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Making Drawings Speak Through Mathematical Metrics.

Cédric Sueur1,2, Lison Martinet3, Benjamin Beltzung3

  • 1Université de Strasbourg, CNRS, IPHC UMR 7178, 23 rue Becquerel, 67087, Strasbourg, France. cedric.sueur@iphc.cnrs.fr.

Human Nature (Hawthorne, N.Y.)
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Summary

Children

Keywords:
Cognitive developmentComparative psychologyEvolutionary anthropologyFigurative and representational drawingGestural drawingsHomo sapiens

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Area of Science:

  • Developmental psychology
  • Cognitive science
  • Art education

Background:

  • Figurative drawing develops through childhood stages, from scribbles to representational art.
  • Assessing intention and representativeness in early drawings is challenging.
  • Drawing skills progress towards goal-oriented and efficient mark-making.

Purpose of the Study:

  • To understand the intentional and representational processes in children's drawings.
  • To analyze drawing development using quantitative metrics.
  • To identify key dimensions characterizing drawing progression.

Main Methods:

  • Applied fourteen metrics to two drawing datasets (N=65, N=344).
  • Utilized principal component analysis (PCA) to identify underlying dimensions.
  • Analyzed dimensions based on spatial, color, and temporal metrics.

Main Results:

  • Identified three dimensions: spatial efficiency, color diversity, and temporal sequentiality.
  • PCA explained 77% of the variance across both datasets.
  • Age significantly influenced all dimensions; gender had no effect.

Conclusions:

  • The three identified dimensions offer insight into the emergence of drawing intention and representativeness.
  • These findings aid in differentiating child and adult drawings.
  • The study has implications for comparative psychology and evolutionary anthropology.