The effects of task explicitness to communicate on the expressiveness of children’s drawings of different topics

References

• Bakeman, R., McArthur, D., Quera, V., & Robinson, B. F. (1997). Detecting sequential patterns and determining their reliability with fallible observers. Psychological Methods, 2, 357–370. doi:10.1037/1082-989X.2.4.357
   Web of Science ®Google Scholar
• Barrett, M. D., & Bridson, A. (1983). The effect of instructions upon children’s drawings. British Journal of Developmental Psychology, 1, 175–178. doi:10.1111/j.2044-835X.1983.tb00555.x
   Google Scholar
• Barrett, M. D., Beaumont, A., & Jennett, M. (1985). Some children do sometimes do what they have been told to do: Task demands and verbal instructions in children’s drawings. In N. H. Freeman & M. V. Cox (Eds.), Visual order: The nature and development of pictorial representation (pp. 176–187). Cambridge: Cambridge University Press. doi:10.2466/PMS.70.2.663
   Google Scholar
• Barrouillet, P., Fayol, M., & Chevrot, C. (1994). Le dessin d’une maison, construction d’une e’chelle de de’veloppement [The drawing of a house, construction of a scale of development]. L’Anne’e Psychologique, 94, 81–98.10.3406/psy.1994.28738
   Google Scholar
• Bekhit, N., Thomas, G., & Jolley, R. (2005). The use of drawing for psychological assessment in Britain: Survey findings. Psychology and Psychotherapy: Theory, Research and Practice, 78, 205–217. doi:10.1348/147608305X26044
   PubMed Web of Science ®Google Scholar
• Brechet, C., Baldy, R., & Picard, D. (2009). How does Sam feel? Children’s labelling and drawing of basic emotions. British Journal of Developmental Psychology, 27, 587–606. doi:10.1348/026151008X345564
   PubMed Web of Science ®Google Scholar
• Buck, J. (1948). The H-T-P technique, a qualitative and quantitative scoring method. Journal of Clinical Psychology Monograph Supplement, 5, 1–120.
   Google Scholar
• Buck, J. (1981). The House-Tree-Person technique: A revised manual. Los Angeles, CA: Western Psychological Services.
   Google Scholar
• Burkitt, E. (2008). Children’s choice of color to depict metaphorical and affective information. In C. Millbraith & H. M. Trautner (Eds.), Children’s understanding and production of pictures, drawings and art: Theoretical and empirical approaches (pp. 107–120). London: Hogrefe & Huber.
   Google Scholar
• Burkitt, E., & Barnett, N. (2006). The impact of brief and elaborate mood induction on drawing size: A question of approach? Educational Psychology, 26, 93–108. doi:10.1080/01443410500341049
   Google Scholar
• Burkitt, E., & Barrett, M. (2010). Children’s graphic flexibility: A response to representational redescription. The Journal of Creative Behavior, 44, 169–190. doi:10.1002/j.2162-6057.2010.tb01332.x
   Web of Science ®Google Scholar
• Burkitt, E., & Newell, T. (2005). Effects of human figure type on children’s use of colour to depict sadness and happiness. International Journal of Art Therapy, 10, 15–22. doi:10.1080/17454830500136143
   Google Scholar
• Burkitt, E., & Watling, D. (2013). The impact of audience age and familiarity on children’s drawings of themselves in contrasting affective states. International Journal of Behavioral Development, 37, 222–234. doi:10.1177/0165025413478257
   Web of Science ®Google Scholar
• Burkitt, E., Barrett, M., & Davis, A. (2003). Children’s colour choices for completing drawings of affectively characterised topics. Journal of Child Psychology and Psychiatry, 44, 445–455. doi:10.1111/1469-7610.00134
   PubMed Web of Science ®Google Scholar
• Burkitt, E., Barrett, M., & Davis, A. (2004). The effect of affective characterizations on the use of size and colour in drawings produced by children in the absence of a model. Educational Psychology, 24, 315–343. doi:10.1080/0144341042000211670
   Google Scholar
• Burkitt, E., Barrett, M., & Davis, A. (2005). Drawings of emotionally characterised figures by children from different educational backgrounds. International Journal of Art and Design Education, 24, 71–83. doi:10.1111/j.1476-8070.2005.00424.x
   Web of Science ®Google Scholar
• Burkitt, E., Jolley, R., & Rose, S. E. (2010). Art educational issues in the attitudes and practices that shape children’s drawing experience at home and at school. International Journal of Art & Design Education, 29, 257–270. doi:10.1111/j.1476-8070.2010.01658.x
   Web of Science ®Google Scholar
• Burkitt, E., Watling, D., & Murray, L. (2011). Children’s drawings of significant figures for a peer or an adult audience. Infant and Child Development, 20, 466–473. doi:10.1002/icd.735
   Web of Science ®Google Scholar
• Callaghan, T. C. (1999). Early understanding and production of graphic symbols. Child Development, 70, 1314–1324. doi:10.1111/1467-8624.00096
   PubMed Web of Science ®Google Scholar
• Cox, M. V. (2005). The pictorial world of the child. Cambridge: Cambridge University Press.
   Google Scholar
• Crawford, E., Gross, J., Patterson, T., & Hayne, H. (2012). Does children’s colour use reflect the emotional content of their drawings? Infant and Child Development, 21, 198–215. doi:10.1002/icd
   Web of Science ®Google Scholar
• Dalley, T. (1984). Art as therapy. London: Tavistock Publications.10.4324/9780203325186
   Google Scholar
• Davis, J. H. (1997). Drawing’s demise: U-shaped development in graphic symbolization. Studies in Art Education, 38, 132–157. doi:10.2307/1320290
   Google Scholar
• Freeman, N. H. (1980). Strategies of representation in young children: Analysis of spatial skills and drawing processes. London: Academic Press.
   Google Scholar
• Freeman, N. H. (1995). The emergence of a framework theory of pictorial reasoning. In C. Lange-Kutter (Ed.), Drawing and looking: Theoretical approaches to pictorial representation in children (pp. 135–146). Hemel Hempstead: Harvester Wheatsheaf.
   Google Scholar
• Golomb, C. (1992). The child’s creation of a pictorial world. Berkley: University of California Press.
   Google Scholar
• Goodenough, F. L. (1926). Measurement of intelligence by drawings. New York, NY: World Book.
   Google Scholar
• Greer, T., & Dunlap, W. P. (1997). Analysis of variance with ipsative measures. Psychological Methods, 2, 200–207.10.1037/1082-989X.2.2.200
   Web of Science ®Google Scholar
• Gross, J., & Hayne, H. (1998). Drawing facilitates children’s verbal reports of emotionally laden events. Journal of Experimental Psychology: Applied, 4, 163–179. doi:10.1037/1076-898X.4.2.163
   Web of Science ®Google Scholar
• Haanstra, F., Damen, M. L., & van Hoorn, M. (2011). The U-shaped curve in the low countries: A replication study. Visual Arts Research, 37, 16–29. doi:10.5406/visuartsrese.37.1.0016
   Google Scholar
• Hall, J. A., & Bernieri, F. J. (Eds.). (2001). Interpersonal sensitivity: Theory and measurement. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Hammer, E. F. (1997). Advances in projective drawing interpretation. Springfield, IL: C. C. Thomas.
   Google Scholar
• Hunsley, J., Lee, C. M., & Wood, J. M. (2003). Controversial and questionable assessment techniques. In S. O. Lilienfeld, S. J. Lynn, & J. M. Lohr (Eds.), Science and pseudoscience in clinical psychology (pp. 39–76). New York, NY: Guilford Press.
   Google Scholar
• Ives, S. W. (1984). The development of expressivity in drawing. British Journal of Educational Psychology, 54, 152–159. doi:10.1111/j.2044-8279.1984.tb02575.x
   Web of Science ®Google Scholar
• Jolley, R. P. (2010). Children and pictures: Drawing and understanding. Chichester: Wiley Blackwell.
   Google Scholar
• Jolley, R. P., Fenn, K., & Jones, L. (2004). The development of children’s expressive drawing. British Journal of Developmental Psychology, 22, 545–567. doi:10.1348/0261510042378236
   Web of Science ®Google Scholar
• Killian, G. (1985). The House-Tree-Person (H-T-P). In D. Keyser & R. Sweetland (Eds.), Test critiques (Vol. I, pp. 338–352). Kansas City, MO: Test Corporation of America.
   Google Scholar
• Kindler, A. M. (2000). From the U-curve to dragons: Culture and understanding of artistic development. Visual Arts Research, 26, 15–28.
   Google Scholar
• Light, P. H., & McEwen, F. (1987). Drawings as messages: The effect of a communication game upon production of view-specific drawings. British Journal of Developmental Psychology, 5, 53–59. doi:10.1111/j.2044-835X.1987.tb01041.x
   Web of Science ®Google Scholar
• Light, P. H., & Simmons, B. (1983). The effects of a communication task upon the representation of depth relationships in young children’s drawings. Journal of Experimental Child Psychology, 35, 81–92. doi:10.1111/j.2044-835X.1987.tb01041.x
   PubMed Web of Science ®Google Scholar
• Lunney, G. H. (1970). Using analysis of variance with a dichotomous dependent variable: An empirical study. Journal of Educational Measurement, 7, 239–263. doi:10.1111/j.1745-3984.1970.tb00727.x
   Web of Science ®Google Scholar
• Macleod, E., Gross, J., & Hayne, H. (2014). Drawing conclusions: The effect of instructions on children’s confabulation and fantasy errors. Memory, 24(1), 1–11. doi:10.1080/09658211.2014.982656
   Web of Science ®Google Scholar
• Malchiodi, C. A. (1998). Understanding children’s drawings. London: Jessica Kingsley.
   Google Scholar
• McClure, E. B. (2000). A meta-analytic review of sex differences in facial expression processing and their development in infants, children and adolescents. Psychological Bulletin, 126, 424–453. doi:10.1037/0033-2909.126.3.424
   PubMed Web of Science ®Google Scholar
• Pariser, D., & van den Berg, A. (1997). The mind of the beholder: Some provisional doubts about the U-curved aesthetic development thesis. Studies in Art Education, 38, 158–178. doi:10.2307/1320291
   Google Scholar
• Parsons, M. J. (1987). How we understand art: A cognitive developmental account of aesthetic experience. Cambridge: Cambridge University Press.
   Google Scholar
• Patterson, T., & Hayne, H. (2011). Does drawing facilitate older children’s reports of emotionally laden events? Applied Cognitive Psychology, 25, 119–126. doi:10.1002/acp.1650
   Web of Science ®Google Scholar
• Picard, D., & Gauthier, C. (2012). The development of expressive drawing abilities during childhood and into adolescence. Child Development Research, 2012, Article ID 925063. doi:10.1155/2012/925063
   Google Scholar
• Picard, D., & Lebaz, S. (2010). Symbolic use of size and color in freehand drawing of the tree: Myth or reality? Journal of Personality Assessment, 92, 186–188. doi:10.1080/00223890903510464
   PubMed Web of Science ®Google Scholar
• Picard, D., Brechet, C., & Baldy, R. (2007). Expressive strategies in drawing are related to age and topic. Journal of Nonverbal Behavior, 31, 243–257. doi:10.1007/s10919-007-0035-5
   Web of Science ®Google Scholar
• Rose, S. E., & Taplin, J. T. (2010). An investigation of the expressive and representational drawing development in National Curriculum, Steiner and Montessori schools. Kindling: The Journal for Steiner Waldorf Early Childhood Care and Education, 18, 12–14.
   Google Scholar
• Rose, S. E., Jolley, R. P., & Burkitt, E. (2006). A review of children’s, teachers’ and parents’ influences on children’s drawing experience. International Journal of Art and Design Education, 25, 341–349. doi:10.1111/j.1476-8070.2006.00500.x
   Web of Science ®Google Scholar
• Sayil, M. (1998). The development of emotional facial drawings in children. Journal of Child and Adolescence Mental Health, 4, 129–133.
   Google Scholar
• Sitton, R., & Light, P. (1992). Drawing to differentiate: Flexibility in young children’s human figure drawings. British Journal of Developmental Psychology, 10, 25–33. doi:10.1111/j.2044-835X.1992.tb00560.x
   Web of Science ®Google Scholar
• Stetsenko, A. (1993). The psychological function of children’s drawing: A Vygokskian perspective. In C. Lange-Kutter (Ed.), Drawing and looking: Theoretical approaches to pictorial representation in Children (pp. 147–158). Hemel Hempstead: Harvester Wheatsheaf.
   Google Scholar
• Winner, E., & Gardner, H. (1981). The art in children’s drawings. Review of Research in Visual Arts Education, 7, 18–31. doi:10.2307/20715322
   Google Scholar
• Winston, A. S., Kenyon, B., Stewardson, J., & Lepine, T. (1995). Children’s sensitivity to expression of emotion in drawings. Visual Art Research, 21(1), 1–15.
   Google Scholar
• Woolford, J., Patterson, T., Macleod, E., Hobbs, L., & Hayne, H. (2015). Drawing helps children to talk about their presenting problems during a mental health assessment. Clinical Child Psychology & Psychiatry, 20, 68–83. doi:10.1177/1359104513496261
   PubMed Web of Science ®Google Scholar