A STUD* OF THE PERCEPTUAL FACTORS WHICH ARE INVOLVED

IN PERFORMANCE 0 1 THE BENDER VISUAL

MOTOR 3E3TALT TEST

APPROVED t

'SffrJr.. A Mtfjor P r o f a a a o *

M i n o r ^ r o f e s

/-St. r.,&. '

Dean o f %h® ^

• Z / ^ 7 / 0^*JLfrLL<Ls

Dean o f th© Graduate S o h o o l ' I

A STUDY OF THE PERCEPTUAL FACTORS WHICH ARE INVOLVED

IN PERFORMANCE 01 THE BSNDSR VISUAL

mm mmm a a

mtfW^LT^£

Presented to the Graduate Council of the

Worth Texas Stat© University la Partial

Fulfillment of the Requirements

For the Degree of

MASTER OF SCIENCE

Br

Willis® CHenn Walker, B. S.

Denton, Texas

June, 1967

TABLE OF CONTENTS

Fag© LIST OP TABLES . . . . . . . . . lv

Chapter

I. INTRODUCTION . . . . . . . . . 1

Historloal Perspective Related Literature Purpose of the Study and Hypothesis

II. METHOD 13

Description of Population Description of Inetruaenta Procedure Statistical Treatment of Data

III. RESULTS . 19

IV. DISCUSSION AND SUMMARY 22

3IBUQ3RAPHY 28

ill

LIST OP TABLES

fatal© Fage

I . Dif fertmee B@twmn the Mean Scores on the BVMay w i th High m& Low Matrices Teat Group » . . . . . . . . . . . . . . . . . . 20

XI# Differeno© Between th© Mean 3oor@a on th© BVMT wi th High and Low 1QJ Groups . . . . 20

!

iir

CHAPTER I

INTROIXJOflOH

In M s early perceptual studies, lax Wertheimer (23)

used certain geometrical figures which he presented to

normal subjects with the instruction® that they describe

what they perceive. The primary purpose of hia studies

was to investigate the nature of the visual destalten as

well as the principle® which determine them. Lauretta

Bender, who was extremely influenced by the G-estalt school

of psychology, became interested in ¥ertheiaer*a studies.

Bender (2) modified and applied several of Wertheimer*s

methods in her own studies with schizophrenic and defec-

tive subjects. She was attempting to determine whether the

perception of these groups followed the same general prin-

ciples as are followed in normal subjects.

The rationale underlying Bender1s approach was that in

certain pathologic conditions there are changes which take

place in the maturational development of the perceptual

processes. These changes result in the tendency for a per-

son to perceive forms in a more primitive or simplified

manner. The changes which take place may be due to a number

Of causes, depending upon the nature of the specific con-

ditions. Hutt and Briskin (11) suggest that the causes may

b© due to an arrest of development» to degenerative or

traumatic changes In the brain, or to the autistic re-

gression which takes place In schizophrenics. Bandar (2),

In her studies, adapted and used nine designs instead of

using all of Wertheiraer*s original ones. Another major

modification mad® by Bender was that ah© had her subjects

draw what they perceived rather than describing their per-

ceptions. Thus, the task was transformed from a visual to

a visual-motor task. The reason Bender had her subjects

draw the figures was that many of her subjects were unable

to verbalize their perceptions as could Werthelmer'8 normal

subjects (22, p. ix)«

The modifications which Bender mad© to Werthelmer'a

studies have led to the development of a test* the Bender

l2i2£ SMl&U I®t&# which has come into widespread

use a® a clinical instrument, Th© Bender Visual Motor

destalt Test is estimated to rank third or fourth in fre-

quency of use among all the other psychological instruments

used by clinicians (21). Schulberg and Tolar (19) found that

only 5 per cent of a sample of experienced clinicians never

used th© Binder Usual Motor destalt Test, whereas about

four out of ©very five of th© sample thought of this Instru-

ment as having some degree of value for clinical assessments.

Clinicians and researchers alike have used the Bender Visual

12I2E Qestalt Test in many areas and It has been related to

levels of maturation (1; 12), learning problems (13; 14),

organic disorders ( 51 8), and to emotional disturbances

(6; 11).

Background Literature

Th® IISMil Motor flest&l^ Test in primarily son-

oerned with, the area of visual perception, and thus it would

mm appropriate in introducing this study to discuss cer-

tain aspects involved in visual perception* Although there

is no conclusive evidence to support the supposition that

much of the perceptual process is learned, there is consid-

erable data demonstrating this supposition*

The major exception to this hypothesis is found in the

apparently inherent human ability to recognize what is called

"primitive" or "basic unity" (9 ). This simple process re-

fers to the recognition of a form as simply existing and

being separate from what is not part of it. It is likely a

function of the contrast of luminosity projected on the ret-

ina# No Identity is implied in the perception of "basic

unity." These suppositions account for the fact that color,

which is amorphous, is usually more easily learned than form.

Another aspect of visual perception, more especially

where perception of forms is involved, is the distinction of

foreground and background. This aspect, unlike "basic unity",

is a result of a learning process. The difference in lumi-

nosity which aids in distinction of "basic unity" is not

4

necessarily present to help In differentiation of figure and

ground. Certain areas of the brain, often referred to as

aasoolat!on areas* wist organize the stimuli into a group so

that a single, simple response may be made into a complex

pattern# In a figure-ground relationship, the figure is

seen as hairing shape as opposed to the ground* Thia shape

of the figure is determined % the edges or boundaries of

the figure. The background is usually seen as being not

well defined and often not having exact boundaries. Strauss

and Kephart (20) found that the more amorphous the figure

and ground* the easier it is to distinguish them. As the

foreground and background become patterned with detail, a®

they almost invariably are in life1s experiences* the per-

ceptual demands increase. Perception of foreground and

background is not constant. For example, as attention and

focus of the eye shift, that which is the center of attention

becomes the foreground while the surrounding area beoomea

the background#

After the figure is distinguished from the background,

the next step is its recognition as a for®* Recognition im-

plies some ability to Identify. When congenitally blinded

individuals are surgically enabled to see, they hare little

trouble in remembering color, but remembering simple figures

does present a problem to most of then (7 ).

After forms or objects are recognised individually, the

next step is in recognizing forms as belonging to a certain

oategory. Ability to general!%m is required for this step,

and It is generally termed oonoept formation* After con-

cepts hare been established, a new form la a given category

will be recognized as belonging to a oertain category be-

cause of general feature##

The contribution of visual impulses to visual motor

performance ia greatI however, these are not the only sen-

sory stimuli which are organized into perception. The

Importance of manual manipulation in developing perception

of for® and space ha® been observed by Smell and M s

associates (7 3 as well as by Strauss and Kephart {20}#

When the hand feel® the surface of an object, the feeling of

space is conveyed through proprioceptive and cutaneous Im-

pulses resulting from position, movement and contact. The

reaching Involved in manual play lays the foundation for

depth perception* Visual impressions reinforce and become

associated with the manual impression so that later visual

cues can recall the cutaneous and proprioceptive, and the

latter can recall the visual. It would seem probable that

the early development of the visual perception of space is

largely dependent upon the proprioceptive perception of

space# Head movement also contributes impulses which are

integrated into the perception of form and space*

It is the belief of Sender {14) that the perception of

form in children is the outgrowth of motion* Motion, such

as scribbling with a pencil, usually appears first and the

perception of the result of motion follows* Geaell (7 }

has observed that the child'a ooular-prehensory powers must

b® learned and that the eyes are intimately oonneoted with

all of the neuromotor systems. Much of the purposeful move-

ment of the hands becomes 00 because the eyes hair® observed

and directed it as such* If an object is thrown in a cer-

tain direction, vision verifies that a certain proprio-

ceptive and tactual pattern, when activated, will bring

about a specific spatial relationship. A similar process

takes place for all activity, thus establishing Meaningful

associations between the visual and motor aspects of per-

formance.

After a meaningful association has been established be-

tween the visual and motor aspects it is necessary for the

formation of the idea of the task to be performed before

the motor process can take place. A plan is then organised

to accomplish the act. Planning requires a concept of the

body scheme and the surrounding environment so that a mental

image of the action can be formed. Bender (3 ) has provided

excellent material on the manifestation of failure to per-

ceive the body soheme. After the organization of the plan,

it must be transmitted to the motor cortex in order for it

to be executed. A planned movement of the body requires a

visual image of how the body is to appear in the act. Fail-

ure in any of these steps indicates the presence of apraxia.

Jflelsen (17) tot described the different aspects of apraxla*

Ideational apraa&a Is the inability to ideationally plan the

motor act. In ideoklnetic apraxia» there is an interruption

between Ideation and crude motor function. In this situation

an individual may do something very different from what h©

intends to do# Sensory apraxia results from the lack of

proprioceptive sensation necessary to carry out activity.

In soae eases* an awkwardness may exist which is not

apraxla tout is due to a lacX of integration of the visual

perception and motor output. Strauss and Kephart (20) have

stressed the importance of providing through visual per-

ception a substantial and dearly structured pattern for the

motor action to follow. These authors indicate that better

coordination Is obtained with better visual-perceptual stim-

ulation f and that the visual integration of perceptual and

motor acts Is considerably weaker in the brain-damaged in-

dividual.

Related Literature

Strauss and Kephart (20) seem to imply that when an

adequate stimulus Is presented to an individual the visual-

motor performance which results should be in accordance with

the adequacy of the stimulus. The visual perception of a

stimulus and the motor factors involved are jointly respon-

sible for the type of performance which will result. When

an individual performs on the Bender Visual Motor

8

which it adequate stimulus» tooth visual perception

and motor function® are involved* If either one of these

factors were not present there would likely be no recog-

nizable performance.

Although both perception and motor ability are neces-

sary for adequate performance on the HaSffi flmal Motor

deitalt Test* th®r© have been only two studies conducted

attempting to determine which of these functions is the

most determinant of performance. The first of these two

experimental efforts was by McPherson and Pepin (15). They

employed two different methods of motor manipulation in

their attempts to determine whether performance on the

Sit!,! i s primarily influenced by motor or by

perceptual factors* They compared the accuracy of designs

reproduced in the conventional way with those constructed by

placing pieces of felt on a felt board. Finding a 77 per

oent consistency between the conventional and felt-repro-

duced designs, HcPheraon and Pepin concluded that performance

the lm§§£ Teat is not predominately influenced

by a lack of motor control .per ae. but more by covert per-

ceptual responses, flebuhr and Cohen (16) also made an

experimental attempt directed at th© issue of perception

versus motor function on the Bender fitoatalt Teat. In their

study they employed separate memory and copy conditions.

Although they found that peroeptual efficiency and adequacy

of motor reproduction decreased with the severity of

psychopathology, the question of the degree and nature of

the relationship between perceptual and motor efficiency

remained unresolved# There was a positive, although in-

significant, correlation between the two functions within

eaoh group.

Both of the above mentioned studies have limitations

as far a® resolving the question which they set out to re-

solve* MePherson and Pepin1s study (15) is limited in that

both methods of reproducing the Bender Seatalt Test designs

required some motor involvement# Although arranging the

felt pieces on the board may not take the same type of sotor

skills needed for drawing the designs» a motor factor was

involved# The study conducted by Siebuhr and Cohen (16) had

a memory faotor involved which Is not necessarily related to

perception* Also, severe psychopathologic subjects were

used in their study. The memory faotor could have been

affeoted by the severity of the psychopathology and thus

would have led them to the same conclusions*

Purpose of Study and Hypothesis

The purpose of the present study is to try to estaldish

if perception Is a determinate factor of performance on the

Bender Oestalt Test* Apparently this was on© of the questions

to be answered in the two studies mentioned In the related

literature? however* neither of these studies adequately

isolated a perceptual task from a motor task* In a study

10

which la attempting to determine the effects of peroeptu&l

factors as compared to motor faotors on the Bender

Test, it would seem necessary to separate the two faotors.

For example, it would seem appropriate to select a test

which Involved perception with no sotor function* and compare

It to the Bender Cteatalt Teat*which Involved tooth functions.

The design used in this study attempts to follow this pattern*

Two teats which require no motor involvement were selected

and compared to the Bender Cleat alt Teat* These testa were

3 M (18) and Ha© Hooper Visual

(10)•

The primary hypotheses tested in this study were

1. The mean score on the J U m l

Test of the subjects scoring high on the Coloured Progressive

laiit JgM A* M » 1 will t>® found to he signifi-

cantly different fro® the mean score on the Bender Visual

Motor Qeatalt Test of the subjects scoring low on the Colouri

tm%* St*if Mi m* !•

2. fh® mem score on the Bender U s u i Motor gestalt

©f the subjects scoring high on the Hooper Visual Organ-

isation Test will be found to be significantly different from

the mean score on the flm&l Motor Gtoftalt Teat of the

subjects scoring low on the Hooper Visual Organization Teat,

3* There Is a significant positive relationship between

the scores on the Coloured Progressive Matrices* Sets A,$ Ab«

jg and scores on the Hooper Visual Omanlzatlon feat.

CHAPTER BIBLIOGRAPHY

I. Armstrong, E» G. and P. A* Hauok, "Correlates of tlm lender Geatalt Sooree in Children," Journal of

(I960), 153*i$8.

2# Benderr Lauretta, "Principles of Geetalt In Copied Form in Mentally Defective and Sohiaophrenio Persons,"

FavoMatpy. XJCVLL (1932),

3« .—J. , — — y » PsyohopatholQCT og Children with gTffififfi&ft, Plaorders. Springfield, Illinois, Charles C. Thomas, 1956,

*• — y "A lisuai M o ^ Gestalt Teat and its clinical Use, Orthopavohlatria As*#* 2X&&km* (R© sear eh Monograph Ho. 3), lew fork, 1938.

5. Olawaon, Alleen, "Relationship of Psychological Tests to Cerebral Disorders In Children* A Pilot Study," g.«mhQl0ftl0»l Reporte. x (1962), 187-190.

6* - — — — - » "Jh® Ssa&as: J&jEaai late cmtait Teat as an Index of Eaotional Disturbance in Children, f g g f ^ ** £ESiSSMlS Techniques. XXIII (1959), 198-

7* Resell, A., F. L. Ilg, and a. Bullis, Vialon; Its development M M m I §M M i . Mew fork, Harper and Bros*, 1949*

8. Griffith, R. M., and Vivian Taylor. "Bender Gestalt Figure Rotationi A Stimulus yaatoTJ JournC' fiflawlUffl Payohologv. XXIV (I960), I S M ^ T

9. H*b*' D* M Behavior, New York, John Wiley and Sons, Inc., 1949.

10. Hooper, H. S., J^g goopg flfatl, ftyAa&tegl Test feTOl* Beverly Hills. California, Western Psycho-logical Services, 1958.

II. Hutt, M. D., and G. J. Briskln, he Cllaloal Use of the — - m k f M m York, to-eiSS X a

Stratton, 19

11

12

12. Koppita, Elizabeth, "The Bender Qeatalt feat fop Childrent A Hormative Study." J o u m a O f m Psychology. XVI (I960), 432-435#

13* Koppit*, Elizabeth# "The Bender Oaat&lt Test and Learn-ing Disturbances in Young Children," Journal of .glialoal Psychology. XIV (1958), 292-295.

14# Lachaana, F. M«, "Perceptual Motor Development in Children Retarded in Heading Ability," JjmmA 3t

Psychology. XXIV (I960), 42?.

15* Mcpherson, M. W. and L. A. Pepin# "Consistency of Reproductions of Bender-fleatalt Designs," Journal &C qilBloal gCT0hology> XI (1955), le>3-166.

16* Niebuhr, H#, Jr. and S* Cohen, "The Effect of Psycho-pathology on Visual Discrimination," Journal gf

§ M Psychology, LIII (1936), ~~~ IT*- 1

177. i

17. lielaea, J. H., Agnosia, Apraxla, AbMsJ^: Their M l S il Localization. New York, Paul B. Hoeber, Inc., 1946.

18. Haven, J» to Using the Colored Progressive ^S^EiSES# Jl# jlll» Jit London f Il» K • Lewis End (Jo* , 1963 *

19. 3chulberg, H. C. and A. Tolar, "The Use of the Bender .teilltji1. ,lij,ff. in Clinical Practloe," Journal ® j P " fe9,1^|ye IMmlauss. xxv (1961), 347-351.

20. Strauss, A. A.and 1. 0. Kephart, Pgychopatholofly JJl£tU late Injured Child. H , New York,

Greene and Stratton, 1947. '

21. Sundberg, N. D., "The Practice of Psychological Testing in Clinical Services in the United States," &mtiasl26l2&» XVL (1961), 79-83.

22. Tolar, Alexander and Herbert C. Schulberg, An £f J&S fisa^s£ m % m M > Springfield, Illinois Charles C. Thomas, 1963.

23# Wertheimer, Max, "studies in the Theory of Grestalt Psychology,' Psychology forsch. iv (1923), 301-350.

f

I

CHAPTER II

METHOD

Til® subjects infolded in the present study were chosen

from individual a who had been referred to Qkmlgee County

Guidance Center in Okmulgee, Oklahoma. These individuals

had been referred to the Guidance Center "because of learning

and/or behavioral problems. Out of a total of sixty-eight

referralsf thirty-six ware chosen as subjects in the present

study. These Individuals were ©elected on the basis of I. Q.

and age range. Each subject scored within the 1. Q. range

of 90 to 110 on the §mlS £fi£ Children

and the subjects were between the ages of six and eleven

years. The sample was composed of twenty males and sixteen

females# and all of them were in public school with their

grade placement ranging from grade on® to grade six.

The major reason for using clinical referrals was be-

cause individuals from this type of population would likely

demonstrate a wider range of perceptual productions than

would subjects selected from a so-called normal population.

Because the present study would be extremely limited without

a significant amount of variation in the perceptual abilities

of the subjects* a cllnioal population was deemed necessary

from which to sample.

13

14

Description of Instruments

lii® three Instruments used in the present study were

I M legder I|sual Motor ftgflfrflM. $M& Xfig f M M K m <2>» S M

ff,#PTO4 liSSlSSlt lEto A* Jfef I W #

flame tm% (3). a s itsias SjusI

Is3&SL ftfitoftt lrn% tss. gWfeffB ( S M ) i« a teat which

involves tooth motor and perceptual funotiona. This teat

consists of nine designs whioh appear individually on nine

separate cards. The BVMQKE designs are presented to the

subject one at a time, and the task is for the subject to

reproduce hia perception of the design by drawing it on a

separate sheet of paper* fhere is no tine limit set for

this test*

Although there are a number of different scoring

methods which may toe used in evaluating performance on this

test, Aileen Clawson* s scoring method (2) was used in this

study because of its simplicity and objectivity. She list®

and defines eight categories of deviations.- These eight

categories are Simplification, Fragmentation, Collision#

Rotation, Incorrect Number of Units, Pers©v ration, Line

Qrnllty and Dashes and/or Commaa.

In the category of Simplification, the Maturatlonal

Moms Ohart which was established by Bender (1) is used to

determine if the subject's reproduction of a design is below

his age group. If a subject simplifies two or more designs

15

to a level thro® or more years below M s mental age, the

oat ©gory of Siopllfication Is counted as a deviation. The

eat©gory of Fragmentation Is considered deviated when# in

on® or more of th® designs, the subject separates the sub-

parts. A deviation in the category of Collision exists

when the subject runs one design into another one or when

h© runs a design off the edge of th© paper# When on© or

more designs are rotated equal to or greater than ninety

degrees, th© category of Rotation is counted as deviated.

An incorrect number of units in three or more designs is

the criterion used to deteinfilne if a deviation exists In th©

category of Incorrect lumber of Units. When a subject per-

severates from design to design using one type of unit, the

category of Perseveration is counted as a deviation. The

category of Line Quality is considered deviated when a poor

quality of lines exists in two or sore of the designs. This

category calls for, more or less, subjective judgment in Its

evaluation. If commas and/or dashes are present in two or

more design® th® category of Dashes and/or Commas is counted

as a deviation. These standards were used in evaluating

each of the subject's BVMflT drawings.

Wpuyffl Progressive Matrices. Seta & t g

{Matrices Test) is a test which requires a perceptual function

with no motor factors Involved. This perceptual test, which

was constructed to give to children from five to eleven

IS

years of age, 1® comprised of thirty-six untimed, multiple-

choice problems. The problems are divided into three series#

with twelve problems in a series, arranged in order of

diffioulty. Eaoh problem consists of a design or "matrix"

from whioh a part has been removed. The subject Is to ex-

amine the matrix and shoos® the correct part for its com-

pletion. There are six possible Inserts from which to

ohoose in completing the design. The subject may point to

the insert or he may call out the number which is under the

insert of his choice# This test is scored by adding up the

number of problems to which the subject made correct choices*

K*® g»jgf! SJSSl £f„ll (22!) 1® a per-

ceptual test of visual organization. Like the Matrices Teat,

the YOT does not require any motor involvement. This test

consists of thirty drawings of common objects, each of whioh

is out into two or more parts, and rearranged. The task is

to visually organize each drawing into a meaningful whole

and name the object whioh is peroeived. Although no time

limit is set for the subject* s response, he is enoouraged to

guess after one minute. The score is the number of oorreot

responses with half oredit being given on certain responses.

Procedure

Each of the thirty-six subjects was administered the

Bender Visual Motor 0estalt Test for Children, the Coloured

Progressive Matrices# Set© A. Ab» B» and Hooper visual

IT

Organization Teat* The standardised instructions set forth

in each of the manuals (2j 4f 3) war© used in the adminis-

tration of each test* The teste.were alternated as to the

order in which they were administered* Following the admin-

istration of these three teats# the

Scale X m Children (5) was given to each child.

Each of the subject's tests was evaluated in accordance

with the scoring systems for each of the instruoents whloh

have been mentioned previously in this chapter* For the

BYMaT. each protocol was evaluated using the eight categories

of deviations as the criteria* The score for each subject •

was the number of categories in which they made no deviations*

The Matrices test and the VOT scores were computed by adding

the number of correct responses which the subjects mad# on

each of the two tests*

Statistical Treatment of Data

The first two hypotheses were treated statistically by

using Fisher's % teat for independent groups. The third

hypothesis was tested using Pearson Product Moment Coeffi-

cient of Correlation* A test of significance was also used

for the correlation. The 5 per cent level was used for all

tests of slfpalflcanoe#

CHAPTER BIBLIOGRAPHY

1. Bander, Lauretta, "Prinoiplee of Gestalt in Copied Form in Mentally Defeotive arid Schisophrenic Persrns," of g«fflEr ggg S M Payohlatrr, X5CVLL (193277651

2. Olawson, All««i# Jto 3»Edeg iMi XfflC Children—A Manual* Beverly Hill a, California, Western Psychological Services, 1962*

3. Hooper, H. ELaton, S m 122B2E S S B l Teat ! « § ! » Beverly Hill®, California, Westers Payoho-logical Services, 1958»

4. Raven, J. A,, p ^ g M Sfilaa Slfi flftfafflggft PrwaB!T@ ItM Afe» & 1» London, H. K» Lewi a and

Go., 1963.

5. Wechsler, David, yfftft&gg Intelligence goal# £or 19 9 0 * York, The Pay oholojjical Corporation,

18

CHAPTER III

RESULTS

Presentation of Data

The raw data were processed by the computer ©enter at

North Texas Stat® University. k £ test of the difference

between the mean scores on the Bender Visual Motor

Test (BVMGT) was made for each group. The mean scores 011

the B¥M€fT were computed in order to find a significant

difference, if any, between the groups scoring high and the

group® scoring low on the Coloured Progressive Matrices Test.

3®ta A, Ab, B, (Matrices Test) and the flgQpey ilgial Ste&S-

laatlon Teat (VOf). Pearson Product Moment Coefficient of

Correlation was used in an attempt to find a significant

relationship between the Coloured Progressive Mafrr aei. Test*

Sets A, JH, 1# ^ Hooper S®ii«

5 per cent level was used for all tests of significance.

The results of the investigation were examined accord-

ing to the hypotheses presented in Chapter I. The first

hypothesis stated that the mean scores on the BVM3T would

be significantly different between the group of individuals

who scored high on the Matrices Test and the group who scored

low on the Matrices Test* The results of testing the differ-

ence between the means of the two groups is shown in Table 1.

19

20

TABLE I

DIFFERENCE BETWEEN THE M E M SCORES 01 THE BVM5T WITH HIGH AND LOW MATRICES TEST GROUPS

Mean Scores

Variable Low Matrices Group

High Matrices Group

Difference Ji

BVMGT 2.894 4.058 U164 ,9409

The data In Table I show no significant difference be-

tween the mean scores on the BVMGT of the Individuals scoring

high, on the Matrices T».at and of the individuals scoring low

on the Mstrlet.a Test* Since the difference between the

means was not significant at the 5 per cent le?»l of confi-

denot* the first hypothesis was rejected#

The second hypothesis stated that the mean scores on

the BVMGT would be significantly different between the group

of individuals who scored high on the 70T and the group who

scored low on the VOT. The results of testing the difference

between the means of these two groups are shown in Table II.

TABLE II

DIFFERENCE BETWEEN THE MEAN SCORES ON THE BVMGT WITH THE HIGH AND LOW V0£ GROUPS

Mean Scores

Variable Low VOT Group High J£0£ Group Difference 1

BVMGT 2.894 4.058 1.164 .9409

21

The mean scores on the BVMGT when the VOT was used to

divide tla© group appear to be the sail® as the mean scores

the BVMGT when the Matrices Test was used to divide the

group» Therefore, the data in Table II appear to be the

same as the data in Table I* The data in Table II show no

significant difference between the mean scores on the BVMT

of individuals scoring high on the VOT and of individuals

scoring low on the VOTi thus, the second hypothesis was re-

jected*

The third hypothesis investigated in the present study

stated that a significant positive relationship would be

found between the scores on the Matrices Test and scores on

the VOT. Pearson* s |» was used to determine the degree of

relationship which existed between the scores on these two

tests.

An £ of .05 was found and with thirty-six degrees of

freedom this is not significant at the 5 per cent level of

confidence. Since there was not a significant degree of

relationship found between the Matrices Test and the VOT*

the third hypothesis was rejected.

CHAPTER V?

DISCUSSION M B SUMHAHY

Discussion

Gesell (2) indioated that manual manipulation or motor

functioning was direotly related to the perception of form

and space« It was Bender* s (1) belief that motor factors

were responsible for the perception of form, 3he indicated

that through the motor process one was able to establish

meaningful associations between the visual and the motor

aspects of performance * If CHssell and Bender1s beliefs are

valid, it would appear extremely difficult to Isolate the

perceptual process from the motor process, especially as

these processes apply to performance on the BVMQT* Tbm re-

sults of the present investigation would appear to agree

with 3-esell and Bender's beliefs* This studyf as did the

study conducted by Niebuhr and Cohen, made an attempt to

show a relationship between a perceptual task which involved

a motor function and a perceptual task which did not Involve

a motor function, thus showing that the perceptual factors

which are involved on the BVMGrT could be isolated from the

motor factors which were involved. The results of both of

these studies indicated that the perceptual factors could

not be Isolated from the motor factors on the BVMQT» and

22

23

this would lead on® to think that perception is dependent

upon the motor function in performance on the BVMflT* The

investigation conducted by McPherson and Pepin (3) seemed

to further substantiate the belief that perception and

motor faotors are related on the BVMGT by showing a aigni-

fioant relationship between two perceptual tasks, both of

which involved a motor function.

The results of the present investigation should not be

taken as a conclusion that perception is not involved to a

determinate degree in performance on the BVMQT. However,

the results do Indicate that the perceptual factors which

are involved in performance on the Matricky feat and the

X2£ <io not significantly influence performance on the BYMflT.

She major limitation of the present study appear® to be

the types of perceptual measuring instruments which were

used, for the Matytcef and fQf seemed to be measuring

a different type of perception than that which is measured

through the use of the BVM&T. Performance on the Matrices

•tg.ll X8Z require a problem solving perceptual task

which is unlike the peroeptual task required for performance

o n "t*1® .IMS!» Further, there appears to be a greater degree

of visual organization involved in the peroeptual functions

on the ffettfflffejj Test, and the VQT than in the peroeptual tasks

involved in performing on the BVMST. If this investigation

were to be carried further, it would seen necessary to

24

determine precisely the type of peroeptual factors which

are involved in performance on the BVMGT, along with finding

a means of adequately measuring these factors#

There hair® been many research studies directed at

different aspects of the BVMGT. yet very few have made an

attempt at determining the rol© peroeptual factors play la

performance on this test. By obtaining more knowledge about

the relationship which perception plays in performance on

the BVMGT. there any com® a better understanding of the re-

lationship motor factor® have on perceptual factors* It is

hoped that through this study some knowledge has been gained

about the type of perception and the extent to which it in-

fluences performance on the BVMGT. It Is further hoped that

more research will be conducted in the area of perception as

it relates to motor factors.

Summary

A study was made to compare the Visual Motor

with two perceptual testa. The two perceptual

teats, the Progressive Matrices» ,Setf A# g

a n d tiie Ilfm! Organization Teat, require a peroeptual

function with no motor factors involved. The purpose of the

investigation was to establish if perception is a deter-

minate factor of performance on the Bender Visual Motor

feflfAfc SlSS* Thirty-eight individuals» who had been re-

ferred for various reasons to the Okmulgee Oounty Guidance

25

Center in Okmulgee, Oklahoma* were chosen as subjects in

the present investigation. Each subject was within the

normal rang# of intelligence according to the Meehilfi;

Intelligence § m U £2E «** ®ach w a s between th®

ages of six and eleven years.

Each of the subjects was administered the lender Visual

Motor asgfeit fast ( M H I ) , th© i g i m t i g M g M f t l n iamafj

3*t.» it, £» (I&mtSI th© I M BffiSl fiEBAB"*

lzatlon Teat (VQT). The group was divided into high and low

groups according to their scorea on the Matrices Teat and

the '/Of« All comparisons of the scores on the BVMT were

made through the us© of the £ technique. The comparison of

3cores on the Matrice® Test and scores on th® VQT were made

through the use of Pearson Product Moment Coefficient of

Correlation. The 5 per cent level of confidence was used

for all tests of significance.

The hypothesis that a significant difference would be

found between the mean scores on the BVMQT of the group

scoring high on the Matrices Test and the mean scores on

BVMfiT of the group scoring low on the Matrices Test was re-

jected. The second hypothesis, which stated that a signi-

ficant difference would be found between the mean scores on

the BVMG-T of the group scoring high on the ?0T and the mean

scores on the BVKfrT of the group scoring low on the yOT. was

rejected. The hypothesis that a significant positive

26

relationship would be found between the scores on the

Matrices feit and the stores on the FOf was also rejected.

It was oonoluded in this investigation that perceptual

factors, an measured by jfrSffltfftlHt Matrices, Sff

A* ife» 2 ®»* tl» Stoqpfl? VAffiMfl. Organisation Test, are not

determinate factors of performance on the Bender Visual

is!m m v

CHAPTER BIBLIOGRAPHY

!• Bender, Lauretta, nk YAgflftl &&2E gffMIli and its ouni@ai us®»w a # Aastea feitefjjMiicij ilia-alatlon. {Reeearoh Monograph Ho» 3), Sev York, 193© <

2. Resell, A., F. L* IXgt and CK Bullla, Vialon: Ita Development In Infant and Child* New York, Harper &nd Bros.$ X9 9»

McPherson, M# W# and L. A* Pepin* "Cons!stenoy of

27

BIBLIOGRAPHY

Books

Bender, Lauretta* M SMMESB &J& ™ Brain Disorders. Springfield, Illinois, Charles Thomas, 1956*

Resell, A., F* L* Xlg, and Ct« Bulll«, Vision; |ta Develop-ment in Infant and dhlld* Mew York, Harper and Bros.,

Hehte, D. 0., a t M a i M f * »©w Xortc* John Wiley and Sons, Inc.# 1949 •

Hooper( h* e. ,, j i tiasaac jojouUi pal Itoiil# Beverly Hi 11a. California, Vfestem Psychological Services, 1958.

Hutt, M. D. and G. J. Briskin, fhe Clinical gat of the Revised Bender Ctosflt feat. lew forte* Green© and Stratton, i960«

Si el sen» J. M., 4£g£KiA» M&Slfti M S Bbift iS ffffifilgftl. LociiHl nation. New York, Paul B. Hoetoer, lit®., 1946#

Progressive on, H« K. Lewis and Co.,

1965

Strauss, A. A. and N. C. Kephart, Psvohopathologv MHflftttSB A tt>asais Ipiuaa aiata. ll» »®w stork, Greene and Stratton, 194?.

folar, Alexander and Herbert 0, 3ohulber#u An Evaluation of £ » MmiW, Sestalt jy^, Chart®a 0. feoSwi; 1963.

Vfeohsler, David, KitfoqUg WffifflMft Saftlg £S£ __ New York, The Payohologioal Corporation, 1949,

28

29

Articles

Armstrong* R. <K and P. A. Hauck. "Correlate® of til® Bender Oeatalt Scores in Children, Journal of Psychological Stud?, XI (I960), 153-158.

Bender# Lauretta# "Principles of Gestalt In Copied Form In Mentally Defective and Schizophrenic Persons," Archives of If®ur olo^y &n(3, Pt|y ohiatry • XXVXJL (1932) # 661—686•

1 "A JCUBU& B2&2S gflflto&ft Clinical U®©#" iBftl * (Researoh Monograph Mo.

Clavson, Aileen, "The jgatil! B s a l HS&2S

lew York,

and Its iiisslsMss#

938.

Test as an Index of Emotional Disturbance In Children," jfoumal of Projective Techniques. XXIII (1959)# 198-206.

"Relationship of Psychological Tests to Cerebral Disorders in Children J A Pilot Study#" Pay-

SSESElS# X (1962), 187-190.

Griffith, R» M. and Vivian Taylor, * Rotation: A Stimulus Factor," ~ ~ I, XXIV (I960), 189-19<

SWlffl! Figure M.

Koppitz# Elizabeth# "The Bender &©stalt Test and learning Disturbances in Young Children,* Journal of Clinical Psychology. XIV (1958), 292-295. *

.* PW&9K, Test for Children:

XVX0(196oT? 433^35 ,il2!10aai 3 1 "Ma*"** iHS&fiiflSr.

Lachaan, F# M., "Peroeptual-Motor Development in Children Retarded In Reading Ability#" Journal of Consulting £§22&&ggX» XXIV (1960), 427.

MoPherson, M. W. and L. A. Pepin# "Consistency of Repro-duction of Bender Designs, isai ot JZlAiite&It P8yQ o .f?sy * xi ( IQ^^ f 163-IB

Nlebuhr# H.# Jr. and D. Cohen# "The Effect of Psychopath ology on T " - - - - -ology on Visual Dlacrlmlnatlon,^^^;^" Abnormal

Schulberg# H. C. and A. Tolar# "The Use of the Bender jiSilal,! JESSjt Clinical Practice," Journal of Proleo* MS® IsMsgga# XXV (1961), 347-351.

30

auadbcrs* N. D., "The Practice of Psychological Testing In Cllnloal Serrloes la the United States," American Psychologist. XVL (1961)» 79-83.

Werthelmar, Max, "Studies In Theory of (Jestalt Psychology/ Psychology Forseh, If (1923)# 301-350.