Mental development in the child and the race, methods and processes; . m mine. But she hadnot generalized the idea away from particular figures, forshe could not trace at all an altogether new figure in rightlines. Further, she traced these particular figures justas well without written copies before her: here, therefore,is the rise 0) the tracery imitation 0) the childs own mentalpicture — a fact of great theoretical Fig. VI. reproduces the first successful imitation of avisual copy, the copy which she imitated being also given. Figs. VII. and VIII. show further development in free
Mental development in the child and the race, methods and processes; . m mine. But she hadnot generalized the idea away from particular figures, forshe could not trace at all an altogether new figure in rightlines. Further, she traced these particular figures justas well without written copies before her: here, therefore,is the rise 0) the tracery imitation 0) the childs own mentalpicture — a fact of great theoretical Fig. VI. reproduces the first successful imitation of avisual copy, the copy which she imitated being also given. Figs. VII. and VIII. show further development in freedomand complication. A curious phenomenon, which has been noticed also byPassy2 in the drawings of much older children, was evidentin attempts to extend her drawings to other is the tendency to neglect the new object or copy and 1 See first announcement in Science, Jan. 8, Revue Philosophique, December, 1891, p. 614. Descriptive 85 substitute for it in whole or part some drawing which shehad already learned to make. For example, having ana-.
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Keywords: ., bookcentury1900, bookdecade1900, bookpubli, booksubjectpsychology
