An analysis of the relationship between children's representational drawing ability and recognition memory
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The purpose of this study was to analyze the relationship between young children's representational drawing and recognition memory. The subjects were 334 children (81 four-year-old, 91 five-year-old, 81 six-year-old and 81 seven-year-old). The results of this study are as follows: first, there were positive correlations between representational drawing abilities and recognition memory; second, ‘subject', a subordinate of recognition memory is a predictive variable of representational drawing ability. The results of this study suggest that the developmental characteristics of young children's abilities on representational drawing should be considered in terms of theorization depending on representational drawing ability and recognition memory. The knowledge of the correlation between recognition memory and representational drawing has much implication for teaching art in early childhood education settings.
Abstract
The purpose of this study was to analyze the relationship between young children's representational drawing and recognition memory. The subjects were 334 children (81 four-year-old, 91 five-year-old, 81 six-year-old and 81 seven-year-old). The results of this study are as follows: first, there were positive correlations between representational drawing abilities and recognition memory; second, ‘subject', a subordinate of recognition memory is a predictive variable of representational drawing ability. The results of this study suggest that the developmental characteristics of young children's abilities on representational drawing should be considered in terms of theorization depending on representational drawing ability and recognition memory. The knowledge of the correlation between recognition memory and representational drawing has much implication for teaching art in early childhood education settings.
참고문헌 (23)
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