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Child Dev. 2016 May;87(3):929-43. doi: 10.1111/cdev.12520. Epub 2016 Apr 15.

Preschool Drawing and School Mathematics: The Nature of the Association.

Author information

1
Goldsmiths University of London.
2
Tomsk State University.
3
University of York.
4
University College London.
5
Unit for Social and Community Psychiatry (WHO Collaborating Centre for Mental Health Services Development), Queen Mary University of London.
6
King's College London.
7
Psychological Institute of the Russian Academy of Education.
8
New York University in London.

Abstract

The study examined the etiology of individual differences in early drawing and of its longitudinal association with school mathematics. Participants (N = 14,760), members of the Twins Early Development Study, were assessed on their ability to draw a human figure, including number of features, symmetry, and proportionality. Human figure drawing was moderately stable across 6 months (average r = .40). Individual differences in drawing at age 4½ were influenced by genetic (.21), shared environmental (.30), and nonshared environmental (.49) factors. Drawing was related to later (age 12) mathematical ability (average r = .24). This association was explained by genetic and shared environmental factors that also influenced general intelligence. Some genetic factors, unrelated to intelligence, also contributed to individual differences in drawing.

PMID:
27079561
PMCID:
PMC4871737
DOI:
10.1111/cdev.12520
[Indexed for MEDLINE]
Free PMC Article

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