Mental development in the child and the race, methods and processes; . mc a. Scheme of Lichtheim. b. Motor Square.* Fig. XVII. represent — without necessary stimulation of the kinestheticcortical centre (mc). This class of cases, now very generallyaccepted, has no separate recognition, I think, in any of theschemes except the motor square. Interpreting the motor square in terms of the threegreat functional classes of motor acquisitions, we may say 1 Loc. cit., pp. 437, 443, 451 (his Figs. 2, 4, 5). 2 For the other symbols, see Fig. IX. My use of this diagram, before Isaw Lichtheims, in class-r
Mental development in the child and the race, methods and processes; . mc a. Scheme of Lichtheim. b. Motor Square.* Fig. XVII. represent — without necessary stimulation of the kinestheticcortical centre (mc). This class of cases, now very generallyaccepted, has no separate recognition, I think, in any of theschemes except the motor square. Interpreting the motor square in terms of the threegreat functional classes of motor acquisitions, we may say 1 Loc. cit., pp. 437, 443, 451 (his Figs. 2, 4, 5). 2 For the other symbols, see Fig. IX. My use of this diagram, before Isaw Lichtheims, in class-room demonstration of the motor problems inpsychology, has proved it so convenient that I have ventured to print it inmy text-books. Most of the diagrams proposed by others are intended toillustrate the different sensory areas which contribute to speech (Charcots,Kussmauls in Storungen der Sprache, p. 182, etc.); these centres are allbunched in Lichtheims and mine, the purpose being to illustrate types ofmotor disturbance, rather than particular local lesions. Spec
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