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Willats (1977) analysed developments in the drawing of a table in terms of the projection system in which the table top was represented, and concluded that representation of depth in drawing goes through a series of discrete stages, each of which can be identified with a projection system. A partial replication of Willats' study is presented here, using a much larger sample. The relationship between age and use of projection system found by Willats was in general supported. Not all the “stages” were found to be discrete, however, and an examination of the way in which the table tops were drawn shows that whilst the majority of older children appeared to use perspective, they did not use it correctly. A method is given by which tables that are drawn as if from a central viewpoint can be formally classified. It is concluded that development in the understanding of the representation of depth is not very closely linked to development in the use of projection systems.  相似文献   
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It is widely held that young children draw what they know rather than what they see. However, evidence is growing that they can be provoked into making visually realistic drawings. In this study two factors were found to affect the form of visual realism. In Expt 1, 5- and 6-year-olds produced visually realistic drawings of a familiar object when it was neither named nor given to the child to inspect before drawing. On the other hand, prior inspection led to significant hidden feature inclusion at 5 and 6 years, and this applied whether the object drawn was familiar or novel. Seven-year-olds' drawings were visually realistic in all presentation conditions. In Expt 2, 6-year-olds were shown to include the hidden feature if the object was named before drawing. Two conclusions are drawn. It is possible that children draw what they have seen over time rather than what they see at a particular time. Secondly, object naming may lead to drawing from a canonical model tagged by the object's name.  相似文献   
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