The p r i m a r y objective of tfie a u t b o r is to develop a measuriug i n s t r u m e n t of this k i n d : liis furthcr in lent ion is to cxaininc tbe process of teacliing languages in its relation to tbc wliole of tbc personality a n d . in connection xvith this, t o c r o a t e a suitable system of guidance. I n tbe present oomprehensive study on the research methods ap])lied b y liim so far, he sets fortli his nxperimcnts conducted w i t h middlc-school pupils and university students.
Tbcoretically, tbc expei'iments xvere started froin tbe realization i h a t , alsó in the learning of languages, external effeets are being nianifested through internál factors. Conscquently, t h e efficiency of learning languages depends for tbe most p a r t (and, i n case of identic influcncing, almost entirely) 011 tbe m o t i v a t i n g spbere of tbe pupiTs personality and on tbe stage of develop- m e n t of his abilities. Tbc a d u u l developmental level of these psycbic factors is förmed in t h e rourse of tbe earlier activity, of au inlerarlion xvith the environment. Hoxxever, 011 the one h a n d , tbc xvide l i m i t s of tbe possibilities are sel. by the nntural faculties, 011 the other liand, i t is t h e actual slate of the abilities and m o t i v a t i n g factors t b a t dctermine tbe efficiency of further activ- ity, of development.
A s to t h e practical side of the question, xvlien designing tbe test, tbe hasic p o i n t of departure xvas t h e intention t o examine the aclivilies directed at learning languages a n d t b e abilities being in interaction xvith these, as xvell as tbe slructure of the language iu question. Since research of this k i n d can be considered a növel initiation in H u n g a r y , tbe a u t b o r strove to present a n d make use of tbe most i m p o r t a n l , yct similarly b u t initial results acbiexed b y foreign research, i n the first place the many-sided examination method of tbc H a r v a r d University.
N a t u r a l l y , under I l u n g a r i a n conditions, oxving botli to theoretical a n d , t a k i n g t h e linguistic characterof tlre problem i n t o consideration, to practical respects, investigations h a d to be started o n a nexv hasis. Tbe experiment yielded positive results as regards preliminary acquisition of information i m p o r t a n t in tbe instruction process, and can serve as a basis for further research.
Zoltán t'álfíu
T H E D E Y E L O P M E N T O F T H E " T E C l l N I C A L " C O N T E N T O F S T E R E O S C O P f C V J S J O N
Founded on originál surveys, tbc .nithor examines tbe development of perception of form a n d space of " t c c h n i c a l " character 111 7—15 years old cbildren, as xvell as of their a b i l i t y to re- present, combine and construct. H e has delermined a n d deseribed the following pbases of onto- genesis:
I'ha.se 0 (zero) (6—7 years of age): Tbe examined person draxvs one or txvo characteristic viexvs (sidcs, surfaces) of the simple regulái1 objects, xvithout c o m b i n i n g tbe viexvs.
Phase Z (7—10 years of age): Begins the combination of tbe x'iexxs, of tbe a d j o i n i n g elements of the simple regular o b j e d s in the draxxings, i. e., a (primitixe) draxxn transposition of the three dimensions.
Phase 2 (7—11 years of age): Tbe image of tbe adjoining elements of angular solids are com- bined roughly corresponding to tbe real joinings — xvithout a consistent representation of the parallefs tending toxvard tbe d e p l b of space as sucli.
Phase 3 (7—14 years of age): The examined persons represent the parallel edges of regular solids r o u g h i y corresponding to tbe directinn of their extension in tbe tliird dimension — xxithout a consistent regard to linear pcrspeclive.
Phase 4 (10—14 years of age): The examined person transposes, xvith more or less success, the optical picture of angular solides exposed in nalure, i n t o co-ordinaled Monge's projections arid, t a k i n g i n t o account tbe stnictnral connections in space, transposes pictures of solids of rotalion truncated (e. g. cut in txvo) in the projections, into tbe draxxing.
Phase 3 (11—15 years of age): The examined person transposes the i m a g i n a r y picture of t h e realobject (e. g. of cvlinders) freely transformed (e. g. truncated), xvith more or less success i n t o an (axonometric or perspective) draxxing and Monge's projections. Hoxvever, from a m o n g the freely variable positions in spacc of the circular surface, he correctly draxvs b u t the projections of those parallel xxitb and/or perpcndicular to tbe pláne of projection.
Phase 6 (11—15 years of age): I n his sketches draxvn from nature, tbe examined person re- presents tbc viexv more őrless adequalely complying xvith tbe structural connections a n d picturnl representation (light, shadoxv, tone, etc.). H e successfully transposes tbe oblique spatial positions to Monge's projections and perspective drawing.
F o u n d e d on tbe results of tbe examination, tbe a u t b o r inakes several suggestions for tbe introduction of procedures and methods suitable to increase tbe effectivitv of learning and teacliing, as xvell as tbe independent a c t i v i t y of tbe pupils, further for completing tbe curriculum and for further experimentál xvork.
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