More evidence on size modification in spatial axes systems of varying complexity

Lange-Küttner, Christiane

doi:10.1016/j.jecp.2004.02.003

Cited by 33 publications

(59 citation statements)

References 34 publications

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“…The spatial models were populated with five same-sized figures that were standing in a staggered fashion without any overlap. This was different from previous studies (Lange- Küttner, 1997Küttner, , 2004Küttner, , 2009 in which children drew figures from memory and not from model figures. However, the visibility of the figures should have a conservative effect on figure size modification (object size constancy).…”

Section: The Current Studycontrasting

confidence: 99%

“…Children were drawing smaller figures the more advanced the spatial model was in front of them. Similar to the studies using predrawn systems (Lange-Küttner, 2004, size reduction was significant, but only when there were explicit spatial boundaries around the playing fields. We know that 8-to 10-year-old children are increasingly able to depict national boundaries of neighboring states in a correct manner (Axia, Bremner, Deluca, & Andreasen, 1998), but these are mostly arbitrary spatial boundaries.…”

Section: Development Of Size Modification and Spatial Boundariessupporting

confidence: 59%

“…This is exactly what happens in the drawings of young children. In pictorial space, young children initially draw only a few objects, and their size stays relatively unregulated by spatial context (Lange- Küttner, 1997Küttner, , 2004Küttner, , 2009Lewis, 1990). For instance, a dog can be drawn as tall as his owner or the owner of a house as tall as her building (Silk & Thomas, 1988).…”

Section: Size Adaptationmentioning

confidence: 99%

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Do drawing stages really exist? Children’s early mapping of perspective.

Lange-Küttner¹

2014

Psychology of Aesthetics, Creativity, and the Arts

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Drawing in perspective seems to involve a prolonged development and is not usually present in children's drawings before about age 9 -at least as found in previous research. In the study presented here, we built several three-dimensional spatial models to simulate the developmental stages of children's spatial drawing systems, a simple platform without spatial constraints (Stage 1), and a platform with walls and a sky lid (earth model; Stage 2). Stage 3 (orthogonal) and Stage 4 (perspective) models had explicit boundaries around the spatial field to denote areas and a matched control that controlled for the surround area outside of the boundaries. Four age groups from 7 to 10 years of age drew five non-overlapping figures. All age groups adapted the average figure size to the level of the spatial system (stage) of the models but only when explicit spatial field boundaries were available: The more advanced the spatial system, the smaller the average figure size. It was striking to note that 7-to 8-year-old children drew in perspective as often as 9-to 10-year-olds when the spatial models had a trapezoid field with converging diagonal sides. This early perspective mapping may have occurred because of the agreement between retinal image (appearance) and design (identity) of the perspective models. Hence, it would be more useful to think of the perspective drawing development as a layered rather than as a stagewise process because typically developing young children can access low-level visual information and draw in perspective instead of deploying high-level conceptual knowledge about the geometrical principles of perspective construction.

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Section: The Current Studycontrasting

confidence: 99%

Section: Development Of Size Modification and Spatial Boundariessupporting

confidence: 59%

Section: Size Adaptationmentioning

confidence: 99%

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Do drawing stages really exist? Children’s early mapping of perspective.

Lange-Küttner¹

2014

Psychology of Aesthetics, Creativity, and the Arts

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“…While the ability to represent depth on the pictorial surface is generally not seen until school age (Lange-K€ uttner, 1997(Lange-K€ uttner, , 2004Willats, 1977), some children as young as four are able to create stunningly realistic drawings depicting the third dimension without having ever had instruction in drawing (Golomb, 1992;Milbrath, 1998;Winner, 1996). The drawing in Figure 1 was created by a child 4 years, 7 months of age and shows occlusion, perspective, motion, and a non-schematic rendering of the complex contours of twisting dinosaurs.…”

mentioning

confidence: 99%

Knowing how to look predicts the ability to draw realistically

Drake

2014

British J of Dev Psycho

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Some young children are able to create stunningly realistic drawings resembling those of adult artists. What perceptual abilities underlie this talent? This study examined two candidate skills on which adult artists excel: the ability to segment a complex form mentally (measured by the Block Design Task) and the ability to see hidden forms (measured by the Group Embedded Figures Test). Sixty-seven 6- to 13-year-olds with a wide range of drawing abilities completed these tasks as well as an IQ test and an observational drawing task. While children who scored high on drawing realism outperformed those who scored low in drawing realism on both perceptual tasks, only detection of embedded figures predicted drawing realism. This occurred independently of age, gender, years of training, and verbal and non-verbal IQ. There are certainly many contributors to this complex ability, but one component appears to be the tendency to see things more as they really are and thereby recognize the continuous contour of an object despite interference from other overlapping objects.

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“…This principle of figure size modification and a spatial system with diagonals was exploited in studies about adapting size in 2-dimensional space systems [8,21,22]. Children do not draw any perspective straightaway.…”

Section: Introductionmentioning

confidence: 99%

Object- and View-Specificity in Agreement: The Case of Embodied Perspective

Lange-Küttner¹

2014

AOVS

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More evidence on size modification in spatial axes systems of varying complexity

Cited by 33 publications

References 34 publications

Do drawing stages really exist? Children’s early mapping of perspective.

Do drawing stages really exist? Children’s early mapping of perspective.

Knowing how to look predicts the ability to draw realistically

Object- and View-Specificity in Agreement: The Case of Embodied Perspective

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