Thesis (Ph.D.)--Boston University. / This study was based upon a general proposition derived from psychoanalytic theory that there would be associations of interpersonal aspects of object relations with body-image concepts and with learning provided chronological age and mental ability were controlled. Hypotheses were investigated in latency children at one developmental level by means of testing a differential association of relative isolation-nearness in peer relationships with maturity of body image as projected in human-figure drawings. Standardized measures of isolationnearness were constructed from sociometric criteria rated by peers within classrooms. Body-image-maturity measures were derived from ratings of serial human-figure drawings: Goodenough drawing mental age; and quality and integration on a composite error-distortion-omission (CEDO) scale constructed for this study. Mental ability and learning were measured by median scores on standardized group tests: Kuhlmann-Anderson and Stanford school achievement, respectively. The experimental sample consisted of 117 third-grade pupils (57 boys, 60 girls) constituting five classrooms from urban public schools situated in neighborhoods of differing but largely middle-class socioeconomic status. Three classrooms were homogeneous in religious affiliation. Mean mental ability was high average. Drawing media were free choice of crayons and pencil following experimentation in a group of 160 second-through-fourth-grade children: correlations ranged above .92 between Goodenough scoring of man-drawings in crayon only and in pencil only. Predictions called for various correlational analyses of the six major variables. Findings substantiated the prediction that subject selection at one developmental level would control effects of chronological age. Findings substantiated the prediction of an association of body-image concepts and isolation-nearness. Drawing quality was a better predictor of isolation-nearness than was drawing mental age. Despite significant associations between the drawing scales, when chronological age and mental age were held constant, there were no longer any significant associations of isolation-nearness and drawing mental age, whereas associations of isolation-nearness and drawing quality were significant at better than the .01 level in both sexes. There were sex differences in drawing quality and in relationships among variables. Drawing mental age fell below mental ability in boys and exceeded mental ability in girls, suggesting that developmental norms may need restandardizing by sex. Photographs of drawings of 3 pairs of cases matched for sex, chronological age, and mental age, but of contrasting sociometric status, illustrated the better quality drawings associated with greater nearness in peer relationships. Findings substantiated the prediction of an association of body-image concepts and learning to a limited degree. The positive association of drawing mental age and school achievement was significant only in sexes combined. Drawing quality and achievement were positively associated in boys, but not in girls. However, higher mental ability and better drawing quality were more highly associated in boys than in girls. There were positive associations between nearness in peer relationships and achievement in both sexes, but isolation-nearness bettered the prediction of achievement beyond that made by mental ability only in sexes combined. It was suggested that hypotheses concerning learning and body-image concepts be tested using larger numbers of seriously underachieving children than were in this sample. Conclusions were: drawing quality was the most sensitive index of relative isolation-nearness in peer relationships; a qualitative assessment of human-figure drawings is relevant to understanding the social functioning of the third-grade child; the association of better quality and integration in human-figure drawings with greater nearness in object relations strengthens the hypothesis of body-image projection in human-figure drawings.

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Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Stuart Reifel. Vita. Includes bibliographical references. Also available from UMI.

Thesis (M.Ed.)--University of Hong Kong, 1982. / Includes bibliographical references (leaf 130-135). Also available in print.

The present study sought to establish the justifications of preference offered by children when evaluating other children's drawings. The sample consisted of seventy children, divided into seven age groups, of 6 to 12 years, having ten subjects in each, with five females and five males. The five stimulus drawings were selected according to specified criteria, and had not been produced by any of the sample. The paired comparisons method was used for presentation, a content analysis undertaken on the transcript of the subjects tape-recorded verbal justifications, and appropriate analysis of variance and significance tests undertaken on this data. Findings show: (i) there to be predominant categories of response - subject matter and colour, with the subject matter taking precedence over colour and usually provocative of identification therewith (ii) that children had distinct preferences for certain pictures (iii) the age and sex of the child to have an influence upon both criteria of preference (for categories of preference age significant at 0,01 level, sex at 0,05), and the frequency of choice of particular drawings (for drawing choice age significant at 0,01 level, sex at 0,05). The study also presents an extensive review of the literature in the area and of the Clinical Method (Piaget 1973) as appropriate to the present study. / Thesis (M.A.)-University of Natal, Durban, 1983.

The purpose of this study was to ascertain the amount of peer influence elementary school students exert on each other during an assigned drawing task. Further, the purpose was to determine the relationship of peer influence to other factors: sex, grade level, artistic prestige, and social prestige.Five major questions involving elementary school age peers were under investigation. Hypotheses were developed to determine whether significant relationships existed during an assigned drawing task between peer influence and (1) pairs of boys, pairs of girls, and opposite sex pairs, (2) same sex pairs and opposite sex pairs, (3) peers at various grade levels, (4) artistic prestige, and (5) social prestige.The sample of this study consisted of 656 elementary school students. The subjects ranged from kindergarten through sixth grade and were representative of elementary school students of Mankato, Minnesota.The data used were collected from the sample by involving the subjects in two drawing sessions and, with the exception of the kindergarten subjects, one short session used in the execution of a sociogram. The drawings were judged for Quality Scale scores and peer influence scores. These scores were recorded along with sociogram information, indicating artistic and social prestige, and personal data.Analysis of variance was computed along with subsequent t tests to determine the relationships between peer influence and boy pairs, girl pairs, and opposite sex pairs. To test the significance of statistics pertinent to the relationship of peer influence to same sex pairs and opposite sex pairs, t tests were employed.The relationship between peer influence and grade level was subjected to analysis of variance along with follow-up t tests. Statistics indicating the relationship between peer influence and artistic and social prestige were reported by correlation coefficients.A significant relationship was found between peer influence and sex pairing. Further relationships of significance were found between peer influence and pairs of boys with pairs of girls, and boy pairs with opposite sex pairs. The relationship between pairs of girls and opposite sex pairs did not reach a level of significance.The amount of peer influence which same sex pairs exerted was found to be significantly greater than that exerted by opposite sex pairs. There was also found to be a significant relationship between grade level and peer influence, with peer influence diminishing in intensity from kindergarten through grade six. Statistics reporting the relationship between peer influence and artistic prestige indicated a positive significant relationship while the statistics reporting the relationship between peer influence and social prestige were not significant.With reference to the findings of this study, the ensuing conclusions relative to peer influence investigation in this research are drawn. Pairs of elementary school age boys are more likely to be influenced by each other in the performance of a task than are pairs of elementary school age girls. Opposite sex pairs are still less influenced by each other than are boy pairs or girl pairs.Subjects whose peers consider them high in artistic prestige exert more peer influence during art activities than subjects who are not so rated by peers. Subjects who are high in social prestige are not significantly influential during the same art activity. The present study also concludes that the influence of elementary school age peers need not accelerate with age but can diminish in intensity from kindergarten through sixth grade.

The present study was a systematic investigation of hierarchical skill sequences in the design copying domain. The factors associated with possible variations in task difficulty were delineated. Five hierarchies were developed to reflect variations in rule usage, the structuring of responses, presence of angles, spatial orientations, and stimulus complexity. Three-hundred thirty four subjects aged five through ten years were administered a 25 item design copying test. The data were analyzed using probabilistic models. Latent trait models were developed to test the hypothesized skill sequences. Each latent trait model was statistically compared to alternate models to arrive at a preferred model that would adequately represent the data. Results suggested that items with predictable difficulty levels can be developed in this domain based on an analysis of stimulus dimensions and the use of rules for task completion. The inclusion of visual cues to guide design copying assists accurate task completion. Implications of the current findings for facilitating the construction of tests which accurately provide information about children's skill levels were discussed. The presence of hierarchical skill sequences in a variety of ability domains was supported.

No description available.

This study examines the importance of the artistic process for young children and how this process can aid in their visual, verbal, mental, and emotional development at a critical time of growth. Videotaped interviews were conducted with four preschool children in order to determine the ways in which they represent their worlds through simple crayon drawings and the possible accompanying verbal narratives. This study shows that preschool children's drawings and narratives depict significant visual facets of their lives and argues that this process should be developed, encouraged, and valued both within the educational system and at home. Visual representation is a language in itself and should be recognized as a meaningful way for young children to make sense of their worlds.

Thesis (Ed.D.)--Teachers College, Columbia University, 1966. / Typescript; issued also on microfilm. Sponsor: Edwin Ziegfeld, . Dissertation Committee: Mildred L. Fairchild. Includes bibliographical references.