Coding and Drawing of Simple Geometric Stimuli by Bukusu Schoolchildren in Kenya

Deręgowski, Jan B.

doi:10.1177/002202217672007

Cited by 34 publications

(3 citation statements)

References 11 publications

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“…When drawing objects children tend to rely on a 'meaningful' code; they attempt to reproduce objects 'as they know them', relying on the 'content-directed' strategy (Chen & Cook, 1984), the drawings displaying, according to Phillips et al (1978), intellectual realism. These observations parallel those of Deregowski (1976), who argued that children did perceive depth in drawings of simple geometric figures because the drawings which they made from memory of a picture were similar to those which they made when drawing from a solid model and differed from those which were made by simply copying. Phillips et al, who evaluated responses by comparing them with responses made to abstract geometric patterns, found the effect even in copied drawings.…”

supporting

confidence: 75%

On the drawing of a cube and its derivatives

DeręLgowski¹,

Strang²

1986

British J of Dev Psycho

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Primary schoolchildren from three grades of a Scottish school were required to draw a cube and its derivatives. The results show an orderly development of the technique of depiction and suggest that the difficulties which the juvenile draughtsmen encounter are partly due to the conflict between the desire to convey the overall impression of the model and the attempts to depict its constituent parts correctly. The ‘distortions’ which show this are dependent on the models used.

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supporting

confidence: 75%

On the drawing of a cube and its derivatives

DeręLgowski¹,

Strang²

1986

British J of Dev Psycho

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“…This finding suggests that children may choose or intend to draw in accordance with their own understanding of an object's properties, derived from whatever experience they have had with it, in order to produce a maximally informative picture. This tendency may be heightened in situations where there is no 'conventional' drawing of the object provided to aid the subject's copying (Deregowski, 1976) and it appears to persist well beyond the point at which knowledge-dominated drawings have been held to predominate. However, to the extent that the older children appeared to be more sensitive to the need to represent the objects from their particular perspective, they may have been more prepared to conform to adult-imposed notions of what constitutes a 'good' drawing.…”

Section: Discussionmentioning

confidence: 99%

The influence of experience on children's drawings of a familiar and unfamiliar object

Moore¹

1987

British J of Dev Psycho

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It has been suggested that children copy pictures of objects less accurately than non‐object patterns of equal complexity because they are concerned to preserve properties of the object known to them in drawing (Phillips et al., 1978). This suggestion was investigated further by examining the accuracy of children's copies of outline drawings of a familiar object (a cube) and an unfamiliar nonsense object before and after controlled exposure to a three‐dimensional model of each object. Thirty 7‐year‐olds and 30 9‐year‐olds were assigned to one of two exposure conditions: VISUAL, in which the models were viewed in a standard orientation, or MANIPULATIVE, in which the models were explored manually, or to a control condition in which no models were presented. It was found that initial copies of the cube drawings were less accurate than initial copies of the nonsense object, and that children of both ages copied less accurately following exposure to both models, with no difference between the two exposure conditions. These findings suggest that minimal exposure to the properties of an object is sufficient to induce children to represent this information in drawing, even if the result is a less accurate depiction than they are capable of producing.

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“…Etuk [84] examined Piaget's theory with Yoruba children (Nigeria). Other psychologists have shown interest in the cultural context underlying the understanding of pictorial spatial relationships (pictorial depth perception), model-making and drawing in Kenya [57,59], Nigeria [224], and Zimbabwe [60,191,192]. Cross-cultural psychologists have also examined symmetry and pattern reproduction in Ghana [159], Kenya [26], and Zambia [56,58] (see also [283]) and in orientation and rotation of symmetry in drawings [266,268].…”

Section: Studies In Related Disciplinesmentioning

confidence: 99%

On mathematics in the history of Sub-Saharan Africa

Gerdes

1994

Historia Mathematica

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FOR DIRK STRUIK ON HIS 100TH BIRTHDAY 2This article presents an overview of research findings and of sources on or related to mathematics in the history of Africa south of the Sahara. Topics such as counting and numeration systems, mathematical games and puzzles, geometry, graphs, and continental and international connections are included. Attention is paid to the objectives of research in the history of mathematics in Africa, to methodology, to the relationship with ethnomathematical research, and to the uses of research findings in mathematics education. Some possible directions for further research are also identified. ¢ 1994 Academic Press, Inc.Cet article pr6sente un panoramique des r6sultats de recherche et des sources d'information relatifs ~. l'histoire de la math6matique en Afrique sub-saharienne. I1 comporte des th~mes tels que le comptage et les syst~mes de num6ration, les jeux et les puzzles math6matiques, la g6om6trie, les graphes, et les connexions continentales et internationales. L'accent est mis sur les objectifs de la recherche sur l'histoire de la math6matique en Afrique, sa m6thodo-logie, sa relation avec la recherche ethnomath6matique, et les usages des r6sultats de la recherche dans l'enseignement de la math6matique. Quelques directions possibles pour approfondir la recherche sont 6galement identifi6es. © 1994 Academic Press, Inc.Este artigo apresenta uma vista panorgtmica dos resultados de investigag~to e das fontes de informa@.o relacionados coma hist6ria da matem~tica na ,~.frica ao Sul do Sahara. Incluem-se t6picos tais como contagem e sistemas de numerag~to, jogos e puzzles matem~i-ticos, geometria, grafos e conex6es continentais e internacionais. Presta-se ateng~to aos objectivos da investigaq~o respeitante ~ hist6ria da matem~itica em/ffrica, h metodologia, b. relaq~o com pesquisa etnomatem~.tica e aos usos dos resultados de investigagao, na educaq~o matem~itica. Identificam-se tamb6m algumas direcg6es possiveis para continuar a investigaq~to.

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Coding and Drawing of Simple Geometric Stimuli by Bukusu Schoolchildren in Kenya

Cited by 34 publications

References 11 publications

On the drawing of a cube and its derivatives

On the drawing of a cube and its derivatives

The influence of experience on children's drawings of a familiar and unfamiliar object

On mathematics in the history of Sub-Saharan Africa

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