| Abstract: | Published research employing the Hudson Test is critically examined, leading to the conclusion that differences in methods and procedures make direct comparisons of the outcome of different studies inappropriate. Some limitations of the test itself are pointed out, in particular the ignoring of chance expectations, failure to exclude the operation of response sets, and ambiguities about the scoring. Tentative generalizations emerging from previous research are summarized, and the object of the study is to verify them. A newly developed test of three-dimensional perception is described, which also consists of pictures but requires less reliance upon verbal instructions. Samples of 60 Scottish and 60 Ghanaian primary school children in classes 2, 4 and 6 were tested with both the Hudson and the new test. While results still indicated a significant cultural difference in the performance on both tests, Ghanaian children experienced much less difficulty with the new test and the gap between them and Scottish children was relatively small as compared with the Hudson Test result. It is concluded that measured ability to perceive pictorial depth is in considerable part a function of the specific method used for assessment, and that African shortcomings with regard to this ability have probably been exaggerated in the past. |
