Representation of three-dimensional spatial relationships on a two-dimensional picture surface
Representation of three-dimensional spatial relationships on a two-dimensional picture surface
The six experiments reported in this thesis were designed to study the development of children's representation of three-dimensional spatial relations on a two-dimensional picture surface. In each successive experiment an additional cue was added to the model, to be drawn by the children, and the experiments were interlinked through a constant control condition. The major results were that young children represent depth in the array vertically in the picture plane. This tendency can be modified towards representation of depth by partial occlusion, where relative size differences exist in the array. Other factors which influence children's spatial representation in drawing include contextual cues, the structure and the social significance of the objects to be depicted. One important finding was that children differentiated between the relative positions of objects in the array by the temporal order of their drawing. This suggests that, even where the finished drawings were identical for different spatial arrays, this may not have seemed ambiguous to the child and shows the importance of studying the drawing process as well as the product. Another finding was that, even from an early age, children's drawings contain 'view-centered' information. This suggests that Luquet's (1913, 1927) theory, concerning the developmental transition from intellectual to visual realism, may have to be modified, since even very young children can draw what they see.
University of Southampton
1983
Ingram, Nigel Anthony
(1983)
Representation of three-dimensional spatial relationships on a two-dimensional picture surface.
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
The six experiments reported in this thesis were designed to study the development of children's representation of three-dimensional spatial relations on a two-dimensional picture surface. In each successive experiment an additional cue was added to the model, to be drawn by the children, and the experiments were interlinked through a constant control condition. The major results were that young children represent depth in the array vertically in the picture plane. This tendency can be modified towards representation of depth by partial occlusion, where relative size differences exist in the array. Other factors which influence children's spatial representation in drawing include contextual cues, the structure and the social significance of the objects to be depicted. One important finding was that children differentiated between the relative positions of objects in the array by the temporal order of their drawing. This suggests that, even where the finished drawings were identical for different spatial arrays, this may not have seemed ambiguous to the child and shows the importance of studying the drawing process as well as the product. Another finding was that, even from an early age, children's drawings contain 'view-centered' information. This suggests that Luquet's (1913, 1927) theory, concerning the developmental transition from intellectual to visual realism, may have to be modified, since even very young children can draw what they see.
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Published date: 1983
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Local EPrints ID: 460606
URI: http://eprints.soton.ac.uk/id/eprint/460606
PURE UUID: 8a295ea1-03bc-4911-85bb-5929c851cc4f
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Date deposited: 04 Jul 2022 18:25
Last modified: 04 Jul 2022 18:25
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Author:
Nigel Anthony Ingram
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