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Publication . Article . Other literature type . 2016

Preschool Drawing and School Mathematics: The Nature of the Association

Margherita Malanchini; Maria Grazia Tosto; Victoria Garfield; Aysegul Dirik; Adrian Czerwik; Rosalind Arden; Sergey Malykh; +1 Authors
Open Access
Published: 15 Apr 2016 Journal: Child Development, volume 87, pages 929-943 (issn: 0009-3920, Copyright policy )
Publisher: Wiley
Country: Russian Federation
Abstract

The study examined the aetiology 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 six months (average r = .40). Individual differences in drawing at age 4½ were influenced by genetic (.21), shared environmental (.30) and non-shared 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.

Subjects by Vocabulary

Microsoft Academic Graph classification: Aptitude media_common.quotation_subject media_common Mathematical ability Psychology Motor skill Preschool education Developmental psychology Twins Early Development Study Figure drawing Association (psychology) Follow up studies

Subjects

Developmental and Educational Psychology, Education, Pediatrics, Perinatology and Child Health, рисование, математические способности, ассоциации, дошкольники, школьники, Article

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