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THE PRESENTATION ITSELF centered around a series of movie sequences—and appropriate illustrative case material either to emphasize or further elaborate data pertinent to understanding the child being observed—which highlight certain trends in the development from early infancy through early school years. This was combined with further follow-up material through the subject's twenty-seventh year of life.
As Dr. Fries presented the film material, she invited the audience to formulate questions, especially regarding predictions one would make from the data; for example: Would the child develop a neurosis? What defenses would develop from the material seen? Would the patient be motivated toward marriage, motherhood, etc.?
At this point, Jacob Arlow also encouraged those participating to consider predictions regarding the development of the child; for example: identificatory elements, defensive type, and what form of neurosis or character structure might we expect. How would the ego autonomy be affected, etc.?
David Freedman, who has conducted research in the development of blind children, offered some prepared comments. He felt that the Congenital Activity Type was a genotype with limited penetrance, whereas the overlaying