mallory jaryga 11/12/04 florence l. goodenough and dale b. harris draw-a-man test by: mallory jaryga

Mallory Jaryga 11/12/04

Florence L. Goodenough and Dale B. Harris Draw-A-Man Test

by: Mallory Jaryga


Florence Laura Goodenough

Born August 6, 1886 in Honesdale, PA

Youngest of nine children

Parents were farmers


Florence Laura Goodenough

She never married Forced to retire early because of a

degenerative physical illness Died of a stroke at her sister’s home in

Florida on April 4, 1959


Goodenough’s Education

1908 – Bachelor of Pedagogy: Millersville, Pennsylvania Normal School

1920 – Bachelor of Science: Columbia University

1921 – Master of Arts with Leta Hollingworth: Columbia University

1924 – Doctor of Psychology: Stanford University


Landmarks in Her Career

1921 – Worked with Lewis Terman at Stanford while he developed the Stanford-Binet intelligence test

1925 – Assistant Professor at the University of Minnesota

1931 – Professor at the University of Minnesota 1947 – Professor Emeritus at the University of

Minnesota


Honors

1942 – President of the National Counsel of Women Psychologists

1946-1947 – President of the Society for Research in Child Development

Listed in the Watson Directory of Outstanding Contributors to Psychology


Contributions

Minnesota Preschool Scale Developed time sampling

– Studying a participant’s behavior for a set period of time Developed event sampling

– Studying a participant’s particular behavior and counting its occurrence

First psychologist to critique ratio I.Q. Instructed Ruth Howard, who was the first African-

American female to receive a Ph.D. in psychology Draw-a-Man/Draw-a-Woman Test


Draw-a-Man Test

“The nature and content of children’s drawings are dependent primarily upon intellectual development.”

Florence L. Goodenough


Draw-a-Man Test: Findings of Others

In the drawings of young children, a close relationship exists between concept development and general intelligence.

To the child, drawing is a form of expression rather than a representation of beauty.

A child draws what he knows, not what he sees. The child exaggerates the size of objects which

seem interesting or important. Marked sex differences, usually in favor of the girls,

are frequently observed.


Development of the Goodenough Scale

Chronological age and school grade were used in establishing norms.

Every effort was made to reduce the problem of subjectivity.

Standard subject matter and instruction were developed.


Why a Man?

FamiliarityConsistencySimple and ComplicatedUniversal Interest


Dale B. Harris

“Of the many tests of intelligence, the Goodenough Draw-a-Man

Test is perhaps the most unusual in basic conception, brevity, and

general convenience.” - Harris


Dale B. Harris

Harris worked with Goodenough on the completion of his book: Children’s Drawings as Measures of Intellectual Maturity.

His purpose was to revise, not change, Goodenough’s scale, put certain uncompleted aspects of Goodenough’s research in order, and extend the knowledge of the psychology of children’s drawings.


Harris’ Extension of Goodenough’s Scale

AdolescentsNew itemsExtended scale formsProjective uses


Drawing Test’s Uses

PersonalitySensory Deviates Intellectual DevelopmentLearning Differences


Universal Positives of the Test

Versatility Simplicity Age Artistic Ability Time


Personal Limitations

Unequal number of students Racial differences Time Copying, Talking, Distractions


Intelligence Quotient (IQ)– A number arrived at by means of intelligence tests, intended to express the

degree of intelligence of an individual in relation to the average for the age-group

Mental age – A child’s level of mental maturity, different from their chronological age and

behavioral maturity Cognitive Development

– The process that includes perception, conceptualizing, knowing, judging, and reasoning

Intellectual Maturity – Intellectual state of maturity as separate from behavioral maturity

Raw score– The number of points each child receives for their drawing

Standard score– “Attempts to represent the measurement theory that intelligence is a mosaic

of abilities”


Hypothesis

In comparing the two groups of drawings, the children at The Shelton School will display a higher level of cognitive development due to their school situation and social standing. Although the children at Townsell Elementary presumably have not been diagnosed with any learning differences and are the same age as the children tested at Shelton, their level of development will be lower due to their school and social situation. Furthermore, the drawings will possibly lead to questions regarding undiagnosed learning differences in the children at Townsell.


Websites

The Shelton School Irving Independent School District Florence Goodenough Human Intelligence


Scoring

Excel Spreadsheet


Discussion of Results


Cayley

Age: 5 years, 2 months

Raw Score: 27

Standard Score:127

Percentile: 96

Highest score at Shelton


Ruthie


Raw Score: 27

Standard Score: 116

Percentile: 86

Second highest score at Shelton


Jake


Raw Score: 14

Standard Score: 81

Percentile: 10

Lowest score at Shelton


Joshalyn

Age: 6 years

Raw Score: 7

Standard Score: 67

Percentile: 1

Lowest score of all the children I tested


Menal

Age: 6 years

Raw Score: 32

Standard Score: 130

Percentile: 98

Second highest at Townsell, highest of Townsell girls


Mark

Age: 7 years

Raw Score: 41

Standard Score: 141

Percentile: 99

Highest score of all the children I tested


What does it all mean??

Averages

Excel Spreadsheet

mallory jaryga 11/12/04 florence l. goodenough and dale b. harris draw-a-man test by: mallory jaryga

Documents

mallory jaryga slide

goodenough slide

harris slide

psychology slide

university of minnesota

stanford university

woman test slide

child development