The interaction of biomechanical and cognitive constraints in the production of children's drawing

Braswell, Gregory S.; Rosengren, Karl S.

doi:10.1017/cbo9780511489730.007

Cited by 11 publications

(25 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This may explain why bilinguals excelled only in the interrepresentational category of change. Drawing is a complex skill involving biomechanical, fine-motor, perceptual, cognitive, and other developmental competencies that do not vary by language (Braswell & Rosengren, 2008;Freeman & Adi-Japha, 2008;Morra, 2005;van Sommers, 1984). It is possible that these factors minimize the differences in representational flexibility that are expected in bilinguals.…”

Section: Discussionmentioning

confidence: 99%

Cognitive Flexibility in Drawings of Bilingual Children

2010

View full text Add to dashboard Cite

A. Karmiloff-Smith's (1990) task of drawing a nonexistent object is considered to be a measure of cognitive flexibility. The notion of earlier emergence of cognitive flexibility in bilingual children motivated the current researchers to request 4- and 5-year-old English-Hebrew and Arabic-Hebrew bilingual children and their monolingual peers to draw a flower and a house that do not exist (N=80). Bilinguals exhibited a significantly higher rate of interrepresentational flexibility in their drawings (e.g., "a giraffe flower,""a chair-house," found in 28 of 54 drawings), whereas the level of complex intrarepresentational change was similar across groups. Interrepresentational drawings were previously reported only for children older than 7 years. The specific mechanisms by which bilinguals' language experience may lead to interrepresentational flexibility are discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

Cognitive Flexibility in Drawings of Bilingual Children

2010

View full text Add to dashboard Cite

show abstract

“…However, the authors did not consider lower levels of description such as the grips involved in drawings. By contrast, Braswell and Rosengren (2008) reviewed biomechanical and cognitive constraints involved in children's drawings and particularly the development of grip configurations. We did not focus on these constraints per se.…”

Section: Methodsmentioning

confidence: 99%

“…Among others, they used the mature standard tripod grasp in which the object is held between the thumb and the first two fingers. The proportion of tripod grasps increased with age (see Braswell & Rosengren, 2008;Braswell, Rosengren, & Peirroutsakos, 2007). A grip was scored as overhand when children grasped the pencil thumb down and forefinger up.…”

Section: Percentage Of Success Analysismentioning

confidence: 99%

Developing motor planning over ages

Thibaut

Toussaint

2010

Journal of Experimental Child Psychology

View full text Add to dashboard Cite

“…Drawing can fulfill different functions in children's development, such as helping them to explore their ideas about the surrounding world, improve their spatial visualization and orientation skills, and enable them to create visual representations of their thoughts and feelings (Brook, ). Drawing skills emerge during the 2nd year of life and change significantly over the course of childhood (Braswell & Rosengren, ). Two‐year‐old children already show some understanding of the link between intention, action, and interpretation necessary for drawing production, and by the age of 3–4 children are able to apply this understanding to their drawings (Golomb, ).…”

mentioning

confidence: 99%

Preschool Drawing and School Mathematics: The Nature of the Association

et al. 2016

View full text Add to dashboard Cite

The study examined the aetiology of individual differences in early drawing and of its longitudinal association with school mathematics. Participants (N = 14,760), members of the Twins Early Development Study, were assessed on their ability to draw a human figure, including number of features, symmetry and proportionality. Human figure drawing was moderately stable across six months (average r = .40). Individual differences in drawing at age 4½ were influenced by genetic (.21), shared environmental (.30) and non-shared environmental (.49) factors. Drawing was related to later (age 12) mathematical ability (average r = .24). This association was explained by genetic and shared environmental factors that also influenced general intelligence. Some genetic factors, unrelated to intelligence, also contributed to individual differences in drawing.

show abstract

The interaction of biomechanical and cognitive constraints in the production of children's drawing

Cited by 11 publications

References 32 publications

Cognitive Flexibility in Drawings of Bilingual Children

Cognitive Flexibility in Drawings of Bilingual Children

Developing motor planning over ages

Preschool Drawing and School Mathematics: The Nature of the Association

Contact Info

Product

Resources

About