Cognitive Style and Gender Differences in Drawing from Memory Versus Copying in 11‐year‐old Children
- 1 January 1994
- journal article
- research article
- Published by Taylor & Francis in Educational Psychology
- Vol. 14 (4) , 493-496
- https://doi.org/10.1080/0144341940140409
Abstract
A total of 71 11‐year‐old children were asked to draw two pictures: one by copying and one from memory. The quality of each of their drawings was assessed on a five‐point scale by four adult judges rating independently. The cognitive style of each child was assessed by means of the Cognitive Styles Analysis. A significant effect of Verbal‐Imagery Style was observed in which Verbalisers were superior to Imagers in overall drawing performance. There was also a significant interaction between drawing task‐type and gender in which females were superior to males, particularly in drawing from memory. These findings were discussed in terms of the representation of information in memory.Keywords
This publication has 6 references indexed in Scilit:
- The Relationship between Cognitive Style and IntelligenceEducational Psychology, 1994
- Cognitive Styles—an overview and integrationEducational Psychology, 1991
- The relationship between art performance, extraversion and field-independence in secondary-age pupilsResearch in Education, 1987
- The Relationship Between the Personality Dimensions of Extraversion and Field?independence and Art Performance in 13?year?old ChildrenEducational Review, 1981
- Sex Differences in the Effects of Speech Rate and Repetition on the Recall of Prose in ChildrenEducational Psychology, 1981
- The relationship between extraversion and verbal-imagery learning style in twelve-year-old childrenPersonality and Individual Differences, 1980