Representational Skill Research Articles

Learning to see by learning to draw: A longitudinal analysis of the relationship between representational drawing training and visuospatial skill.

A growing body of correlational research has revealed systematic relationships between various aspects of visuospatial processing and representational drawing ability. However, very few studies have sought to examine the longitudinal development of the relation between drawing and visuospatial ability. The current investigation explored change in drawing and visuospatial skill in art students taking a foundational drawing course (n = 42) in a longitudinal design. Measures of representational drawing skill, dispositional traits, and visuospatial skill were taken at three time points over the course of five months. The findings reveal improvements in representational drawing, mental rotation, disembedding figures, and attentional switching. However, individual differences in change over time on one task did not predict change in another, revealing implications for domain-specific and domain-general aspects of art and design expertise.

The effectiveness of brides on the level of representational skill performance in tennis and the level of harmonic behavior for beginners Special Olympics.

The research aimed to know the effect of the use of representative brides in tennis on the level of performance of some tennis skills (front straight stroke and straight back stroke) among special Olympics beginners and the development of some aspects of harmonic behavior for them, and the researcher used the experimental approach using the experimental design of one experimental group, and the research sample included (15) a beginner in tennis from the Special Olympics, and the researcher used to collect data, intelligence test and physical and skill tests, and the most important results of the researcher were the stability of the effectiveness of the use of representative brides in learning some of the skills Fundamental in tennis (straight strike front, and hit straight back) to the beginner Special Olympics and the development of some aspects of behavior for them compromise, The most important recommendations were to try to prepare study programs for the teacher student that include the use of representative brides as well as educational programs for the mentally handicapped before the two to learn in all sports using representative brides.

Commentary: Rethinking the Development of "Nonbasic" Emotions: A Critical Review of Existing Theories.

Commentary: Rethinking the Development of "Nonbasic" Emotions: A Critical Review of Existing Theories.

Scratching the surface: Practice, personality, approaches to learning, and the acquisition of high-level representational drawing ability.

Research suggests that expertise typically is acquired as a result of deliberate practice and a flexible approach to strategies for learning. Representational drawing is a complex skill which underpins performance in many branches of the visual arts and has the characteristics of other domains of expertise. It is therefore likely that approaches to learning and certain types of practice characterize the development of expertise in this domain. The current study aimed to investigate how differences in the acquisition of representational drawing skill could be explained by individual differences in personality, approaches to learning, and practice. A cohort of art students (n 682) completed questionnaires about their artistic ability, personality, and approaches to learning. A subset completed tasks of drawing ability (n 301), the Rey-Osterrieth Complex Figure test (ROCFT), and an IQ test (Raven’s Advanced Progressive Matrices). Drawing ability related to time spent drawing and use of drawing techniques, with additional independent effects of the copying and recalling a complex geometric figure. Personality predicted approaches to learning, which in turn predicted differences in the outcome variables: practice, use of techniques, and drawing ability. Personality did not directly predict drawing ability when approaches to learning were taken into account. Surface learners spent more time drawing, learned fewer techniques, and acquired a lower level of skill and strategic learners acquired a higher level of drawing skill. The resulting model of drawing ability development can be applied to expertise in a range of creative and noncreative domains

In This Issue

In This Issue

Drawing on the right side of the brain: A voxel-based morphometry analysis of observational drawing

Structural brain differences in relation to expertise have been demonstrated in a number of domains including visual perception, spatial navigation, complex motor skills and musical ability. However no studies have assessed the structural differences associated with representational skills in visual art. As training artists are inclined to be a heterogeneous group in terms of their subject matter and chosen media, it was of interest to investigate whether there would be any consistent changes in neural structure in response to increasing representational drawing skill. In the current study a cohort of 44 graduate and post-graduate art students and non-art students completed drawing tasks. Scores on these tasks were then correlated with the regional grey and white matter volume in cortical and subcortical structures. An increase in grey matter density in the left anterior cerebellum and the right medial frontal gyrus was observed in relation to observational drawing ability, whereas artistic training (art students vs. non-art students) was correlated with increased grey matter density in the right precuneus. This suggests that observational drawing ability relates to changes in structures pertaining to fine motor control and procedural memory, and that artistic training in addition is associated with enhancement of structures pertaining to visual imagery. The findings corroborate the findings of small-scale fMRI studies and provide insights into the properties of the developing artistic brain.

The Roles of Emotional Comprehension and Representational Drawing Skill in Children's Expressive Drawing

The purpose of the present study was to investigate the roles of emotional comprehension and representational drawing skill in children’s expressive drawing. Fifty 7- to 10-year-olds were asked to produce two (happy and sad) expressive drawings, two representational drawings (drawing of a man running and drawing of a house) and to answer the Test of Emotion Comprehension (Pons & Harris, 2000). The expressive drawings were assessed on the number of expressive subject matter themes (‘content expression’) and the overall quality of expression on a 5-point scale. Each of the representational drawings was measured on a scale assessing detail and visual realism criteria, and contributed to a single representational drawing skill score. In line with our predictions, we found that both emotional comprehension and representational drawing skill accounted for a significant variance in children’s expressive drawings. We explain that children’s developing emotional comprehension may allow them to consider more detailed and poignant expressive ideas for their drawings, and that their developing representational drawing skill facilitates the graphic execution of these emotional ideas.

IMPROVING STUDENTS’ REPRESENTATIONAL SKILL AND GENERIC SCIENCE SKILL USING REPRESENTATIONAL APPROACH

: Improving Students' Representational Skill and Generic Science Skill Using Representa­tional Approach. This one group pretest-posttest research aimed to examine the effectiveness of represen­tational approach to improve students' representational and generic science skills through Selected Topics of School Physics course. The subjects consisted of 24 undergraduate students of physics education program of UM. The data were gathered using integrated Mechanics Baseline Test and rubric. Quantitative data analyses included t-test, Cohen's d-effect size, and normalized gain, whereas qualitative data analyses included coding, tabulating, and interpreting. This result indicated that this representational approach was consid­ered effective to achieve both learning outcomes.

The Backtalk of Self-Generated Sketches

January 01 2003 The Backtalk of Self-Generated Sketches Gabriela Goldschmidt Gabriela Goldschmidt Search for other works by this author on: This Site Google Scholar Author and Article Information Gabriela Goldschmidt Online Issn: 1531-4790 Print Issn: 0747-9360 © 2003 Massachusetts Institute of Technology2003 Design Issues (2003) 19 (1): 72–88. https://doi.org/10.1162/074793603762667728 Cite Icon Cite Permissions Share Icon Share Facebook Twitter LinkedIn MailTo Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Search Site Citation Gabriela Goldschmidt; The Backtalk of Self-Generated Sketches. Design Issues 2003; 19 (1): 72–88. doi: https://doi.org/10.1162/074793603762667728 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAll JournalsDesign Issues Search Advanced Search This content is only available as a PDF. © 2003 Massachusetts Institute of Technology2003 Article PDF first page preview Close Modal You do not currently have access to this content.

Alternatives to rules for knowledge-based modelling

The technology of knowledge-based systems undoubtedly offers potential for educational modelling, yet its practical impact on today's school classrooms is very limited. To an extent this is because the tools presently used in schools are mostly rule-based expert system shells, which lack usability. We developed three alternative tools, using ideas from knowledge acquisition research, and compared their effectiveness to that of an established rule-based shell. Children working with the new tools produced higher quality models and developed more positive attitudes. We relate these findings to the forms of representation provided by the new tools and present evidence that modelling increases children's representational skill. We conclude that knowledge acquisition systems and alternative forms of representation can contribute to improved forms of knowledge-based modelling.

The neurobiology of human consciousness: An evolutionary approach

Human brains are basically primate in design, but in addition have representational mechanisms that give human consciousness a special character. The evolution in hominids of new kinds of representational skill—both nonverbal and verbal—produced our capacity for skilled rehearsal and explicit memory retrieval, and allowed the invention of conventional, or public representations, including languages and external symbols. The latter have created demands at the cultural level that greatly influence the deployment of cerebral resources. The spiralling interaction of brain and culture in evolution has resulted in a unique quasi-modular architecture at the highest levels of human cerebral integration.

Musical Creativity: The Stream of Consciousness in Composition, Improvisation, and Education

This article explores the stream of consciousness as a primary source for the ideas from which music is created. Improvisation and composition are presented as behaviors which deserve attention at all levels of elementary and high school music programs; the cognitive foundations of each are discussed. Also, humanistic methods of teaching music are described in the article as being superior to the traditional behaviorist methods, because the former encourage the development of both representational and creative skills, while the latter reward representational skill development and discourage the skills needed to be a creator of music.

The emergence of representation in search: Understanding the hider as an independent agent

Corrigan's results point the way toward a reconceptualization of how the development of representation affects search. The child does not cognitively recreate the invisible displacements of the object. Instead she seems to understand that the hider is an independent agent who can use simple hiding strategies that the child does not directly perceive. This representational skill for search, we propose, is one realization of a general representational capacity that emerges late in the second year. The general capacity is defined structurally as the ability to coordinate two sensorimotor systems into a single skill. Although there seem to be some discontinuities in the emergence of the representational capacity, its development is mostly gradual and continuous.