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Emergence of representation in drawing: The relation between kinematic and referential aspects

1998; Elsevier BV; Volume: 13; Issue: 1 Linguagem: Inglês

10.1016/s0885-2014(98)90019-3

1879-226X

Esther Adi‐Japha, Iris Levin, Sorin Solomon,

Cognitive and developmental aspects of mathematical skills

To identify and characterize early instances in which children attribute meaning to their drawings, scribbles of 2- to 3-year-olds were examined from kinematic and representational perspectives. Scribbles were shown to be composed of smooth-inertial and angular-intentional curves, the former revealing a systematic relation between curvature and speed (the 2/ 3 power law). Children tended to attribute a-posteriori representational meanings (e.g., an airplane) to angular curves and nonrepresentational meanings (e.g., a line) to smooth curves, that they have just finished drawing. They did not do so with reference to scribbles drawn by peers, by themselves in the past, or by the experimenter who imitated their scribbling. Children's attribution of representational meanings increased with age. The phenomenon studied was discussed as a possible precursor of preplanned representational drawing, indicating the child's awareness of the symbolic function of a line—standing for itself and signifying a referent.