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The Draw a Man Test

The Draw a Man Test. By Joan McKay. Florence L. Goodenough. Born on August 6, 1886 in Honesdale, PA. She was the youngest of nine children She grew up on a farm In 1908 Goodenough graduated from Normal School in Millersville, PA. She received a Bachelors degree of Pedagogy

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The Draw a Man Test

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  1. The Draw a Man Test By Joan McKay Growth and Development

  2. Florence L. Goodenough • Born on August 6, 1886 in Honesdale, PA. • She was the youngest of nine children • She grew up on a farm • In 1908 Goodenough graduated from Normal School in Millersville, PA

  3. She received a Bachelors degree of Pedagogy • She taught for eight years • In 1920 she received her Bachelors of Science from Columbia University and later her M.A. of the Arts • She was the director of several New Jersey schools

  4. She researched the effects of environment on intelligence test scores • She worked with Lewis Terman on the Stanford Achievement Test. • Served as the President of the National Council of Woman Psychologists

  5. She published several works and was a leading psychologist in knowing the effects of environment on children's test scores. • Then she retired from the University of Minnesota due to blindness and illness • She died at her sisters home in Florida at the age of 73 from a stroke.

  6. thE HISTORY OF THE DRAW A MAN TEST

  7. The idea that drawings will show development among young children is not new. • Several studies led to a greater interest and understanding of the workings of children’s minds. • Children’s drawings were not used to measure development until Claparède.

  8. He wanted to define a relationship between the drawings and the aptitude for children’s general intellectual ability. • Schuyten extended Ivanoff’s studies to determine a standard age of intelligence, which are age norms. • “The nature of and content of children’s drawings are dependent primarily upon intellectual development” • (Goodenough, 1926)

  9. Greatest Contribution • Goodenough's greatest contribution was the invention of a test to measure nonverbal IQ. • Her valid Draw-A-Man test was the first to test non-verbal IQ in preschool and older-children populations.

  10. Dale B. Harris • A student of Florence Goodenough says that “the richness of responses increase with time”. • This is because “the mental performances that involve symbolization and problem-solving increase in complexity as a result of associative processes”

  11. He references to Nancy Bayley who believed general mental ability increased with age. • Bayley thought there would be "a positive correlation, at first with an acceleration, then becoming less around the age of 13.” (Bayley, 18, 1939)

  12. Bayley found evidence in data that the age of nine showed a spurt of development. • Similarly, she believed the age of five would be significant because of Piaget’s second phase of develop ranges from ages of 5 to 6.

  13. The Handicap • Goodenough gave boys a handicap • Girls matured quicker than boys and would have greater scores • Girls are better at artistic design

  14. Mental and Motor Ability • There is a gradual increase of motor ability with age. • In general, the boys slightly surpass the girls in motor ability, while the opposite obtains in mental ability. • One norm was established between the sexes, which is girls exceed boys in decorative design. However, boys exceed them in everything else.

  15. A study was done on age and sex differences on perception. • As children develop they become more aware of differences among others, and more sensitive to prominent characteristic. • It was concerned with interpersonal perception between members of the two sexes. • Perception increases in boys with age.

  16. Key Terms • Intellectual Maturity is the ability to form concepts of increasingly abstract character. • Intellectual Activity requires: • 1.) the ability to perceive • Discriminate likenesses and differences • 2.) The ability to abstract • To classify objects according to such likeness and differences

  17. 3.) The ability to generalize • To assign an object newly experienced to the correct class, according to its features • Together these functions are concept formation, which is essential to the test

  18. Conceptual Maturity • A concept is usually defined as the product of a mental or thought process where qualities, aspects and relations of objects are identified, compared, or rationalized

  19. A child’s drawing of an object indicates his or her grasp of the conception of the object • Concept formation involves perception because vision is essential it is possible that visual perception is dominate.

  20. A raw score is an unaltered measurement. • It’s the original score earned on a test. • A standard score is calculated by taking the raw score and transforming it to a common scale. • A standard score is based on a normal distribution with a mean and a standard deviation.

  21. Objective of Research • The purpose of the research study is to investigate the growth of mental maturity in young children. • Goodenough suggests that children draw what they know, not what they see

  22. Questions • 1.) Do the drawings of children reveal increased complexity and greater detail as they grow older? • 2.) Do the drawings reveal specific patterns – such as • a. Is there a dramatic increase in scores between two specific ages? • b. Are the increases among boys and girls similar?

  23. Hypothesis • Development will be gradual with significant spurts • Particularly at the age of five and later on another leap at 9.

  24. My Data

  25. Age Category and Raw Scores

  26. Conclusion • 1.) Do the drawings of children reveal increased complexity and greater detail as they grow older? Yes. • 2.) Do the drawings reveal specific patterns – such as • a. Is there a dramatic increase in scores between two specific ages? No. • b. Are the increases among boys and girls similar? No.

  27. Harris says the rapid growth in early development gives the appearance of correlation between ability simply because it is over short period of time. • The rate of development is gradual according to the individuals natural pace

  28. What Could have been Better? • I gave the test twice to some students • Participant’s understanding of the test was lacking • More time for participants • Better environment to encourage children’s performance.

  29. Bayley, N.. (1939). Mental and Motor Development from Two to Twelve Years. Review of Educational Research, 9(1), 18–37. Retrieved from http://www.jstor.org/stable/1167713 • Bosler, A.. (May 2000). Retrieved from http://www.muskingum.edu/~psych/psycweb/history/goodenough.htm#Biography • Eccles, J., Wigfield, A., Harold, R.D., and Blumenfeld, P., (2008). Age and Gender Differences in Children's Self- and Task Perceptions during Elementary School 64(3), 830–847. Retrieved from DOI: 10.1111/j.1467-8624.1993.tb02946.x • Goodenough, F.L. (1926). Measurement of intelligence of drawings. Chicago, IL: World Book Company. • Harris, D.B. (1963). Children’s drawings of measurement of intellectual maturity. New York, NY: Harcourt, Brace and World, Inc. • Wellman, B.L. (1937) Motor Achievements of Preschool Children. Childhood Education 13(7), 311-316. Retrieved from DOI:10.1080/00094056.1937.10725446

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