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CHILDREN AND ADOLESCENTS AND THE CINEMA
pletely at the same time; when both eyes are used, retinal rivalry occurs — that is, two different impressions alternate in controlling the activity of the visual centres of the brain, so that a complete synthesis is not achieved. What impressions result will obviously differ in each case, but nevertheless it will be fascinating to study the individual, and if possible the group, differences of impressions. The objects chosen for selection will be those related to the foregoing scene — those that are important for each individual's particular interest in the plot. What is known about these general mechanisms has to be related to developmental child psychology. The development of perception is often retarded during the 'middle years' of childhood — that is, from five to eleven years; about 10-15 per cent of the school population suffers from a deficiency in visual perception, as distinct from weakness in visual acuity — that is, the intellectual part of perceptual development is retarded; reading difficulties are mainly due to this lag. Also, a deficiency in visual and auditory memory is frequently found. These facts show that the child's sensation-perception mechanisms are not by any means fully developed but are still in the process of developing during these years. Children's films, if they are to be fully understood, therefore, should be simple and take account of the experiences which the child is likely to have had, if he is to be helped in his perceptual development. Even if perceptual development has proceeded at a normal rate, a child's conception of the world is so very different from an adult's, since his needs are, and his experiences have been, different, that his 'impressions' — i.e. the perceptual synthesis — will differ fundamentally from those of an adult.
If a study could be made of the differences in selection which are made by each individual and related to an analysis of his social background, interests, and attitudes, we might be a step further along the road to solving our problems.
As far as children are concerned, it is thought that they see background and foreground separately. As considerable differences in development occur, it is difficult to say at what ages a more complete synthesis of perception is achieved, and most work that has been done on the subject deals mainly with infants. However, it is probably a fair approximation to say that until the ages of eight to ten such a synthesis, as far as background and foreground are concerned, is not achieved. This knowledge, if worked out by psychologists, might be used for establishing a new technique in the production of children's films. W. H. George has
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