Drawing as a verbally mediated activity: A study of relationships between verbal, motor, and visuospatial skills and drawing in children

Toomela, Aaro

doi:10.1080/01650250143000021

Cited by 75 publications

(60 citation statements)

References 42 publications

(44 reference statements)

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“…Language and verbal ability are strongly associated with emotional understanding [5,13] as children perceive and interpret events, with language functioning not only as a communication tool, but also as a way of shaping thoughts [14]. In order to be able to interpret emotional expression, a child needs first to be able to utilise knowledge and understanding of such expression to be capable of expressing this understanding in appropriate language [15].…”

Section: Child Development Researchmentioning

confidence: 99%

Emotional Understanding and Color-Emotion Associations in Children Aged 7-8 Years

Pope

Butler

Qualter

2012

Child Development Research

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An understanding of the development of emotional knowledge can help us determine how children perceive and interpret their surroundings and color-emotion associations are one measure of the expression of a child's emotional interpretations. Emotional understanding and color-emotion associations were examined in a sample of UK school children, aged 7-8 years. Forty primary school children (mean age = 7.38; SD = 0.49) were administered color assessment and emotional understanding tasks, and an expressive vocabulary test. Results identified significant gender differences with girls providing more appropriate and higher quality expressions of emotional understanding than boys. Children were more able to link color to positive rather than negative emotions and significant gender differences in specific color preferences were observed. The implications of adult misinterpretations of coloremotion associations in young children are discussed.

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Section: Child Development Researchmentioning

confidence: 99%

Emotional Understanding and Color-Emotion Associations in Children Aged 7-8 Years

Pope

Butler

Qualter

2012

Child Development Research

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“…Two types of Mental rotation tasks (cf. Luria, 1969;Toomela, 2002) were presented. In the Moomies test (four tasks), a Moomie was presented together with three rotated Moomies.…”

Section: Tasks and Codingmentioning

confidence: 98%

The Effect of Verbal and Visuo-Spatial Abilities on the Development of Knowledge of the Earth

Kikas

2006

Res Sci Educ

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Difficulties in students' understanding of the spherical model of the Earth have been shown in previous studies. One of the reasons for these difficulties lies in beliefs and preliminary knowledge that hinder the interpretation of the scientific knowledge, the other reason may lie in the low level of verbal and visuo-spatial abilities. The study aims to investigate the effect of verbal and visuo-spatial abilities, but also that of preliminary knowledge on the later development of the knowledge of the Earth in school. 176 schoolchildren (96 boys and 80 girls) from five schools were tested; the mean age of the children during the first interview was seven years and eight months. All students were interviewed twice Y in grades 1 and 2, before and after they had learnt the topic in school. Factual, scientific and synthetic knowledge was assessed. The facilitative effect of visuo-spatial and verbal abilities and preliminary factual and scientific knowledge on students' knowledge of astronomy after having learnt the topic in school was shown. In contrast, the hindering effect of synthetic knowledge was not found.

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“…We see drawing as a systemic process, not a unitary ability (Toomela, 2002) and seek to demonstrate its contributions to resilience functioning more in the processes than in the products.…”

Section: Art's Transactional Power: Pond's Casementioning

confidence: 99%

Scaffolding one Thai youth’s drawing toward resilience

Cameron

Pinto

Tapanya

2014

Culture & Psychology

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Drawings have been used extensively to explore the psychosocial development of children and youth. Focusing on the drawings of one thriving migrant Thai adolescent, this case study employs multiple sources of data from this youth to ground an integrated interpretation of his resilient processes in ecological context. Our participant, 'Pond', had recently relocated to northern Thailand with his father. Employing reflective interviews with the teenager about his experiences, his sketchbooks and a filmed 'day in his life,' we identified 'promotive' factors contributing to his well-being in the context of strong familial support. During his filmed day, we observed him drawing for one uninterrupted hour, the products of which he proudly shared with his artist father as well as the researchers. His sketchbook graphic endeavors included traditional Thai representations, pop-cultural sketches and cartooning, bridging the worlds he navigates as he adapts to his new domicile. Pond's drawing activities and reflections on them confirm his sense of responsibility, self-confidence, positive affect in familial connection and his striving for social inclusion. His use of pictorial language reveals his cultural values and their potential for enhanced thriving. Pond affirmed that his artistic transactions are sources of strength to him in his migratory transition.

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Drawing as a verbally mediated activity: A study of relationships between verbal, motor, and visuospatial skills and drawing in children

Cited by 75 publications

References 42 publications

Emotional Understanding and Color-Emotion Associations in Children Aged 7-8 Years

Emotional Understanding and Color-Emotion Associations in Children Aged 7-8 Years

The Effect of Verbal and Visuo-Spatial Abilities on the Development of Knowledge of the Earth

Scaffolding one Thai youth’s drawing toward resilience

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