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As the author notes, the chief contributions of this work 'are probably the objective scoring systems which were standardized on more than 1200 public school children'. Dr. Koppitz emphasizes the special efficiency of the Bender Gestalt Test, since it can be used both as a developmental and projective procedure, and can, as a result of the work presented here, also be used in the screening of beginning school children and the prediction of school achievement.
The author's cogent review of the literature makes it clear that the time has come for this monograph which not only integrates previous research, but establishes more definitively the levels of performance that can be expected from children at various ages and the significance of the different deviations in the copying of the figures. In her own collection of normative data of 1100 school children, Dr. Koppitz differentiates between those distortions that reflect immaturity or perceptual malfunctioning and those that are not related to age but reflect emotional factors. She achieves her stated aim to provide ways of analyzing the Bender records to evaluate perceptual maturity, possible neurological impairment, and emotional adjustment, from a single test protocol. Many well-presented actual test protocols illustrate the conclusion.
This excellent, comprehensive manual for the use of the Bender Gestalt Test as a perceptual and projective test for all children between the ages of five and ten years, enhances the increasing usefulness of the test and is a necessary addition to the library of those engaged in diagnostic evaluation of young children. There is nothing in the book of particular psychoanalytic relevance.