Gross Failure to Utilise Alignment Cues in Children's Drawing of Three-Dimensional Relationships
- 1 June 1980
- journal article
- Published by SAGE Publications in Perception
- Vol. 9 (3) , 353-359
- https://doi.org/10.1068/p090353
Abstract
There are two major ways of classifying the development of children's attempts to represent three-dimensional relationships on the page. One is in terms of discrete drawing systems and the other is in terms of local decisions that have to be taken within more than one system. An observation is made which appears paradoxical from each of these approaches. Nonetheless, study of the observation reveals a systematic relationship with a systems approach. But this cannot be explained without extending the assumptions of a systems approach.Keywords
This publication has 9 references indexed in Scilit:
- The representation of three-dimensional objectsNature, 1979
- Spatial depth relationships in young children's drawingsJournal of Experimental Child Psychology, 1978
- How Children Learn to Draw Realistic PicturesQuarterly Journal of Experimental Psychology, 1977
- Children's strategies in producing three-dimensional relationships on a two-dimensional surfaceJournal of Experimental Child Psychology, 1977
- Hyperbolic Geometry as an Alternative to Perspective for Constructing Drawings of Visual SpacePerception, 1977
- How Children Learn to Represent Three-Dimensional Space in DrawingsPublished by Springer Nature ,1977
- The Perpendicular Error and the Vertical Effect in Children's DrawingPerception, 1976
- Orientation of the Diamond and the SquarePerception, 1976
- PICTORIAL DEPTH PERCEPTION: A DEVELOPMENTAL STUDYBritish Journal of Psychology, 1974