www.psychspace.com心理学空间网 Case 6
Virginia S., born Sptember 13, 1931, has resided at a state training school for the feebleminded since 1936, with the exception of one month in 1938, when she was paroled to a school for the deaf “for educational opportunity.”Dr. Esther L. Richards, who saw her several times, clearly recognized that she was neither deaf nor feebleminded and wrote in May, 1941:
Virginia stands out from other children [ at the training school] because she is absolutely different from any of the others. She is neat and tidy, does not play with other children, and does not seem to be deaf from gross tests, but does not talk. The child will amuse herself by the hour putting picture puzzles together, sticking to them until they are done. I have seen her with a box filled with the parts of two puzzles gradually work out the pieces for each. All findings seem to be in the nature of a congenital abnormality which looks as if it were more of a personality abnormality than an organic defect.
Virginia, the younger of two siblings, was the daughter of a psychiatrist, who said of himself (in December, 1941): “I have never liked children, probably a reaction on my part to the restraint from movement (travel), the minor interruptions and commotions.”
Of Virginia’s mother, her husband said: “She is not by any means the mother type. Her attitude [toward a child] is more like toward a doll or pet than anything else.”
Virginia’s brother, Philip, five years her senior, when referred to us because of severe stuttering at 15 years of age, burst out in tears when asked how things were at home and he sobbed: “The only time my father has ever had anything to do with me was when he scolded me for doing something wrong.”
His mother did not contribute even that much. He felt that all is life he had lived in “a frosty atmosphere”with two inapproachable strangers.
In August, 1938, the psychologist at the training school observed that Virginia could respond to sounds, the calling of her name, and the command, “Look !"
She pays no attention to what is said to her but quickly comprehends whatever is expected. Her performance reflects discrimination, care and precision.
Virginia S., born Sptember 13, 1931, has resided at a state training school for the feebleminded since 1936, with the exception of one month in 1938, when she was paroled to a school for the deaf “for educational opportunity.”Dr. Esther L. Richards, who saw her several times, clearly recognized that she was neither deaf nor feebleminded and wrote in May, 1941:
Virginia stands out from other children [ at the training school] because she is absolutely different from any of the others. She is neat and tidy, does not play with other children, and does not seem to be deaf from gross tests, but does not talk. The child will amuse herself by the hour putting picture puzzles together, sticking to them until they are done. I have seen her with a box filled with the parts of two puzzles gradually work out the pieces for each. All findings seem to be in the nature of a congenital abnormality which looks as if it were more of a personality abnormality than an organic defect.
Virginia, the younger of two siblings, was the daughter of a psychiatrist, who said of himself (in December, 1941): “I have never liked children, probably a reaction on my part to the restraint from movement (travel), the minor interruptions and commotions.”
Of Virginia’s mother, her husband said: “She is not by any means the mother type. Her attitude [toward a child] is more like toward a doll or pet than anything else.”
Virginia’s brother, Philip, five years her senior, when referred to us because of severe stuttering at 15 years of age, burst out in tears when asked how things were at home and he sobbed: “The only time my father has ever had anything to do with me was when he scolded me for doing something wrong.”
His mother did not contribute even that much. He felt that all is life he had lived in “a frosty atmosphere”with two inapproachable strangers.
In August, 1938, the psychologist at the training school observed that Virginia could respond to sounds, the calling of her name, and the command, “Look !"
She pays no attention to what is said to her but quickly comprehends whatever is expected. Her performance reflects discrimination, care and precision.