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1.
Previous research has shown that children systematically alter the size and colour of their drawings in response to the emotional character of the figures which they draw. However, these findings have been demonstrated only with children receiving mainstream Western education. This experiment was designed to investigate whether children receiving a different kind of education also use scaling and colour differentially for depicting figures of contrasting emotional significance. 76 children, 44 children from mainstream schools (21 boys, 23 girls) and 32 children from Steiner schools (15 boys, 17 girls) were divided into two age groups, with 38 children in the younger age group (mean age 4 years 7 months) and 38 in the older age group (mean age 6 years 8 months). All children completed three drawings of differentially characterized human figures: a neutral, a happy, and a sad figure. Children from the mainstream schools drew larger figures overall, but educational background did not interact with the specific emotional character of the figures in producing these scaling changes. However, there were differences between the two educational groups in relation to the colours used for the negatively characterised figures. The findings are discussed in terms of the need to further understand the role of the educational system in mediating children's depictions of emotional character in their drawings.  相似文献   

2.
Children tend to use certain drawing strategies differentially when asked to draw topics with positive and negative emotional characterisations. These effects have however only been established when children are asked to use standard drawing materials. The present study was designed to investigate whether the above pattern of children’s response when drawing characterised figures would alter when children are asked to use different drawing materials. One hundred and thirty‐two children (69 boys and 63 girls) aged between four and 11 years were divided into two conditions and completed two counterbalanced test sessions, rating colour preferences and drawing characterised figures using either stick or block crayons. It was found that some drawing strategies varied in relation to drawing materials and in relation to the precise characterisation employed. The results are discussed in terms of the need for interpretations of emotional information in children’s drawings to take account of the exact materials used.  相似文献   

3.
OBJECTIVE: This study aimed to replicate Manning's (1987) research that looked at "Favorite Kind of Day" drawings produced by children who had been maltreated in comparison to non-maltreated children. The hypothesis of the study was that the maltreated children's drawings would consistently differ from drawings produced by non-maltreated children over time. METHOD: Eighteen children aged between 4 and 8 years old were individually asked to draw their "Favorite Kind of Day" (FKD). The drawings from six physically maltreated participants were compared to 12 non-maltreated children matched for age, sex, socio-economic and educational background. The drawings were compared on three criteria: inclement weather, size, and movement of weather. RESULTS: The results showed that over a period of 18 months, maltreated and non-maltreated children consistently drew similar drawings, and no significant differences were found between the groups. CONCLUSIONS: The implications of these findings cannot be underestimated, as clinical use of the FKD technique suggested by Manning's findings, for English children at least, would lead to incorrect identification of children as having suffered maltreatment when they may in fact not have.  相似文献   

4.
The present study investigated children’s colour use in drawing tasks specifying single and mixed emotions. One hundred and eighty children (90 girls and 90 boys) between 4?years 11?months and 8?years 1?month (X?=?6?years 6?month) participated. All children completed two test sessions in counterbalanced order. Session A measured emotional understanding and colour use in relation to a brief story. Children’s colour preferences were measured in Session B. Children used colours differentially across the drawing types and varied colour use in relation to depictions of other people and themselves using red and blue when depicting a protagonist with mixed emotions and red when depicting their own experiences of mixed emotion. The findings are discussed in terms of the need for caution when interpreting multiple and singular colour–affect associations in children’s drawings and the need to further investigate children’s understanding and non-verbal expression of mixed emotion.  相似文献   

5.
We report the results of a comparative study of drawings completed by 952 children aged between 6–13 years in the UK and Chinese ordinary schools. Although there was no significant difference in standard between the drawings of these two cultural groups the drawings of 240 children who attended a week-end art school in Beijing were given consistently higher ratings. In addition, there were noticeable differences in style, composition, colour and depth cues among all three samples.  相似文献   

6.
This paper presents the development and structure of indigenous children’s ideas about mixing colours as well as their ideas about each colour, derived from their traditions. The children were interviewed both at school and outside it, and an educational proposal was implemented. Ideas expressed in the school context were analysed using the partial possible model, which states that the inferences and explanations used to describe a subject consist of constricting ideas, rules of correspondence, and a set of phenomenological inferences about processes. After identifying these components in the children’s ideas, we developed models to describe their conceptions about mixing colours. We employed a different approach to analyse children’s ideas related to their cultural context. The results showed that children change from a conception that focuses on colours as entities that do not change and as properties of objects (model 1) to the idea that colour represents a quality of substances or objects that can be modified by mixing colours (model 2). Cultural context analysis showed that stories are independent from one another and that they are not connected to colour mixing processes, only to the actions of colour on people. We concluded that students generate independent constructions between school and cultural knowledge.  相似文献   

7.
Effects of asking children to communicate through their drawings have been investigated using animate rather than inanimate drawing topics. The present study investigated the impact of a communication context on children’s drawings of topics with contrasting animism. Three hundred and twenty-two children, 156 boys and 166 girls aged 6–11 years were allocated to two conditions. The communication condition (n = 161) involved instructions to communicate emotion and the reference condition (n = 161) gave no instruction to communicate. Children drew either houses or human figures (House, N = 160, Human figures, N = 162), producing freehand drawings of the topic; a baseline version followed by a happy and a sad version in counterbalanced order. Expressive content in the communication condition was greater than in the reference condition and impacted differentially on the strategies used between the houses and human figures drawings. The findings are considered with respect to the cue dependency model and framework theory of art.  相似文献   

8.
abstract This study investigates the extraction of information by 13 and 14 year old children (n= 120) from four different pictures displaying ecological topics. The pictures were reproduced as coloured or monochrome and photographs or line drawings. The children perceived significantly more from photographs than from line drawings and from coloured than from monochrome pictures, even after the exclusion of colour‐specific items. The results are discussed with reference to the role of colour in enhancing figure‐ground quality and the effect of colour as a distractor. Evidence is also presented which suggests that the higher scores made with photographs are related to the general ability of the child. This result is discussed in terms of the possible motivational and cognitive effects of complex pictures.  相似文献   

9.
信息时代,人们在浏览网页时,不仅希望能够快速地获取信息,同时也对网页的视觉效果提出了更高的要求。因此,网页设计者在掌握了基本的网站制作技术后,还要具备色彩搭配等方面的设计艺术素养。在网页设计中,充分运用色彩的基本原理、色彩的象征意义等特性,可以使网页具有深刻的艺术内涵,从而提升整个网站的文化品位。  相似文献   

10.
Children’s stereotypes about scientists have been postulated to affect student science identity and interest in science. Findings from prior studies using “Draw a Scientist Test” methods suggest that students see scientists as largely white, often unattractive, men; one consequence may be that girls and minority students feel a science career is “not like me”. However, a major shortcoming in prior research is that scholars have asked children to draw only scientists, thus making interpretations of earlier research findings ambiguous. We added other professionals to compare how 616 drawings of teachers, scientists, and veterinarians by 206 elementary school children varied by student gender, ethnicity, and grade. Students made clear distinctions: drawing teachers as most attractive and largely female, and scientists as most often male and least attractive. Aspects of the drawings suggest that scientists do have an “image problem” among children. However, large sex differences in the drawings and often‐unrecognizable gender figures in boys’ pictures lead us to question use of the “Draw a Scientist Test” as a projective test among young children.  相似文献   

11.
The human figure drawings of 18 children with mild learning difficulties (MLD) were compared with those of 18 children with the same chronological age (mean 10 years, 4 months) and those of 18 children with the same mental age (mean 6 years, 0 months). The MLD children's drawings were similar to those of the 6‐year‐olds in terms of the number of developmental items they displayed; both these groups scored significantly lower than the 10‐year‐olds. Teachers could easily distinguish the 10‐year‐olds’ figures, but not those drawn by the MLD children and the 6‐year‐olds; they routinely confused the two. These findings suggest that, although their development is slower, MLD children follow a normal rather than a deviant developmental pattern.  相似文献   

12.
This paper provides an historical review of the art of Rusyn Easter Eggs. The use of symbolism, colour, and the talismanic qualities of each design will be discussed along with the ritualistic practices adhered to in the making of these egg designs. Pysanky making in the past had been a ritual, handed down from mother to daughter, where codes of conduct were practised and traditional symbols and colours were used to create the designs on each egg. After the pysanky were made, they were used in traditional Easter festivities. While pysanky are still made by Carpatho-Rusyn women today, their magical qualities have been lost. Old symbols continue to be used along with new designs, techniques, and colours.  相似文献   

13.
In the present study, we explore aspects of Greek primary school children’s representations about the urban environment through the use of drawings and their relation to sustainability. For that purpose, 104 children, aged 9–12 (4th and 6th grades), were asked to make two drawings of their town: one as it is now and another as they would like it to be. Drawings were analysed using pre-defined categories of urban sustainability and were statistically analysed using SPSS. Results revealed a serious gap in knowledge regarding energy and aspects of local development tied to sustainability in the current and future state of the children’s towns. Although the most popular characteristics in the children’s drawings were associated with the environment, the majority of children illustrated issues related to society. Evidence indicated an age-related progression of representations related to sustainability in the urban environment, at least concerning the topics of natural environment, infrastructure and the realization of problems caused by air pollution and municipal waste generation.  相似文献   

14.
Background

Since the 1950s, there has been a growing body of research dealing with perceptions children have of scientists. Typically, research studies in this area have utilized children's drawings in an effort to discern what those perceptions are. Studies assessing perceptions children have of scientists have shown that children have stereotypical images of scientists. Although there is no direct evidence to demonstrate the link between children's images of science and scientists with their career choice, several researchers (including this researcher) have assumed that children's attitudes towards science are greatly influenced by their perceptions of science and scientists.

Purpose

This study aimed to find out if there was a difference in the way 5- to 8-year-old children drew scientists, taking account of age, gender and socio-economic status.

Sample

For this study a convenience sample of 30 young children was used. Participants included young children between the ages of 5 and 8 years from a public elementary school in Ankara, the capital city of Turkey. Although the sample of the study was obtained from one school in a metropolitan area, children involved in this preliminary study were from very different socio-economic backgrounds. As the sample size is very small for making comparisons, it was intended to have a similar number of children from different age groups and socio-economic backgrounds and both genders.

Design and methods

The researcher worked individually with each child who participated in this study in an interview setting. Although each child was asked a set of standard questions, and given a standard set of directions, each interview session was informal enough to allow the researcher to gain additional information about children's drawings and to clarify any of their responses. During the interview sessions, children's responses were noted by the researcher. Before the children were asked to draw their picture of a scientist, they were offered a set of coloured pencils or crayons and told to feel free to colour their drawing or any parts of it they would like to accentuate. At the end of the interview and drawing sessions, the researcher went through all the drawings and notes to get a ‘feel’ for and ascertain what was being said, identifying key themes in each drawing.

Results

The most common scientist type drawn in this study was the stereotypical scientist type: someone who conducts research, or someone who tries to invent a new material. But unlike previous studies, around 35% of the scientist figures drawn (n = 15) were of the social scientist type. Stereotypical images drawn by the current study participants included symbols of research, such as scientific instruments and laboratory equipment of all kinds, and symbols of knowledge, principally books and cabinets, technology and the products of science. An interesting finding of this study was that perceptions of young children differed due to their age. Children at the age of 8 years drew non-stereotypical scientist images, and they drew more detail than did their younger peers. When children were compared in terms of their gender, no significant differences were observed between girls and boys. But on the other hand, none of the boys drew female scientists, and five out of 30 children who were girls drew female scientists. While children of parents with lower socio-economic status drew more stereotypical scientist images, children of parents with higher economic status drew different images of scientists, a result which showed us that the scientist perceptions of young children differ with socio-economic status.

Conclusions

Emergent from this research has been a non-stereotypical perception of scientists, and some evidence exists that such a non-stereotypical perception differs due to age and socio-economic status. While these images may seem amusing, they also provide a reflection of the image that children have about what a scientist looks like. These images may have a powerful impact on present functioning and future plans of young children.  相似文献   

15.
Pictorial symbols such as photographs, drawings, and maps are ubiquitous in modern cultures. Nevertheless, it remains unclear how children relate these symbols to the scenes that they represent. The present work investigates 4‐year‐old children's (N = 144) sensitivity to extended surface layouts and objects when using drawings of a room to find locations in that room. Children used either extended surfaces or objects when interpreting drawings, but they did not combine these two types of information to disambiguate target locations. Moreover, children's evaluations of drawings depicting surfaces or objects did not align with their use of such information in those drawings. These findings suggest that pictures of all kinds serve as media in which children deploy symbolic spatial skills flexibly and automatically.  相似文献   

16.
This study used drawing tasks to examine the similarities and differences between females and males who shared a collective traumatic event in early childhood. Could these childhood memories be recorded, measured, and compared for gender differences in drawings by young adults who had shared a similar experience as children? Exploration of this question drove this qualitative research project to examine drawings by young Kuwaiti men and women, who were residents in Kuwait during the 1990 Saddam‐Hussein‐led Iraqi invasion of their country. Visual results from this study show colour, image and symbol (CIS) patterns, and differences in gender images in drawings which represent a select population's response to the 1990 Iraqi invasion of Kuwait.  相似文献   

17.
Bullying in schools is an international problem impacting negatively on children’s well-being. Children’s drawings can provide an insight into their emotional states. There is little published literature that uses children’s drawings to gain better understandings of the nature and impact of bullying. We report two studies using indicators of emotional distress to examine Australian primary school children’s drawings about bullying. In Study One, children’s drawings were examined using indicators of size, detail and line heaviness in terms of gender and developmental trends. The analysis showed no main differences for gender, however, there were clear developmental aspects to children’s depictions of school bullying. In Study Two, children’s self-reported victimisation was associated with the degree of detail and the relative distance between the protagonists represented in the drawings. The studies suggest that drawings could be used to counsel young people and help remediate the effects of bullying.  相似文献   

18.
The present study examines how gender is represented in the visuals (or illustrations) of two English Language textbook series used in most primary schools in Hong Kong. Instead of conducting frequency counts of the occurrence of male and female characters in illustrations, or the spheres of activities they engaged in as in many previous textbook studies, this study involves qualitative analyses of how visualised male and female characters are represented in the selected illustrations of the analysed textbook series, particularly but not exclusively, in terms of their hair length and clothing. The results show that representations of females were more often portrayed having long hair rather than short hair and wearing dresses rather than trousers in both line drawings and photographs. For the colour of clothing, although blue and pink are generally considered ‘masculine’ and ‘feminine’ colours, respectively, less than half and only a small percentage of the human males and females were portrayed wearing blue and pink, respectively. For non-human characters, again, colour is not always a reliable cue to their sex. Yet, they can be recognised as males and females by the generally accepted ‘masculine’ or ‘feminine’ colour and clothing items. Hence, while binary notions of gender often remained intact in their normative forms there were also other forms of representation which challenged them.  相似文献   

19.
Drawings are often used to obtain an idea of children's conceptions. Doing so takes for granted an unambiguous relation between conceptions and their representations in drawings. This study was undertaken to gain knowledge of the relation between children's conceptions and their representation of these conceptions in drawings. A theory of contextualization was the basis for finding out how children related their contextualization of conceptions in conceptual frameworks to their contextualization of drawings in pictorial convention. Eighteen children were interviewed in a semi‐structured method while they were drawing the Earth. Audio‐recorded interviews, drawings, and notes were analysed to find the cognitive and cultural intentions behind the drawings. Also, even children who demonstrated alternative conceptions of the Earth in the interviews still followed cultural conventions in their drawings. Thus, these alternative conceptions could not be deduced from the drawings. The results indicate that children's drawings can be used to grasp children's conceptions only by considering the meaning the children themselves give to their own drawings.  相似文献   

20.
Students often hold strong attitudes regarding topics they encounter during their studies, and many instructors feel that these attitudes can have strong effects on students' performance. We characterized students' attitudes toward evolution and investigated the influence of students' attitudes (pre‐course and post‐course) regarding evolution on their performance in an evolution course, measured as their final grade. We found our students to hold positive attitudes toward evolution; these attitudes became more positive following the course. The most significant change in attitude occurred in the group of students initially undecided toward evolution. We also found that attitudes prior to the course had little influence on later achievement; however, at the end of the course, students' attitudes were positively related to final grades, although the effect was small. We argue that pedagogical techniques directly addressing students' attitudes help reduce the influence of attitudes (especially prior attitudes) on achievement. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 7–24, 2006  相似文献   

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