Emergence of representation in drawing: The relation between kinematic and referential aspects |
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| Institution: | 1. Department of Psychology, Sun Yat-sen Memorial Hospital, Sun Yat-sen University, Guangzhou, China;2. Shenshan Medical Center, Sun Yat-sen Memorial Hospital, Sun Yat-sen University, Shanwei, China;3. Division of Child and Adolescent Psychiatry, Department of Psychiatry, New York State Psychiatric Institute, Columbia University, New York, New York, USA;4. Center for Family and Community Medicine, Columbia University Irving Medical Center, New York, New York, USA;5. Key Laboratory of Brain, School of Psychology, Center for Studies of Psychological Application, and Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China;1. School of Education, Bar-Ilan University, Ramat-Gan, Israel;2. Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat-Gan, Israel |
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| Abstract: | To identify and characterize early instances in which children attribute meaning to their drawings, scribbles of 2- to 3-year-olds were examined from kinematic and representational perspectives. Scribbles were shown to be composed of smooth-inertial and angular-intentional curves, the former revealing a systematic relation between curvature and speed (the 2/ 3 power law). Children tended to attribute a-posteriori representational meanings (e.g., an airplane) to angular curves and nonrepresentational meanings (e.g., a line) to smooth curves, that they have just finished drawing. They did not do so with reference to scribbles drawn by peers, by themselves in the past, or by the experimenter who imitated their scribbling. Children's attribution of representational meanings increased with age. The phenomenon studied was discussed as a possible precursor of preplanned representational drawing, indicating the child's awareness of the symbolic function of a line—standing for itself and signifying a referent. |
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