Representational Activity in a Scribbling Stage of Drawing

Yamagata, Kyoko

doi:10.5926/jjep1953.36.3_201

Cited by 4 publications

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“…Why did the identity of the keeper influence Molly’s drawing behavior? Previous studies of human children and chimpanzees have reported that drawing behavior is promoted by the presence of a familiar person (Yamagata, 1988; Tanaka, 2003). In this case, an elderly male keeper had reared Molly for a period of 22 years in the two zoos.…”

Section: Discussionmentioning

confidence: 97%

The Effects of the Environment on the Drawings of an Extraordinarily Productive Orangutan (Pongo pygmaeus) Artist

et al. 2019

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We report on the case of an extraordinary orangutan who spontaneously produced over a thousand drawings in 5 years. This female orangutan, Molly, started drawing when she was estimated to be 50 years old. Although it has been established that great apes spontaneously draw without training, she produced an enormous number of paintings in her old age, and the numbers of lines and colors in her drawings varied from day to day. As her drawings seemed to be affected by her surroundings, we attempted to analyze quantitatively relationships between her drawings and potentially influential factors during a specific period in which no ostensibly major events were observed. According to our results, her drawings were affected by the identity of her keeper, implying that her drawing behavior may have been affected by environmental factors. Thus, drawings may serve as windows to the internal states of non-human primates.

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Section: Discussionmentioning

confidence: 97%

The Effects of the Environment on the Drawings of an Extraordinarily Productive Orangutan (Pongo pygmaeus) Artist

et al. 2019

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“…It will also be necessary to examine from a representational perspective how 1-3-year-old children draw under such a free situation. A longitudinal observation by case study on this topic has already been reported (Yamagata, 1988).…”

Section: Discussionmentioning

confidence: 96%

“…Action representation is often described as the record of an activity arising out of the gesture system (Freeman, 1993); it has been observed in the marks made for a moving truck or a car by a child aged 1 1 ⁄2-2 years saying "Vroommm, vroommm" (Gardner & Wolf, 1987;Yamagata, 1988) and in marks made to show a rabbit hopping (Wolf, 1988). Romancing is referred to as something like symbolic play or stipulated representation (Freeman, 1993;Gardner & Wolf, 1987;Wallon, Cambier, & Engelhart, 1990).…”

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“…For example, it was observed in five attempts to draw a person (Freeman, 1993) and in an attempted drawing of a rabbit's ears by a 19-month-old child (Yamagata, 1996). Shared drawing, also called guided elicitation, is the making of marks on a particular area (e.g., the tire) of a drawing (e.g., of a car) provided by others or the drawing in of the missing parts of a picture in a drawing completion task (Eng, 1931;Freeman, 1977;Yamagata, 1988Yamagata, , 1991Yamagata, , 1997. Taken together, these reports suggest that 1-2-year-old children are already aware of the symbolic function of a drawing and understand graphic representations as signifying a referent, although they cannot produce recognizable drawings by themselves.…”

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Emergence of representational activity during the early drawing stage: process analysis

Yamagata

2001

Jpn Psychol Res

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This study analyzed the process underlying the emergence of representational drawing. Eighty‐seven children aged 1–3 years were asked to color or draw either a simple picture (P) or a contour for an object (DC) in a shared task. After that, they were asked to draw their mother on a blank sheet of paper in a no drawn contour task (NC). Whereas 1½‐ and 2‐year‐olds were more successful in the P task than in the DC task, the 2½‐ and 3‐year‐olds were successful in both. The 2‐year‐olds were better in the DC than the NC task. The results show that 1½‐ and 2‐year‐olds can extract the component parts of a drawing even though they cannot produce them and children over 2½ years old can organize these components into a drawing by themselves. These findings indicate that representational drawing is based on the extraction of the component parts and the acquisition of the drawing ability to combine the parts into a drawing and that the beginnings of representational drawing are found in 1½‐ and 2‐year‐old children.

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“…Researchers have explained that fortuitous realism, wherein young children happen to discover some meaningful objects in their scribbles, is a germinal stage of their representational drawings and leads to their intention to draw something. This solipsistic explanation is insufficient in that (a) it overlooks the interaction with surrounding adults, which provides a scaffold for children's drawings (Gardner, 1980;Golomb, 2004), and (b), perhaps more importantly, it overlooks the active role of children in controlling the situation (Yamagata, 1988). Children who cannot make representational drawings by themselves (actual developmental level) attained their objective of making representational drawings by asking parents to draw or to help them draw (potential developmental level).…”

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Commentary: Mother—Child Interaction Reconsidered: Commentary on Berducci

Takahashi

2008

Culture & Psychology

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In this commentary, I reexamine the truck-puzzle task to evaluate the actual significance of Berducci's formulation. I indicate the diversity of situation definition, the co-constructiveness of the situation, the ontogeny of the active and intentional agent who participates in the situation, and its cultural constraints. Although Berducci's formulation is not restricted to a specific task setting and is a general one, the participants in the tasks he analyzed actively interpret a diverse situation and co-construct it as active and intentional agents under the constraint of cultural norms. Therefore, we need to know the ontological status of his formulation; it is a theoretical problem as well as an empirical one.In his seminal work on mother-child interaction in the truck-puzzle task, Wertsch (1979Wertsch ( , 1985 expanded the concept of zone of proximal development (Vygotsky, 1978), wherein adults help children in solving problems (inter-psychological plane) to stimulate children solving problems by themselves (intra-psychological plane). While this has sometimes been thought of as simple instructionism, Wertsch, with the help of Bakhtin's idea of dialogue (Bakhtin, 1981), rigorously showed that the mother's approach to the child is an activity of dialogical communication, where the intentions and thoughts of the interlocutors are opposed to one another and there exists a tension between otherness and intersubjectivity; therefore, the situation is dialogically and dynamically organized. Even though Vygotsky (1962) formulated that words are elided, abbreviated, and come to have their own sense in inner speech, an abbreviation of word sense also exists in external speech (Wertsch, 1985). When the words in a dialogue between interlocutors are increasingly abbreviated, intersubjectivity between them also increases. Culture & Psychology

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Representational Activity in a Scribbling Stage of Drawing

Cited by 4 publications

References 0 publications

The Effects of the Environment on the Drawings of an Extraordinarily Productive Orangutan (Pongo pygmaeus) Artist

The Effects of the Environment on the Drawings of an Extraordinarily Productive Orangutan (Pongo pygmaeus) Artist

Emergence of representational activity during the early drawing stage: process analysis

Commentary: Mother—Child Interaction Reconsidered: Commentary on Berducci

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