University of Halle, Germany.
Br J Dev Psychol. 2011 Sep;29(Pt 3):455-74. doi: 10.1348/026151010X504942. Epub 2011 Feb 3.
Depicting space and volume in drawings is challenging for young children in particular. It has been assumed that several cognitive skills may contribute to children's drawing. In the present study, we investigated the relationship between perspective-taking skills in complex scenes and the spatial characteristics in drawings of 5- to 9-year-olds (N= 121). Perspective taking was assessed by two tasks: (a) a visual task similar to the three-mountains task, in which the children had to select a three-dimensional model that showed the view on a scene from particular perspective and (b) a spatial construction task, in which children had to plastically reconstruct a three-dimensional scene as it would appear from a new point of view. In the drawing task, the children were asked to depict a three-dimensional scene exactly as it looked like from their own point of view. Several spatial features in the drawings were coded. The results suggested that children's spatial drawing and their perspective-taking skills were related. The axes system and the spatial relations between objects in the drawings in particular were predicted, beyond age, by certain measures of the two perspective-taking tasks. The results are discussed in the light of particular demands that might underlay both perspective taking and spatial drawing.
对于幼儿来说，在绘画中描绘空间和体积是具有挑战性的。人们认为，几种认知技能可能有助于儿童绘画。在本研究中，我们调查了复杂场景中的换位思考技能与 5 至 9 岁儿童绘画的空间特征之间的关系（N=121）。通过两项任务评估换位思考能力：（a）类似于三座山任务的视觉任务，孩子们必须从特定视角选择显示场景的三维模型；（b）空间构建任务，孩子们必须以新的视角塑性重建三维场景。在绘画任务中，要求孩子们准确地描绘出从他们自己的视角看三维场景的样子。对绘画中的几个空间特征进行了编码。结果表明，儿童的空间绘画和换位思考技能是相关的。除了年龄因素外，特定的视角任务措施还可以预测绘画中轴系统和物体之间的空间关系。根据可能构成换位思考和空间绘画基础的特定要求，对结果进行了讨论。
