The development of geometric form copying skills in normal and learning-disabled children.
Item
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Title
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The development of geometric form copying skills in normal and learning-disabled children.
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Identifier
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AAI9000026
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identifier
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9000026
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Creator
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Goldberger, Ellen Margaret.
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Contributor
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Adviser: Wilma Rosen
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Date
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1989
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Experimental | Psychology, Developmental
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Abstract
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Evidence was sought to further validate the development of form copying skills using the cognitive framework postulated by Piaget and Inhelder. In their stage theory of the development of representational space, they propose that children of different ages depict geometric forms according to the rule based system in which they are able to operate. A secondary goal was to examine the possible general effects of learning disabilities on drawing skills. A drawing test based on Piaget and Inhelder's theory was created using forms labeled a priori as demonstrative of topological, Euclidean, projective and horizontal-vertical axes spatial properties. Using this task, the precise goal was to demonstrate that drawing skills develop in a predictable order from topological to Euclidean and projective representations of space to the use of overall reference systems. The test was administered to 354 youngsters in kindergarten through sixth grade and 26 learning disabled third and sixth graders. A Guttman analysis of the drawings of the normative sample supported Piaget and Inhelder's theory. Results indicated that there was a systematic developmental progression from topology to the use of overall reference systems and that failure at one level of drawing development precluded success at any higher levels. These results also indicated that subjects' levels of drawing development could be derived from the overall number of forms drawn correctly. Thus, this set of forms may be used to delineate different levels of form copying skills present in children 5-12 years of age. Further, distinct markers (test stimuli) were found that separated children of different developmental stages. Learning disabled children in both groups were significantly impaired compared with grade-matched controls on forms that represent transitional points in operational stages of development. These children had more difficulty developing complex form representational skills than the control subjects.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
