Faculty of Life Sciences and Computing, School of Psychology, London Metropolitan University.
Black Country Partnership NHS Foundation Trust.
Psychol Assess. 2014 Mar;26(1):297-306. doi: 10.1037/a0034581. Epub 2013 Nov 4.
The study investigated whether mental age in children, as assessed by the IQ in the Draw-A-Person (DAP) test (Naglieri, 1988), can be improved by practice. In addition, it was tested whether children needed novel content to keep up their performance level during test repetition. The DAP test was given to 6-, 8-, 10-, and 12-year-old children (N = 80) 3 times. In addition, they drew a police figure 3 times, with task sequence counterbalanced. Repeated drawings resulted in significant omission of detail and deterioration of scores, but the novel task instruction temporarily recovered the IQ scores. This did not occur in the reverse sequence of the tasks, with the less specified DAP instruction given in the 2nd half of the drawing series. Furthermore, structural regressions in the human figure drawing could be observed in individual cases. However, 12-year-olds did not need the external introduction of novel content to maintain their IQ score. Correlations showed that this age group redefined their drawing plan on each repetition, and often created unique figures on each occasion, even if the instruction had stayed the same.
该研究调查了通过 IQ 测试中的画人测试（DAP）（Naglieri，1988）评估的儿童心理年龄是否可以通过练习来提高。此外，还测试了儿童在重复测试时是否需要新的内容来保持他们的表现水平。该 DAP 测试共对 6 岁、8 岁、10 岁和 12 岁的儿童（N=80）进行了 3 次。此外，他们还画了 3 次警察人物，任务序列平衡。重复绘画导致明显的细节缺失和分数下降，但新的任务指令暂时恢复了智商分数。在任务顺序相反的情况下，即 DAP 指令在绘画系列的后半部分更具体的情况下，这并没有发生。此外，在个体案例中可以观察到人类人物绘画的结构回归。然而，12 岁的儿童不需要外部引入新的内容来维持他们的智商分数。相关性表明，该年龄组在每次重复时重新定义了他们的绘画计划，并且经常在每次都创造出独特的人物，即使指令保持不变。
