Abstract
was found that when pre-school children and college sophomores were given the task of drawing 'moon-faces' to monotony, the characteristics of monotony manifested by each group were closely similar. Both groups demonstrated similar facial, postural, and vocal patterns with monotony. Both groups seek 'substitutions' in the form of fantasy, talking, whistling, etc., and 'variations'--errors in work structure--encroach upon their performance. Each rejects the task because of the conflict produced by the demands to continue and the demands to discontinue and the eventual goal depreciation. There are, however, differences in the monotony of the two groups. The children satiate faster and draw considerably less figures; albeit their figures tend to be larger. The task of drawing 'moon-faces,' once entered, is more meaningful or on a more real plane for the children. But the 'moon-faces' as such lose meaning faster. Errors and distortions in the work structure (variations) are more profuse and elaborate. The children break off more rapidly when goal-value is lost and 'variations' have been exhausted. It is in general more difficult for them to make the task mechanical than it is for the adults, and the children find distortions of the figure easier than substitutive motor or ideational activities. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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