An Analysis of Drawing Skills in Mental Handicap

Anwar, Feriha; Hermelin, Beate

doi:10.3109/13668258209018839

Cited by 6 publications

(3 citation statements)

References 6 publications

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“…The stimulus drawing was always placed directly above the child's own drawing paper, both as a control and because Anwar & Hermelin (1982) found that children with general learning difficulties are able to produce their most accurate drawings when copying from this position. The exact verbatim instructions were: 'I want you to draw a picture of a man'.…”

Section: Methodsmentioning

confidence: 99%

Sequential developments in children's human figure drawing

Barrett

Eames

1996

British J of Dev Psycho

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This paper reports a series of three experiments which were conducted with 3‐ to 9‐year‐old children as well as with children with Down's syndrome of equivalent mental ages. These experiments were designed to test the hypothesis that the development of children's ability to draw the human figure is characterized by a cumulative developmental progression through the abilities to draw closed geometric forms, open geometric forms, segmented human figures and outline human figures, in that particular order. All three experiments produced convergent evidence for this same developmental sequence, which was exhibited both by the children without learning difficulties and by the children with Down's syndrome. The children's developmental position along this sequence was unaffected by the manipulation of verbal instructions and by the manipulation of the contents of the models being drawn. There was also a systematic relationship between children's developmental position and their free drawings of a human figure. It is argued that the findings of these experiments provide evidence for the existence of a sequential cumulative progression in the development of children's drawing.

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Section: Methodsmentioning

confidence: 99%

Sequential developments in children's human figure drawing

Barrett

Eames

1996

British J of Dev Psycho

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“…Because these normative data have been obtained concerning drawing development in children without learning difficulties, it was decided to use similar tasks in the present study to investigate the drawing development of children and young people with Down's Syndrome. It has frequently been pointed out that individuals with Down's Syndrome exhibit motor and drawing deficits (Anwar & Hermelin, 1982;Frith & Frith, 1974;Henderson, 1985;Henderson, Morris & Frith, 1981;Wishart, 1988;Wishart & Duffy, 1990). However, it is unclear from existing studies whether the differences between the drawings of children with Down's Syndrome and the drawings of children without learning difficulties reflect a delay in development, or whether they reflect qualitative differences in the underlying processes of drawing production and development.…”

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confidence: 99%

The drawings of children and young people with Down's Syndrome: a case of delay or difference?

Clements¹,

Barrett²

1994

Brit J of Edu Psychol

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This study compared the performance of 29 children and young people with Down's Syndrome with the performance of 29 verbal-mental-age-matched children without learning difficulties on four drawing tasks and four picture-selection tasks. All eight tasks involved the graphic depiction of a perceptually-present array in which one object was partially occluded by another object. It was found that all participants performed better on the picture-selection tasks than on the drawing tasks, and that the individuals with Down's Syndrome performed significantly worse than the children without learning difficulties on all eight tasks. However, it was also found that the performance of the children without learning difficulties correlated strongly with their verbal mental age, but that the performance of the individuals with Down's Syndrome did not show the same correlation with verbal mental age. Other systematic differences between the drawings of the individuals with Down's Syndrome and those of the children without learning difficulties also occurred. The findings suggest that the drawing development of children and young people with Down's Syndrome may not just be delayed relative to that of children who do not have learning difficulties but may exhibit a qualitatively different pattern.

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“…The present study examined the drawing maturity of a group of children with Down's syndrome and studied their use of strategies for spatial In the development of individuals with Down's syndrome, drawing and other activities involving perceptual and motor skills may be relatively weak (e.g. Anwar, 1983a, b;Anwar & Hermelin, 1982;Barrett & Eames, 1996;Clements & Barrett, 1994;Eames & Cox, 1994;Henderson, 1985;Henderson, Morris, & Frith, 1981). Eames and Cox (1994) described the drawings of teenagers with Down's syndrome as poorer than those of individuals with autism or typically developing children matched for nonverbal mental age.…”

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confidence: 99%

Spatial representation in the drawings of children with Down's syndrome and its relationship to language and motor development: A preliminary investigation

Laws

Lawrence

2001

British J of Dev Psycho

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The drawings of 17 children with Down's syndrome were compared to those produced by 17 typically developing children matched for receptive vocabulary. The children drew six arrays involving a toy bear with either a transparent or an opaque pot in three spatial arrangement: the bear was placed inside, behind or beside the pot. There was a wide variation in the children's drawings of the bear in both groups. In the Down's syndrome group, this was unrelated to chronological age, verbal mental age, language comprehension or to fine motor skills, but these measures were significantly related in the control group. Many of the children with Down's syndrome showed poor understanding of spatial concepts which was strongly related to grammar comprehension. Those with very poor understanding adopted inconsistent strategies to represent the different spatial arrays. Strategies were not related to the maturity of the bear drawings nor to most other variables, except that children using a developmentally more advanced strategy demonstrated superior pencil control. The research supported the possibility of a different pattern to drawing development in Down's syndrome rather than a delayed version of typical development.

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An Analysis of Drawing Skills in Mental Handicap

Cited by 6 publications

References 6 publications

Sequential developments in children's human figure drawing

Sequential developments in children's human figure drawing

The drawings of children and young people with Down's Syndrome: a case of delay or difference?

Spatial representation in the drawings of children with Down's syndrome and its relationship to language and motor development: A preliminary investigation

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