This thesis contributes to theorising observational drawing from a cognitive perspective. Our current understanding of drawing is developing rapidly through artistic and scientific enquiry. However, it remains fragmented because the frames of reference of those modes of enquiry do not coincide. Therefore, the foundations for a truly interdisciplinary understanding of observational drawing are still inceptive. This thesis seeks to add to those foundations by bridging artistic and scientific perspectives on observational process and the cognitive aptitudes underpinning it. The project is based on four case studies of experienced artists drawing processes, with quantitative and qualitative data gathered: timing of eye and hand movements, and artists verbal reports. The data sets are analysed with a generative approach, using behavioural and protocol analysis methods to yield comparative models that describe cognitive strategies for drawing. This forms a grounded framework that elucidates the cognitive activities and competences observational process entails. Cognitive psychological theory is consulted to explain the observed behaviours, and the combined evidence is applied to understanding apparent discrepancies in existing accounts of drawing. In addition, the use of verbal reporting methods in drawing studies is evaluated. The study observes how drawing process involves a segregation of activities that enables efficient use of limited and parametrically constrained cognitive resources. Differing drawing strategies are shown to share common key characteristics; including a staged use of selective visual attention, and the capacity to temporarily postpone critical judgement in order to engage fully in periods of direct perception and action. The autonomy and regularity of those activities, demonstrated by the artists studied, indicate that drawing ability entails tacit self-knowledge concerning the cognitive and perceptual capacities described in this thesis. This thesis presents drawing as a skill that involves strategic use of visual deconstruction, comparison, analogical transfer and repetitive cycles of construction, evaluation and revision. I argue that drawing skill acquisition and transfer can be facilitated by the elucidation of these processes. As such, this framework for describing and understanding drawing is offered to those who seek to understand, learn or teach observational practice, and to those who are taking a renewed interest in drawing as a tool for thought.

abstract: This small case study reviewed research literature and Arizona standards and assessments utilized in the early learning continuum, with a focus on holistic development, specifically in the areas of social-emotional development and approaches to learning skill development. This conversation has become especially prevalent in the state of Arizona in light of initiatives around school readiness, and policy changes reflected within the state. Much has yet to be determined concerning how the systems approach works in Arizona local education agencies, specifically the depth, consistency, and approach in which nonacademic areas of social-emotional development and approaches to learning skills are addressed in the Arizona standards, local practices and classrooms, and preschool and kindergarten assessments. The study included a content analysis, conducted as a word count, of standards and assessments, as well as a small case study of including high academic achieving district (including semi-structured interviews and classroom observations). Through the data analysis, it was affirmed a culture of learning, reflecting social-emotional development and approaches to learning skill development was created within this Local Education Agency. Three categories (environment, individual, and decision making) emerged as a way to describe this culture through a theoretical perspective of sociocultural theory. The study offers an opportunity for discussion of social-emotional development and approaches to learning skill development, connecting to a high academically achieving district, and makes recommendations for policy, practice and further research. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2015

本研究的目的為探討有關「學習者」本身之相關變項（學生的心理特質－自我概念、 學習目標，學習過程－學習技巧）與其學業成就之關係。並且經由對其間關係之探討 ，可以提供給心理與教育學家一些有關的資料，協助他們發展出一個可以指導學生學 習技巧、學習策略，並且兼顧學生自我概念發展的訓練課程，以增進學生學業成績之 進步。 本研究係以全省地區（包括台北市）的國民中學學生為研究對象，樣本的抽取乃分北 、中、南、東四區分別抽取，共計十八個學校1,800 學生。所用的研究工具計有「學 習目標量表」、「學習技巧量表」、「田納西自我概念量表」（心理自我之部分）等 三個量表。另外，以學生的智育成績為學業成就之代表。本研究所得資料之統計分析 方法是：(一)應用皮爾遜積差相關法，分析各研究變項彼此間之關係，(二)以變異數 分析探討各研究變項與學業成就之關係，(三)以多元逐步迴歸分析，找出可以聯合預 測個人學業成績最大部份的預測變項。 根據研究的結果，本研究的主要發現有： 一、學習技巧較佳的學生，其學業成就也較佳。 二、高學習導向的學生，其學業成就較低學習導向的學生為佳。 三、自我概念（心理自我）好的學生，其學業也就也較佳。 四、高學習導向的學生，其學習技巧也較佳。 五、自我概念（心理自我）、學習目標、學習技巧對學業成就有顯著的影響。 六、前段班的學生，其學習技巧優於後段班的學生。 基於以上的發現，本研究提出二項建議： 一、積極培養學生健全良好的自我概念。 二、設置學生技巧指導的課程，並且力強學生學習技巧及學習目標的輔導。