The Name of the Test The Children’s Apperception Test (CAT), according to Albert I. Rabin (1995) “was first published in 1949, and the manual reviewed was the eighth revised edition.” The test was revised in 1991. The Children’s Apperception Test is an extension from the TAT, which is for adults, using pictures of humans rather than animals. There is a CAT-H that uses human pictures, which was created after a controversy about whether animal or human pictures were best. There is also a CAT-S supplement. Purpose of the Test The Children’s Apperception Test (CAT) is a projective personality test used on children ages 3-10 years old. Children will decipher a series of 10 pictures consisting of animals, each in different situations. The purpose of this test is to reveal the child’s thoughts and feelings towards conflicts and relationships at conscious and unconscious levels based on the story they made up with each picture (Hatt, 1980). This test was originally designed to understand psychosexual conflicts at different stages of child development. Today, the CAT is used mainly in clinical evaluation. Knoff (1992), states the following: The 10 cards presumably address the following issues: feeding problems, oral problems, sibling rivalry, attitudes toward parents, relationships to parents as (sexual) couples, jealousy toward same-gender parent figures, fantasies about aggression, acceptance by the adult world, fear or loneliness at night, and toileting behavior and parents' response to it. (p. 1) The Manual The manual for CAT was revised in 1980. According to Shaffer, the manual “contains a brief history of the test; an account of its 'nature and purpose'; directions for administration; description and interpretation of anticipated ... ... middle of paper ... ... when trying to evaluate a child, but rather it may be useful in a classroom. Since there aren’t any restrictions on who can administer the test, I would think it would be useful for a teacher at the beginning of the year to understand the personalities of each of her children. Works Cited Rabin, I. A. (1995). Children’s Apperception Test. Mental Measurements Yearbook with Tests in Print, Vol 5. Hatt, V. C. (1980). Children’s Apperception Test. Mental Measurements Yearbook with Tests in Print. Vol 9. Shaffer, B. M. (1980) Children’s Apperception Test. Mental Measurements Yearbook with Tests in Print. Vol 9. Reinehr, C. R. (1992). Children’s Apperception Test [1991 Revision]. . Mental Measurements Yearbook with Tests in Print. Vol. 13. Knoff, M. H. (1992). Children’s Apperception Test [1991 Revision]. . Mental Measurements Yearbook with Tests in Print. Vol. 13.
The report will critique Woodcock Johnson III Diagnostic Reading Battery (WJ III DRB) and compare my report to the Mental Measurement Yearbook (MMY). The assessment will include the evaluation, in relation to Woodcock et al.’s (1989) WJ III DRB, on the description and purpose of such tests along with ease of use, administrating and interrupting results based on converting raw scores to standard scores including analyzing the results. Finally, assess the overall quality of the test.
Woodcock, R. W., & Johnson, M. B. (1989). WJ-R Tests of Cognitive Ability. Itasca, IL:
Kieran was at the age of eight months when I first used the object permanence test developed by Jean Piaget, in the aspect of sensorimotor development in both stage 3 and 4 of the Six Substages of Sensorimotor Development (Table 6-2 pg 154). At stage 3 infants begin to show greater interest in their world
Piaget has played an important part in helping people understand more about children and the process of a child’s cognitive development. Throughout this lab report, there will be questions asked of two young children. The first child’s name is Makayla. She is 9 years old and has just started fourth grade. The first Piagetian task that was given to the children is referred to as the conservation of mass task. During this task, the children rolled two equal amounts of play dough into two separate balls. Afterward, Makayla was asked if these two separate balls had the same amount of play dough. She responded yes, because they came from the same container so they are the same amounts. The children were then asked to roll one ball of play dough into a snake. Afterward, Makayla was asked if the ball and the snake had the same amount of play dough. She replied yes, because its all still from the same size container so they are the same amounts. The second task that was asked of the
Neisser, U. (1979). The control of information pickup in selective looking. In A. D. Pick (Ed.), Perception and its Development: A Tribute to Eleanor J. Gibson (pp. 201-219). Hillsdale, NJ: Lawrence Erlbaum Associates.
The first stage of Piaget’s cognitive development is the sensorimotor stage. This stage begins at birth and last until around two years of age. During this time, infants view their world through what they can touch, hear, mouth, grasp, and see. One of the main developments that a child has during the sensorimotor stage is object permanence; the awareness that a thing continues to exist even when they are out of sight. Piaget discovered that infants under six months perceived things in a here and now format. He used a very simple experiment to prove this; he would show infants of varying age a toy and then cover up the
The experiments were quite simple, in that there was a seemingly harmless task to be performed, and the participants were instructed to choose the estimation of the lengths of a line when compared to two ...
Baillargeon, R., & Graber, M. (1987). Where’s the rabbit? 5.5 month-old infants’ representation of the height of a hidden object. Cognitive Development, 2, 375-392.
Björklund, D. F. (2000). Children‘s thinking: Developmental function and individual differences (3rd. Ed.). Belmont: Wadsworth.
Piaget’s stages of cognitive development believe that children’s cognitive development goes through a series of levels that have milestones obtained by children. These change as children become adults. Testing children is one way to comprehend the levels of development along with non-invasive neuroscience such as an event-related potentials (ERP)electroencephalography (EEG), and magnetic resonance imaging (MRI). These types of machines help map the processes of the brain which assists neuroscience and psychologists in understanding cognitive behavior (Arsalidou & Pascual-leone, 2016). Piaget focused on four levels of cognitive development which consisted of birth to two years which is the sensorimotor level. The second level was the preoperational level which takes place at two to seven years of age. The third level takes place from around seven to eleven years of age this is the concrete operations level. The final level is the formal operations level which occurs from ages eleven and beyond (Geist,
Beidel, D. C., Bulik, C. M. & Stanley, M. A. (2013). Abnormal psychology (3rd ed.). Boston, MA: Pearson.
Van de Walle, J.A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school
Jean Piaget’s Four Stages of Cognitive Development determines how children from birth to adulthood use their intelligence or cognitive development while engaging in tasks. The first stage of cognitive development is called the Sensorimotor Stage (birth to age 2). During this stage, children tend to learn by “trial and error”, objects exist even if they are removed from sight, and symbols are introduced (Ormrod, 2012, 149).
Van de Walle, J.A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school