Drawing and the Non-Verbal Mind: A Life-Span Perspective

doi:10.1017/CBO9780511489730

Drawing and its analysis has been an important discipline of Developmental Psychology since the early twentieth century. This unique collection of essays unites leading empirical researchers from Europe, the United States and Canada to provide a valuable introduction to drawing research. Focusing on the core problems associated with the visual mind, the contributors examine how drawing development relates to changes in cognition. Topics covered include visual (self) recognition, style, media understanding, inhibition, executive attention, priming, memory, meaning, and figural and spatial concepts. The effects of biological constraints such as motor control, grip and handedness, blindness, neuropsychological conditions and old age are also explained. The book provides a fascinating insight into the life-span and productivity of the non-verbal, visual mind.

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Contents

Frontmatter
pp i-iv
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Contents
pp v-vi
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Contributors
pp vii-viii
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1 - Contemporary enquiries into a long-standing domain: Drawing research
pp 1-20
- By Chris Lange-Küttner, London Metropolitan University, Annie Vinter, Université de Bourgogne, France
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Part I - Self, symbols and intention
pp 21-22
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2 - Understanding reflections of self and other objects
pp 23-41
- By Kim Bard, University of Portsmouth
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3 - Drawing production, drawing re-experience and drawing re-cognition
pp 42-62
- By Josephine Ross, University of Stirling
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4 - Style and other factors affecting children's recognition of their own drawings
pp 63-85
- By Robin N. Campbell, University of Stirling, Pauline A. Duncan, University of Stirling, Anita L. Harrison, University of Stirling, Lynne C. Mathewson, University of Stirling
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5 - Children's understanding of the dual nature of pictures
pp 86-103
- By Richard Jolley, University of Staffordshire
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6 - Pictorial intention, action and interpretation
pp 104-120
- By Norman H. Freeman, University of Bristol, Esther Adi-Japha, Bar-Ilan University, Ramat-Gan
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Part 2 - Syntax, space systems and projection
pp 121-122
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7 - The interaction of biomechanical and cognitive constraints in the production of children's drawing
pp 123-138
- By Gregory Braswell, Illinois State University, Karl Rosengren, University of Illinois at Urbana-Champaign
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8 - Graphic syntax and representational development
pp 139-158
- By Annie Vinter, Université de Bourgogne, France, Delphine Picard, University of Montpellier, Viviane Fernandes, Université de Bourgogne, Dijon
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9 - Spatial structures in children's drawings: how do they develop?
pp 159-194
- By Sergio Morra, Università di Genova
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10 - Figures in and out of context: absent, simple, complex and halved spatial fields
pp 195-216
- By Chris Lange-Küttner, London Metropolitan University
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11 - Spatial and symbolic codes in the development of three-dimensional graphic representation
pp 217-238
- By Maria A. Tallandini, University College London and Università de Trieste, Luisa Morassi, Università de Trieste
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12 - On contours seen and contours drawn
pp 239-258
- By Jan B. Deręgowski, University of Aberdeen
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Part III - Aging, blindness and autism
pp 259-260
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13 - Benefits of graphic design expertise in old age: compensatory effects of a graphical lexicon?
pp 261-280
- By Ulman Lindenberger, Max Planck Institute for Human Development, Berlin, Yvonne Brehmer, Karolinska Institute, Stockholm, Reinhold Kliegl, Universitä Potsdam, Paul B. Baltes, Max Planck Institute for Human Development, Berlin, and University of Virginia
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14 - Drawing as a ‘window’ on deteriorating conceptual knowledge in neurodegenerative disease
pp 281-304
- By Karalyn Patterson, MRC Cognition and Brain Sciences Unit, Cambridge, Sharon W. Erzinçlioǧlu, MRC Cognition and Brain Sciences Unit, Cambridge
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15 - Drawings by a blind adult: orthogonals, parallels and convergence in two directions without T-junctions
pp 305-324
- By John M. Kennedy, University of Toronto at Scarborough, Igor Juricevic, University of Toronto at Scarborough
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16 - Differences between individuals with and without autism in copying tasks: how knowledge interferes when drawing perspective
pp 325-343
- By Elizabeth Sheppard, University of Nottingham, Peter Mitchell, University of Nottingham, Danielle Ropar, University of Nottingham
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Index
pp 344-351
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Drawing and the Non-Verbal Mind

A Life-Span Perspective

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Contents

Frontmatter
pp i-iv

Contents
pp v-vi

Contributors
pp vii-viii

1 - Contemporary enquiries into a long-standing domain: Drawing research
pp 1-20

Part I - Self, symbols and intention
pp 21-22

2 - Understanding reflections of self and other objects
pp 23-41

3 - Drawing production, drawing re-experience and drawing re-cognition
pp 42-62

4 - Style and other factors affecting children's recognition of their own drawings
pp 63-85

5 - Children's understanding of the dual nature of pictures
pp 86-103

6 - Pictorial intention, action and interpretation
pp 104-120

Part 2 - Syntax, space systems and projection
pp 121-122

7 - The interaction of biomechanical and cognitive constraints in the production of children's drawing
pp 123-138

8 - Graphic syntax and representational development
pp 139-158

9 - Spatial structures in children's drawings: how do they develop?
pp 159-194

10 - Figures in and out of context: absent, simple, complex and halved spatial fields
pp 195-216

11 - Spatial and symbolic codes in the development of three-dimensional graphic representation
pp 217-238

12 - On contours seen and contours drawn
pp 239-258

Part III - Aging, blindness and autism
pp 259-260

13 - Benefits of graphic design expertise in old age: compensatory effects of a graphical lexicon?
pp 261-280

14 - Drawing as a ‘window’ on deteriorating conceptual knowledge in neurodegenerative disease
pp 281-304

15 - Drawings by a blind adult: orthogonals, parallels and convergence in two directions without T-junctions
pp 305-324

16 - Differences between individuals with and without autism in copying tasks: how knowledge interferes when drawing perspective
pp 325-343

Index
pp 344-351

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Drawing and the Non-Verbal Mind

A Life-Span Perspective

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