Directionality in Copying: Memory, Handedness, and Alignment Effects

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Abstract
Explored were the effects of memory, handedness, and the relative position of model and copy on the sequential behavior (starting points and stroke progressions) of children copying a set of shapes. Exp. 1 (memory) involved 46 kindergarten children; Exp. 2 (handedness), 36 kindergartners; and Exp. 3 (alignment and proximity), 20 children from each of Grades K, 2, and 4. Availability of the model had no effect; children followed the same paths when copying with the model present or with it absent. Handedness, however, affected left-right directionality, while the proximity of model and copy affected threading and, to a lesser extent, top-bottom directionality. The results are discussed in terms of implications for questions about sources of directionality.

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