Evaluation Using Polar Coordinate of the Representation of Movement in the Drawings of Children Aged 5 to 8 Years

The progressive complexity of mental representation is the basis for changes in human cognitive development. Evaluation of its external manifestations as graphic representation in drawings could be an instrument to understand changes in cognitive development and representational complexity. The aim...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:International journal of environmental research and public health 2022-03, Vol.19 (5), p.2844
Hauptverfasser: Urraca-Martínez, Maria Luz, Anguera, Maria Teresa, Sastre-Riba, Sylvia
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:The progressive complexity of mental representation is the basis for changes in human cognitive development. Evaluation of its external manifestations as graphic representation in drawings could be an instrument to understand changes in cognitive development and representational complexity. The aim of this study is to evaluate the appearance and role of the indicators used by children to represent moving figures in their drawings. This allows us to know the continuum from its non-manifestation to full expression through the vectorial interrelationships of the graphic indicators in each of the ages studied. Participants were n = 240 children from 5 to 8 years old; their drawings of two moving figures were analyzed, applying the polar coordinate technique. Results show a map of interrelations among the graphical movement indicators and changes in the drawing elements in an increasing continuum of complexity and the roles conferred to figures sketched. The conclusion is that changes evaluated in drawings can interactively reflect mental representation, and they could promote its transformation. The applied transfer of the results to education is discussed, in order to optimize the representational complexity and cognitive development.
ISSN:1660-4601
1661-7827
1660-4601
DOI:10.3390/ijerph19052844