Centration-distortion error: a criterion of perceptual dysfunction.

Abstract

This was a study to determine whether centration, as a perceptual process, could be a criterion for differentiating between neurologically impaired and emotionally disturbed children. Centration was defined by Piaget as a prolonged involuntary attachment of a sensory modality to one part of a field, causing perceptual errors of exaggerations and distortions. It is hypothesized that centration would affect motor behavior, producing effects on drawing tasks characterized by separation of designs or their parts, coincident with distortions of the figures drawn. The neurologically impaired children were identified as having primary difficulties with perception whereas the emotionally disturbed children would have primary difficulties with intellection. The centration-distortion error would characterize the drawing of the neurologically impaired but not those of the emotionally disturbed children. A sample of 44 children was selected, each with EEG records, psychological tests and psychiatric interviews used as differential criteria for the groups. Eleven children were diagnosed as having minimal brain damage, 33 as emotionally disturbed. Three psychologists scored the Bender Gestalt tests, blind, for indicators of brain injury and emotional disturbance as defined by Koppitz' criteria, and for the centration-distortion error. The hypothesis was upheld at the .001 level of confidence, validating an earlier pilot study.