FLORENCE GOODENOUGH DRAWAMAN TEST Research Study by Megan

FLORENCE GOODENOUGH: DRAW-A-MAN TEST Research Study by: Megan Graziose

Biography Early Childhood College After College • August 6, 1886: Born in Honesdale, Pennsylvania. She was youngest of 9 and was homeschooled. • Received the equivalent of a high school diploma • 1908: Graduated with a Bachelor of Pedagogy from Normal School in Millersville, Pennsylvania • Earned her B. S. in 1920 from Columbia University • Studied under Leta Hollingsworth. She earned her M. A. in 1921 • 1923: Published The Stanford Achievement Test. • 1924: Ph. D. in Philosophy earned from Stanford University under Lewis Terman • 1925: Appointed assistant professor in the Institute of Child Welfare at the University of Minnesota • 1926: Published her first book: The Measurement of Intelligence by Drawings • 1933: Promoted to full professor in the Institute of Child Welfare at the University of Minnesota • 1959: Died at age 73 of a stroke

Contributions to Psychology • 1925: Genetic Studies of Genius (helped to spread her research, theory and influence) • 1926: Published her first book- The Measurement of Intelligence by Drawings • 1931: Published Anger in Young Children and the Measurement of Mental Growth • 1942: Became the President of the National Counsel of Women Psychologists • 1946: Became the President of the Society for Research in Child Development • Instructed Ruth Howard, who was the first African American female to receive a Ph. D. in psychology • Developed time sampling • Developed event sampling • Draw-a-Man/ Draw-a-Woman Test

Draw-a-Man Test Nonverbal IQ test Reliability of the test was high Compared with standard intelligence at that period Help to know mental process and organization

When deciding on a subject, the following were taken into consideration…. It must be something all children are equally familiar. It must present as little variability in its essential characteristics as possible. It must be simple in its general outline. It must be one of universal interest and appeal.

Psychological Interpretation of Drawings 1. Association by similarity 2. Analysis into its component parts 3. Evaluation of these parts 4. Analysis of spatial relationships; of relative position 5. Judgements of quantitative relationships; of relative proportion 6. Further process of abstraction 7. Coordination of eye and hand movements 8. Adaptability “We are accustomed to Speak of this type Of recognition as ‘association by similarity. ’” -Florence Goodenough

THE STUDY Hypothesis and Procedure

The Purpose The object of this study is to determine the extent to which the nature of drawings made by children in their early years is conditioned by their intellectual development- as determined by Florence Goodenough’s Draw-a-Man Test In particular, this research study seeks to answer the following questions: 1) Does gender play a role in the percentile rankings of the drawings? 2) Do children in the same age groups generally earn the same scores (percentile rankings) on their drawings?

Procedures Sample: 7 (4 2 nd graders, 1 3 rd grader, 1 4 th grader, and 1 6 th grader) DIRECTIONS: “Please circle whether you are a boy or a girl on the top of your paper. On this piece of paper, I want you to make a picture. Make the very best picture you can. Take your time, work very carefully. Try very hard and show me what great drawings you can make!” There was no time limit. Many students took 10 -15 minutes.

Hypothesis • Based on Goodenough’s study, I predicted that the younger children will have lower standard scores than the older children. I also think that the female students will score higher than the boys.

Key terms: Intelligence Quotient (IQ) Cognitive Development Raw Score Standard Score Percentiles • A number arrived at by means of intelligence tests, intended to express the degree of intelligence of an individual in relation to the average for the age-group • The process that includes perception, conceptualizing, knowing, judging, and reasoning • The number of points each child receives for their drawing • “Attempts to represent the measurement theory that intelligence is a mosaic of abilities” • Shows the relative standing of a child in a theoretical group of 100, representing a particular population

Limitations • Kids said they didn’t know how to draw a man • Copying/ Influence • Shyness • Disinterest • “Not good at drawing”

Scoring 2 Classes: Class A- subject cannot be recognized Class B- all drawings which can be recognized as attempts to represent the human figure, no matter how crude they may be 1. Head present • Requirement: Any clear method of representing the head. Features alone without any outline are not credited for this point. • Proportion: Area of the head is not more than one half or less than one tenth that of the trunk. Score rather leniently. 14 a. Motor Coordination • Requirement: All lines are reasonably firm, for the most part meeting each other cleanly at points of junction, without marked tendency to cross or overlap, or to leave gaps between the ends. The degree of complexity of the drawing must be taken into account, a drawing with very few lines being scored more rigidly than one which involves much detail and frequent change in the direction of the lines. A “sketchy” drawing in which most of the outlines consist of many short lines is ordinarily credited…

Standard Score Tables

Percentile Ranking Table

Student 3: 3 rd Grade Boy Age 8 Raw Score 9 Standard Score 67 Percentile 1

Student 5: 4 th Grade Girl Age: 9 Raw Score 18 Standard Score 76 Percentile 5

Student 2: 2 nd Grade Girl Age 7 Raw Score 13 Standard Score 77 Percentile 6

Student 7 6 th Grade Girl Age 12 Raw Score 32 Standard Score 84 Percentile 14 “A small percentage, usually brighter children, Who have come to realize the technical difficulties involved in drawing the hands, avoid the issue by concealing them in some way usually by drawing the man with the hands in his pockets. ” –Florence Goodenough

Student 6 2 nd Grade Boy Age 7 Raw Score 22 Standard Score 99 Percentile 25

Student 1: 2 nd Grade Boy Age 7 Raw Score 30 Standard Score 116 Percentile 86

Student 4: 2 rd Grade Girl Age 7 Raw Score 35 Standard Score 125 Percentile 95

Student (Male) Grade Score (RAW/Standard Score) Student 1 2 nd Grade 30/116 Student 6 2 nd Grade 22/99 Student 3 3 rd grade 9/67 Student (Female) Grade Score (RAW/Standard Score) Student 2 2 nd Grade 13/77 Student 4 2 nd Grade 35/125 Student 5 4 th Grade 18/76 Student 7 6 th Grade 32/84 In Conclusion: After averaging out the raw scores, the girls score higher. However when one averages out the standard scores, the boys actually score higher. From this we can conclude that the boys have more potential to grow, mentally. If we focus on age, the younger children actually scored higher thanks to their imaginations.