hello everyone thank you for watching week 12 lecture for chat 496 this week we're going to mainly focusing on um cognitive development and whipsy assessment which is the IQ test so first we're going to have a overview of pha's constructive theory and then we're going to talk about two subtests that we're going to administer um this week um one is block design another is uh object assembly first let's have a review of PJ's Theory um I'm sure that all of you are not um are very familiar actually with ph Theory um and who is p he was actually trained in biology and he had a PhD in Zoology and he was interested in um the adaptations of muscles or like snails to their environment and then he became interested in um knowing about like where the knowledge comes from right like knowing um how we learn about our world um then he observed his own children and came up with a theory we call a constructive theory and um he used a very small sample of children which are just his two kids and but he had a very very detailed observations and he used a very um uh formal clinical interview in his um in his observation as well and um so basically for today we don't don't have enough time to go through all parts of pH Theory um so we will have a like a brief overview and talk about two stages um one is the sensory motor stage and another one is pre-operational stage um of his theory uh Theory covers those two St stages covers the first seven years of life first um we're going to have a like overview talk about um PJ's view of cognitive development so according to BJ um development is is discontinuous um it's like we talk about you know like um when we are having like different stages of life and each stage has qualitatively different mental structures and just like you know caterpillar becomes into butterfly at each stage of transition so in that kind of sense U PHS view of cognitive development is discontinuous okay so each stage is more like uh has very distinguishable uh cut off lines and then starting the next stage it will become very qualitatively different and more advanced than the previous stage so this is the first thing that you wanted to remember and another characteristic of the uh cognitive development from ph's view is that um it is invariant invariant means that there is um like fixed it's fixed in terms of the order all of the stages always follow a fixed order you always first go through sensory motor uh stage and then pre-operational stage after that you go through concrete operational stage and so forth so there is no skipping or jumping ahead okay so this is a ph's theory again I wanted to mention that this is according to PHA and this theory has been um around in terms of in the psychological field for so many years but at the same time a lot of people have been uh contesting the theory and um so this is just to give you um an overview about ph's Theory from his perspective okay and so from pH Theory um cognitive cognitive development is discontinuous is invariant and it's is also Universal which means that all of the children around the world go through the same sequence of stages um so basically there is um uh no culture difference everybody in different cultures in every uh part of the world as long as children uh was born and they will go through those same sequence of stages okay so as some of you probably already know this is not true right so uh we're going to talk about it more uh as we go and the last part is called parallel cross areas um so basically he thinks the development is parallel parallel across areas and development basically proceeds at the same rate around different cognitive areas what does that mean so basically if you are at a certain stage of your development for example if you're at a pre-operational stage of your development then your math development is at this stage and your language development is also at this stage it cannot be like your language is at a sensory motor stage and your math skill is at a pre pre-operational stage or vice versa so this is basically what he called parallel across areas so all of the areas should to go through the same stage all at once and at the same time okay so this is what they mean by parallel across areas so um as we said like for as we mentioned that pH has uh come up with with this Theory and um it's constructive theory thinking about children are act uh are active Learners they're as like little scientists and they're experiencing their world around themsel and then they kind of like become a little scientists and experiment on their environments and on their surroundings and they go through they go through four stages of life one is sensory motor stage it's usually uh from 0 to 2 years years old and pre-operational stage from 2 to 6 years old concrete operational stage 6 to 12 years old and formal operational stage is 12 and older okay so um it's just a really brief overview uh according to PHS Theory during the sensory motor stage infants begin to act on the world first on themselves and then on objects and they become more sophisticated okay so if you have observed a infant or newborn you probably would have know that they started um when they when they just when they were just born they kind of like starting to practice the sound and they start like to kind of like using their hand and pointing and they starting to kind of like engage with the world in a more sophisticated way and then they move on to pre-operational stage around um second year um um after second year actually yeah so from 2 years old to 6 year old um so during this stage children use symbols language devel develop like make believe play like pre temp play and but they're thinking lacks of logical qu quality okay okay they don't have a lot of like logic involved in their thinking and usually it's pretty onedimensional and um the third stage is called concrete operational stage children's reasoning becomes logical and they can reason about things if this didn't happen then the other things shouldn't happen right things like that but during the age from like 2 to six uh like pre operational stage kids don't have pretty sophisticated logical quality and um they tend to think things in a magical thinking way right so if there are things that they cannot um explain and they will think that's magic but for a concrete operational stage children start to reasoning uh behind things right and so they um they become becomes more logical but they're not yet super abstract yet okay so during this stage they can uh reason uh become logical but they're not their thinking were not abstract enough and then finally they go through a formal operational stage um usually it's like 12 and older and children can think abstractly and they have a capacity for scientific reasoning like adults okay so for today's lecture we're going to just uh cover two uh stages the first two St stages the sensory motor stage and pre-operational stage because um it's more relevant to our age group uh for observation and assessment so from pH VI um infants at this stage at a u sensory motor stage they are lack of object permanence which means that um when they see the object they know the object is over there however if the object is hidden then it's hard for them to know where it is okay so at this stage they feel like when if the object is out of their sight then it's going to be disappeared or gone right and not until like a little bit older in their sensory motor stage around like um 8 month years uh 8 month old and they started to know like object is when they're when they cannot see the object the object is still there and then there is this really interesting view of uh a not be error or the interesting error that that they made after they know the object permanence and this's error usually be made uh for like in infants um from like 10 month old and um so what is what is a not b error you probably some of you probably already know and this is just a review so um if we are we have two places that we can hide a object and there is a toy has been always hidden under the um location a okay and so baby likes this toy and then we have been always just hiding it behind uh a location under a location so every time baby will choose and we'll get to the uh to this location and then get the the toy um they like and then after many times and the experimentor will hide in front of the baby okay hide the object or hide the toy in the new Under the new location or at the new location the location B okay and so basically after many times that baby got chance to retre retrieve the toy from location a and then now they will get a chance to see that the toy is hidden by the experimenter under location B so those little squares are actually like uh handker shifts or like uh cloth right and um so those toys are hidden actually under those cloth right here using the smiley face just to let you know that uh which one uh was the location that was um that the toy was hidden all right and so after that you know like when baby has been choosing um has been choosing uh all of the um a location right like the toys at this time if we we hide the toy behind the at the big location the baby is still going to choose the a location okay so this is what we called a not b error and I can show you a video um that shows pretty standard a not b era then in 10mon old can you see that line you see him thank you here's line there's that [Music] L here he [Music] is okay can I see Mr lion thank you here he goes there's that lion there he is is he jumping okay can I see Mr lion thank you here we go now they're hiding at the new location location B let's see where the baby going to search for still location a right so this is like a perfect uh or very typical a not b area [Music] okay all right right and we're going to keep going so for this stage um you there's one thing you just need to remember is just uh at the sensory motor stage um there infants tend to make this a naera and not until a oneyear old around 12 month then they overcome this uh barrier and um they are able to uh search for the right location okay um but usually during um around like 10 months 10mon old they are they tend to um have this aob be era and then for the pre-operational stage it's usually from 2 to 7 years and and um to this stage I'm going to talk a little bit uh in detail more in detail um so this stage is called preoperational stage um preoper preoperational stage is basically it means that um you know like start the um children have a capacity of mental representation it's the capacity to have one thing stand for or represent another thing okay so they start to have that ability to use a to stand for B for the first time in sensory motor stage they have actions but no representations they don't know one thing can represent another for example a perfect example is the language they tend to know like number two represents two objects and this is very very important um milestone for children to understand this abstract or representation of things okay so um so basically based on ph's Theory babies have no thoughts before pre-operational stage and they only have actions but now at the pre-operational stage at the pre-operation pre-operational stage they do have thoughts now okay so this is the U pre-operational stage um the representation is the foundation of thoughts so how do we know when kids have ability for mental representation one thing is what we called delayed imitation so children see something and act it out later okay so when they see someone um for example when they see someone um throwing things at U throwing things and then afterwards the kids can learn about it and then they do the same thing they are repeating the same actions so we say like delayed imitations so they have some mental images of what they uh IM what they imitate or what they saw before and another thing is called pretend play okay so this is an indication that children have a mental representation uh which means that children brush like for example they brush teeth with finger right like finger stands for toothbrush to toothbrush and they use um for example they use banana as um as telephone right as a phone which I saw my daughter at this stage U usually do usually um demonstrates is that she likes she like she has like a um she had a this banana toy and um but he always used the banana to put on his um ear and then starting to kind of um pretend to making a phone call to somebody okay this is U also a a milestone or um of operational of pre-operational stage and another thing is very important its language so they know that the words stands for or represents things in our everyday life and they have some language before pre-operational stage but as we talked about um it's during that stage they only have like actions not so much about mental representation um but right now they started to understand that language represents uh objects or represent something like actions right and then it's also during this stage there vocabulary starts to increase quite a bit and they have like a burst of of um you know like vocabulary and uh which you already kind of understand or kind of OBS observed from um from the demonstration in the preoper uh in those tests in language tests uh we just had so all of those evidence of mental representation in pre-operational uh stage kids leads to the realization of main achievement of pre-operational stage which is internalization of actions so they learns um they learn to carry out actions mentally so it's different from uh sensory motor stage sensory motor stage they just act out actions without thinking or thoughts but now they have thinking and then their action represents their thinking just like like just like what I mentioned about my daughter used the banana to represent a phone a telephone so before she started using banana she has this mental representation of telephone right and then so he she used um so she used her mental representation and then she acted out in her action and she used a banana to pretend to be a foone okay so um pre-operational stage uh children cannot do what PHA called operations which is called mental representation of actions that obeys logical rules for example pre-operational stage kids they um they think um things in the kind of um they cannot not think things in a reversed order so this is what they what PHA says um like mental representation um that obeys logical rules okay so basically they cannot go through steps to an action of an action backwards in head so for example if they are making bad if they ask them like what's the first step to make bad uh what's the first step to make bad and then they tell you and then what's the next step what's the third step but and then if you ask them to reverse they usually cannot do that so it's one of the limitation not reversible okay so um in so instead the kids at this stage they think in a more like rigid and uh inflexible way okay and then so this has consequence right um the consequence is that the this limitation of pre-operational stage uh have the consequence that they won't they won't think things in a more flexible way and um one great example is the conservation uh task in preschoolers so the conservation task in preschoolers basically demonstrate how preschoolers at this stage or like um at pre-operational stage um they tend to think about things just in a very rigid ways or like in irreversible ways uh so we can show uh I can show you a video to demonstrate that this is a classic conservation task um based on PJ's um experiment is it working yeah all right so start see what happens can you say your name what's your name thinking [Music] it Christina fa and how old are you Christina fa three thank you okay now these are your pennies and these are are my pennies who has more pennies do you have more pennies or do I have more pennies or are they the same they're the same okay now who has more pennies do you have more pennies or do I have more pennies are they the same I have more pennies okay now can you count the pennies one two three four one two wait just count my pennies first how many pennies do I have one two three four five and how many pennies do you have one two three four five okay so are they the same or are they a different amount of pennies same okay thanks Christina now got you remember this one we got water one okay now is there the same amount of water or different amount of water in the glasses same okay now pour this water into here okay now is there the same amount of water or a different amount of water in here and in here different okay which one has more water because this one's up in up to here this one's up to here so which one has more water this one okay thanks Christina now we got this again remember this made same size can you roll that one and I'll roll this one we'll try to make them the same size [Music] okay you want to roll that once more [Music] more okay great now let's put these down here okay now are they the same size or are they the different a different size defitely okay which one's bigger that one okay so we'll add a little bit to this one okay you want to make them the same size okay okay do they have the same amount of Play-Doh or a different amount of Play-Doh now same okay now do is go leave that remember we got to leave that as a ball and now I want you to tell me which one has more Play-Doh this one or this one this one how do you know that one has more Playdoh cuz this one goes all the way to this what about that one it goes all the way down to this end mhm okay thanks Christina are you sure that one has more you sure yeah you're sure okay thanks now this one you want to put those away we can put them in the can put those in here roll it okay you can roll it we can play with it a little more after might you put it in can and I want you to count how many buttons are here can you count the buttons one two three four five six okay what are the colors of buttons green green green green black black now are there more green buttons or are there more buttons more green buttons okay are you sure there more green buttons than there are buttons yeah okay how many many buttons are there one two three four five six and how many green buttons are there one two three four okay so are there more buttons or are there more green buttons more green buttons okay thank you very much Christina you help me a lot good job all right all right so as you watch this video and you kind of like uh realize right that kids cannot do something cannot do uh certain things um during the pre-operational stage number one is that they cannot focus on two aspect um of things simultaneously so when we were in the conservation t tasks just like the ones that I just showed you they tend to only focus on one aspect at the same time okay um this kind of um onedimensional uh thinking happens in the number when I think about number when you spread it out they tend to say that longer ones has a more number than the shorter ones but actually in this past video we just showed actually this kid um she did say the both row had the same number after counting the number out so that's a like exception and um and also but it's more like a gen in general they tend to focus on onedimensional uh at the same time okay and for example for the matter like when they are looking at a Play-Doh the longer one um even though they saw that they are the same volume they are the same uh same size right and but when one of the Play-Doh got more uh like got more got longer and um they tend to think the longer one has more than the one that uh than the shorter one and same thing for the water the um when the water was placed in the um flat container they tend to think the tall container has more water than the uh the flat container even though they saw previously the glasses of of water they are the same um same volume okay so this kind of um like um focus on one aspect of situation and while ignoring others they call it centration um so like we just mentioned centration is um the evidence by um pre-operational kids performance on on the tasks uh for uh pre-operational stage for those like a conservation tasks and at the same time they cannot do like this whole and part simultaneously um so class inclusion task and when we ask the um kid is there like more blue button or more button right and then they will say like more blue button or like we will we will ask them like oh are there more like uh white button or more buttons so they tend to only focusing on one aspect and they cannot use like the hierarchical uh classification so hierarchical classification ation is basically like a whole versus a part right they cannot organize objects into classes or subclasses on the basis of similarities or differences between the groups um so the difficulty was illustrated by the last task that you saw uh when the child was asking oh uh are there more yellow like more uh green buttons or more buttons right and also they cannot uh take others perspective uh pre-operational uh stage kids they cannot take others symbolic Viewpoint they cannot see things from another's uh view um so this is what we called egocentric okay and um so I will show you a video that that demonstrates um you know how kids at this stage is very echocentric or egocentric they cannot really put themsel in other people's perspective and uh this um three Monon task uh I will show you now I'm going to uh now I'm going to show you the three monum problems can you tell me what you see when can you look at that from where you're sitting what are some of the things that you see um a cat a cat and a tree and a bone okay now we're going to do the same thing can you tell me what you see when you look at it from that stool an owl an owl and him what what's what is that uh a goat a goat yeah okay is there anything else you see yeah right there right there what is that a tree a tree and that's another little tree another little tree yeah right can you tell me what I see when I look at this from where I'm sitting right here ow okay and a goat mhm and a little tree and that and that okay so can you tell me what you see from that side a fox and a bone and a volcano and a rock and a big that Christmas tree now Braxton can you tell me what I see from where I'm sitting a bird and a river and a volcano and a hor SE and a rock and a PL just saw this three Monon task um in the video and um basically it's showed that kids at this stage when they're in front of three Mountain display um if you put something behind the mountain and um even though they they saw that what you saw but they still don't think that don't take your perspective like in the video um the younger one right the earlier it was the younger baby the younger uh child and he was thinking that the experimenter can only see things that he uh he saw but uh the older one can actually take uh adult perspective okay so at this stage they cannot take uh others perspective earlier I forgot um to mention this I think um for some reason the um the video the the the slides got skipped but I wanted to make sure that you um you don't miss this and um besides all of those ones that I talked about what they cannot do and there's another one that they cannot do is they cannot focus on appearance and reality uh simultaneously so children thinks that um this is what they called they have this perceptual bound they are bound by just one dimension or like one thing right and um so there's evidence from U flavil study and um so they can focus on only one thing at a time but not appearance and reality at the same time so The Blue Egg study was uh focusing on appearance so flavil put blue put eggs behind a blue filter and then ask the CH ask the children what color it looks and then the children will say blue okay it looks like blue appearance right and then they ask them what color it is and then they still said blue okay so this question was asking the reality question what color it is but they still say blue so children in pre-operational stage they cannot think about appearance and reality of object simultaneously um so blue egg is the uh example for um appearance right they only focusing on appearance and for the rocklike sponge they only focus on reality so the study was like this U flavil showed the kids a rock sponge so the sponge looks like a rock but um it's squishy like sponge uh kids felt it so they hold that in the hand and they went asked what it was and they said sponge okay and then they were asked what it what it looks like and they still say sponge okay even though it looks like rock but uh again they just um at pre-operational stage they cannot think about reality and appearance of objects at the same time okay all right now we're going to switch here talk about uh what we will do uh for whipy um the IQ test um again uh for the cognitive development lecture it was super super uh brief uh uh overview of two operation two stages uh in PJ's Theory um but I hope that's a review and I hope that you already know a lot about PHS Theory before from your previous classes but if you do have a problem like if you do have questions related to um those uh theories and stages feel free to let me know okay uh all right so now we're going to switch gear to talk about whipsy uh IQ test that we will uh carry out um so because like I mentioned we cannot really administer um the whole IQ test um because there's a multiple there's multiple tests available sub tests um so we're only going to uh focus on two subtests um just to give you some uh preliminary experience on how to administer uh whbc four uh Edition fourth edition tests and we chose those two tests for a reason because block design and object assembly those two um tasks or two subtasks uh can give you the composite score of visual spatial index um so both of those tests um gives us the scores about their visual spatial ability and skills so um for General considerations um when administer the uh the tests is that those tests are standardized so it is really important to administer exactly as uh directed by the manual okay so making sure that you read the manual really carefully and the instructions are in red on the manual and should be read um should be read verb okay so it's word for word you have to read it word by word and um so we have to use or adopt uh this professional and unhurry approach we don't want to make kids feel like it's rushed and we gave them the time that as a standardized testing for you to know that actually um for all of the for those two tests we have a fixed time uh for each of the items uh which we will talk a little bit more and uh making sure that for the experimentor or like for the administer you need to be calm and relaxed and also confident okay and um you always wanted to take a couple minutes to establish report um hopefully um by the time that you carry out this uh those two sub tests you should already have the um have some report established with the with your target child unless you have a new child this week then you probably wanted to do to establish report again um depending on you know if your target child is absent so we will have to um switch the kid um so you can carry out obser carry out assessments and you make sure that um the child is seated directly facing the edge of the table okay so this is very important because the orientation of the puzzles and orientation of the blocks um is all based on this cting or Arrangement uh so you always want to make sure that the sitting is directly the child sitting is directly facing the edge of the of the table so for whipsy 4 um start on Page 6 uh 67 uh which you should already have uh in canvas um so the manual with um getting started paragraph Okay so uh you should read that and basically it says after establishing a sufficient level of Report with the child you introduce the test um since we only have two sub tests so we're going to uh we're going to adjust the test or the the um how we in ruce the test a little bit different just um say we will be doing a couple of things today like playing with blocks and puzzles some things may be easy and some may be hard just try your best okay and you try to avoid using words like intelligence or tests just to avoid um you know like um because they may be unfamiliar um those words may be unfamiliar to the to to young children or they might cause some unnecessary anxiety because they know they are being tested okay so uh for for whipsy um they have a start points right so um like a demonstration of each of the subtests begins at this age specific start Point um it's same as um as ppv um so for different age group you will have a different uh starting point but for younger kids U which most of you have younger kids then for younger kids means like um 2 and a half years old to uh three uh years 11mon old um a little bit just like right before 4 years old those are younger kids group right and you begin with each subset with item one okay so always to start with item one excluding sample items so there you will know the sample items when you uh get to the tests um so for um for whipy there's also with reverse rules remember for uh ppvt um for older kids you have a reverse rule too if um they start up with item set two and then if they didn't do well they you come you go back to item uh item set one right so this is a similar logic but the only thing difference is that they don't have like item set for whipsy it's just each each items um so for each item and so the reverse rule only applies to those sub tests for age for older age group like four years and um four years to seven and 7 and A2 years um so items prior to an age appropriate start Point are cons considered as reversal items um so for example if the item um for Block design you start at item number three I want to show you something like this okay so for example if for the uh for whipsy um for older age group this is like age 4.0 to 7.7 and um for kids starting at age starting this age and they start at item four okay and they start administer item four but if they were making mistakes if they don't make two consecutive uh um correct answers you just reverse back to number three okay and then then if they didn't do well on this one as well and you reverse back to number two same thing if they didn't do well do you reverse back to number one but if they do if they did well if they did U both of them correctly then you just move on to item five okay so basically it's the same thing as um almost like ppvt all right so if the child doesn't obtain a perfect score on either the first or second item administered then um reverse items are given in the reverse sequence until the child obtain the perfect score on two consecutive items or cons two consecutive types okay and um so when to discontinue the task um so each subtest has its own specific rules but uh for both of our tests um the block design and object assembly it's the same uh this country continue rule um it's that after two consecutive scores of zero B basically which means that they made mistake or they made an error for two consecutive times then you you con you discontinue or you sto the the test so the timing so both block design and uh object assembly have a strict time limits for childs to Pro provide her or his response so you must use a stopwatch for accurate timing for example like block design timing is noted on the record form um for example 30 seconds uh was given for item one to five and 60 seconds was given um for items 7 to 10 right so like each basically like six 60 Seconds each item from item 7 to item 10 and 30 seconds each for each item from item 1 to item 5 okay and um so for object assembly then each item will will given will we will give uh 90 seconds uh to the kids so for each item but we always note how long what the actual time that they used all for each item okay and begin timing after you have said the last word of instruction okay so you use the stopwatch and then you click Start uh right after you set the last word of your instruction and you stop timing when the child completes his or her response or the time limit expires if the item instructions are repeated upon request you do not stop timing in order to clarify or repeat the instruction okay so the time kind of keep goes um so for Block design there's 17 items in total and they were divided into two parts so part A has eight items um they use one color blocks either red or red or white okay so for Part B there's nine items plus two sample items which you will see from your um manual and record form in the lab class um so for Part B there's nine items and those blocks have uh two colors um there's half red half white okay so uh this this task is designed to measure the ability to analyze and synphase Abstract visual stimuli and nonverbal concept formation it involves visual perception and organization ization and visual model or coordination and spatial visualization so for administration for Block design um item 1 to8 and Sample items A and B there's sample item a and Sample Item B in Part B right here um so you will administer the test and then you build the model okay you construct the model and then you leave the model there while the child responds okay so you leave the model in act intact which means that you don't uh disassemble um the model once you build the model and then you let the child to use the model um to uh to construct their own um own blocks but for nem nine and item for item nine and item 10 um so they require a model that you construct okay so you will still construct uh model for them but before they respond you disassemble the items or you disassemble the the models okay and then you'll ask them to um to re to build the model as you can see that we are increasing the level of difficulty right and for item 11 to 7 the child completes by looking at the picture in the stimulus book so there's no models provided by you okay so you do not build model uh for item 11 and I uh to items 17 and you just let the children to um look at the stimulus book and ask them to build the B build the model on their own okay so when you are constructing the models explain your construction out loud so for example you will say I put a red block here and then another red one here and or I have to use a uh white block sorry this is typo not wild block but white block okay and um so when you administer the um the block design tests those blocks needed for each item are named on the record form next to each column or next um to each item in the column block needed right here right so right here says four red six red okay um and item 1 to four have two trials each and so does item nine okay the extra trial gives the child an opportunity to learn and understand what you are asking them to do um you want to see uh the page 4074 for how to position the materials and Mater the materials has to be positioned exactly like what shows on the uh on the stimulus book and on the manual as needed you prompt the child to build in the correct location and prevent the child from moving or rotating the stimulus book okay um so they only need to replicate the tops of the blocks this is very important important they only need to represents the tops or like replicate the tops of the blocks um so basically when you administer this block design subtest you need to know the rules for rotation errors which is on um on the pages that um shows um the rotation errors and um so rotation errors are only penalized uh in Part B so if they did a wrong rotation or if they rotated more than 30° then you still give them the uh the credit when the items are in uh part one part A okay um and gaps or or misalignments um that are 1/4 in or less are allowed so when they are kind of like far apart um but if there's if the Gap is only about 1/4 inch then you gave them the uh the credit if you are not sure or is it very or it is very close you should give the child credit okay so when demonstrating the construction of a design always explain the construction out loud and design completes after the limit are incorrect and should score zero point the design on the record or record form uh are from your perspective okay so which you will have a a better understanding basically it's from your perspective uh when you're looking at uh the um the answers okay it's actually upside down so so um all right and then next we're going to talk about object assembly so it's designed to assess um visual perceptual organization integration and synthesiz synthesis of part and whole relationship and uh also non-verbal reasoning and trial and error learning uh put put it simply object assembly is actually just the puzzles okay um so like right here um this is the record form and this is like two piece of two pieces of the puzzle and you just put them like you ask the child to put them together and uh you record them based on the junctures okay and um so there they have a 90 90 seconds for each item okay and You Begin timing for each item after saying the last word of the instruction and the same thing stop timing when the child completes the item and the time limits expires or it is clear from the child's words or gestures that he or she has finished if she says I'm done or like just put their hands on their legs and they just didn't want to interact with the puzzles and then you consider that as um they're done or you can just simply ask them are you finished or are you done and if they say yes and you just um record the the score okay and that's it all right