A Study of the Performance on English and Spanish Editions of the Stanford-Binet Intelligence Test by Spanish-American Children

Twenty male Ss between the ages of three and nine years were shown individually, 12 video scenes of interpersonal situations depicting either peer-peer, peer-adult, or adult-adult in one of two contexts: either cooperative or uncooperative. After each video presentation the S was questioned about the actions and emotions expressed in the scene.

The older Ss were more literal and gave greater detail in their recounting of the scenes. Since the experiment was not methodically complex enough to provide substantial information about the roles of egocentricity and decentering in the child's comprehension of social interaction, alternative paradigms were suggested.