Performance of Children Ages 3 to 5 on the Draw-a-Person Task: Sex Differences

Ford, Mary Ann; Stern, Daniel N.; Dillon, Donald J.

doi:10.2466/pms.1974.38.3c.1188

Cited by 8 publications

(3 citation statements)

References 1 publication

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“…Girls appeared to be slightly more accurate than boys on such tasks. This sex difference is consistent with the Ford, Stern, and Dillon (1974) study of the "draw a person" task. Girls between the ages of three and five performed at a more advanced level of skill than boys in their abilities to represent the human body through drawings.…”

Section: Age Of Childsupporting

confidence: 90%

Learning Tool Use: Body Scheme Recalibration and the Development of Hand Skill

Schwartz¹,

Reilly²

1981

The Occupational Therapy Journal of Research

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Skill at using tools depends on somatosensory and visual information being integrated into a body schema. “Calibration,” defined as the ability to accurately localize a limb in space, and “recalibration,” the ability to accurately localize a limb plus tool in space, are proposed as intermediate stages between the development of manipulative prehension and the acquisition of skilled tool usage. Each of these depends upon body scheme information. The ability to recalibrate muscular output for different weights and lengths of tools was investigated. It was hypothesized that such recalibration is an intermediate stage of skill that should be developed prior to extensive practice with tools themselves. A total of 48 normal children, ranging in age from 4.0 to 8.11 years, served as subjects. Test instruments included the Southern California Motor Accuracy Test (MAC) and three tests of recalibration skills. These three tests involved touching a target with the tip of the index finger and with the tips of both a short and a long tool. Results were as hypothesized. Older children performed significantly better than younger children on all tests of hand and tool skill. Ability to use a tool appears to increase with increased ability to recalibrate. Skill in using the hand as a tool appears to develop earlier than skill in recalibrating for short / light tools, which precedes skill at recalibrating for longer / heavier tools.

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Section: Age Of Childsupporting

confidence: 90%

Learning Tool Use: Body Scheme Recalibration and the Development of Hand Skill

Schwartz¹,

Reilly²

1981

The Occupational Therapy Journal of Research

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“…A number of researchers (e.g., Ford et al, 1974) have found girls to be more advanced in all areas of drawing. Females attained significantly higher mean scores on the Goodenough scale, F(1,27) = 7.88, p < 0.01, and exhibited a trend toward fewer emotional indicators, F(1,27) = 2.68, p < 0.10.…”

Section: Resultsmentioning

confidence: 99%

“…Females attained significantly higher mean scores on the Goodenough scale, F(1,27) = 7.88, p < 0.01, and exhibited a trend toward fewer emotional indicators, F(1,27) = 2.68, p < 0.10. A number of researchers (e.g., Ford et al, 1974) have found girls to be more advanced in all areas of drawing.…”

Section: Resultsmentioning

confidence: 99%

Young Children's Conception of Physical Attractiveness as Evidenced in Human Figure Drawings

Moran

McCullers

Banilivy

1982

Home Economics Research Journal

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In an effort to assess young children's conceptions of “pretty” and “ugly,” 29 five‐ and six‐year‐old children (14 male and 15 female) were asked to draw a pretty person and an ugly person. These drawings were scored for developmental maturity according to the Goodenough Draw‐a‐Man Test and for emotionality by means of the Koppitz Scale of Emotional Indicators. The data confirmed that young children do make discriminations on the basis of physical attractiveness that affect their drawings. The children's drawings of an ugly person reflected a lower level of developmental maturity (p < 0.001) and greater emotionality (p < 0.001) than drawings of a pretty person. These differences between pretty‐person and ugly‐person drawings suggest that young children have a well‐developed concept of physical attractiveness that conforms to the cultural stereo type found in older children and adults, in which “ugly” produces more primitive and emotional responding than “pretty.” As a practical matter, the results underscore the need to be alert to the presence of transient emotional states in the testing of young children.

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Bender-Gestalt Test and social interactions of kindergarten children: Effects of socialization practices

Lifshitz

1978

Psychol. Schs.

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The present study assessed the extent to which kindergarten children's performance on the Uender-Crednlt Test is related to sex arid sociociilt.ura1 variables on the one hand, and to children's social behavior on the other hand. Two distinctly different. Israeli popillations were included: (a) The Druzerepresenting the tr:itlitional-authorit~~tivr cti!ttire, and (b) The Jews-representing the \Vesternised democrcttic society. Generally, the Jewish children were more socially active, and could ditrerentirtte and integrate the neiitral elements of the Bender-Gestalt Test much morc often than did the Druae children. Significant correlations bet ween percepkial indicators and social behaviors were found and suggest that the Uender-Gestalt Test can be used for assessing and understanding the nature of the child's social interactions and struggle for R position within the constl:tinls of his/her culture.Special place is given during thc kindergarten agc to the cognitive process of differentiation (Flavcll, 19G3), i.e., the ability to pcrceivc objccts as having unique qualitics distinct from other object,s. The progrcssivc perccptual differentiation is counteracted by the process of integration (Pepper, 19GG), in order to forestall feelings of confusion and insecurity. Cognitive processes can bc inferrcd only from cvidcnce relating to cognitivc products. At prcschool lcvcls these products are mainly scnsorimotor (Brainerd, 1973; Nclson, 1973; l'iagct, 1973).The cognitive processes also can be assesscd by copying thc Bender-Gcstalt Tcst, as reflccting tho rcsponsc of the I\-holc organism to thc total situation, which involves not only pcrccption but will and action (Bcnder, 1938). Taking this dynamic point of vicn-, assumptions can bc madc that: (a) A situation which generates varicd differentiatcd stimuli would call for morc differentiated and varicd responses, and (b) Thc morc divcrsificd and yet organizcd the pcrson's perception is, thc morc flexible and appropriately differentiated arc his interactions with his world (Bannistcr & RIair, 1968; Livcsley & Bromley, 1973) and the inorc appropriately differentiated are his responscs to ever-coming new stimuli, in contrast to the rcaction of sameness. Thus, children who can bettcr diffcrcntiatc and intcgratc their perceptual sphere, as manifestcd, for cxample, in thcir rcaction to a neutral stimulus like the Bender-Gestalt Test, also would be expccted to show thcir diffcrcntiation and intcgrativc ability in thcir rcaction t o a total social situation: to be rcccpt.ivc to others' ideas, and to initiate and organize divcrsc activitics toward a dcsircd goal within the allocated physical and human spacc. Porterfield (1969), Iioppitz (1973), and RIcCarthy (1975) found thc Bcnder results a t thc kindergarten lcvcl and a t tho end of thc first grade to be of some utility in predicting those children liable to bc easily frustrated in higher grades in school.---'The study was supported by a grant from the Faculty of Socid Sciences and Mathematics at the University of Haifa. The aut...

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Performance of Children Ages 3 to 5 on the Draw-a-Person Task: Sex Differences

Cited by 8 publications

References 1 publication

Learning Tool Use: Body Scheme Recalibration and the Development of Hand Skill

Learning Tool Use: Body Scheme Recalibration and the Development of Hand Skill

Young Children's Conception of Physical Attractiveness as Evidenced in Human Figure Drawings

Bender-Gestalt Test and social interactions of kindergarten children: Effects of socialization practices

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