Sixty-four second and sixth grade children with IQs in the average and gifted ranges (1) were observed in a semi-structured situation with six selected objects and (2) were allowed to expose as frequently as they wished each of a series of slides varying in complexity. Exposure time was set at 0.20 sec. Analysis of variance applied to exploratory time during the observation period yielded significant results across objects, but not for the ability and age (school grade) variables. However, tachistoscopic exposure frequencies were influenced by ability and age variables as well as by stimulus complexity. The results are discussed in terms of the stimulus properties of novelty, manipulability, and complexity and in terms of developmental trends.

School psychology has a history of struggle with the barriers imposed by the limitations of diagnostic methods and instruments. As new directions in psychological service to schools emerge, new diagnostic methods are needed to obtain the information necessary for intervention. Conversely, as new diagnostic methods and instruments have become available, the services provided by school psychologists can be expanded. In the early days of school psychology the services provided by school psychologists were derived from clinical psychology (Cutts, 1955). Tests of intelligence and personality were adopted with little adaptation for the particular problems referred by school personnel. As a consequence, the reports which were provided for teachers tended to be of limited value and were rightly criticized for not being relevant to the problems faced by teachers.

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