L'article est un chapitre d'line étude plus importante intitulée "Psychologie du sens religieux catholique". Ces courants se manifestent sous forme d'études phénoménologiques (au sens de relevé des faits de psychologie religieuse) et de toute sorte d'activités scientifiques permettant d'interpréter ces faits, qu'ils soient du domaine de la conscience ou de l'inconscient individuel et collectif.La psychologie contemporaine, dès qu'elle s'occupe du fait religieux, qu'elle soit expérimentale (behaviourisme et étude empirique du sens religieux) ou philosophique ou encore théologique est authentiquement une psychologie religieuse. Ses différentes formes passent insensiblement d'un domaine à l'autre. La méthodologie de la psychologie du sens religieuse obéit aux lois générales de la science psychologique. Elle possède cependant certaines caractéristiques propres conditionnées par l'objet de son étude. Ce dernier point fait l'objet d'une présentation détaillée dans l'article que nous résumons ici: il analyse les méthodes d'introspection, les différentes formes d'observation psychologique, les conditions d'expérimentation, les statistiques; il montre l'utilité de toutes ces disciplines pour la recherche dans le domaine du psychisme religieux.L'etude s'achève par la remarque que l'on ne peut identifier la méthode avec la science, négligeant les interférences des différentes disciplines, qui forment nécessairement un tout.

At the beginning of his article the author outlines the development of the Binet-Simon Intelligence Scale and briefly discusses the existing translations and adaptations of this Scale in U. S. A., England, Belgium, Germany, Italy, Switzerland, Sweden, Hungary, Denmark, Spain and Poland. He pays special attention to the development of the first scales for measuring the mental development of infants and young children (Kuhlmann-Binet Intelligence Scale, 1922, Linfert-Hierholzer Scale for Measuring the Mental Development of Infants During the First Year of Life, 1928) and the value of those scales.The author discusses in great detail those scales for the measurement of the mental development of Infants and Young Children which are today numbered among the most representative: 'Merrill-Palmer Scale of Mental Tests', 1931, 'Minnesota Pre-School Scale', 1932, 'California First Year Mental Scale', 1933 and 'Northwestern Infants Intelligence Scale', 1949. He describes their reliability and predictive value.He devotes much space and attention to „Psyche Cattell's Infant Intelligence Scale", 1940. He describes the Scale in detail, gives the principles of examinations and analyses the tasks from the psychological point of view, and gives information on standardization data, its reliability and validity.As a result of this critical analysis the author comes to the conclusion that:There are today several representative scales for measuring of the mental development of infants and young children, but their scientific value varies. 'The Psyche Cattell Infant Intelligence Scale' and the 'Minnesota Pre-School Scale' are amongst the best of these.The Psyche Cattell Scale has very considerable diagnostic and prognostic value in the examinations of young children with normal psychical development tested after the 12-th month. The ealier the child is tested, the more doubtful is prognosis of future mental development as based on these tests (this refers to infants between the 2-nd and 12-tli months). It is possible that the prognostic value of the Scale for Infants and Young Children from the 2-nd to the 12-th months rises after the removal from the Scale of those tasks exclusively examining motor abilities, and the replacement of them by tasks correlating highly with intelligence. A group of Polish psychologists has recently done so experimentally.The author believes that Professor Psyche Cattell's sample on which the standardization was made (274 individuals) is too small, and therefore the sample is not representative for the American population. It is sufficient for first appraisal of the Scale, for which a further standardization Scale should be made.Since in Poland there were no scales for testing mental development of infants and young children attempts are being made to adopt 'the Psyche Cattell Scale' to Polish conditions. A series of experimental tasks have been devised (by J. Kostrzewski) and added to the original tasks. At the present time tests are carried out and material collected (by H. Młotkowska and J. Kostrzewski) which indicate further changes which will have to be introduced. The data are undergoing detailed analysis especially of their reliability, diagnostic and prognostic value in relation to Polish children.The author thinks that tests carried out on this Scale, on the dynamics of the mental development of normally developing children, and on the dynamics of the development of feebleminded children in defined clinical types such as post-encephalitic and meningoencephalitic oligophrenia, mongolism, cretinism, phenylopiruvic oligophrenia etc., are essential.He indicates the necessity of more extensive research on the changebility of the Intelligence Quotient in the P. Cattell Scale. Since the mental age and I. Q. depend on the environment it is essential to examine children coming from various social environments. The question arises: will the I. Q.'s depend considerably on the educational attainments of the parents? If this is so, in which month or year of the child's life can differences be noticed between children coming from different environments?When we are testing mental abilities, we must pay attention not only to quantitative results, but also qualitative. We must note the dispersion of the mental function. Is it significant, or not? The question arises whether too great a dispersion is not connected with a defined type of retarded development?Exhaustive research carried out on feebleminded children allows us to make a cautious prognosis of further development, which will depend on the defined clinical type (as with prognosis in postencephalitic oligophrenia, mongolism, cretinism etc).Where there are disturbances, besides psychological examinations, psychiatric, neurological, neuroradiological, E. E. G., endocrinological and other examinations are necessary to facilitate a full diagnosis.It seems to be useful to add to the 'P. Cattell Scale', information obtained by other methods: interview, case history including former illnesses, data on the environment, living conditions, parents' education and material situation, as well as the results of the Personality Rating Scale and the Vineland Social Maturity Scale.