of the authors that ultimately the percentile method will prevail in standardization. The drawbacks of the method at present are that we require a large num- ber of cases at each age in order, with any degree of certainty, to mark off the percentile limits, and fiu*ther- more, we do not yet know what significance is to attached to a ten-percentile or twenty-percentile or any other percentile performance. It will not take long, however, for us to learn to think in terms of percentile abilities. CHAPTER II The Test This test was devised by Healy^ through the desire to secure one which would involve the principle of the Ebbinghaus Comhinationsmethode and at the same time ehminate the language factor. The Ebbinghaus Completion Method is now largely used for language tests and it is proving to be one of our best methods for measuring language ability.^ It seems also to be highly correlated with well-known tests of general intelligence. It seems reasonable to suppose that much the same sort of ability is required to complete a picture as to complete a sentence. In both cases the essential element is the noticing of something lacking in the general situation and the suppljdng of a missing part to complete the general scheme. In the Picture- Completion Test, however, the choice of a missing part is limited to the blocks supphed to the subject, whereas in the language-completion tests in common use the subject has the whole range of his vocabulary from which to supply the missing word. A direct analogy to the Picture-Completion Test would be a language-completion test in which the subject was supplied with a limited number of words from which he must select the word best suited to complete the sense of the sentence before him. The material consists of a picture, brightly colored, measuring 10 by 14 inches (see Figure 1). It repre- iHealy, W., A Pictorial Completion Test, Psych. Review, 21: 189- 203, 1914; and Healy, W. and Fernald, G. M., Tests for Practical Mental Classification, Psych. Review Monographs, 13: 1911, No. 54. ^Trabue, M. R., Completion Test Language Scales. Teachers CoUege, 1916. 9 10 THE PICTUKE COMPLETION TEST FlGUBE 1 THE TEST 11 sents an outdoor, or barnyard scene in which ten simple activities are going on. There is no obvious connection between each activity, but each is of such a nature as to appeal to the chUdish imagination. A significant object necessary for the completion of any one of the activities is omitted and it is the task of the examinee to find the most appropriate object. For example, two boys are playing with a football, one has just kicked it into the air while the other is preparing to catch it. The significant object, the football, has been omitted and the blank space appears between the two boys. Or again, a boy is standing on a ladder plucking fruit from an apple tree and dropping it into a basket beneath. In this group the basket has been omitted. Besides the ten most appropriate blocks there are forty others from which to choose, ten of which are blank while the others bear objects. Each aperture is one inch square, and the blocks are so cut that any one will fit in any space. No indication of the correct solution is made by the background of the picture, which is all of the same color and the same for every block. Size, shape and color of every block, then, is identical, and it remains for the subject to meet the requirements of each situation by grasping its meaning. In this way it is possible to get some measure of the child's apperceptive ability, to see how well he is able to use his past experience in meeting new situations. As this very factor corresponds in the main to the definition of intelligence given by many writers, Hke Binet, Burt, Stern, and others, we should expect a high correlation with general ability. The test differs from the ordinary picture-puzzle tests inasmuch as it demands a choice on the part of the child. It calls 12 THE PICTURE COMPLETION TEST for a choice reaction. There are fifty blocks from which to choose and the unfinished situation can be completed in a great many different ways. This gives us the possibility of measuring different degrees of adequacy in responding to the situation. Already a fair amount of work has been done with this test. Healy himself gives the results of some five- hundred cases, including the following groups: (1) 110 children from a private school, (2) five unusually bright young children, (3) 248 juvenile delinquents, (4) 15 feeble-minded cases, (5) 95 Wellesley College students, (6) 33 psychopathic individuals, and (7) a group of unselected intelligent adults. These results, while valuable in studying various possible types of reaction, are not sufficiently representative for the establishment of norms. Healy says that the group of exceptionally bright young children did the test quite well. Three eight- year-olds were able to do the test in less than four minutes with a perfect score. This, he says, offers ''most convincing proof of the validity of the test for naive minds." Healy presents a table of his 110 normal cases arranged according to age and school grade, showing the range of total errors, the range of illogical errors and the range of time, as well as the median total errors and the median illogical errors. Because he has divided each age-group into sub-groups according to school grade, there are never more than 14 individuals in any one group. The medians, there- fore, are of little value. We may say here that Healy divides his errors into two types, logical and illogical. He has selected somewhat arbitrarily ten moves which he calls logical errors and on this basis his evaluation of the performance is based. A totally different THE TEST 13 method has been used in this study, and therefore the results are not comparable with his. The performances of his delinquents correlated well with their apparent mentahty. In speaking of the results obtained with the group of feeble-minded, the brightest members of the school at Vineland, Healy makes the following statement: ''The feeble-minded group, as seen under two conditions, tally well in their extremes only. Nearly all make bad failures. It is obvious that rare individuals among them have de- veloped the ability to apperceive such relationships as are demanded by this test, even though on other levels their mental equipment is demonstrably poor. This is as we, who observe the special abilities and disabilities of these mental defectives as well as normal persons, would expect. It is not to be anticipated that any single test can be evolved which will discriminate the feeble-minded." An interesting factor is presented in the inferiority of the performance of the Wellesley students when compared with the school children and the higher classes of delinquents. Here we find college students with a median of two total errors, while the median for both groups of children is one. The percentage of illogical errors is 64 in the Wellesley group, which is noticeable in comparison with 50 per cent, at the private school and approximately 36 per cent, with the de- linquents. These college records, which were secured by Eleanor Gamble, of Wellesley, seem to show that this sort of test may not be reliable when applied to adults whose more varied experience leads to an un- limited number of complex responses which could not be evaluated by the method of scoring used by Healy. The psychopathic cases tested displayed the ex- pected variabiUty, and Healy suggests the idea that 14 THE PICTURE COMPLETION TEST the test might become of possible use in diagnosing the various types of insanity by observing the method of procedure and peculiar reactions displayed by such individuals. In concluding his article Healy says: ''We evidently have in our completion picture a test for ability pri- marily adapted to the child type of mind. Every detail of the meaning has proved to be understandable even by morons. The performance of naive indi- viduals of ordinarily good intelUgence above ten years of age should be better than in five minutes, and not more than one 'illogical' and two total errors should be made. A worse record than this should arouse suspicion of defect in mental ability." It is only in this way, therefore, that Healy has standardized the test. A presentation of our results worked out ac- cording to Healy's method is given in Chapter VIII. Work with the test has also been carried out by the New York State Board of Charities^ with different groups of subjects. In all, 659 cases were examined, but this included only 180 pubHc-school children; the others were from various corrective and protective institutions. Such results are interesting for compari- son, but not essential for piu-poses of standardization. A summary, nevertheless, may be given here. Prac- tically the same method of procedure was employed in this investigation as in Healy's, that is, the kind and number of errors were recorded and notes were made upon the method of work and the kind of reason- ing used by the subjects. Perhaps the most signifi- cant table for our purpose is that showing the results of the pubhc-school children. The following shows 5 New York State Board of Charities, Eleven Mental Teats Standard- ized, Eugenics and Social Welfare Bulletin, No. V, 1915. THE TEST 15 the average number of errors for thirty children at each age : Age 7 8 9 10 11 12 Av.No.errors 7.2 5.4 3.3 3.8 3.0 3.8 A comparison of these results with ours is given in Chapter VIII. Here it is indicated that Healy's norms are too high, since his standard allows only two errors at age 10. Here, however, we find the average number of errors at 10 years to be 3.8, and not even at 12 years does the average fall as low as two. These results and the results of our own cases indi- cate clearly the necessity for a more complete stand- ardization and a more critical study as to the best method of evaluating the performance. CHAPTER III The Method of Procedure and the Subjects Tested The Procedure As Healy says, this is a test easy of presentation. It appeals to the child's interest, which goes far toward eliminating such disturbing factors as fear and self- consciousness. The child likes to do it, and the whole performance is not so long that the task loses its charm and fascination. While the subject is at work the examiner has ample time to study his general attitude and to observe any lack of coordination or serious want of poise that may be evident. The picture should be placed directly in front of the child with the fifty blocks arranged haphazardly above it as sho^vn in Figure 1. It was found that a few words of explanation should precede the perform- ance. In this investigation the same instructions were given to every subject from the five-year through the adult group. Each was told to look at the picture carefully and see what was happening, or what the people were doing, or what activities were going on. Further, he was informed that any of the blocks was just the right size to fit in any of the spaces, but that, since there were more blocks than spaces, he must select the ones which seemed to him to be the very best with which to finish the pictiu-e. In order to make certain that the directions were fully compre- hended, questions were asked about one group until the situation was perfectly understood. Like Healy, we have taken for an example the wagon group as being one of the simplest of the ten and we have kept rather closely to his words. The examiner says to the 16 METHOD OF PROCEDURE 17 child: ''Look at this picture and see what is happen- ing, look what the people are doing. You are to fill in these empty spaces so as to make the picture look right, so as to make the best sense. Any of these blocks up here will fit into any of these spaces. Choose those which seem to you the best, those which will make the best picture." Then, pointing to the wagon group, ''What is the man looking for? What is gone?" If the answer is "the wheel," then he says to the child: "That's fine. Find the wheel among the other blocks and put it in." If the correct response is not given, he prompts the child; if that is not successful, he explains to him more fully the situation and tells him to find the wheel and put it in. The correct answer is, however, generally forthcoming and the child is told: "Do the others in the same way as care- fully and as quickly as possible." The factor of speed is not emphasized, but it is always mentioned. When every space is filled and the subject looks up, or other- wise indicates that he has finished, the experimenter says: " Now look it over carefully. See if every block suits you. See if it is exactly as you want it and then tell me when you have finished." The time was taken when the child indicated he had finished and also after he had been allowed to make corrections. An exact record was kept of every move made by the examinee. Although the recording would seem at first somewhat complex, it is really quite simple. At the top of the record sheet were written the names of the nine spaces; the tenth was disregarded since it is used as an illustration. As each block is put in, its name is recorded under the proper heading unless it happens to be the right block, which is then denoted by a check mark. If changes are made, they, too, are, of course, recorded. If a change is made after the 18 THE PICTURE COMPLETION TEST examiner has told the child to look over the picture carefully, i. e., during the last phase of the test, then this is noted on the record blank by a horizontal line in^the space where the change is made. Under this horizontal line the change is recorded. A sample record appears thus: Name B. Window Dog Cat Football Hat Age and grade. . C. Wind. v D. Cat V Baseball V V Basket Log Chicken F. Bird Bucket V V S. Bird Cherries y This sample record is to be read as follows: The Cur- tain-Window block was put in the Broken- Window space; the Dog block, i. e., the right block, was put in the Dog space; the D. Cat (departing cat) block was put in the Cat space and this was later on changed for the right block; the Baseball block was put in the Football space and this was later changed for the Football block, i. e., the right block; the right block was put in the Hat space; the Bucket block was put in the Basket space and in the second phase of the test, when the child was given an opportunity to make changes, the Cherries block was substituted for the Bucket block in the Basket space; the Log and Chicken spaces were filled in correctly; the S. Bird (standing bird) block was put in the Flying-Bird space and in the second phase of the test changed for the right block. The two horizontal lines show us that the child made two changes in the second phase of the test. METHOD OF PROCEDURE 19 In almost every respect this method is identical with that of Healy, with the exception that no record is made in this procedure of the order in which the spaces are filled. The Subjects In all, 1538 presumably normal individuals were tested. This number, we feel, should be fairly repre- sentative, and the results of an investigation with such a group should approach a normal distribution. The children who served as subjects were pupils in the Columbus public schools; the adults were in the main university students. In selecting the schools care was taken that they should lie in districts which would represent different social classes, in order that the children tested at each age should be representative of all children of that age. Two schools were in communities where the majority of the children came from the homes of pro- fessional and prosperous business men; one was in a lower middle class district, and a fourth in a part of the city where the majority of the children came from very poor families, and here, too, was found a colored and a foreign element. TABLE I. Number of Subjects Tested SCHOOLS Better Middle Poorer Age Class Class Class Additional Total 5 18 2 20 6 99 17 34 150 7 84 25 41 150 8 82 41 27 2 152 9 66 36 48 150 10 68 42 40 150 11 74 41 35 5 155 12 88 35 27 150 13 109 20 21 150 14 70 18 12 9 109 15 35 8 7 2 52 16-18 14 2 2 18 Ad. Total 132 1538 20 THE PICTVRE COMPLETION TEST The ages of the subjects ranged from five to fifteen years, mchisive. The nimiber tested at each age is shown m Table I. The second cohuim shows the number of children in the better-class schools; the third colunm the number in the middle-class school, and the fourth column m the poorest school. The next colunm gives a few additional cases that were not used in the determination of the method of scoring, because they were collected after this part of the work was completed; they are included, however, in the distri- bution of scores for each age and thus enter into the determination of the medians and percentiles. The last colunm shows the total mmiber of indi^'iduals in each age-group. It will be noted that there are only eighteen cases between the ages of sixteen and eighteen. Since the number of these cases was so small, and since a great many of them were extremely retarded pupils in the grades, it was decided that they were not repre- sentative of any of these ages, and therefore their records have been omitted entirely in this work. This gives us a total of 1520 cases upon which the medians and percentiles are based. The small munber of cases at Age 5 makes the norms for this age somewhat less rehable. We may say here that the usual difficulty m secm-ing 1-1- and 15-year-old children was encoim- tei*ed. It was felt that the subjects at those ages found in the grade schools would probably be con- sidered retarded pupils. Consequently, permission was obtained to get an equal number at those ages from one of the jimior high schools in a good resi- dential section of the city. These children, being probably slightly accelerated, would tend to balance any possible retardation of those in the grades. An equal number of imseleoted children was tested at every age from six up to and including thirteen, which increases the rehabihty of comparisons between these ases. METHOD OF PROCEDURE 21 The adults, as mentioned above, were mainly uni- versity students who had volunteered to act as ob- servers in a series of experiments, but the others were unselected, presumably normal persons who could be prevailed upon by the examiner to take part in the experiment with a fair amount of seriousness. As Healy has pointed out, this is not a test adapted to the adult mind. Not only is there evident that tendency toward lack of seriousness among adults when taking tests, and especially this kind of per- formance test, but also the simple nature of the picture calls forth from mature individuals all sorts of criti- cisms which never seem to trouble the child. The nature of the drawing, with its lack of perspective, and the somewhat exaggerated, though simple, situa- tions present difficulties and possibilities to the adult which sometimes make his performance little superior to the performance of the child. The conditions prevailing while this test was being given were practically ideal. The test was given to the children individually in a room where the examiner only was present. If a third person chanced to come in and the performance of the child seemed to be influenced in any way, that record was cast out. Each child was made to feel at ease, and without ex- ception, unless it was among the five-year-olds, the problem was attacked with interest and without self- consciousness. There seemed to be great demand in every grade to be allowed to be the next one to ''do the puzzle." With such a large number of cases and such a short task, it would have been impractical to have limited the giving of the test to any pa^rticular hour of the day. The experiment was, therefore, performed dur- ing the regular morning and afternoon school sessions. CHAPTER IV The Results As has been described, a complete record was taken of every move made by the subjects in completing the picture. A portion of the record sheet has been shown in the previous chapter. After working with the test, one becomes impressed with the inadequacy of the method of scoring used by Healy and other previous users of the test. Healy says: ''The errors are ob- viously of two kinds, rational and irrational." That may be perfectly true, but after considerable experi- mentation it was found that individuals differed de- cidedly as to what should be called logical and what illogical. It was decided, therefore, to abandon any attempt to determine a priori what moves are logical and what illogical and to base the method of scoring upon the frequency with which the moves were actually made. To this end, the first tabulation of the results was made on large sheets that showed the number of times any one position occurred. These numbers were then converted into percentages and transferred to other sheets to show the percentages for each pos- sible position at each age. A record of these per- centages is given in Tables II to XLII.^ ^ In these tables and in the text the following abbreviations for the names of the blocks and spaces will be used: Broken Window=B. Wind; Ciurtained Window=C. Wind; FootbaU=F. Ball; Baseball=B. Ball; Flying Bird=F. Bird; Departing Cat=D. Cat; Sleeping Cat=S. Cat; Milk Bottle=M. Bottle; Sprinkling Can=S. Can. 22 THE RESULTS 23 TABLE II. Broken Window Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Total B. Wind. Dog Cat FootbaU. Hat Basket . . Log Chicken . F. Bird.. 15.0 5.0 12.6 5.3 1.3 1.3 1.3 0.7 25.3 6.7 1.3 0.7 0.7 1.3 0.7 24.0 0.7 0.7 0.7 2.0 2.0 38.7 44.6 0.7 0.7 50.0 52.6 1.3 0.7 52.6 0.7 52.0 60.0 51.6 39.9 1.5 0.2 0.2 0.4 0.2 0.5 0.1 0.3 TABLE III. Dog Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Total B. Wind. 2.0 0.7 0.3 Dog 15.0 20.0 30.0 50.6 60.0 70.0 73.5 86.0 82.6 80.0 88.0 78.0 62.7 Cat 5.0 4.6 2.7 2.0 0.7 1.1 Football. 4.0 1.3 0.7 0.7 0.7 0.7 2.0 0.9 Hat 5.0 2.0 3.3 4.0 2.0 2.6 2.0 1.1 1.7 Basket . . 0.7 0.7 0.7 0.2 Log 0.7 0.7 0.7 0.2 Chicken . 4.0 3.3 2.0 0.7 0.7 1.3 1.2 F. Bird.. 0.7 0.7 0.1 TABLE IV. Cat Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Total B. Wind. 0.7 -■■■ 0.1 Dog 5.0 4.0 2.7 2.6 2.7 1.3 1.3 1.3 ?>.Z 2.0 2.0 i.i 2.4 Cat 10.0 21.3 25.3 44.6 47.4 50.0 62.0 60.6 58.7 65.0 60.0 69.2 49.1 FootbaU. Z.o 1.3 0.7 0.7 0.7 0.7 0.7 Hat 5.0 ?>.?, 5.3 4.0 2.0 2.0 2.6 2.6 2.7 2.0 1.1 3.0 Basket . . Z.3 0.7 0.7 0.7 0.7 0.6 Log 1.3 1.3 1.3 0.4 Chicken . 5.3 4.0 4.6 3.3 4.6 2.6 2.0 4.7 2.0 2.0 2.2 3.5 F. Bird.. 2.0 0.7 0.7 0.7 0.4 24 THE PICTURE COMPLETION TEST TABLE V. Foothall Age 5 6 i-f s 9 10 11 12 13 14 15 Ad. Total B. Wind. 0.7 0.7 0.1 Dog 2.0 0.7 0.7 0.3 Cat 0.7 0.1 Football. 10.0 12.6 22.6 44.0 52.0 57.3 53.4 52.0 64.6 60.0 70.0 59.4 47.7 Hat 2.0 2.0 0.7 1.3 0.6 Basket . . 1.3 1.3 0.7 0.7 1.0 0.4 Log. .. .. 1.3 0.7 0.7 0.3 Chicken . 0.7 0.1 F. Bird. . 5.0 0.7 0.1 TABLE VI. Hat Age 5 6 7 S 9 10 11 12 13 li 15 Ad. Total B. Wind. 0.7 0.7 0.1 Dog 2.6 2.0 1.3 0.6 Cat 1.3 2.0 0.7 0.7 0.4 FootbaU. 2.0 2.7 2.0 0.7 Hat 10.0 18.7 38.0 46.6 64.0 68.6 70.0 72.6 82.6 88.0 84.0 80.3 61.3 Basket . . 0.7 0.1 Log 0.7 0.1 Chicken . 0.7 0.1 F. Bird. . 1.3 1.3 0.3 TABLE YU. Basket Age 5 6 7 S 9 10 11 12 13 14 15 Ad. 1 Total B. Wind. 0.7 0.7 0.1 Dog 1.3 0.7 1.3 0.3 Cat 4.6 1.3 0.7 0.7 0.7 0.7 0.9 Football. Hat 5.3 2.6 2.0 1.3 0.7 1.3 1.3 1.0 0.4 Basket . . 30.0 37.4 53.3 64.0 77.3 78.6 80.0 84.0 88.1 87.0 86.0 85.8 72.6 Log 5.0 2.0 0.7 0.3 Chicken . 5.0 5.3 2.7 1.3 0.7 0.7 1.0 1.3 F. Bird.. 15.0 7.3 3.3 4.6! 2.0 4.6 0.7 1.3 1.3 1.0 4.0 1.1 3.0 THE RESULTS 25 TABLE VIII. Log Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Total B. Wind. 0.7 0.1 Dog 0.7 0.7 0.1 Cat 1.3 1.3 0.7 0.3 Football . 5.0 0.1 Hat 5.0 0.7 1.3 0.3 Basket . . Log 30.0 32.0 40.6 68.0 82.6 88.6 88.0 92.0 93.4 93.0196.0 95.6 76.2 Chicken . 2.0 0.7 0.3 F. Bird.. 2.6 0.3 TABLE IX. Chicken Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Total B. Wind. 1.3 0.7 0.2 Dog 2.0 0.7 1.3 1.3 0.7 0.7 0.7 Cat 5.0 3.3 5.3 4.0 2.7 2.0 4.0 1.3 6.7 4.0 4.0 1.1 3.5 FootbaU. 0.7 1.3 1.3 0.3 Hat 2,.?, 2.7 4.6 2.0 1.3 0.7 0.7 0.7 1.0 2.2 1.8 Basket . . 5.0 2.0 2.7 0.7 0.7 0.7 0.8 Log 5.0 4.0 0.7 0.7 0.6 Chicken . 45.0 35.3 53.3 52.0 68.7 72.0 80.7 84.8 84.6 82.0 88.0 90.1 69.5 F. Bird.. 2.6 0.7 1.3 0.7 0.7 0.7 2.0 0.7 TABLE X. Flying Bird Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Total B. Wind. 1.3 0.1 Dog 0.7 2.0 0.7 2.0 1.3 0.7 2.0 1.1 0.9 Cat 4.6 1.3 2.0 4.7 2.6 2.0 1.3 3.0 4.0 2.2 FootbaU. 5.0 i.i 2.7 0.7 2.0 2.0 0.7 0.7 1.0 2.0 1.1 1.6 Hat 10.0 2.0 2.7 4.7 2.0 1.3 0.7 1.3 1.6 Basket . . 1.3 1.3 1.3 0.5 Log 2.0 0.7 0.3 Chicken . 1.3 0.7 2.7 2.0 1.3 2.0 2.7 4.0 1.6 F. Bird.. 15.0 18.7 29.3 38.7 45.3 46.0 55.4 52.0 60.0 66.0 58.0 73.6 46.1 26 THE PICTURE COMPLETION TEST TABLE XI. Standing Bird Age 5 6 7 s 9 10 11 12 13 14 15 Ad. Total B. Wind. 0.7 0.1 D02; 5.0 4.0 1.3 2.0 2.0 2.6 2.0 2.0 1.7 Cat 1.3 0.7 2.6 3.3 4.6 3.3 0.7 4.0 1.1 2.0 Football . 5.3 1.3 0.7 0.7 0.6 Hat 2.0 1.3 0.7 0.7 2.0 1.1 0.7 Ba.^ket . . 0.7 1.3 0.2 Los. 1.3 1.3 0.3 Chicken . 10.0 5.3 2.0 4.0 3.3 2.6 0.7 2.6 1.3 2.2 F. Bird.. 10.0 14.7 25.3 23.3 32.7 32.7 36.0 30.6 27.4 24.0 26.0 22.0 26.9 TABLE XII. Curtained Windoio Age 5 6 7 s 9 10 11 12 13 14 15 Ad. 35.0 47.3 1.3 1.3 1.3 0.7 1.3 0.7 54.0 1.3 0.7 1.3 0.7 5S.7 0.7 50.6 49.3 41.4 0.7 0.7 42.6 42.6 0.7 42.0 38. 44.0 2.0 2.0 0.7 0.7 0.7 1.3 0.7 B. Wind. Dog Cat Football. Hat Basket . . Log Chicken . F. Bii-d. . TABLE XIII. Departing Cat Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Total B. Wind. Doe; 5.0 3.3 3.3 4.7 5.3 1.3 4.0 0.7 2.7 6.0 1.1 3.1 Cat 10.0 9.4 10.7 10.7 13.3 7.3 10.0 S.7 7.0 10.0 20.8 10.5 Football. 1.3 0.7 0.3 Hat 5.0 4.6 0.7 0.7 0.7 0.7 4.0 1.1 1.1 Basket . . 2.0 1.3 0.7 1.3 0.7 L02: Chicken . 1.3 2.7 2.0 3.3 0.7 1.3 2.6 0.7 2.0 2.0 1.1 1.7 F. Bird. . 1.3 0.7 0.2 THE RESULTS 27 TABLE XIV. Sleeping Cat Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Total B. Wind. Dog Cat FootbaU. Hat Basket . . Log Chicken . F. Bird.. 5.0 5.0 1.3 2.0 1.3 2.0 0.7 2.6 3.3 1.3 1.3 1.3 0.7 1.3 1.3 3.3 1.3 0.7 0.7 0.7 1.3 0.7 0.7 1.3 4.0 0.7 0.7 6.0 0.7 2.0 0.7 3.3 0.7 3.3 2.0 8.0 1.1 0.5 3.0 0.3 0.3 0.3 0.4 0.9 0.3 TABLE XV Baseball Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Total B. Wind. Dog Cat FootbaU. Hat Basket . . Log Chicken . F. Bird.. 5.0 20.0 1.3 0.7 19.3 0.7 0.7 0.7 30.6 1.3 1.3 0.7 0.7 0.7 31.3 1.3 0.7 0.7 0.7 32.0 0.7 0.7 0.7 29.3 35.4 39.4 1.3 1.3 0.7 0.7 27.4 2.0 33.0 1.0 24.0 33.0 0.2 0.5 0.1 30.6 0.5 0.2 0.3 0.2 0.1 TABLE XVL Baby Age 5 6 7 8 9 10 11 12 13 13 15 Ad. Total B. Wind. 2.6 0.7 0.7 0.7 1.0 0.5 Dog 10.0 5.3 3.3 5.3 6.0 2.6 4.6 2.0 0.7 1.0 2.2 3.4 Cat 10.0 2.6 5.3 8.7 6.7 8.0 6.7 8.0 7.3 4.0 6.0 2.2 6.2 FootbaU. 1.3 4.0 1.3 0.7 1.0 0.8 Hat 5.0 3.3 3.3 7.3 6.7 6.0 5.3 4.6 0.7 4.0 2.0 3.3 4.5 Basket . . 2.6 1.3 2.0 2.6 0.7 2.0 1.0 Log 2.6 1.3 1.3 0.5 Chicken . 3.3 5.3 2.6 1.3 3.3 1.3 1.0 2.2 1.9 F. Bu-d. . 0.7 1.3 0.3 28 THE PICTURE COMPLETION TEST TABLE XVII. Hatchet Age 5 6 7 s 9 10 11 12 13 14 15 Ad. Total B. Wind. Dog Cat Football. Hat Basket . . Log Chicken . F. Bird.. 5.0 5.0 10.0 10.0 5.0 2.0 3.3 4.6 4.6 16.0 1.3 2.7 1.3 2.7 22.0 2.0 4.6 1.3 0.7 1.3 6.7 4.0 2.7 0.7 1.3 7.3 0.7 0.7 6.7 4.0 0.7 0.7 1.3 5.3 2.6 1.3 3.3 0.7 0.7 0.7 4.7 0.7 3.0 4.0 1.0 2.0 1.0 3.3 1.1 l.S 0.6 0.9 1.4 8.0 2.0 TABLE XYIII. Mouse Age 10 11 12 13 li 15 Ad. B. Wind. Do? Cat Football. Hat Basket . . Log Chicken . F. Bird.. 2.0 4.6 5.3 2.0 2.7 0.7 1.3 0.7 2.7 1.0 5.0 0.7 0.7 1.3 1.3 0.7 0.7 0.7 0.7 1.0 5.0 1.3 2.0 2.0 4.0 0.7 4.0 1.3 1.3 0.7 4.0 2.6 5.3 2.0 6.0 2.2 0.7 2.0 5.3 1.3 2.0 1.3 2.0 1.1 1.3 1.3 0.7 0.7 TABLE XLS. Cage Age 10 11 12 13 14 15 Ad. B. Wind. Dog Cat Football. Hat.... Basket . Log .... Chicken F. Bird. 2.6 2.0 4.0 0.7 1.3 2.6 0.7 1.0 1.1 2.6 2.0 1.3 1.3 2.0 1.3 2.0 2.0 5.8 0.7 0.7 0.7 0.7 1.0 5.0 2.0 0.7 2.0 1.3 0.7 1.3 0.7 1.3 2.0 2.0 0.7 0.7 0.7 0.7 0.7 2.0 "1.0 5.0 2.0 0.7 0.7 1.3 0.7 0.7 0.7 0.7 5.3 3.3 4.0 1.3 1.3 0.7 0.7 25.0 30.0 14.7 15.3 10.7 7.3 2.6 4.6 8.7 3.0 4.0 3.3 THE RESULTS 29 TABLE XX. Blank Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Total B. Wind. 15.0 7.3 7.3 6.0 4.0 0.7 2.0 2.0 1.0 3.2 Dog 15.0 4.0 o.2> 3.3 7.3 0.7 2,.3 2.6 0.7 1.0 4.0 0.3 3.2 Cat 5.0 2.0 3.3 1.3 2.0 1.3 1.3 0.7 2.0 1.3 Football . 10.0 2.0 2.0 2.0 0.7 1.1 0.9 Hat 5.0 1.3 1.3 1.3 1.3 1.3 0.7 2.0 1.3 2.0 2.2 1.4 Basket . . 5.0 3.Z 0.7 1.3 2.0 1.3 1.0 2.0 1.1 1.2 Log 5.0 0.7 1.3 i.2, 2.7 0.7 0.7 1.3 0.7 3.0 2.0 1.5 Chicken . 5.0 0.7 2.0 1.3 2.0 1.0 4.0 1.1 0.9 F. Bu-d.. 5.0 2.0 2.7 2.0 2.6 0.7 1.0 2.0 1.2 TABLE XXI. Clock Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Total B. Wind. Dog Cat Football. Hat Basket . . Log Chicken . F. Bird.. 10.0 10.0 5.0 5.3 2.6 0.7 3.3 3.3 0.7 2.6 0.7 0.7 2.0 2.7 1.3 0.7 2.0 0.7 0.7 1.3 2.0 0.7 0.7 0.7 0.7 0.7 1.3 0.7 0.7 0.7 1.3 1.0 1.2 0.9 0.2 0.5 0.4 0.4 0.5 0.3 0.1 TABLE XXII. Sprinkling Can Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Total B. Wind. Dog Cat Football . Hat Basket . . Log Chicken . F. Bird.. 5.0 0.7 0.7 1.3 1.3 1.3 1.3 2.6 2.0 1.3 0.7 2.0 0.7 2.6 0.7 0.7 0.7 0.7 1.3 0.7 0.7 0.7 1.0 1.1 0.1 0.3 0.2 0.1 0.7 0.4 0.3 0.6 30 THE PICTURE COMPLETION TEST TABLE XXIII. Glove Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Total B. Wind. Dog Cat FootbaU. Hat. Basket . . Log Chicken . F. Bird.. 5.0 1.3 0.7 0.7 0.7 0.7 0.7 0.7 1.3 0.7 0.7 0.7 0.7 0.7 0.7 0.7 0.7 0.7 0.7 0.7 0.7 0.7 0.7 0.7 1.3 2.0 1.1 0.1 0.1 0.3 0.5 0.5 0.3 0.3 0.1 TABLE XXIV. Bottle Age 5 6 7 8 9 10 11 12 13 14 15 Ad. 5.0 2.6 1.3 0.7 0.7 0.7 0.7 0.7 0.7 1.0 5.0 4.0 0.7 0.7 0.7 0.7 5.0 2.0 1.3 0.7 5.0 2.0 0.7 0.7 0.7 1.1 5.0 0.7 1.3 B. Wind Dog Cat FootbaU Hat.... Basket . Log Chicken F. Bird. TABLE XXV. MilklBottle Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Toral B. Wind. Dog Cat FootbaU. Hat Basket . . Log Chicken . F. Bird.. 5.0 5.0 10.0 3.3 10.0 1.3 0.7 0.7 0.7 0.7 1.3 9.4 1.3 2.0 0.7 0.7 0.7 1.3 1.3 4.6 0.7 0.7 0.7 5.3 0.7 1.3 0.7 2.6 5.3 7.3 0.7 5.0 4.4 0.3 0.7 5.5 0.3 0.4 0.1 0.3 0.2 0.1 THE RESULTS 31 TABLE XXVI. Cup Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Total B. Wind. Dog Cat Football . Hat Basket . . Log Chicken . F. Bh-d.. 5.0 15.0 5.0 5.0 0.7 2.0 2.0 0.7 1.3 2.0 1.3 0.7 0.7 0.7 2.0 0.7 1.3 0.7 0.7 0.7 2.0 0.7 0.7 1.3 0.7 0.7 0.7 2.6 0.7 1.3 1.0 0.2 0.3 1.8 0.1 0.3 0.3 0.3 0.4 0.2 TABLE XXVII. Shoe. Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Total B. Wind. Dog Cat FootbaU. Hat Basket . . Log Chicken . F. Bird . . 5.0 5.0 2.6 1.3 1.3 2.0 2.0 0.7 2.6 0.7 0.7 0.7 0.7 1.3 1.3 0.7 1.3 0.7 1.3 2.0 0.7 0.7 0.7 0.7 0.7 1.0 1.1 0.4 0.1 0.3 0.5 0.3 0.3 0.1 TABLE XXVIII. Flowers Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Total B. Wind. Dog Cat Football. Hat Basket . . Log Chicken . F. Bird . . 5.0 5.0 0.7 2.6 2.0 4.0 2.0 0.7 2.0 0.7 2.7 0.7 2.0 0.7 1.3 1.3 0.7 1.3 1.3 0.7 0.7 0.7 1.3 0.7 0.7 0.7 0.7 0.7 1.3 0.7 0.7 0.7 0.7 1.3 0.7 0.7 0.7 2.0 1.0 1.0 1.0 0.7 1.1 0.6 0.5 0.9 0.2 0.3 0.1 THE PICTVRK COMPLETION TEST TABLE XXIX. Asv 5 6 7 S 9 10 11 13 IS 14 15 Ad. Total B. Wind. Dog Cat FootK-ill. Hat Basket.. Lo^ Chiokon . F.Biivi.. 5.0 15.0 5.0 5.0 5.0 1.5 3.3 0.7 2.6 2.6 3.3 3.3 4,6 1.3 2.0 6.0 2.0 2.0 2.0 O.T 1.3 1.3 0.7 2-0 1.3 1.3 3.3 0.7 0.7 1.3 2.0 2.7 0.7 0.7 0.7 0.7 1.3 0.7 0.7 0.7 0.7 2.0 0.7 0.7 2.0 1.1 0,2 0.6 0.7 1,9 1.2 0.7 0.9 0.8 0.3 TABLE XXX. As« 5 6 7 s 9 10 11 13 IS 14 IS Ad. Total B. Wind. Dog Cat Foi>tl«ll. Hat Basket.. Log Chvat-u , F. Bitvi.. 5.0 2.6 2.6 2.0 2.6 0.7 2.6 0.7 0.7 1.3 0.7 1.3 1.2 0.7 2.0 1.3 0.7 2.0 0.7 0.7 0.7 0.7 0.7 0.7 2.2 0.9 0.4 0.2 0.5 0.7 0.1 0.3 0.3 TABLE XXXI. As* 5 6 7 8 9 10 11 13 IS t 14 13 Ad. Tot*l B. Wind. Dog C^t Football. Hat Basket.. Lo§: C3uek«i. F. Birvi. . 5.0 5.0 5.0 2.6 1.3 4-0 0,7 2.0i 4.0 0.7 0.7 0.7 2.0 1.3 0.7 0.7 0.7 2.0 0.7 0.7 0.7 0.7 0.7 0.7 0.7 0.7 0.7 0.1 0.4 0.4 0-2 0-7 0-2 0-3 0-9 0-3 Til 10 liEHUl/rS 33 TABLIO XXXII. Knife. Ago 5 7 8 9 10 u 12 13 14 ir, Ad. Total B. Wind. Dog Cat Football . Hat Basket . . Log Chicken . F. Bird.. 10.0 0.7 0.7 0.7 2.6 0,7 0.7 2.0 1.3 0.7 0.7 0.7 1.3 0.7 1..^ 0.7 0.7 0.7 0.7 O.I 0.1 0.6 O.l 0.1 0.3 0.6 0.2 TABLE XXXIII. Fruit Ak<' 5 c. 7 K 10 1 1 (li i.i 11 15 Ad. Total B. Wind. Dog Cat Football . Hat Basket . . Log Chicken . F. Bird.. .s.o .s.o 5.0 1.3 0.7 5.3 ^.3 1.3 2.0 1.3 1.3 0.7 0.7 0.7 2.7 0.7 2.0 2.0 0.7 0.7 0.7 1.3 0.7 2.0 0.7 0.7 2.7 1,3 0.7 1.3 0,7 0.7 0.7 0.7 0.7 0.7 2.0 0.7 1.3 0.7 0.7 1.3 0.7 1.0 2,0 2,0 1.1 0.3 0.3 2.1 0.7 0,4 0.7 0.3 0.6 0.2 TABLE XXXIV. Cherries Ago 5 (I 7 H !» Id 1 1 13 i.{ 14 m Ad. Total B. Wind. Dog 1.3 2,0 1.3 0.7 1.3 0.7 Cat 5.0 0,7 0.1 Football. 1.0 4.0 4,0 2.7 4,0 3,3 2.0 4,0 4.0 3.3 3.0 Hat 1.3 0.1 Basket . . 10.0 15.3 12,7 14.7 10,7 9.3 6,0 10,0 4.0 ■S.O 8.0 9.9 10.0 Log 0.7 1.1 0.1 Chicken . 2.6 2.6 6.7 4.7 3.3 2.0 1.3 1.3 1.0 2.6 F. Bird.. 5.0 3.3 6.0 4.6 6.0 3.3 2.0 5.3 1.3 5.0 4,0 4.0 34 THE PICTURE COMPLETION TEST TABLE XXXV. Stool Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Total B. Wind. 1.3 0.7 2.0 0.3 Dog 10.0 3.3 6.0 1.3 0.7 2.6 2.0 0.7 2.0 1.9 Cat 5.0 2.6 5.3 2.0 2.0 0.7 1.3 1.3 1.3 1.0 4.0 1.9 FootbaU. 0.7 0.7 0.1 Hat 2.6 0.7 1.3 0.7 0.7 0.6 Basket . . 2.0 1.3 0.7 0.7 1.3 2.6 1.3 2.0 1.0 1.3 Log 5.0 4.0 7.3 6.7 3.3 2.6 0.7 2.0 1.3 2.9 Chicken . 5.0 1.3 0.7 0.3 F. Bird.. 1.3 0.7 0.7 1.3 0.3 TABLE XXXVI. Purse Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Total B. Wind. Dog 0.7 0.1 Cat 1.3 1.3 0.7 0.3 Football. 1.3 2.0 0.7 0.4 Hat 5.0 5.3 4.7 2.6 4.7 4.0 5.3 2.0 2.0 2.0 2.2 3.5 Basket . . Log 5.0 0.7 0.7 0.7 0.3 Chicken . 0.7 0.1 F. Bu-d. . 0.7 0.7 0.1 TABLE XXXVII. Books 5 6 7 8 9 10 11 12 13 14 15 Ad. 5.0 0.7 0.7 10.0 2.0 0.7 1.3 1.3 2.0 0.7 1.3 1.3 1.3 0.7 0.7 0.7 0.7 1.3 3.3 1.3 2.7 0.7 0.7 1.3 1.0 5.0 2.6 2.0 3.3 0.7 0.7 0.7 2.6 0.7 2.0 1.3 0.7 0.7 0.7 0.7 0.7 1.1 10.0 1.3 0.7 B. Wind Dog Cat FootbaU Hat.... Basket . Log Chicken F. Bird. THE RESULTS 35 TABLE XXXVIII. Bucket Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Total B. Wind. Dog Cat FootbaU. Hat Basket . . Log Chicken . F. Bird. . 5.0 0.7 0.7 0.7 2.0 4.0 0.7 2.6 1.3 1.3 1.3 4.7 0.7 2.6 2.0 0.7 2.6 0.7 2.6 0.7 0.7 2.0 0.7 0.7 2.0 0.7 0.7 0.7 2.0 1.0 2.0 2.2 0.5 0.5 0.3 0.6 2.4 0.1 0.3 TABLE XXXIX. Tie Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Total B. Wind. Dog Cat FootbaU. Hat Basket . . Log Chicken . F. Bird.. 5.0 5.0 1.3 2.0 0.7 1.3 1.3 1.3 2.0 0.7 0.7 1.3 0.7 1.3 2.6 0.7 0.7 0.7 0.7 1.3 1.3 1.3 2.0 1.3 1.1 0.6 0.2 0.1 1.0 0.2 0.2 0.7 0.1 TABLE XL. Scissors Age 5 6 7 8 9 10 11 12 13 14 15 Ad. Total B. Wind. Dog Cat FootbaU. Hat Basket . . Log Chicken . F. Bird. . 5.0 5.0 5.0 5.0 5.0 0.7 1.3 0.7 2.0 0.7 1.3 0.7 1.3 0.7 1.3 1.3 0.7 0.7 0.2 0.3 0.2 0.1 0.3 0.2 0.3 0.1 36 THE rim^KE co\irij:TioN test A5» 5 6 T S 9 10 11 13 IS 14 15 Ad. Total B. Wiud. 5.0 0.1 l\^ Ciit 0.7 0.1 Fi.xnball. 5.0 0.7 0.7 0.7 0.3 Ust 1.3 0.1 l\-j*kot . . 0.7 0.7 0.1 1-^ 1.3 2.6 0.7 OS Chu'kea . 0.7 0.7 0.7 0.7 0.1 K. Bini. . 0.7 0.1 TABLE XLII. At) Block AS9 S e 7 S 1 9 10 11 la IS 14 15 Ad. Tonkl B. Wiuii. 0,7 0,7 0.7 0.7 2.0 1.0 1.1 0.6 T\^ 0.7 1.3 0.7 0.7 0.7 1.1 0.5 Cat Vcxnball. Hat 0.7 0.7 1.1 0.2 Rsjikot . . 0.7 0.1 Lo^ 1.3 0.7 0.2 Ohiok^a . 0.7 0.1 F. Bini. . 0.7 0.1 The tabltssi show the percentages for each one of the 41 blocks for each a,ge-giv>up. The horizontal rows give the n;\me of the spaces and the vertical coliiiims the peiventages at each different age. Table II for the B. AYind. block shows eveiy position in which tliis block was placed and the percentage of cases in which it was placeii in such position at each age. The table is to be read as follows: the B. Wmd. block was placed in the B. Wmd. space {i. t\. the correet position) by 15 per cent, of the five-year-olds, by 12.6 per cent of THE RESULTS 37 the Hix-ycar-fjldH, Jjy 25.3 per cent of the seven-year- olds, and HO on. r>)nfJnijirij^ to Tjrifi I'wo, we note tliat the Ji. Wind, block was placed in the space for the do^ }jy 5.3 per cent of the Bix-year-fjldH, by 0.7 per cent of thf; Heven-year-f;ldH, by 0.7 per cfjit of liie <;i^ht-year-oIdH, and ho on. Tha last vertical colunm h (jaded '^ Total" gives the results for the combination of all the aj^e-groupK and includes 1479 cases. The p(5rcenta|:i;es do not total 100 because only 9 of the 41 blocks can be used. Some of the blocks, e. g., Scis- sors ("Table XLj were used very seldom. From these 41 tables every possible type of move and the number of times such a move occurred can be seen. Tables II to X inclusive deal with the nine correct moves for the spaces. We note a fairly steady in- crease in the percentages from a^e to age. This means that as we proceed to the highfjr ages an in- creasingly greater number of subjects are putting the correct block in its correct space. There is obviously a better and better perforniiince at each age. Further- more, we note that the nine blocks in question are never inserted in any other space a greater number of times than they are inserted in the correct space. These nine blocks, therefore, liave been shown by observers at all ages to be better adapted to the space for which they were originiiJly designed than for any other space. In this particular, at least, the actual performance of children at all ages corroborates the original design of the test. There also seerrLS to be a greater amount of scattering in the lower than in the liigher ages. Coming now to Tables XI, XII, XIII, XV, XVI, XVII, XVIII, XIX, and XXV, we note a series of blocks tlia.t seem to be preferred for a specific space by a fairly large percentage at each age. For example, 38 THE PICTtTRE COMPLETION TEST in Table XII the C. Wind, is put in the B. Wind, space by a fairly lai'ge peiTentage of observei*s at all ages. The same holds true of the S. Bird and Cherries in the F. Bird space, of the D. Cat in the Cat space, of the Baseball in the Football space, of the Baby in the Cat or Hat space, of the Hatchet in the Log space, of the Cage in the F. Bird space, of the M. Bottle in the Cat space, of the Piu"se in the Hat space, of the Cherries in the Basket space, of the Cat in the Chicken space and the Chicken in the Cat space. In some of these cases the percentag-e is very high, notably the C. Wind in the B. Wind space, indeed at some ages a larger percentage of subjects choose this block rather than the correct one. The percentage of the total number of subjects is 47.1 or a little below half. None of the other cases mentioned reaches such a high percentage. The reason for this grotip of cases is obvious from an inspection of the test. The C. Wind is put in the B. Wind, space, because the house is obviously lack- ing a window and the stibject has failed to note the activity of the boy who has thivwn a stone or the broken pieces of glass or the emraged man, or if he has noticed these things, he has failed to combine them into a stor}*. The D. Cat is put m the Cat space because the child is obviously offering milk to a cat but the subject has not noticed that there is a more appropriate cat than the one that is walking away. The substitution of the Baseball for the Football is again ob^iollS and not entirely illogical. The Baby in the Cat space is explicable by the common association of baby and milk, and in the Hat space by the idea that the girl is very much concerned about the crying baby. The Hatchet in the Log space is due to the association between hatchets and logs. The Cage in the F. Bird space seems merely due to the association be- THE RESULTS 39 tween one cage and another. The girl may be trans- ferring the bird from one cage to the other. The M. Bottle for the Cat seems again to rest upon a mere association between milk and milk bottle. The S. bird in the F. Bird space is due to overlooking the fact that there is a more logical block (the F. Bird) for that space, and the Cherries in this same space is sup- posed to mean that the fruit is dropping from the tree, while the subject fails to notice the activity of the girl with the cage. The Purse in the Hat space is interpreted as meaning that the wind has blown the girl's purse away. The Cherries in the Basket space means that the subject fails to see that the tree is an apple tree. The Cat in the Chicken space is taken for a chicken frightened at a cat. The Chicken in the Cat space is interpreted as the girl feeding a chicken. These cases, therefore, are all easily understandable, and occur because the subject has failed to note that there is another block that would make a still better completion of the picture than the one he has chosen. If we were to make a classification of errors into logical and illogical ones, as Healy has suggested, it would seem to us that these cases are the ones to merit the former title. Healy gives nine moves as logical errors. We have discussed above the thirteen most frequent errors of our subjects and according to our point of view, these ought to be called the logical errors, if a classification into logical and illogical errors is to be made. Six of our ''logical" errors correspond to Healy's, namely the C. Wind, for the B. Wind., the BaselDall for the Football, the S. Bird for the F. Bird, the D. Cat for the Cat, the Purse for the Hat, and the Hatchet for the Log. We have eight ''logical" errors that are not mentioned by Healy. They are the Baby 40 THE PICTURE COMPLETION TEST in the Cat and Hat spaces, the Cage in the F. Bird space, the M. Bottle and Chicken in the Cat space, the Cherries in the Basket and F. Bird spaces, and the Cat in the Chicken space. Two of Healy's logical errors do not occur in our list of the 61 most frequent moves to be discussed later, and these are the Baby in the Basket space — a move made by but one per cent, of the total, i. e., by only 15 of 1479 people; the Mouse in the Cat space, which occurs only in 0.54 per cent of the total, i. e., 8 cases. These two so-called logical moves evidently did not seem logical to our subjects. These do not appear at all in our list of common moves, since the number who make these moves is in every case less than 22, or 1.5 per cent of all the subjects tested. They therefore do not warrant any score, ac- cording to our method (see Chapter V, The Determin- ation of the Scores). The rest of the blocks are inserted in the spaces so seldom as not to warrant special consideration. In looking through Tables II to XLII it will be noted that most of these scattered cases tend to occur in the lower ages. Changing slightly our point of view, we may now examine Figures 2 to 10. These graphs show the percentage of responses at each age for the nine spaces, and the curves denote the blocks that were most com- monly inserted into these spaces. The sohd line in each case represents the block that was originally designed for the space. For example. Figure 7 shows the three most common responses to the Basket space. The solid hne shows that in this space the correct block, i. e., the Basket, was put in the Basket space by 30 per cent of the five-year-olds, by 37 per cent of the six- year-olds, and so on. Further that the Cherries block THE RESULTS 41 Figure 2 42 TUK ruM'i uv ooMrivnoN rvsr • ■*•*•*•.•■•«««■»■'■»■«•■•«■■»•«•»• T>- •i^*!- ^s, ' ■ ; -^cv^ y-.-^"-"^ 4\ - -e^*'^ f -■■■ i . iV V >::. FlGTifRlS S THE RESULTS 43 ! i i " ?r • rh ■ " ^ /■ ■ : ■ ,-,.. /\/ ■" ■ i^t- - /■ ■^"-../ ^^ - 5o- y • ■. (i- / - - 1 ■■ u\ 'j - gis- i — j,(:.r ^ / 1 - I / / -f-;.- .--.; )■ ■ f '-^'■!\y' - -'- "TXH^- -^-- ... ,(. . ■ . , .... Afe: 1. ) B ' /t/ /' /I f \-\ If i\i Fiouiuo 4 44 THE PICTURE COMPLETION TEST Figure 5 THE RESULTS 45 Figure 6 46 THE PICTURE COMPLETION TEST FiGUEE 7 THE RESULTS 47 Figure 8 48 THE PICTURE COMPLETION TEST Figure 9 THE RESULTS 49 ?^TrS$ ::::::;:;:::::;: :::::::::::::::::::::;::::::± 4- -J r X X Mil 1 1 III il 1 IM ^liiiiiiiiiiiiiiiiiiiiiiiiiiiii^^^^^^l M x:g£xx: + :::+::::v:: = ;:4 xx:::;;::^:|f:=3 + :ixx: + x X ± xxxxxxxxxx: + + :;;±:: x:) ;:+:::: f- xxx: + xx: + :;;-;:s^|jxxxxxxx xxuxxxxx:^xxx;[:=!: = ^ixx:*xxxx: x EE|Ex:i|EE:^^EEE:||xE|EExEEEpiEExExxEEExS:SEpE± xxxx^x-x^::::::;^::::::::::::x ^-; -XX-J EEEi5;E::E-|(EEEEEEEEEEEEEE:E=============="===^====:=:::^:====#:::: :::^-:::,=?^:^:xxxxxxxxxxEEEEEEE:EEEEE:EEEEEEEEi|EEEE:EEExEE ::^|.=:::rEE^E-.xE:EEEEEEEE::EEE:xEEEEEEE:EEEEEE:EEEEEEEE: - -- ■- -- - X X:xx-xxxxx:x: x:sm-:xxxxxxx::5;xx|xxxxxxxxxxxxxxSxxxx: 1 - \\\. \\\\ J-H'i 1 3:Sf_r s5----.xxjxx:'xxt9:::^t:;:^S-xflx:^ix:£3x:4?xxxxx i±i::ii::i:i=i=i:i:iii:==:E^:=iiExEEiE:EEEExEEEiEEEEEEEEE Figure 10 50 TH¥J PK^n'KK OOMFl.VTION TF-S^T vbt\>ken liuo'> ny;v$ put in the Ba:>kot spnco by 10 per tvnt of the tivt^yeiu^old:*. by 15 per cent of the idx- YOiVtH^his, by 12 j>er eeixt of the sjeveix-yearH^lds. awd !«>^^ on. Ai\d further. th;U the t]\\\\i iwoj^t eon\n\ou resi^poni^e that \y;\s uuuie to this space was* the msertiou of the Bucket block i^dot m\d das^h Une\ Nvhich oeciinwi iu 4.5 per ivnt of the s\x-year-<>Ui$. o per cent of tlie s^even-yeivr-old?*. -.5 per cent of the eight -year-olds. and so ai\. ij^mik^rly Figmv - shows the thr^v blocks n\^>st eoinnxonl^' insert t\i in tl\e B. ^^'ind. space, namely" the B. Wind., the C. Winii., and a blank bh>ck. Note that blank refers to a bUx»k which has no picturt^ on it, Thert^ a.iv 10 blank blocks as can be sivn fron\ the picture on Figure 1. All the other gn\phs art^ to be read in the s.'vu\e wa> . In general, the cv^rivct block for the space is distinct 1> aKwe all the other eurvess. Indeed, in most cases the jvrcentagvs for the other rt>spoi\ses :vre so low as to Iv ivlatively iixsigniticant \,set^ Figuivs o. 0. and in particular"^. Three graphs differ deeideiilv from this gt^neral tendency, in that the curve for the cv^rrect block falls Wlow SvMue one of the other curves at some agesi. This is the ca;se in Figures? 2, 5. and 10. It is mv.^t marktxi in Figun^ 2. whert^ the curve for the C. Wind. rx:^mtuns .alxne the B. Wind, curve at .-Vges 5 to 10, inclusive. This means that at thesse agess it is more con\nioi\ for the observer to insert the C. Wind, rather than the B. Wind. It nuvrks this sj>ace out as being detinitely* the most difficult, but it does not pn>ve that the C Wind, is really the more logical block. This question was nvisoii after the test had been completed by a;sking a great nmnber ol the sub- jects who m.sde this err\>r to state which block was the TIIK REHfJLTH 61 bettor, tho C. Wind, or the H. Wind. Almost invari- ably the H. Wind, wan choson. The ability to put in tho ri^ht block, tho B. Wind, .shows an almost steady increase from six to fifteen years. Figure 5 shows that at Ages 5, f>, and 7 tho Iias(;ball is chosen more of t;en than tho Football, i^'iguro 10 shows that at Ages 5 and tho Cage is chosen more often than the correct block. In the determination of the scores later on, it will bo noted that tho 1>. Wind, in tho B. Wind, space is the hardest niove. The interesting f(;ature about the curves for the correct blocks is tiiat all sliow a distinct tendency to rise from the lower to the higher ages. Tho actual performances of the subjects go to show that the blocks as originally dfjsignod are best adapted to the spaces they were intended to fill. It is added evidence of the excellence of the test. Wo must keep this fact in mind when wo raise tho qiiostion of scoring, for these moves should obviously receive tho highest scores in any method of scoring. CHAPTER V The Determination of the Scores Percentage Distribution The total group of subjects tested was made the basis for the determination of the scores. Table XLIII shows the percentage distribution of the total number of 1479 cases used for the determination of the scores. The vertical column gives the name of the block and the horizontal row the name of the space. There are nine spaces in the horizontal rows and 41 blocks along the vertical colunms. The table is to be read as follows: the B. Wind, space (first horizontal row) was filled in by the B. Wind, block by 39.9 per cent of the subjects (upper figure) and this move was given a score of 100; the B. Wind, space (continuing along the row) was filled in by the Dog block by 0.3 per cent of the subjects and received a score of 0.2, and so on. Passing to the next row we find that the Dog space was filled in by the Dog block by 62.7 per cent of the total niunber of individuals and was given a score of 63.7; next that the Cat was put in the Dog space by 2.4 per cent, of the subjects and was given a score of 1.6, and so forth. In deternmiing these scores, an examination of the nine correct moves was made first. This shows that the B. Wind, in the B. Wind, was the hardest, because the fewest subjects were able to do it; it was given a score of 100. The other eight correct moves were given scores in inverse proportion to the percentage of cases recorded. If 39.9 per cent are able to put the B. Wind, in the B. Wind, space and receive a score of 100, then 62.7 per cent who put the Dog block in the 52 DETERMINATION OF SCORES 53 TABLE XLIII. Disiribution of Total Number Tested Percentages and Scoees •6 a a ^ ?? o ■g S 60 ci o c8 cS O ri Q o fe W fQ >^ B. Wind.— Per Cent. Score Dog— Per Cent. Score Cat— Per Cent. Score FootbaU- Per Cent. Score Hat— Per Cent.. Score. . Basket — ■ Per Cent.. Score. . Log— Per Cent.. Score Chicken — • Per Cent. Score F. Bird- Per Cent., Score. . 39.9 100 1.5 1.0 0.2 0.2 0.2 0.2 0.4 0.4 0.2 0.2 0.5 0.5 0.07 0.3 0.2 0.3 0.2 62.7 63.7 1.1 0.8 0.9 0.6 1.7 1.2 0.2 0.2 0.2 0.2 1.2 0.8 0.1 0.07 0.07 2.4 1.6 49.1 81.3 0.7 0.5 3.0 2.0 0.6 0.4 0.4 0.4 3.5 2.4 0.4 0.4 0.07 07 0.14 0.07 0.6 0.4 0.4 0.3 0.7 0.5 61.3 65.2 0.07 0.07 0.07 0.3 0.2 0.07 0.1 0.07 0.3 0.2 0.07 0.3 0.2 76.2 52.4 0.3 0.2 0.3 0.2 0.2 0.15 0.7 0.5 3.5 2.4 0.3 0.2 1.8 1.2 0.8 0.6 0.6 0.4 69.5 57.5 0.7 0.5 0.14 0.07 0.9 0.6 2.2 1.5 1.6 1.0 1.6 1.0 0.5 0.3 0.3 0.2 1.6 1.0 46.1 86.6 u Tim WCTVKIi Oxn- .^N ■sr TASLE XLIlI~(CV«\tini)^ 1 \ VWi~ {^NVtXV jSww* ^\voe> i!?V\Vt* !^N»r^ 1a^ - $<\V(V ijVsx* S^X^ 4ia 0.4 O.QII 0.W 0.3 O.W 5.1 lO.s^ T.2 0.3 0.2 i.i o.s O.T 0.3 O.l o.org o.i o.ort 0.S 0.3 l.T 0.3 0.1 0.3 0.3 3.0 2.0 0.3 [30.«» 0.2 0.3 0.3 o.or o.i 0.3 0.2 0.3 0.4 0.3 0.5 0.6 0.2 0.3 0.3 3.4 2.3 l>.2 4.3 0.$ 0.3 4.5 3.1 l.O 0.1 .3 0.3 .2 0.3 .2 l.» .1 1.3 OsOr 0.3 0.2 DETJCI(,MINA'I'I<>N Ol'' H(J(>JIEB 'I'M'.ij'; xiJii f<;'.iii,uitj<:n;.... Vuv(U:i>\... Hcofc. . . . Log— Por(;.:iit,. Soon;, . . . d»i(;lu;n I'ci (U:i\i,. H(;(»r. 1 OS ', 4 '. 4 0.4 0/; 0.5 0.3 0.2 0.1 0,07 ()V .'. ■/ 0.2 0.1 1 0.07 0.7 0.5 0.4 0.4 .i 0.2 0,6 0.4 07 •> 0,2 6 4 0.7 O.S o.s 0. 5 0.,< 0.3 0.07 f).l 0.07 O.i 0.2 5 2 7 0,'i .S..S .'5.H '. 2 0.4 0,4 0.07 0.5 0,2 0,2 0.1 0,07 I 1 H 0,4 O.i 1 0,07 0,.3 0.2 u^ 4 O.'i 0.2 0.3 0.2 0.07 7 O.S 1 I O.K 0.6 0.4 O.S 0.4 0.0 0.6 0.2 0.2 0.3 0.2 0.4 0.3 2 0.1 6 4 0.7 0.4 1.9 13 1.2 0.8 7 O.S 0.6 O.H 0.6 0,3 0,2 0,07 07 0.4 0,3 0,4 0,2 0.2 0.2 7 4 0.2 0.2 0.3 0,2 0,0 0,6 0.3 0.2 56 THE PICTURE COMPLETION TEST TABLE XLIII— (Continued)