Florence L. Goodenough and Dale B. Harris Draw-A-Man Test By: Alexandria Graziano and Chelsea Nabors

Florence Laura Goodenough Born August 6, 1886 in Honesdale, PA Youngest of 9 children Parents were farmers Never Married Died at the age of 73 after having a stroke

Goodenough’s Education 1908 –Bachelor of Pedagogy: Millersville, PA, Normal School 1920 –Bachelor of Science: Columbia University 1921 –Master of Arts with Leta Hollingworth: Columbia University 1924 –Doctor of Psychology: Stanford University

Goodenough’s Accomplishments helped Lewis Terman conduct studies with the Stanford-Binet I.Q. test for children he had developed Contributed to Terman’s book Genetic Studies of Genius relocated to Minneapolis, Minnesota and worked in the Minneapolis Child Guidance Clinic appointed an assistant professor at the University of Minnesota (During this time she wrote her first book, Measurement of Intelligence by Drawings ) appointed full professor (During this time she published Anger in Young Children ) wrote her Handbook of Child Psychology appointed president of the National Counsel of Women Psychologists became president of the Society for Research in Child Development Retired early due to a degenerative disease which eventually caused her blindness

Draw-A-Man Test Florence L. Goodenough “The nature and content of children’s drawings are dependent primarily upon intellectual development.”

Nature of the Draw-A-Man Test Goodenough believed that the drawings of young children present a close relationship between concept development and general intelligence. For children, drawing is a way to express themselves and they are more likely to draw from what they know than from what they see. In their drawings, what they see as more important or interesting they draw bigger. Her test was developed to test a child’s intellectual maturity. This would distinguish their intellectual state of maturity as separate from their behavioral maturity. Goodenough’s experimental basis for the test relies upon the belief that the child’s intellectual development determines the nature and content of their drawings.

Developing the Goodenough Scale Was developed through much trial and error current scale was finished. Age and school grade were used to establish norms. Standard subject matter and instructions were developed.

Dale B. Harris “Of the many tests of intelligence, the Goodenough Draw-a-Man Test is perhaps the most unusual in basic conception, brevity, and general convenience.” -Harris

Dale B. Harris Harris worked with Goodenough on the completion of his book: Children’s Drawings as Measures of Intellectual Maturity. His purpose was to revise, not change, Goodenough’s scale, put certain uncompleted aspects of Goodenough’s research in order, and extend the knowledge of the psychology of children’s drawings.

How Harris Extended Goodenough’s Scale Harris expanded Goodenough’s scoring scale to include adolescent years making the scale range from 3-15 year old children. He added items like the drawings of a female figure and the drawings of the self to be accomplished in that order with the man coming first. This increased the reliability and validity of the scale by having three drawings to sample in order to gain further knowledge of each child’s cognitive ability. He developed extended or alternative forms of the scale. For example, different scales are assigned to the boys and girls and included tables that relate the raw score and chronological age to a standard score for the Draw-A-Man and Draw-A-Woman Tests. Harris’ new scale included 73 elements that are included in the scoring rather than Goodenough’s 51 elements.

Research Question Will the scores of a random group of 4th graders and the scores of a random group of 6th graders reveal the same differences as indicated in Goodenough’s scale?

Hypothesis We hypothesize that the scores of the 4th and 6th graders will be similar to each other and will NOT reflect the differences indicated in the Goodenough scale.

Setting Holy Family School Date: March 24th The 4th graders were in their music class. Each student was sprawled out on the floor sitting next to whomever he/she wanted. Students made their drawings while in this position. The 6th graders were in P.E. Students sat outside the gym in a room with several round tables. Students made their drawings while they sat at these big round tables with about 2 to 3 to a table.

Administering the Test - Sixth Grade We started with a group of 12 6th grade students ranging in ages from 11 to 13. We passed out a pencil and a sheet of blank white printing paper to each child. Then we gave them theses directions. “We need your help today. Would you mind helping us? We need you to draw a picture of a man for us. Please draw a whole man from head to toe. Draw the best man that you can. When you are done write down whether you are a boy or a girl, and raise your hand and your paper will be collected. You have ten minutes. Go.”

Administering the Test - 4th Grade Next we went to a class of 9 4th grade students ranging in age from 9 to 10 Again we handed out the materials, and gave them the same exact directions. Some of the fourth graders became very emotional about their drawing. Upon leaving we decided to randomly select 8 drawings from each group to score, to make up for the children who were upset after our experiment. A few of the boys became discouraged and said that they could not draw a man as well as the rest of their fellow students.

Scoring the test 1.Head present 2.Neck present 3.Neck, two dimensions 4.Eyes present 5.Eye detail: brow or lashes 6.Eye detail: pupil 7.Eye detail: proportion 8.Eye detail: glance 9.Nose present 10.Nose, two dimensions 11.Mouth present 12.Lips, two dimensions 13.Both nose and lips in two dimensions 14.Both chin and forehead shown 15.Projection of chin shown; chin clearly differentiated from lower lip 16.Line of jaw indicated 17.Bridge of nose 18.Hair I 19.Hair II 20.Hair III 21.Hair IV 22.Ears present 23.Ears present: proportion and position 24.Fingers present 25.Correct number of fingers shown 26.Detail of fingers correct 27.Opposition of thumb shown 28.Hands present 29.Wrists or ankle shown 30.Arms present 31.Shoulders I 32.Shoulders II 33.Arms at side or engaged in activity 34.Elbow joint shown 35.Legs present 36.Hip I (crotch) 37.Hip II 38.Knee joint shown 39.Feet I: any indication 40.Feet II: proportion 41.Feet III: heel 42.Feet VI: perspective 43.Feet V: detail 44.Attachment of arms and legs I 45.Attachment of arms and legs II 46.Trunk present 47.Trunk in proportion, two dimensions 48.Proportion: head I 49.Proportion: head II 50.Proportion: face 51.Proportion: arms I 52.Proportion: arms II 53.Proportion: legs 54.Proportion: limbs in two dimensions 55.Clothing I 56.Clothing II 57.Clothing III 58.Clothing IV 59.Clothing V 60.Profile I 61.Profile II 62.Full face 63.Motor coordination: lines 64.Motor coordination: junctures 65.Superior motor coordination 66.Directed lines and form: head outline 67.Directed lines and form: trunk outline 68.Directed lines and form: arms and legs 69.Directed lines and form: facial features 70.Sketching technique 71.Modeling technique 72.Arm movement 73.Leg movement

4th grade6th grade

Raw Score

Was our Hypothesis correct? YES!! With our result from the 4th and 6th grade students at Holy Family, we found that both groups of student had scores similar to each other and did not reflect the differences indicated in the Goodenough scale.

What We Would Do Differently We would have liked to have used a larger group of children; with more children we would have a better understanding of Goodenough’s theory with possibly a vast difference in the outcome. Even numbers of boys and girls. We would like to regulate the setting in which the test was administered.

Common Errors Not one child in either of the grades tested drew knees on their man, nor did any of the children’s men display leg or arm movement. Only on child out of the 16 test used drew elbows on his man.