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(1939). Projective Methods for the Study of Personality. The Journal of Psychology: Vol. 8, No. 2, pp. 389-413.

FREUD'S INFLUENCE ON WESTERN THINKING AND CULTURE Lawrence Frank; American Journal of Orthopsychiatry

The introduction explains that the purpose of the Monograph is not to present a systematic history of child development in this country, which has been done by others, but rather to enrich portions of the record with individual accounts and reactions to personal experiences. It then proceeds to a discussion of the value, and pitfalls, of oral history for those who probe the past. The body of the Monograph necessarily is confined to certain areas and to a limited number of people who were interviewed, since hundreds of pages of transcripts representing some 80 people have been amassed. With a view to the widest possible coverage of materials in the tapes, three major topics are developed: (1) the reactions of people who have worked in child development to some of the major figures and influences in the field during the careers, (2) the relationship of the study of child development to pediatrics and child psychiatry through the years as viewed by various scientists in a position to hold opinions worth hearing, (3) the relevance of the child development movement to better child care practices in the United States. In this last section, questions of whether it is desirable to gear research to matters of social relevance and whether it is possible-or advisable-given the present state of knowledge for scientists to provide answers in planning for children are considered from vastly differing viewpoints. Also the related problem of the protection of research from misrepresentation by those who want a headline or have biases to buttress is briefly touched on in this section. The conclusion presents various viewpoints as to the appropriateness of the word "movement" as a description of what has taken place in child development. In that connection the Society for Research in Child Development is discussed, as are also the difficulties, encountered by the field in general and by the institutes in particular, which impeded the whole effort.

In general, child research is primarily directed by the current problems and preoccupations of the several branches of life science which utilize the child as a convenient and significant subject for investigation and experiment on those professional problems. It must be evident, however, that the human child, as a developing organism with a prolonged infancy, may be approached as a subject of scientific inquiry giving rise to problems which are in many ways peculiar to themselves, calling for a formulation and

For many years students in this field have been speaking of child growth, development and maturation to indicate an over-all conception of the ongoing processes revealed by the child, or to designate one or more phases of this process. Some are inclined to think that these three terms are redundant. Thus it has been urged that we use the term growth to cover all phases and aspects. Others prefer to say growth and development to indicate that the child not only increases in size, shape, weight and other dimensions but also develops various capacities, coordinations and learns various activities such as language. It has been asked, why add another term such as maturity or maturation unless to indicate the terminal point of growth and development? There seems to be some justification, however, for speaking of maturation as another aspect of these ongoing processes that may be distinguished from both growth and development. The need to explore the meaning and implications of the concept of maturity provided the occasion for this symposium, in order to show what the concept of maturity means as interpreted by different students of child development. By way of introduction to the several papers, the following considerations may be offered as indicating how the concept of maturity, or preferably maturation, might be found useful in this field. Obviously the human organism is not static; it is changing from the moment of conception all through life. The nature and interrelationships of these changes present the problem to which this Society is dedicated (i). Each one, in accordance with his or her professional training and experience and, may I add, temperament, sees in the changing child a different set of problems to be investigated. Each one brings to the study of that problem his or her preferred methods and techniques and, as we are increasingly realizing, comes with certain assumptions or preconceptions which may not be explicitly expressed but are implied in the statement of the problem, the choice of methods and techniques and the interpretation of the findings. Thus we may select out various structural, functional and behavioral aspects of the organism-personality for observation and measurement, treating structure as a more or less rigid entity because we measure it at a single moment of time or in dead organisms. We find it difficult to remember that structure, while measured in spatial terms, is not and cannot be