Born in Honesdale, PA on August 6, 1886 Home schooled to the equivalent of a high school dipoloma Received a B.S. from Columbia University in 1920 Received a M.A. from Columbia University in 1921 Received her Ph.D. from Stanford University in 1924 Assisted Lewis M. Terman in the initial phase of his studies of gifted children Became Chief Psychologist of the Minneapolis Child Guidance Clinic in 1924 In 1925 became an assistant professor at the Institute of Child Welfare at the University of Minnesota Focused on the measurement of the intelligence of children Specifically focused on the drawings of children to measure intelligence Wrote guidelines for parents on the treatment of gifted and challenged children Stressed the importance of good social relations for gifted children and confidence for challenged children Originally the Goodenough Draw-A-Man test, expanded by Dale Harris and now referred to as the Draw-A-Person test Awards a point for features present then moves to measuring details of features Gives a raw score which can be converted into a standard score and then a percentile Scales account for differences between males and females as well as different ages Allows for the testing of intellectual maturity in children who are not able to read Not based on artistic ability Children draw what they know, not what they see The relationships to be observed are of two kinds, quantitative and spatial. Children are generally familiar with the subject Ideal to ensure consistent scoring Able to test for both simple and complicated elements Later expanded by Dale Harris to include a Draw-A-Woman section Exceptional Children- Children who display extraordinarily high mental capabilities for their age group Challenged Children- Children who require special attention in order to academically compete with their peers Intellectual maturity- the intellectual level of a child; different from behavioral maturity IQ- intelligence quotient; an intelligence test score given to determine intellectual development Right-brain dominant- usually exhibited by left handed individuals; individuals are usually gifted in creative aspects Left-brain dominant- usually exhibited by right handed individuals; individuals are usually gifted in concrete subjects such as math and science The higher creativity of left handed children indicates a higher level of intellectual maturity and will thus translate to higher scores than right handed children Children who are younger for their grade will score higher than older children No difference in birth order Three 1 st grade classes at Jenks East Elementary in Tulsa, OK Gave children a sheet to fill out Asked them to draw a man on the back using a pencil Collected data on handedness, birth order and age Mixed races 20 females, 22 males 33 right handed, 8 left handed 16 6-year olds, 26 7-year olds 22 youngest, 4 middle, 11 oldest, 4 only children Highest female scored Raw Score: 29 Standard Score: 123 Percentile:94 Age: 6 Right handed Birth Order: Only 2 nd highest female scored Raw Score: 30 Standard Score: 114 Percentile: 82 Only child to draw a profile Age: 7 Right handed Birth Order: Oldest Highest male scored Raw Score: 27 Standard Score: 123 Percentile: 94 Age: 6 Right handed Birth Order: Middle 2 nd highest male scored Raw Score: 28 Standard Score: 112 Percentile: 79 Age: 7 Right handed Birth Order: Oldest Lowest female scored Raw Score: 11 Standard Score: 77 Percentile: 6 Age: 6 Right handed Birth Order: Youngest Lowest male scored Raw Score: 7 Standard Score: 70 Percentile: 2 Age: 6 Right handed Birth Order: Youngest The left handed children did score higher than the right handed children and therefore show a higher level of intellectual development Children who are younger for their grade scored higher than those who were older Only Children and middle children scored the highest for birth order The teachers rushed the children due to planned activities Some children drew only faces, not the entire man Some children did not completely fill out the form I gave them Draw a man with a pencil NatureNurture Rousseau Locke Goodenough Vygotsky Gesell