Drawing ability in typical and atypical development; colour cues and the effect of oblique lines.
Background Individuals with Williams syndrome ( WS) have poor drawing ability. Here, we investigated whether colour could be used as a facilitation cue during a drawing task. Method Participants with WS and non-verbal ability matched typically developing ( TD) children were shown line figures presen...
| Publicado en: | Journal of Intellectual Disability Research Vol. 59; no. 6; pp. 561 - 571 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103791048&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103791048 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09642633 EUL jtl: Journal of Intellectual Disability Research issn: 09642633 maglogo: Y pubinfo: dt: Jun2015 vid: 59 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 103791048 102168000 10.1111/jir.12161 NLM25159922 103791048 ppf: 561 ppct: 10 formats: fmt: @attributes: type: P tig: atl: Drawing ability in typical and atypical development; colour cues and the effect of oblique lines. aug: au: Farran, E. K. Dodd, G. F. affil: Department of Psychology and Human Development, Institute of Education, University of London sug: subj: Drawing Aptitude Color Perception Williams Syndrome Human Male Female Descriptive Statistics Data Analysis Software Confidence Intervals Odds Ratio Funding Source Mathematics Male Female ab: Background Individuals with Williams syndrome ( WS) have poor drawing ability. Here, we investigated whether colour could be used as a facilitation cue during a drawing task. Method Participants with WS and non-verbal ability matched typically developing ( TD) children were shown line figures presented on a 3 by 3 dot matrix, and asked to replicate the figures by drawing on an empty dot matrix. The dots of the matrix were either all black (control condition), or nine different coloured dots (colour condition). In a third condition, which also used coloured dots, participants were additionally asked to verbalise the colours of the dots prior to replicating the line drawings (colour-verbal condition). Results Performance was stronger in both WS and TD groups on the two coloured conditions, compared with the control condition. However, the facilitation effect of colour was significantly weaker in the WS group than in the TD group. Replication of oblique line segments was less successful than replication of non-oblique line segments for both groups; this effect was reduced by colour facilitation in the TD group only. Verbalising the colours had no additional impact on performance in either group. Conclusion We suggest that colour acted as a cue to individuate the dots, thus enabling participants to better ascertain the spatial relationships between the parts of each figure, to determine the start and end points of component lines, and to determine the correspondence between the model and their replication. The reduced facilitation in the WS group is discussed in relation to the effect of oblique versus non-oblique lines, the use of atypical drawing strategies, and reduced attention to the model when drawing the replication. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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