{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/21136"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/21136","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Spatial representation in drawing: The influence of size, viewpoint, and observation on drawing development","abstract":"Previous research (Willats, 1977a, b; Nicholls & Kennedy, 1992) concerning the final stage and route of drawing development in terms of projection systems remains controversial. In an attempt to clarify the complexity surrounding this topic, the present research investigated the underling cognitive dynamics related to drawing a solid, simple, and geometric object. Factors such as age, the viewpoint of the subject, and the size of object were carefully controlled. 874 subjects, ranging in age from 7 to 17 years, were randomly sampled from three public schools in Taipei, Taiwan, R.O.C. A 6 x 2 x 2 x 3 (age by view by size by task) experimental design was used. All the subjects were randomly assigned to four treatment conditions (big-front cube, small-front cube, big-corner cube, and small-corner cube) and participated in all three tasks, including drawing from memory (Task 1), drawing from observation (Task 2), and judgment task (Task 3). In the Task 2 and 3, a white cube was shown in each condition. 1748 drawings were classified into 28 categories based on the aspects of projection lines, foreshortening, number of facets, position of the bottom line, and proportion of facets. These categories were divided into five stages: orthographic projection, transition 1, transition 2, oblique projection, and perspective stages. The results indicated that primitive oblique (a square with oblique projection lines) was dominant when no cube was shown. The perspective could be the final stage of development when the cube was shown in its front view, especially when it was big enough. However, when the cube was shown in its corner view, the development ended with the more advanced oblique projection stage (all three facets obliquely projected) than in the Task 1. Therefore, the final stage of the development changes when drawing condition changes. The results are partially inconsistent with earlier studies. The routes of development are various. The development is a process of differentiation and refinement. It is oriented by both knowledge and perception. Whether the knowledge or the perception become dominant depends on the actual drawing situation. The results are also inconsistent with earlier studies.","abstract_html":"Previous research (Willats, 1977a, b; Nicholls & Kennedy, 1992) concerning the final stage and route of drawing development in terms of projection systems remains controversial. In an attempt to clarify the complexity surrounding this topic, the present research investigated the underling cognitive dynamics related to drawing a solid, simple, and geometric object. Factors such as age, the viewpoint of the subject, and the size of object were carefully controlled. 874 subjects, ranging in age from 7 to 17 years, were randomly sampled from three public schools in Taipei, Taiwan, R.O.C. A 6 x 2 x 2 x 3 (age by view by size by task) experimental design was used. All the subjects were randomly assigned to four treatment conditions (big-front cube, small-front cube, big-corner cube, and small-corner cube) and participated in all three tasks, including drawing from memory (Task 1), drawing from observation (Task 2), and judgment task (Task 3). In the Task 2 and 3, a white cube was shown in each condition. 1748 drawings were classified into 28 categories based on the aspects of projection lines, foreshortening, number of facets, position of the bottom line, and proportion of facets. These categories were divided into five stages: orthographic projection, transition 1, transition 2, oblique projection, and perspective stages. The results indicated that primitive oblique (a square with oblique projection lines) was dominant when no cube was shown. The perspective could be the final stage of development when the cube was shown in its front view, especially when it was big enough. However, when the cube was shown in its corner view, the development ended with the more advanced oblique projection stage (all three facets obliquely projected) than in the Task 1. Therefore, the final stage of the development changes when drawing condition changes. The results are partially inconsistent with earlier studies. The routes of development are various. The development is a process of differentiation and refinement. It is oriented by both knowledge and perception. Whether the knowledge or the perception become dominant depends on the actual drawing situation. The results are also inconsistent with earlier studies.","abstract_has_math":false,"creators":["I, Bin"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Art Education","degree_department":null,"school":null,"contributors":["Hardiman, George W."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T12:59:27Z","date_published":"2011-05-07T12:59:27Z","updated_at":"2026-07-22T22:25:17Z","subjects":["Education, Art","Education, Educational Psychology"],"languages":["eng"],"rights":["Copyright 1995 I, Bin"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9624372","(UMI)AAI9624372"],"render_values":[{"text":"AAI9624372","href":null,"code":true},{"text":"(UMI)AAI9624372","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/21136","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hardiman, George W."]},{"key":"dc:creator","label":"Author","values":["I, Bin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T12:59:27Z","10000-01-01","1995"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Art Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Art","Education, Educational Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1995 I, Bin"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/21136","AAI9624372","(UMI)AAI9624372"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Previous research (Willats, 1977a, b; Nicholls & Kennedy, 1992) concerning the final stage and route of drawing development in terms of projection systems remains controversial. In an attempt to clarify the complexity surrounding this topic, the present research investigated the underling cognitive dynamics related to drawing a solid, simple, and geometric object. Factors such as age, the viewpoint of the subject, and the size of object were carefully controlled. 874 subjects, ranging in age from 7 to 17 years, were randomly sampled from three public schools in Taipei, Taiwan, R.O.C. A 6 x 2 x 2 x 3 (age by view by size by task) experimental design was used. All the subjects were randomly assigned to four treatment conditions (big-front cube, small-front cube, big-corner cube, and small-corner cube) and participated in all three tasks, including drawing from memory (Task 1), drawing from observation (Task 2), and judgment task (Task 3). In the Task 2 and 3, a white cube was shown in each condition. 1748 drawings were classified into 28 categories based on the aspects of projection lines, foreshortening, number of facets, position of the bottom line, and proportion of facets. These categories were divided into five stages: orthographic projection, transition 1, transition 2, oblique projection, and perspective stages. The results indicated that primitive oblique (a square with oblique projection lines) was dominant when no cube was shown. The perspective could be the final stage of development when the cube was shown in its front view, especially when it was big enough. However, when the cube was shown in its corner view, the development ended with the more advanced oblique projection stage (all three facets obliquely projected) than in the Task 1. Therefore, the final stage of the development changes when drawing condition changes. The results are partially inconsistent with earlier studies. The routes of development are various. The development is a process of differentiation and refinement. It is oriented by both knowledge and perception. Whether the knowledge or the perception become dominant depends on the actual drawing situation. The results are also inconsistent with earlier studies.","Made available in DSpace on 2011-05-07T12:59:27Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9624372.pdf: 5159900 bytes, checksum: ec88ba969b49807e16a26f638dc12e11 (MD5) Previous issue date: 1995","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:48:44Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:22:05-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["Spatial representation in drawing: The influence of size, viewpoint, and observation on drawing development"]}]}],"canonical_facts":{"dc:contributor":["Hardiman, George W."],"dc:creator":["I, Bin"],"dc:date":["2011-05-07T12:59:27Z","10000-01-01","1995"],"dc:description":["Previous research (Willats, 1977a, b; Nicholls & Kennedy, 1992) concerning the final stage and route of drawing development in terms of projection systems remains controversial. In an attempt to clarify the complexity surrounding this topic, the present research investigated the underling cognitive dynamics related to drawing a solid, simple, and geometric object. Factors such as age, the viewpoint of the subject, and the size of object were carefully controlled. 874 subjects, ranging in age from 7 to 17 years, were randomly sampled from three public schools in Taipei, Taiwan, R.O.C. A 6 x 2 x 2 x 3 (age by view by size by task) experimental design was used. All the subjects were randomly assigned to four treatment conditions (big-front cube, small-front cube, big-corner cube, and small-corner cube) and participated in all three tasks, including drawing from memory (Task 1), drawing from observation (Task 2), and judgment task (Task 3). In the Task 2 and 3, a white cube was shown in each condition. 1748 drawings were classified into 28 categories based on the aspects of projection lines, foreshortening, number of facets, position of the bottom line, and proportion of facets. These categories were divided into five stages: orthographic projection, transition 1, transition 2, oblique projection, and perspective stages. The results indicated that primitive oblique (a square with oblique projection lines) was dominant when no cube was shown. The perspective could be the final stage of development when the cube was shown in its front view, especially when it was big enough. However, when the cube was shown in its corner view, the development ended with the more advanced oblique projection stage (all three facets obliquely projected) than in the Task 1. Therefore, the final stage of the development changes when drawing condition changes. The results are partially inconsistent with earlier studies. The routes of development are various. The development is a process of differentiation and refinement. It is oriented by both knowledge and perception. Whether the knowledge or the perception become dominant depends on the actual drawing situation. The results are also inconsistent with earlier studies.","Made available in DSpace on 2011-05-07T12:59:27Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9624372.pdf: 5159900 bytes, checksum: ec88ba969b49807e16a26f638dc12e11 (MD5) Previous issue date: 1995","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:48:44Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:22:05-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"],"dc:identifier":["http://hdl.handle.net/2142/21136","AAI9624372","(UMI)AAI9624372"],"dc:language":["eng"],"dc:rights":["Copyright 1995 I, Bin"],"dc:subject":["Education, Art","Education, Educational Psychology"],"dc:title":["Spatial representation in drawing: The influence of size, viewpoint, and observation on drawing development"],"dc:type":["text"],"thesis:degree_discipline":["Art Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:17Z"}