in contrast to anthropomorphism and personification, in which only the .... cortrse ol'physiogttomic responding to pictures and by doing so in a medium that has a.
Ilriti:;h Journul of'DetelopntentulPs.+,c'hologlt (l9tt7),5,321 331
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't'.t l9ll7 The tlritish PsychologicalSociety
The developmentof comprehensionof physiognomicmetaphor in photographs Jay A. Seitz and Harry Beilin
The study examinedchild and adult responsesto physiognomicallysuggestivevisual metaphor in photographs.Preschoolers, 3 and 4 years of age, normal and high IQ schoolchildren,6 and 8 yearsof agc, and adults were shown l0 photographsand their responsescategorizcdby typc of metaphor (blrsedon physiognomiccharacteristics, physicalsimilarity, orientation;and gestural/facial, intertextual and allegorizittion responses).Preschooland 6-year-old children demonstrated significant lcvclsol'physiognomicresponding,although high IQ, older children and aclultsshowedeven higher lcvelsof response.All groups displaycdhigh consistencyin physiognomicobject responsesand were equally good in categorizinga photograph using orientationalmetaphorsas bases.Explanations given inclicatedthat the youngestchildren used sell--referential metaphorsexclusively,older children usedperceptualand action-basednrctaphorsas well, and adults added context-independcnt metaphors.
Th e stu c lyof ' phy s iog n o m i ca' s p e c tso f e x p e ri e n c e has had a l ong careeri n devel opmental rcse a r c h.W c r t t c r ( l94tt) m u d e th e d i s ti n c ti o nb e tw eenl i teral perccpti oni n w hi ch obj ects are perceivedaccordingto their objectivegeometrical-technicalqualitiesand physiognomic perception,in which objectsare perceivedthrough the motor and aflectiveattitudesof the subjcct. Developmentally,physiognomicperceptionemergesearly in developmentand thus children should show relativelyhigher ratesof physiognomicrespondingthan adults. Moreover, physiognomicqualitiesmay be perceivedin both animate and inanimate objects in contrast to anthropomorphismand personification,in which only the expressiver' featuresof inanimate objectsare realized.The latter are presumedto arise out of ostensibly morc primitive physiognomicexperience.Physiognomicproperties,of course,may be specifiedat least in part accordingto the geometric-technicalor physicalpropertiesof visual expericnce.Moreover, respondingto the physiognomicpropertiesof objectsinvolves a n a ct o f m et aphor( W a l l a c h& K o g a n , 1 9 6 5 ,p . 1 4 4 K ogan et al ., l 9tt0, p.2) i n that tw o disparatedomains of experienceare brought together,the visual pattern and the afl'ective state of the subject.An exampleis the responseby a child to a photograph of a pretzel(a l i g u re -t ls hapedbr it t le b i s c u i t),th a t' th e p re tz e li s s m i l i ng' .t In I. A . R i charcl s' (1936) terminology,the tenor (or topic) of the metaphor in this context is the pretzelor visual object, the vehicleis the affectivesmile, and the ground is the common expressivequality of f'acesand face-like objects. As thc term is used here, 'physiognomic'refersto the attribution of a human or animal q u a l i ty t o anim at cand i n a n i m a teo b j e c tss u c h a s treesand rocks,e.g.cal l i ng the -in" ut"
*"ia 'cxpressive' is to denote a showing of feeling or character.
"irft" f To usc languageto describc an aspcct ol'visual experienceis not to say that only the languageis metaphorical a n d n o t . t l t c v i s u a l c x p c r i c n c e .R a t h c r , w c w o u l d c n r p h a s i z et h a t m e t a p h o r i s d c l i n e d h e r e a s a t h o u g h t p r o c e s s ( M t a l l , 1 9 7 9 )t h a t i s b r o u g h t t o b c a r o n i t s d i l l ' e r c n tr e p r e s c n t a t i o n sw, h e t h c r i n l a n g u a g e ,m u s i c , p a i n t i n g , p h o t o g r a p h yo r d a n c e( G o o d n r a n , 1 9 7 6 ) .I n t h c p r c s e n ts t u d y , l a n g u t g e i s a s c c o n d - o r u l cdr a t u m u s c c lt o t l e s c r i b e t h c ' n < t v c l p c r c c p t i o no f r c s e m b l a n c c s ' ( V c r b r u g g c1, 9 7 7 ) .T h a t i s t o s a y , m e t a p h o r i n v o l v e st h c p e r c e p t i o n6 f s i r r r i l u r i t yb c t w c c n d i s p a r a t cd o t t t a i n so f e x p c r i c n c e a , n d i t i s t h e p e r c c i v e { r e l : r t i o n s h i pb e t w e c ni h e s ec l o n r a i n s t l t i t t w c r c p r c s c n ti r r d i l l ' c r c n ts y m b o l s y s t e m sa s m c t a p h o r i c a l .W c h a v e s u p p l c n r c n t e dl i n g u i s t i cd a t a , m o r e s v c r , w i l h g c s t u r i t la n c l l i r c i a l i n l o r n r l t i o n i n t h c p r c s c n ts t u d y .
722 Ju1' A. Seit: untl lturry Bcilin 'a 'a phot ogr lph of a trc e ' ss h a c l o w p e rs o n ' sh and' or the photographof a rock di nosaur' . ' l' hc at t r ibut io n o l ' p h y s i o g n o n ti cp ro p e rti e sto t.hepi cturc consti tutesi ts metaphori zati on, pr gv ic lc t tl he su b j c c tc o rre c rl yi d c n ti fi c sth c l i teral denotati onof the pi cturc,i .e. i n the , c s h a d o wo l ' th e tre e ,o r t he rock (W i nner, 1979). abov c ex am pl c s th W her c ast he rc h a s b e e na n u mb e r o f a c c ountsol -the si mi l ari tyor ground betw eenthe t enor anc lv eh i c l e .th e rc i s l i ttl c i n th e e x ta n t l i teraturcrcgardi ngthe di ssi nri l ari tyor tcnsi on bet wec nt hc t w o . T h e i n v e s ti g a ti o no f p h y s iognomi cmcti l phor offersthe opportuni ty to s t udy t hes er e l a ti o n s .T o u ra n g e a u& Stc rn b crg(l gttl ) cl ai m that the best l i ngui sti c l o rn a i n sthat l i e far apart but show a cl ose r let aphor sinv o l v e tw o c o n c e p tu a d .nrr...,pondencebetweenrespectiveconceptswithin the domains. Their claim for conceptual metaphorsand c or r c s ponden c eh,o w c v e r,i s l i mi te < JL o a s m al l cl asso{ ' anal ogi cal -type ignor c st 6c r 6 l e o f m e ta p h o ro u ts i d el a n g u age(A l dri ch, 1968;Goodman, 1976:Thomas, l 9 t j 5 ) .T h e y a s s e r t h a t s o m e k i n d o f c o g n i t i v e ' t e n s i o n ' i sp r o d u c e di n h i g h l i g h t i n ga s p e c t s of t he t opic in te rm s o f th e v c h i c l e ;b u t h o w thi s i s brought about, w hat, i f any, i s the rol e of allec t in pr o c l u c i n gth i s te n s i o n ,a n c lh o w affecti s i mpl i catedi n metaphor' si mportant r olc in c r eat in gn o v c l ty i s g l o s s e col v e r. T h ci r posi ti on i s a deri vati veof B l ack' s(1962),w ho m lint ains t ha t m c ta p h o r n o t o n l y h i g h l i g h tsan antecedentsi mi l ari ty but actui tl l ycreates t he s im ilar it y b e tw e e ntw o rc s p c c ti v cd o n r:t i ns,a vi ew that w c share. ( Ortony, 1979;V osni acl ou& Ortony, 1983) , rto n y a n c lh i s a s s o c i a tcs I r or langua g eO i n tcrnrsol ' sal i entl ' eaturesof t u tu rc so l ' th e to p ic errepercei vecl s uggc s t hat n o rr-s a l i e nfc si mi l ari tydi sti ngui shi ng t hc v ehic lc .W h e rc a s3 -y c a r-o k l sc l i s p l a yo n l y uncl i l l ' ercnti ated 4-year-ol dsdi l l ' erenti ate ones, a n omal ous fro m s ti rte m c n ts l i tc ra l a n c l m c t aphor . ic a l metaphori calcompari sons. of hal l mark the c a tc g o r i es, u n c o n v c n ti o n a l c onv c nt ionalf' ro m functi onal and perceptual hi ghl i ght that ta sks n o n -v e rb a l th a t h o w e v e r, T hey s ugges t, and hi s Gardner compari sons. n-retaphori cal ma ke to e n a b l e 3 -y e a r-c l l d s s 6o u l c l s im ilar it y possess young i nl ants that p re s e n t e v i dence l g ttl ) ( W a g n e r u l ., e t as s oc ilt es sensorymodalities, prcltonretaphoricalabilities insofar as they arc able to cross-classify l 9l J5).The researchby al ., et (e .g . l gtl l ;S tern S p el ke, s tu d i e s o th c r b y s upp o rte d r es c ar c h ' tuni ng' i s modul atedby th a t a fl e cti vc s u g g e s ts S t er nanc lhis c o l l e a g u e luc lit or y k ine s th c ti cfc e d b a c kb e tw e c ni n l unt and mother. Moreover, Mi chotte (1950) s howecm l ir ny y c a rsa g o th a t p e rc c p ti o na n clacti on are i nextri cabl yi ntertw i ned,ttnd adul t s ubjc c t swill i mp a rt e mo ti o n a lrc a c ti o n sc vcn to i nani mateobj ects,such as tw o col ourecl r ec t anglesnr o v i n g to g e th e ra n c lth c n a p a rt. [t i s possi bl ethat the ani mi sti cbi as found i n U ul l ock, 1985)may be due, at l cast i n part, , y oungc rc hild re rr(c .g . D o l g i n & Il c h rc n c ' ll9ft4; t o phy s iogno mi cp re c l i c a ti o no l ' i n a n i n ra tco bj cctsthat resembl eani mates,e.g.a t h a t f o r a d u l t sa r e I u c c - s h a p cp{ r c t z e l .C a r c y ( l 9 t { 5 )c l a i r n st h a t y o u n g c h i l d r c n ' i n t e r p r ew ( p . l 9 a ) .The early b i o l o g i c a pl h e n o n r c n ai n t c n n s o f ' p s y c h o l o g i c ac la u s a ln o t i o n s ' be a precursor may c lc v elopingab i l i ty to l i n k a l l e c ti v es ta te sw itl r vi sual l ypercei vedobj ects (e.g. N erl ove, 1960; A sch & r netaphcl rs as w el l ol' lat c r c lev e l o p i n gp s y c h o l o g i c a l -p h y s i cal C i c o n ce t u l . . l 9 t i l ) . An inrportant aspectof metaphor seemsto be the feelingof surprise,an affective climcnsionthat presurnablyis a signilicantingredientof the tension felt in reading poetry prercqui si tefor or v ic wing a p a i n ti n g .S c h e ff(1 9 8 5 )a rg u e sthat affectmay be a necessary ' C andi d C amera' -typeexperi mental ac c ur at eancl ra ti o n l l c o g n i ti o n .H c s h o w e d,i n a paradigm, surpriseprececledunderstandingof the contrived situation, i.e. an appropriate emotional reaction may be a necessarycondition for rational understanding.Tomkins ( t 9t t 2) has lo n g ma i n ta i n e cth l a t s u rp ri s ea n d i nteresti n i ts more sustai nedform' ori ents the indiv idualt o tu rn h i s a tte n ti o nfro m o n e thi ng to another' (p. 363),si gnal l i nga resetti ngof 'int.erestis .. , a necessarycondition lbr the formation emotional state.As Tomkins notes, l o rl c l .. . . W i th o u t s u c h an underl yi ngconti nui ty of moti vati onal of t he per c ep tu a w
Children'.r metaphoric comphrehension 323 support, there could indeed be no creation of a singleobject with complex perspegtives and w i th so m e unit y in it s v a ri e ry '(p . 3 6 5 -3 6 6 ). In our view, therc is an aflectiveresonancebetweenan object viewed in a photograph a n d a s ubjec t iv c lyf elt s ta tca n d th i s p ro d u c e sth e ' tensi on'i n a physi ognomi cal l ybased rn e ta p hor ,whet herin l a n g u a g ee, .g . ' th e o l d ma n w as a gnarl edtree' or pi ctori al l y,e.g. a picture of a gnarled tree that is said to resemblean old man. The advantageof pictorial rn cti tp hor( K ennedy ,1 9 8 2 )i s th a t i t c a n p re s e n ts i m i l ari tymorc di rectl y,excepti ngmore co n ccpt uallybas c dm e ta p h o ri c a rc l l a ti o n s h i p sth a t m ay he more easi l yrepresented in l a n g u age. l )rcv ic lus' phy s iogn o m i cs' tu d i e sl i n k th e p e rc e p ti onof constructedfi guresw i th nonsense wtrrcls(Kohler, 1947),and the representationof'non-spatial referring sentencesby line cl ra wi n gst o s ugges t h e me ta p h o ri z n ti o no f s p a c e(Werner& K apl an, 1963).D espi te co n si d er abler es ear c hw i th l i n e d ra w i n g s ,p a i n ti n g s ,sounds,unfami l i ar l acesand w ords (Wa fl a c h& K ogan, 19 6 5 ;S c h l e s i n g e r, l 9 l l 0 ; L i n d a uer. 1984a,b), few have studi edthe a ttri b u tion of ex pr es s i v q e u a l i ti e sto p i c tu re s .In th o sestudi esthat are pi ctori al ,emphasi si s trsu a l l yput on c onv en ti o n a l i z e ldi n e d ra w i n g so r s ti ck l i guresi n predomi nantl ymatchi ng o r fb rce d- c hoic e f or m a ts (W a l l a c h& Ko g a n , 1 9 6 5 ;Schl esi nger,1979).There i s evi dence, h o r v e v e r(,F r i e d m a n& S t e v e n s o n1, 9 7 5 )o f s u b s t a n t i al le a r n i n gi n t h e h i g h l y s t y l i z e d rcp rcsent it t ions ol' lt uma n fo rms i n l i n e d ra w i n g sth at may dcpressthe pl rysi ognomi ceffect. S t i l l , S c h l e s i n g e( 1 r 9 7 9 )r e p o r t sa s i g n r l i c a n t llyo w e r r a t e o f p h y s i o g n o m i cr e s p o n c l i nign 4 -ye a r- olt lsLhanf l- y ei rr-o l d a s n c la c l u l ts .Iru rth e r tra i ni ng i n physi ognomi creponcl i ngw i th t h c y o u n g e ra g c g r o u p w a s u n s u c c e s s l ' uI nl . s p i t eo l ' t h i s , W a l l a c h& K o g a n ( 1 9 6 5 )b e l i e v e tl ra t l ri gherr at esof r es p o n d i n gi n a d u l ts c o u l d b e d u e to task demancl s,vocabul aryski l l s i tn d creat iv it y / int ellig c n cl ictc to rsth a t i n h i b i t y o u n gerchi l dren' sperl brmance.l t i s not cl e i tr thc n lhat y oung c h i l c l re na re l e s sa b l e to ma k e physi ognomi cattri buti onsi n al l tasks a rrd i n diller entm edia . N o n e th e l e s sl ,h o s e l a n g u a g estucl i es(N athan & H ass, t970) that have lookeclitt age increasesin physiognomicreponcling,report an increasefrom 4 to l0 ye a rsi n c ons ens Lls anl o n g c h i l d re na s to w h i c h l i n e cl raw i ngsrepresentgi ven w ords. The rcsu l t i s at t r ibut ed by N a th a n & H a s s(1 9 7 0 )to s y n e stheti tendenci c es to touch the l i nes,to l e cl w h i c h ar e ' s olier ' , o r tc l s mc l l th e d ra w i n g sto c l etermi new hi ch are more ' fragrant' . It i s tn o rc lik c ly , hr lwc v e r,th a t d u ri n g p rc s c h o o la n d schoolage yearstherei s i ncreasi ng i n te g rat ionof inf br m a ti o n l ' ro m v i s u a tla n d v e rb a lc h annel sto accountl br the superi or p e rfb rm anc cof olc lerc h i l d re n(R e z n i c k ,l g j l , p . 1 5 9 ). 'fhc presentstuclywas designedto clarily theseissuesby studying the developmental c o rtrseo l' phy s iogt t omi cre s p o n d i n gto p i c tu re sa n d b y doi ng so i n a medi um that has a h i g h cl egr c eol' lidelit y t o rc a l i ty .S i n c ep h o to g ra p h sa re on the w hol e more natural l y l i ri th fu l t o r c alit y t han o th e r p i c to ri a l m e d i a a n c la re percei vedas such by chi l cl ren (O'Co n nor et ul. , l9lit ), th e y s h o u l d h e i g h tc np h y s i ognomi cresponcl i ng, parri cul arl yi n y o u n g erage gr oups . I n o rd e r to m a k e th e ta s k a s e a syas possi bl efor young chi l cl ren,the stuclywas dcsigneclin an opcn-lbrnrat frce-response style with a seriesof verbal probes u scclto c lic it phy s iogn o rn i ci tttri b u ti o n sto th e p h o tographsand tap chi l dren' sexpl anati ons o l -th e i r m et aphor s .S in c ep re v i o u sw o rk h a s l i n k e d physi ognomi crcspondi ngto creati vi ty an cli n tc lligc nc e( W alla c h& K o g a n , 1 9 6 5 ),n o rn ra l -rangeIQ chi l d subj ectsw cre matched Itrr ch ro nologic alage w i th a g ro L rpo f h i g h IQ c h i l c l ren.Inasmuchas physi ognomi c responclingcould also bc a l'uncl.itlnof the type of objectsrepresented,tfiesewere varied in . ar t i c u l a ra tte n ti o nw a s g i v e n i n the anal ysi sol ' the recorcl ecl th e p h tlt ogr aphs P verbal otttp L l tLo t hc lr equenc yo l ' ' h e tl g e s i' n s u b j e c tp ro to col s.H edgesare w ords such as ' sort of' ot' 'so trt ewlr att'hat have u n c l e :rrn l e a n i n g sb u t rn a y p i ck out certai nmetaphori cal pro p e rt iesol' t he wor ds th e y rn o d i fy (L a k o l l . 1 9 7 2 ).H ecl gesfuncti on to dcl i mi t the pre cl i cat ctshey m odily b y u n c l e rmi n i n gth e l i te ra l m e ani ngof the w ord. Thi s l bl l ow s from
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Ja1' A. Seil: und Harrl' IJailin
children perceive the belief that conceptshave unclear boundariesancl that adults as well as w as expectedthat c at egor ym emb e rs h i pa s a m a tte r o f d e g re e(Mervi s & R osch, l gttl ). It hc dgr ngby s ub j e c tsi n th c fa c e o f a mb i g u o u ssti mul i w oul d i ndi cateconventi onal c ut c gor ieswer e b e i n gc h a l l e n g e da, n d w o u l d paral l elthe { requencyof physi ognomi c rcspondirlgacrossthe age rangescxamined. respondingin It was predictc6then that (l) photographswould J'acilitatephysiognomic media' other to the younger age groups stucliedcompared with reports of responding expl anati ons (2) C hi l dren' s alt houghs ign i l i c ri n tl yl e s sth a n i n a n a d u l t compari songroup' of progression ol- their physiognomicattributions woulcl parallel the clevelopmental to conceptual metaphorsbaseclon action to those baseclon percept.ualgrounds and finally explanations(Winner el bilses,i.e. a progressiontoward more highly context-independent 6-ti -year-ol d , / . , l9t t 0) .( 3) H i g h IQ c h i l d re ni n c o n tra s tto normal l Q chi l dreni n the (4) there would be and groups would ap-proachadult levelsof physiognomicresponding, subjects objects of high-.onristencyacrossall groups, regardlessof age, in the kinds indicating preschoolers physiognomize4.Lastly, (5) there would be lessuse of hedgesby i n these uniu*ili. r it y w i th th e i i n g u i s ti cu s eo l " h e c l gi ng' ,but moderatemetaphori zati on Rosch, (Mervis & groups suggestingwide but relativelyunstructuredcategory boundaries suggesti ng hedgi ng, l9l1: M ar k m a n , l 9 tt3 ).S c h o o la g e c h i l d re nw oul d show i ncreased metaphorical of levels stricter categoryboundariesin real-worlclknowledgeand moderate to a responding.Adolescentsand itdults woulcl show a decrease,rellectinga return of stabilization looseningof category btlundaries.increasedmetaphorizationand relative grow th behavi oural argumentl br U -shaped phy s iognom i ca ttri b u ti o n s .T h i s c l e v e l o p n r ental ul ' , (Gardner ct wit h s c hoelag c c h i l c l re ne n g a g e di n a ' l i te ral ' stage i s detai l edby Gardner l 9 7 l t ;W i n n c r e t u l . , l 9 t t 0 ) . Method Subjec't,s with English as their first language The subjectsconsistedoi ?0 middte- and working-classmulti-ethnic subjects years) wcrc drawn from two day-carc (5 B (3 and years) A Groups number. cqual tlividctl into scven groups ol y e a r s ; , Y :3'60) and group B (range:4"15 4 ' 1 7 8 3 t o c c n t r c si n . l a r g e U S m c t r o p o l i t a na r e a :G r o u p A ( r a n g c : 2 from two separatcurban i.; .i.t; y.or' i:4.9tt). Groups Cl/Ct2 (6 yeais) ana OtTOZ (ti ycars)^wcrcdrarvn y c a r s ; . Y : 6 l 7), group C2 (rangc=5'10 to 6 ' 9 2 i o ( r a n g e : 5 ' 6 ? C l G r i ' , u p c i r y : s l m e t h e c l c r n c n t a r ys c h . . l s I ' r o n r ( r a n g c : 7 ' 6 0 t o t i ' 5 0y e a r s ; g r o u p D 2 a n d y c : r r s X ; : U ' 9 0 ) 9 ' 3 3 illtiV",,rri X:O.ltt), group Dl (rangc:8'50 to f r o n r a n u r b a n c o l l e g ei n t h e t t - t y .( i r r u p s C i l , , a D 2 h r i t l , " p o r r . . t I Q s a v c r a g i n g 1 5 5 .G r o u p E w a s d r a w n X:t - 23"10)' : y e a r s ; X t o 3 l ' ( X ) ( r a n g e l t ' t ' 4 0 c i t y samc
Muterial:; x cm (4'9 x 6'9 in)' commercially S t i m u l u s n r a t c r i a l sc o n s i s t c do f l 0 p h o t o g r a p h s ,a p p r o x i m a t e l y l 2 ' 5 l 7 ' 5 'l'hcy rytlay objccts iuch as frontal views of cars, trecs' flowers and c.nsistccl of photographs"ol"eve prcparccl. p h o t o g r a p h st h a t w c r e p r e s c n t e dt o a r o c k s . T h e l 0 p h o t s g r a p h sw c r e d c r i v e d l i o n t a n o r i g i n a i p o o l o l ' l 6 n e a r l y i r n p o s s i b l et o d e l i n e t h c p o p u l a t i o n i t i i s i n c c l i . : r i n a o f a g c s t h c b c t w c e n s u b j e c t s g r o u p o t ' 1 0 separate a d u lts ratcd the original pool ol'photographs o f c i g h t g r o u p l g l t 4 r r ) , ' a n o t h c r ( L i n d a u c r , ol'pSysiogn.ntic.bjects -fhor" p h o t o g r a p h st h a t s a t i s l i e dt h e d u a l c r i t c r i a . n a L i k c r t - t y p e s c * l c I ' r p m l e a s t( l ) t o n r o s t ( 5 ) p h y s l o g n . r m i c . without dilliculty liom the o l ' a L i k c r t r a t i . g o l ' 4 o r 5 a n d e l i c i t c d p h y s i o g n o n i i ca , r . 1m c t a p h o r i c a lr e s p o n s c s ( s e eA p p c n d i x ) ' T h c s c p a r a t cg r o u p o f - c h i l c l r c n c, o n s t i t u t e di t . r " t O p h o t o g r a p h su s e d i n t h e p r c s c n ts t u d y x h e a v yart supply mounting t ( 1 0 ' t t i n ) ' l 3 ' l t J . 5 ' 0 c m : i ' S b k i c k , o n c c n t r e d a n d p ' fh , ,',tu. gr dr a. p h s w r : r en r 6 u n t c t l l n an AIWA'I'PS-30 portableaudio recorder' s erc rccordsco S u b j c c t s ' v c r b a lr c s p ( ) n s cw
Procedure possible serial orders' The Ilach sublcct was presenteclwith l0 photographs, one at a time, in one of nine expcrimenter p h o t o g r a p h sw e r e h e l d n o m o r e t h a n + O c n rt j 6 i n ) l i o m t h c s u b j e c t ' sf a c e w i t h t h e s u b j c c ta n d subject, vertical bur slightly scatcd acrossa small tablc. Thc photograph, *"r" placcd directly in front of the 'Now (child'sname) | am going to i ' c l i n c t J l ' w a r c l s t h c e x p c r i m e n t c r .I n s t r u c t i o n st o i h " s u b j e c tw e r e a s l i r l l o w s : y o u t o tell mc the lirst thing that comcs w a n t I t h c m . q u c s t i o n s a b o u t y o u s o n r c s h ' w y t l u s o n l c p r c t u r c sa n c l a s k test. So say whatcvcr colllcs in y.,ur nrind . . . Ot
