Preschool Drawing and School Mathematics: The Nature of the Association
The study examined the etiology of individual differences in early drawing and of its longitudinal association with school mathematics. Participants (N = 14,760), members of the Twins Early Development Study, were assessed on their ability to draw a human figure, including number of features, symmet...
Gespeichert in:
| Veröffentlicht in: | Child development 2016-05, Vol.87 (3), p.929-943 |
|---|---|
| Hauptverfasser: | , , , , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 943 |
|---|---|
| container_issue | 3 |
| container_start_page | 929 |
| container_title | Child development |
| container_volume | 87 |
| creator | Malanchini, Margherita Tosto, Maria G. Garfield, Victoria Dirik, Aysegul Czerwik, Adrian Arden, Rosalind Malykh, Sergey Kovas, Yulia |
| description | The study examined the etiology of individual differences in early drawing and of its longitudinal association with school mathematics. Participants (N = 14,760), members of the Twins Early Development Study, were assessed on their ability to draw a human figure, including number of features, symmetry, and proportionality. Human figure drawing was moderately stable across 6 months (average r = .40). Individual differences in drawing at age 4½ were influenced by genetic (.21), shared environmental (.30), and nonshared environmental (.49) factors. Drawing was related to later (age 12) mathematical ability (average r = .24). This association was explained by genetic and shared environmental factors that also influenced general intelligence. Some genetic factors, unrelated to intelligence, also contributed to individual differences in drawing. |
| doi_str_mv | 10.1111/cdev.12520 |
| format | Article |
| fullrecord | <record><control><sourceid>jstor_pubme</sourceid><recordid>TN_cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_4871737</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1101165</ericid><jstor_id>24809216</jstor_id><sourcerecordid>24809216</sourcerecordid><originalsourceid>FETCH-LOGICAL-c5910-d9ac34f84bb7625141a635ba6ac57b8f734f8db92f4056409937348cc986bc263</originalsourceid><addsrcrecordid>eNp9kc1v1DAQxS0EosvChTsoEheElOKJ4y8OSGW7LKyWgkQpR8txnG622bjYSUv_exyyXT4O9cXy_J7meeYh9BTwIcTz2pT26hAymuF7aAI546lgWX4fTTDGMiUywwfoUQib-MyYJA_RQcYxl5TBBC2-eBvM2rkmOfb6um7PE92Wydex9El3a7vVXW3Cm-R0bZMT3fXeJq5KIkiOQnCmjti1j9GDSjfBPtndU_Tt_fx09iFdfV58nB2tUkMl4LSU2pC8EnlRcJZRyEEzQgvNtKG8EBUfYFnIrMoxZTmWksSSMEYKVpiMkSl6O_a97IutLY1tO68bdenrrfY3yula_Uvaeq3O3ZXKBQcem03Ry10D7370NnRqWwdjm0a31vVBgSAUExBi8Hrxn3Tjet_G8RRILDlIKcidKi4koYRjEVWvRpXxLgRvq_2XAashRTWkqH6nGMXP_x5yL72NLQqejQLra7PH8yUABmA0chj5dd3Ymzus1Ox4fnZruuu5CZ3zfzxzgWUGwzbSkdehsz_3XPsLxeJiqfp-slDvVkCXlJypJfkFcV3HOA</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1789353708</pqid></control><display><type>article</type><title>Preschool Drawing and School Mathematics: The Nature of the Association</title><source>MEDLINE</source><source>Access via Wiley Online Library</source><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><source>JSTOR Archive Collection A-Z Listing</source><source>Education Source</source><creator>Malanchini, Margherita ; Tosto, Maria G. ; Garfield, Victoria ; Dirik, Aysegul ; Czerwik, Adrian ; Arden, Rosalind ; Malykh, Sergey ; Kovas, Yulia</creator><creatorcontrib>Malanchini, Margherita ; Tosto, Maria G. ; Garfield, Victoria ; Dirik, Aysegul ; Czerwik, Adrian ; Arden, Rosalind ; Malykh, Sergey ; Kovas, Yulia</creatorcontrib><description>The study examined the etiology of individual differences in early drawing and of its longitudinal association with school mathematics. Participants (N = 14,760), members of the Twins Early Development Study, were assessed on their ability to draw a human figure, including number of features, symmetry, and proportionality. Human figure drawing was moderately stable across 6 months (average r = .40). Individual differences in drawing at age 4½ were influenced by genetic (.21), shared environmental (.30), and nonshared environmental (.49) factors. Drawing was related to later (age 12) mathematical ability (average r = .24). This association was explained by genetic and shared environmental factors that also influenced general intelligence. Some genetic factors, unrelated to intelligence, also contributed to individual differences in drawing.</description><identifier>ISSN: 0009-3920</identifier><identifier>EISSN: 1467-8624</identifier><identifier>DOI: 10.1111/cdev.12520</identifier><identifier>PMID: 27079561</identifier><identifier>CODEN: CHDEAW</identifier><language>eng</language><publisher>United States: Blackwell Publishing Ltd</publisher><subject>Age ; Age Differences ; Aptitude ; Associations ; Child ; Child development ; Child, Preschool ; Correlation ; EMPIRICAL ARTICLES ; Environmental aspects ; Environmental factors ; Environmental Influences ; Etiology ; Female ; Follow-Up Studies ; Freehand Drawing ; Genetic factors ; Genetics ; Geometry ; Human Body ; Humans ; Individual Differences ; Individuality ; Intelligence ; Intelligence - genetics ; Longitudinal Studies ; Male ; Mathematical Concepts ; Mathematics ; Mathematics education ; Mathematics Skills ; Motor Skills ; Preschool Children ; Preschool Education ; Symmetry ; Twins</subject><ispartof>Child development, 2016-05, Vol.87 (3), p.929-943</ispartof><rights>2016 The Society for Research in Child Development, Inc.</rights><rights>2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.</rights><rights>Child Development © 2016 The Society for Research in Child Development, Inc.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c5910-d9ac34f84bb7625141a635ba6ac57b8f734f8db92f4056409937348cc986bc263</citedby><cites>FETCH-LOGICAL-c5910-d9ac34f84bb7625141a635ba6ac57b8f734f8db92f4056409937348cc986bc263</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/24809216$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/24809216$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>230,315,782,786,805,887,1419,27933,27934,31008,45583,45584,58026,58259</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1101165$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/27079561$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Malanchini, Margherita</creatorcontrib><creatorcontrib>Tosto, Maria G.</creatorcontrib><creatorcontrib>Garfield, Victoria</creatorcontrib><creatorcontrib>Dirik, Aysegul</creatorcontrib><creatorcontrib>Czerwik, Adrian</creatorcontrib><creatorcontrib>Arden, Rosalind</creatorcontrib><creatorcontrib>Malykh, Sergey</creatorcontrib><creatorcontrib>Kovas, Yulia</creatorcontrib><title>Preschool Drawing and School Mathematics: The Nature of the Association</title><title>Child development</title><addtitle>Child Dev</addtitle><description>The study examined the etiology of individual differences in early drawing and of its longitudinal association with school mathematics. Participants (N = 14,760), members of the Twins Early Development Study, were assessed on their ability to draw a human figure, including number of features, symmetry, and proportionality. Human figure drawing was moderately stable across 6 months (average r = .40). Individual differences in drawing at age 4½ were influenced by genetic (.21), shared environmental (.30), and nonshared environmental (.49) factors. Drawing was related to later (age 12) mathematical ability (average r = .24). This association was explained by genetic and shared environmental factors that also influenced general intelligence. Some genetic factors, unrelated to intelligence, also contributed to individual differences in drawing.</description><subject>Age</subject><subject>Age Differences</subject><subject>Aptitude</subject><subject>Associations</subject><subject>Child</subject><subject>Child development</subject><subject>Child, Preschool</subject><subject>Correlation</subject><subject>EMPIRICAL ARTICLES</subject><subject>Environmental aspects</subject><subject>Environmental factors</subject><subject>Environmental Influences</subject><subject>Etiology</subject><subject>Female</subject><subject>Follow-Up Studies</subject><subject>Freehand Drawing</subject><subject>Genetic factors</subject><subject>Genetics</subject><subject>Geometry</subject><subject>Human Body</subject><subject>Humans</subject><subject>Individual Differences</subject><subject>Individuality</subject><subject>Intelligence</subject><subject>Intelligence - genetics</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>Mathematical Concepts</subject><subject>Mathematics</subject><subject>Mathematics education</subject><subject>Mathematics Skills</subject><subject>Motor Skills</subject><subject>Preschool Children</subject><subject>Preschool Education</subject><subject>Symmetry</subject><subject>Twins</subject><issn>0009-3920</issn><issn>1467-8624</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp9kc1v1DAQxS0EosvChTsoEheElOKJ4y8OSGW7LKyWgkQpR8txnG622bjYSUv_exyyXT4O9cXy_J7meeYh9BTwIcTz2pT26hAymuF7aAI546lgWX4fTTDGMiUywwfoUQib-MyYJA_RQcYxl5TBBC2-eBvM2rkmOfb6um7PE92Wydex9El3a7vVXW3Cm-R0bZMT3fXeJq5KIkiOQnCmjti1j9GDSjfBPtndU_Tt_fx09iFdfV58nB2tUkMl4LSU2pC8EnlRcJZRyEEzQgvNtKG8EBUfYFnIrMoxZTmWksSSMEYKVpiMkSl6O_a97IutLY1tO68bdenrrfY3yula_Uvaeq3O3ZXKBQcem03Ry10D7370NnRqWwdjm0a31vVBgSAUExBi8Hrxn3Tjet_G8RRILDlIKcidKi4koYRjEVWvRpXxLgRvq_2XAashRTWkqH6nGMXP_x5yL72NLQqejQLra7PH8yUABmA0chj5dd3Ymzus1Ox4fnZruuu5CZ3zfzxzgWUGwzbSkdehsz_3XPsLxeJiqfp-slDvVkCXlJypJfkFcV3HOA</recordid><startdate>201605</startdate><enddate>201605</enddate><creator>Malanchini, Margherita</creator><creator>Tosto, Maria G.</creator><creator>Garfield, Victoria</creator><creator>Dirik, Aysegul</creator><creator>Czerwik, Adrian</creator><creator>Arden, Rosalind</creator><creator>Malykh, Sergey</creator><creator>Kovas, Yulia</creator><general>Blackwell Publishing Ltd</general><general>Wiley for the Society for Research in Child Development</general><general>Wiley-Blackwell</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7TK</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>U9A</scope><scope>5PM</scope></search><sort><creationdate>201605</creationdate><title>Preschool Drawing and School Mathematics: The Nature of the Association</title><author>Malanchini, Margherita ; Tosto, Maria G. ; Garfield, Victoria ; Dirik, Aysegul ; Czerwik, Adrian ; Arden, Rosalind ; Malykh, Sergey ; Kovas, Yulia</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c5910-d9ac34f84bb7625141a635ba6ac57b8f734f8db92f4056409937348cc986bc263</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>Age</topic><topic>Age Differences</topic><topic>Aptitude</topic><topic>Associations</topic><topic>Child</topic><topic>Child development</topic><topic>Child, Preschool</topic><topic>Correlation</topic><topic>EMPIRICAL ARTICLES</topic><topic>Environmental aspects</topic><topic>Environmental factors</topic><topic>Environmental Influences</topic><topic>Etiology</topic><topic>Female</topic><topic>Follow-Up Studies</topic><topic>Freehand Drawing</topic><topic>Genetic factors</topic><topic>Genetics</topic><topic>Geometry</topic><topic>Human Body</topic><topic>Humans</topic><topic>Individual Differences</topic><topic>Individuality</topic><topic>Intelligence</topic><topic>Intelligence - genetics</topic><topic>Longitudinal Studies</topic><topic>Male</topic><topic>Mathematical Concepts</topic><topic>Mathematics</topic><topic>Mathematics education</topic><topic>Mathematics Skills</topic><topic>Motor Skills</topic><topic>Preschool Children</topic><topic>Preschool Education</topic><topic>Symmetry</topic><topic>Twins</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Malanchini, Margherita</creatorcontrib><creatorcontrib>Tosto, Maria G.</creatorcontrib><creatorcontrib>Garfield, Victoria</creatorcontrib><creatorcontrib>Dirik, Aysegul</creatorcontrib><creatorcontrib>Czerwik, Adrian</creatorcontrib><creatorcontrib>Arden, Rosalind</creatorcontrib><creatorcontrib>Malykh, Sergey</creatorcontrib><creatorcontrib>Kovas, Yulia</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Neurosciences Abstracts</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Child development</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Malanchini, Margherita</au><au>Tosto, Maria G.</au><au>Garfield, Victoria</au><au>Dirik, Aysegul</au><au>Czerwik, Adrian</au><au>Arden, Rosalind</au><au>Malykh, Sergey</au><au>Kovas, Yulia</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1101165</ericid><atitle>Preschool Drawing and School Mathematics: The Nature of the Association</atitle><jtitle>Child development</jtitle><addtitle>Child Dev</addtitle><date>2016-05</date><risdate>2016</risdate><volume>87</volume><issue>3</issue><spage>929</spage><epage>943</epage><pages>929-943</pages><issn>0009-3920</issn><eissn>1467-8624</eissn><coden>CHDEAW</coden><abstract>The study examined the etiology of individual differences in early drawing and of its longitudinal association with school mathematics. Participants (N = 14,760), members of the Twins Early Development Study, were assessed on their ability to draw a human figure, including number of features, symmetry, and proportionality. Human figure drawing was moderately stable across 6 months (average r = .40). Individual differences in drawing at age 4½ were influenced by genetic (.21), shared environmental (.30), and nonshared environmental (.49) factors. Drawing was related to later (age 12) mathematical ability (average r = .24). This association was explained by genetic and shared environmental factors that also influenced general intelligence. Some genetic factors, unrelated to intelligence, also contributed to individual differences in drawing.</abstract><cop>United States</cop><pub>Blackwell Publishing Ltd</pub><pmid>27079561</pmid><doi>10.1111/cdev.12520</doi><tpages>15</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0009-3920 |
| ispartof | Child development, 2016-05, Vol.87 (3), p.929-943 |
| issn | 0009-3920 1467-8624 |
| language | eng |
| recordid | cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_4871737 |
| source | MEDLINE; Access via Wiley Online Library; Applied Social Sciences Index & Abstracts (ASSIA); JSTOR Archive Collection A-Z Listing; Education Source |
| subjects | Age Age Differences Aptitude Associations Child Child development Child, Preschool Correlation EMPIRICAL ARTICLES Environmental aspects Environmental factors Environmental Influences Etiology Female Follow-Up Studies Freehand Drawing Genetic factors Genetics Geometry Human Body Humans Individual Differences Individuality Intelligence Intelligence - genetics Longitudinal Studies Male Mathematical Concepts Mathematics Mathematics education Mathematics Skills Motor Skills Preschool Children Preschool Education Symmetry Twins |
| title | Preschool Drawing and School Mathematics: The Nature of the Association |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-02T23%3A05%3A45IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_pubme&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Preschool%20Drawing%20and%20School%20Mathematics:%20The%20Nature%20of%20the%20Association&rft.jtitle=Child%20development&rft.au=Malanchini,%20Margherita&rft.date=2016-05&rft.volume=87&rft.issue=3&rft.spage=929&rft.epage=943&rft.pages=929-943&rft.issn=0009-3920&rft.eissn=1467-8624&rft.coden=CHDEAW&rft_id=info:doi/10.1111/cdev.12520&rft_dat=%3Cjstor_pubme%3E24809216%3C/jstor_pubme%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1789353708&rft_id=info:pmid/27079561&rft_ericid=EJ1101165&rft_jstor_id=24809216&rfr_iscdi=true |