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Aldert Vrij Samantha Mann Sharon Leal Ronald P. Fisher Haneen Deeb 《Applied cognitive psychology》2020,34(3):628-642
In none of the deception studies that used drawings to date, was the effect of sketching on both speech content and drawing content examined, making it unclear what the full potential is of the use of drawings as a lie detection tool. A total of 122 truth tellers and liars took part in the study who did or did not sketch while narrating their allegedly experienced event. We formulated hypotheses about the total amount of information and number of complications reported and about various features of the drawings. Participants in the Sketch-present condition provided more information than participants in the Sketch-absent condition, and truth tellers reported more details than liars, but only in the Sketch-present condition. In contrast to previous research, no Veracity differences occurred regarding the content of the drawings, perhaps because sketching was introduced as a tool that facilitated verbal recall and not as a stand-alone tool. 相似文献
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Barlow CM Jolley RP White DG Galbraith D 《Journal of experimental child psychology》2003,86(2):124-152
Four studies tested the application of to the drawing domain. In particular, we tested her claim that young children are inhibited in their attempts at changing their graphic representations (representational change) due to being constrained by the order in which the elements of the representation are drawn (procedural rigidity). The first study required 60 children (4- to 6-year-olds and an older comparison group of 8-year-olds) to make three drawings of a familiar and novel topic. From these drawings each child was measured for procedural rigidity. In a further drawing the child was asked to modify their usual representation of each topic. Regression analyses revealed procedural rigidity levels were not predictive of manipulation performance. A second study, testing 75 4- to 6-year-olds and a third study, testing 30 3- to 4-year-olds, revealed that when young children were specifically asked to manipulate rigid sub-procedures on a familiar topic they were indeed able to do so. Finally, a fourth study (testing 40 5-year-olds and 40 8-year-olds) removed the notational trace in drawing (a possible aid for procedural interruption) but this still produced no evidence of a relation between procedural rigidity and representational change. We suggest how the concept of procedural rigidity might be re-interpreted for the drawing domain so that the RR model can remain as a domain-general theory of cognitive development. We also suggest the development of information processing may be crucial for flexibility in drawing. 相似文献
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Children typically follow a well-defined series of stages as they learn to draw, but the rate at which they progress through these stages varies from child to child. Some experts have argued that these individual differences in drawing development reflect individual differences in intelligence. Here we assessed the validity of a drawing test that is commonly used to assess children’s intellectual abilities. In a single study, 125 5- and 6-year-olds completed the Draw-A-Person: A Quantitative Scoring System (DAP:QSS) and the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) or the Wechsler Abbreviated Scale of Intelligence (WASI). Although there was a statistically significant correlation between scores on the DAP:QSS and scores on the Wechsler tests, when the scores of individual children were examined, the DAP:QSS yielded a high number of false positives and false negatives for low intellectual functioning. We conclude that the DAP:QSS is not a valid measure of intellectual ability and should not be used as a screening tool. 相似文献
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Aldert Vrij Sharon Leal Ronald P. Fisher Samantha Mann Eunkyung Jo Alla Shaboltas Maria Khaleeva Juliana Granskaya Kate Houston 《Applied cognitive psychology》2019,33(6):1197-1211
As interviewees typically say less when an interpreter is present, we examined whether this was caused by interpreters not interpreting everything interviewees says or by interviewees providing less information. We further examined (a) the effect of a model drawing on providing information and (b) the diagnostic value of total details and the proportion of complications as cues to deceit. Hispanic, Russian, and South Korean participants were interviewed by native interviewers or by a British interviewer through an interpreter. Truth tellers discussed a trip they had made; liars fabricated a story. Participants received no instruction (condition 1) or were instructed to sketch while narrating without (condition 2) or with (condition 3) being given examples of detailed sketches. Interviewees said less when an interpreter was present because they provided less information. Truth tellers gave more details and, particularly, obtained a higher proportion of complications than liars. The sketching manipulation had no effect. 相似文献
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绘画艺术疗法在欧美地区已经得到广泛的应用,成为了心理咨询与治疗的主要技术之一,但在我国是近10年来才开始兴起。绘画艺术疗法作为一种独特的心理治疗手段,在精神分裂症、抑郁症、儿童孤独症、癌症等其他临床疾病的治疗过程均有着独特的疗效。本文将从其理论和作用机制、临床应用现状及应用前景等方面进行阐述。 相似文献
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Jeremy E. C. Genovese 《The Journal of genetic psychology》2018,179(4):176-182
The Flynn effect is the long-term trend for scores on tests of cognitive ability to increase across cohorts. Several samples of children's human figure drawings, published in 1902, 1926, 1963, and 1968, are examined for evidence of a Flynn effect. Results show that larger percentages of children draw more complete human figures over the course of the 20th century. 相似文献
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The study examines children's ability to convey social – as opposed to basic – emotions in their human figure drawings. One hundred children aged 4‐, 6‐ and 8‐years were asked to draw a person experiencing shame, pride, jealousy, happiness, sadness and fear as well as a baseline figure ‘feeling nothing’. Drawings were rated in terms of (i) overall emotional expressiveness and (ii) variety and types (face, body/posture and context) of graphic cues used to convey emotion. The effect of age on overall expressiveness and use of these graphic cues was also investigated. The results showed that drawings depicting social emotions were rated as less expressive and presented fewer graphic cues than those conveying basic emotions. Children's developing ability to depict pride, shame and jealousy was largely driven by an increased use of contextual cues in their human figure drawings. As regards the effect of age, it was found that 6‐ and 8‐years old produced more expressive drawings containing a larger range of graphic cues than the 4‐year olds. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
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Linda Carol Theron 《Journal of Psychology in Africa》2013,23(1):31-42
The study investigated the efficacy of Resilient Educators (REds), a group intervention program, designed to empower educators affected by the HIV/Aids pandemic and in research in progress. Fifteen participants (three male; twelve female) from various primary schools in two different South African communities were involved. Participant ages ranged from early thirties to mid-fifties. A pre-test, post-test design was conducted. Visual data were collected in the form of symbolic drawings: participants drew symbols of their perception of the pandemic and explained the meaning of their chosen symbols either in writing or verbally. A qualitative comparison of these visual data suggested transformed perception and concomitant teacher empowerment. Prior to participation in REds, participants projected vulnerability. Following their participation, participant projections suggested self-empowerment and community mindedness. Participants perceived themselves capable of coping with the challenges of the pandemic. 相似文献
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