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Rigidity in children's drawings and its relation with representational change
Claire M Barlow1, Richard P Jolley, David G White
1Department of Psychology, School of Sciences, Staffordshire University, College Road, Stoke-on-Trent, England ST4 2DE, UK. c.m.barlow@staffs.ac.uk
Journal of Experimental Child Psychology
|September 18, 2003
Summary
Young children
Area of Science:
- Cognitive Development
- Developmental Psychology
- Drawing Cognition
Background:
- The study investigates cognitive development theories in the context of drawing.
- It specifically examines procedural rigidity and its impact on representational change in young children's drawings.
Purpose of the Study:
- To test the hypothesis that procedural rigidity inhibits representational change in children's drawings.
- To explore the applicability of the RR model to the drawing domain.
- To re-interpret procedural rigidity for drawing and suggest factors influencing flexibility.
Main Methods:
- Four studies involving children aged 3-8 years were conducted.
- Children created drawings, and their procedural rigidity was measured.
- They were asked to modify drawings and manipulate drawing procedures under various conditions.
Main Results:
- Procedural rigidity was not found to predict children's ability to change their drawings.
- Young children demonstrated the ability to manipulate rigid drawing procedures when prompted.
- Removing notational traces in drawing did not reveal a link between procedural rigidity and representational change.
Conclusions:
- The findings do not support the direct application of procedural rigidity as a constraint on representational change in drawing.
- Re-interpretation of procedural rigidity may be needed for the RR model to apply to drawing.
- Information processing development is suggested as crucial for drawing flexibility.
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