Chapter 4 - Rey Figure Test
Uploaded by
ScribdTranslationsChapter 4 - Rey Figure Test
Uploaded by
ScribdTranslationsTest: King Figure
This test was invented in 1942 by Rey, it consists first of copying
then to reproduce from memory a complex geometric drawing.
These 2 steps allow for testing perceptual activity (through copying) and the
visual memory (through memory reproduction, which gives us some of it)
information on the scope and fidelity.
It is said to be a perceptual-memory test.
This test only gives us a probability of the measurement (like the other 2 tests)
you), not a certainty.
An elderly person who cannot complete the copying task is said to be
his perceptive capacity is insufficient due to a lack of ability or method.
We are talking about insufficient training, the person may have poorly acquired skills.
these knowledge, either because he was unable to assimilate them during his
development. If we have ensured that there are no difficulties and that the subject has
deployed a normal activity in terms of school, its inadequacy of development
current perception may probably show a regression (deterioration
visual, mental,…
The figure does not have an obvious significance at first glance. Its realization is
relatively easy, however its structure is quite complicated to solicit
a perceptive, analytical and organizing activity.
Transfer
This test should not be taken collectively but individually and is
timed for the 2 phases.
For the copying phase, the examiner provides a blank sheet as well as some
different colored crayons and will have to present the drawing in a way
horizontal. It is the examiner who gives a new colored pencil, and this
when the subject moves from one detail to another. The timer starts when the
subject starts to draw.
After the end of the copying phase, the subject rests for 2/3 minutes.
Then comes the memory phase where we will use or not use the pencils of
different colors. We use different colored pencils to find
on the drawing the subject's approach. Normally we should proceed with a
pencil change when in doubt about the sequence of elements
copied, that is to say if the subject does not follow a logical reasoning (it is when the
the subject starts with the large rectangle and continues with the diagonals and the
bisectors, if he does that we give him another pencil when he moves on to another one
detail related to this structure.
If he starts with a detail, the change of pen should happen when he goes
address another detail.
Research has shown that (1959) in subjects with intellectual disabilities
And with young children, we observe that the subject starts with a detail and reasons.
1
Gradually. This is generally what makes this kind of attitude a copy.
defective and not respecting the proportions.
On the other hand, the majority of individuals considered normal are attracted to the structure.
central.
In the case where it is suspected that the subject has used the first method, one can
carry out an optional verification step made after the memory phase.
We ask him if he doesn't see a better way to copy his copy, we
then finds itself facing 3 scenarios:
those who succeed in finding the solution quickly (the second
method therefore)
those who after difficulties in reasoning find the right one
solution
those who do not change their method
The first two types of subjects used the first method maybe to
due to a failure of analysis, a rush, a laziness of mind, letting go
to go, etc...
The last type of subject can lead to an initial confirmation for
the examiner of a potential intellectual deficit.
Quotation
We have 2 manuals, that of Rey & Osterrieth from 1959 which allows for the
quantitative quotation, and that of Montherl from 1993 which is a complement to
the qualitative rating.
For the quantitative scoring, we have a tally sheet (see
polycop), composed of 18 arrows each pointing to an element. This division will
facilitate the evaluation of different variables that are:
richness and accuracy to be able to evaluate well, it is necessary to take into account
3 criteria:
presence/absence (P) absent
exactitude (E) incorrect representation
correct
place (Pl) badly placed
The score per unit will be obtained by the equation: (P + E) * Pl = Total/unit
the type of the copy we can distinguish 7 different ones:
I – the construction on the framework
II – the details encompassed in the framework
III – the container (make the entire perimeter, not just the rectangle)
IV – the adoption of the juxtaposition of details (from close to close)
V - graph little or not structured but where some elements remain
recognizable
VI - the reduction to a familiar scheme (church, house, rocket,...)
2
VII - the scribble where no element, no structure, no unit, is
recognizable
the duration of the copy we need to see if the quality of the work was done quickly or
slowly. We round the time up to the nearest minute.
Calibration
We use grids that distribute according to age and where the raw score is
convert to centile (division of an ordered statistical set into 100 classes
of equal numbers).
In table II, it can be seen that on average (50th percentile), the
4-year-old children use type V copying, the best (percentile 100) that of
type II.
In Table IV, we can see that the best duration for an adult for the phase
the copying takes 2 minutes.
In Table III, we see that the best accuracy score for an adult is
of 36.
Interpretation from these quantitative data
For example, if we cross the variable type of copy and the variable duration for the
copy phase:
If the subject uses type I and has a long copy time, this can
to refer to a meticulous/stressed/anxious individual faced with the task
if the copy is bad (last 3 types of copy) with a time of
long copy, we could talk on an intellectual level as a defect of a
deficiency/a subject can evolve at the intellectual level. One can
talk about Olysproxie1of graphic construction.
If we cross a type of copy with wealth & accuracy:
good, accurate, and rich copy with all the elements we talk about
applied subjects, precise and structurally rationalizing the data
visuo-spatial
Good copy but not very accurate (wealth and accuracy score low)
elevated person who tends to slack off/not take seriously
the test/but can also be a graphic execution awkwardness.
If the first phase is normal but the memory copy is
insufficient the poverty of the representation well reflects that of the
visual souvenir but we can also hypothesize a blockage
possibly due to excessive scrupulousness. One cannot rule out
the hypothesis that certain subjects simulate memory deficit because it can
to resemble a cry for help, a plea for attention (we have seen this
among the military)
1
Trouble during the assembly or connection of the parts of an object to form a cohesive unit
and a difficulty in visual-spatial analysis
3
If the copying process is lower as well as the reproduction of
memory a multitude of hypotheses to be made: the insufficiency of the
Reproduction will confirm the lower level of visual elaboration.
spatial. In some major cases, one can retain the hypothesis of
amnesia.
Note for the interpretation of the test
Some subjects change the orientation of the figure (horizontal vertical), that
this type of behavior is normal and common among children but starting from
Adolescence reflects a primary mental state.
It has been noted that in people with psychosis, usually affected by
intellectual deterioration, we often see injunctions in the figure (addition
elements, over-copying,...), filling of surfaces, which
occasion a heavy and loaded drawing. We see these behaviors especially during
the memory reproduction phase.
Quotation
We divided the qualitative elements into 4 points (see provided sheet with the
test for the details):
behavior during the test elements of apprehension of
subject's behavior during the administration
graphic design
the structuring These points help to understand the request.
cognitive
sign or element with the value of a psychological sign the matter remains
of each practitioner and experience, their identification allows
the psychological interpretation of the test (on the sheet, the initials (PP))
designates the primitive features and (O) the error set of which
The objective is to distinguish patients with a brain lesion.
of neurotic subjects)
Based on qualitative interpretation, we can say that the Rey figure test
is at the crossroads of cognitive demand and project work.
