Excerpt from Personality and Intelligence: A Study of Some Responses Other Than Intellectual Noted in a Simple Mental Test Situation
Techniques for the psychological testing of children at the preschool level are being rapidly developed at the present time. They still cannot compare in stability and in standardization, however, with the better established techniques for testing children at higher chronological age levels. The traditional teacher - pupil attitudes which usually carry over and facilitate the testing situation at school-age levels are found to be non existent when one is dealing with children of preschool age. We frequently find in such children dependence on the exam iner for motivation and encouragement and, at the same time, rather startling evidence of independence of thought and activity. There is on the part of the child no conception of being tested, but instead the game aspect of the situation prevails, with all its implications of spontaneity and interest. The very fact that comparatively few small children will remain quietly seated at the testing table throughout the time te quired for a psychological test introduces a problem Of adjust ment to testing techniques and standardization Of procedure which has to be recognized and met. In addition, we are con fronted with the child's enthusiasms and chance interests, and with his lack of inhibition in his emotional reactions to the total situation.
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