1. Growth and Development
The Draw a Man Test
By Joan McKay
11/11/15
Growth and Development

2. Florence L. Goodenough Born on August 6, 1886 in Honesdale, PA.
She was the youngest of
nine children
She grew up on a farm
In 1908 Goodenough graduated from Normal School in Millersville, PA

3. She received a Bachelors degree of Pedagogy
She taught for eight years
In 1920 she received her Bachelors of Science from Columbia University and later her M.A. of the Arts
She was the director of several New Jersey schools

4. She researched the effects of environment on intelligence test scores
She worked with Lewis Terman on the Stanford Achievement Test.
Served as the President of the National Council of Woman Psychologists

5. She published several works and was a leading psychologist in knowing the effects of environment on children's test scores.
Then she retired from the University of Minnesota due to blindness and illness
She died at her sisters home in Florida at the age of 73 from a stroke.

6. thE HISTORY OF THE DRAW A MAN TEST

7. The idea that drawings will show development among young children is not new.
Several studies led to a greater interest and understanding of the workings of children’s minds.
Children’s drawings were not used to measure development until Claparède.

8. He wanted to define a relationship between the drawings and the aptitude for children’s general intellectual ability.
Schuyten extended Ivanoff’s studies to determine a standard age of intelligence, which are age norms.
“The nature of and content of children’s drawings are dependent primarily upon intellectual development”
(Goodenough, 1926)

9. Greatest Contribution
Goodenough's greatest contribution was the invention of a test to measure nonverbal IQ.
Her valid Draw-A-Man test was the first to test non-verbal IQ in preschool and older-children populations.

10. Dale B. Harris
A student of Florence Goodenough says that “the richness of responses increase with time”.
This is because “the mental performances that involve symbolization and problem-solving increase in complexity as a result of associative processes”

11. He references to Nancy Bayley who believed general mental ability increased with age.
Bayley thought there would be "a positive correlation, at first with an acceleration, then becoming less around the age of 13.”
(Bayley, 18, 1939)

12. Bayley found evidence in data that the age of nine showed a spurt of development.
Similarly, she believed the age of five would be significant because of Piaget’s second phase of develop ranges from ages of 5 to 6.

13. The Handicap Goodenough gave boys a handicap
Girls matured quicker than boys and would have greater scores
Girls are better at artistic design

14. Mental and Motor Ability
There is a gradual increase of motor ability with age.
In general, the boys slightly surpass the girls in motor ability, while the opposite obtains in mental ability.
One norm was established between the sexes, which is girls exceed boys in decorative design. However, boys exceed them in everything else.

15. A study was done on age and sex differences on perception.
As children develop they become more aware of differences among others, and more sensitive to prominent characteristic.
It was concerned with interpersonal perception between members of the two sexes.
Perception increases in boys with age.

16. Key Terms
Intellectual Maturity is the ability to form concepts of increasingly abstract character.
Intellectual Activity requires:
1.) the ability to perceive
Discriminate likenesses and differences
2.) The ability to abstract
To classify objects according to such likeness and differences

17. 3.) The ability to generalize
To assign an object newly experienced to the correct class, according to its features
Together these functions are concept formation, which is essential to the test

18. Conceptual Maturity
A concept is usually defined as the product of a mental or thought process where qualities, aspects and relations of objects are identified, compared, or rationalized

19. A child’s drawing of an object indicates his or her grasp of the conception of the object
Concept formation involves perception because vision is essential it is possible that visual perception is dominate.

20. A raw score is an unaltered measurement.
It’s the original score earned on a test.
A standard score is calculated by taking the raw score and transforming it to a common scale.
A standard score is based on a normal distribution with a mean and a standard deviation.

21. Objective of Research
The purpose of the research study is to investigate the growth of mental maturity in young children.
Goodenough suggests that children draw what they know, not what they see

22. Questions
1.) Do the drawings of children reveal increased complexity and greater detail as they grow older?
2.) Do the drawings reveal specific patterns – such as
a. Is there a dramatic increase in scores between two specific ages?
b. Are the increases among boys and girls similar?

23. Hypothesis Development will be gradual with significant spurts
Particularly at the age of five and later on another leap at 9.

30. My Data Grade Age Raw Score Std. Percentile B1 K 5 6 71 3 B2 17 96 39
2nd 7 23
101 53 B4 B5
4th 10 19 80 9 B6 20 82 12 G1 15 86 18 G2 26
105 63 G3 21 95 37 G4 90 25 G5 88

31. Age
Raw
Sc.
Std. B1 5 6 71 B2 17 96 B3 7 23
101 B4 B5 10 19 78 B6 9 20 82 G1 15 G2 26
105 G3 21 95 G4 90 G5 25 88
Gender
Age
Avr.
Raw
Sc.
Std.
%tile
Boys 5 16
101 53 6 18
100 55 7 22 8 26 50 9 31 10 35
Girls
102 20 24 28 32 36

32. Age Category and Raw Scores
Std.
Score
Age 5 6 7 8 9 10 B1 71 11 13 15 B2 96 14 17 21 25 30 32 B3
101 16 18 22 26 31 35 B4 B5 78 12 20 B6 82 23 G1 G2
105 19 39 G3 95 29 33 G4 90 G5 88 24 28

33. Conclusion
1.) Do the drawings of children reveal increased complexity and greater detail as they grow older? Yes.
2.) Do the drawings reveal specific patterns – such as
a. Is there a dramatic increase in scores between two specific ages? No.
b. Are the increases among boys and girls similar? No.

34. Harris says the rapid growth in early development gives the appearance of correlation between ability simply because it is over short period of time.
The rate of development is gradual according to the individuals natural pace

35. What Could have been Better?
I gave the test twice to some students
Participant’s understanding of the test
was lacking
More time for participants
Better environment to encourage children’s performance.

36. Bayley, N.. (1939). Mental and Motor Development from Two to Twelve Years. Review of Educational Research, 9(1), 18–37. Retrieved from
Bosler, A.. (May 2000). Retrieved from
Eccles, J., Wigfield, A., Harold, R.D., and Blumenfeld, P., (2008). Age and Gender Differences in Children's Self- and Task Perceptions during Elementary School 64(3), 830–847. Retrieved from DOI: /j tb02946.x
Goodenough, F.L. (1926). Measurement of intelligence of drawings. Chicago, IL: World Book Company.
Harris, D.B. (1963). Children’s drawings of measurement of intellectual maturity. New York, NY: Harcourt, Brace and World, Inc.
Wellman, B.L. (1937) Motor Achievements of Preschool Children. Childhood Education
13(7), Retrieved from DOI: /