This study describes two experiments undertaken
to explore the clinical significance and cognitive substrates
of Block Design broken configurations in children. Broken
configurations were defined as instances in which the child
placed a block outside the 2 × 2 or 3 × 3 square
matrix. In Experiment 1, 336 normal children between the
ages of 6 and 14 were administered WISC–III Block
Design. Broken configurations were fairly common, but almost
always self-corrected. The tendency to break configurations
was inversely related to overall Block Design performance
and mother's level of education, and directly related
to the perceptual cohesiveness of the design. In Experiment
2, children were administered WISC–III Block Design
and a global–local similarity judgment task. The
frequency of broken configurations was inversely related
to global perceptual bias. Taken together, the results
of these experiments indicate that while broken configurations
are common, particularly on designs with high perceptual
cohesiveness, a high number of broken configurations or
final answers containing broken configuration are associated
with weaker visuospatial skills. Broken configurations
are also made more frequently by children whose perception
is less influenced by the global properties of spatial
stimuli. (JINS, 1999, 5, 518–524.)