Drawing as a verbally mediated activity: A study of relationships between verbal, motor, and visuospatial skills and drawing in children

Abstract

The present studies analysed drawing as a system rather than a unitary ability. The aim was to investigate whether and which language factors influence drawing performance and drawing development. In two studies of 2- to 11-year-old children drawing as a system of components was investigated. Tests were designed to measure motor output, imagery, memory, perception, and verbal abilities. The analysis of relationships between drawing measures and putative components of a drawing system revealed that all of the proposed components independently affected drawing development. Results of analyses of the data from younger and older children separately suggest that different components of a system are crucial for drawing development at different phases of development.