Lecture 4 - Developing an Ability to Draw Flashcards
Without any instruction, how do young children draw people?
As ‘tadpole’ figures (Goodnow, 1977) - they’re influenced by intellectual realism (Luquet, 1920s), what they know, rather than what they see.
What did Piaget and Inhelder (1967) suggest?
Children have a failure to recognise multiple perspectives and intellectual realism is a product of general egocentrism.
What does the fact that children include defining features, even if not visible, of objects suggest?
That they try to accurately communicate important features of the object.
What did Freeman and Janikoun (1972) find?
Children younger than 7 copied the cup without the flower but with an added handle, vice versa for children over 7.
What did Bremner and Moore (1984) do?
5-7 yos, 2 groups - with handle and close-up view. Found that only children who saw the handle on the cup included it in the drawing - knowledge of object identity influences drawing.
What did Crook (1984) do?
Presented a rod through a ball to children and asked them to draw what they saw. 5yos drew the rod as a discontinuous line.
How do children display hidden detail?
They draw opaque objects as transparent.
What did Light and Humphreys (1981) do?
Presented 5-6yos with a red pig behind a green pig, asked to do a drawing from each side of the table. Always drew pigs side by side with no occlusion.
What did Light and MacIntosh (1980) do?
6-7yos shown house and glass beaker:
- house behind beaker = drew side by side.
- house inside beaker = drew house inside beaker.
What did Davis (1983) do?
4-7yos, two cups, one with handle out of view. When asked to draw both, omitted handle, when drawing just one included it. Shows that spatial relations are a higher priority than object identity.
What did Light and Simmons (1983) do?
Red and blue ball on table, 6yos sit at one of the four table sides, asked to draw the balls so that the next child could work out where they;d been sitting. Always drew them side by side even when unhelpful = not a desire to communicate information?
What did Reith and Dominin (1997) do?
Tested 5 and 9 yos on the Da Vinci window, where one ball partially occludes the other. Told to select the shapes representing the balls as they are seen. Some 9 yos showed intellectual realism by selecting 2 balls rather than a crescent + ball.
Do adults show intellectual realism?
When drawing and tracing, they are influenced by how they think object should look - knowledge of object contaminates their perception.
What did Mitchell, Ropar, Ackroyd and Rajendran (2005) do?
Used the Shepard illusion (tables vs. parallelograms) to show that pts have an increased level of misperception from the tables - stronger 3-D cues and knowledge contamination.
What did Shepard et al (2005) do?
Tried to separate 3-D properties and object knowledge. Presented meaningful and non-meaningful 2 and 3-D stimuli composed of same lines. 7yos made more errors drawing 3-D than 2-D and did more accurate drawings of meaningful stimuli. This shows that drawings are distorted towards viewer-independent properties of objects.
