Abstract
This paper reports a study concerned with (a) how children's ability to differentiate between men, women, boys and girls in their drawings changes between 4 and 6 years of age, and (b) how the introduction of a communicative context for drawing affects such differentiation. Data collected from 72 Israeli children revealed increasing differentiation between human figures across the age range studied, with qualitative changes in the types of cue used. The introduction of a communicative context had no effect on children's drawings at 4 years, significant though complex effects at 5 years, and significant effects of a more predictable nature at 6 years. Results are discussed in terms of children's use of a hierarchy of cues to establish differentiation.
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