TY - JOUR
T1 - Emergence of representation in drawing
T2 - The relation between kinematic and referential aspects
AU - Adi-Japha, Esther
AU - Levin, Iris
AU - Solomon, Sorin
PY - 1998
Y1 - 1998
N2 - To identify and characterize early instances in which children attribute meaning to their drawings, scribbles of 2- to 3-year-olds were examined from kinematic and representational perspectives. Scribbles were shown to be composed of smooth-inertial and angular-intentional curves, the former revealing a systematic relation between curvature and speed (the 2/ 3 power law). Children tended to attribute a-posteriori representational meanings (e.g., an airplane) to angular curves and nonrepresentational meanings (e.g., a line) to smooth curves, that they have just finished drawing. They did not do so with reference to scribbles drawn by peers, by themselves in the past, or by the experimenter who imitated their scribbling. Children's attribution of representational meanings increased with age. The phenomenon studied was discussed as a possible precursor of preplanned representational drawing, indicating the child's awareness of the symbolic function of a line - standing for itself and signifying a referent.
AB - To identify and characterize early instances in which children attribute meaning to their drawings, scribbles of 2- to 3-year-olds were examined from kinematic and representational perspectives. Scribbles were shown to be composed of smooth-inertial and angular-intentional curves, the former revealing a systematic relation between curvature and speed (the 2/ 3 power law). Children tended to attribute a-posteriori representational meanings (e.g., an airplane) to angular curves and nonrepresentational meanings (e.g., a line) to smooth curves, that they have just finished drawing. They did not do so with reference to scribbles drawn by peers, by themselves in the past, or by the experimenter who imitated their scribbling. Children's attribution of representational meanings increased with age. The phenomenon studied was discussed as a possible precursor of preplanned representational drawing, indicating the child's awareness of the symbolic function of a line - standing for itself and signifying a referent.
UR - http://www.scopus.com/inward/record.url?scp=0001829726&partnerID=8YFLogxK
U2 - 10.1016/S0885-2014(98)90019-3
DO - 10.1016/S0885-2014(98)90019-3
M3 - ???researchoutput.researchoutputtypes.contributiontojournal.article???
AN - SCOPUS:0001829726
SN - 0885-2014
VL - 13
SP - 25
EP - 51
JO - Cognitive Development
JF - Cognitive Development
IS - 1
ER -