A set of 106 multiple-choice geometric designs were administered to 23 children diagnosed as minimally brain-damaged and 23 control children. All children were between the ages of 4 and 12 yr. and were matched for age and intelligence. Differences between the two groups suggest that, although rotation and reversal errors significantly discriminate the groups, factors which lead to distractions are more discriminative. The data suggest the possibility of an easily administered and objectively scored instrument which is relatively independent of motor development in children.
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