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Learning to See by Learning to Draw: A Longitudinal Analysis of the Relationship Between Representational Drawing Training and Visuospatial Skill

Chamberlain, Rebecca; Kozbelt, Aaron; Drake, Jennifer and Wagemans, Johan. 2019. Learning to See by Learning to Draw: A Longitudinal Analysis of the Relationship Between Representational Drawing Training and Visuospatial Skill. Psychology of Aesthetics, Creativity, and the Arts, ISSN 1931-3896 [Article] (In Press)

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Abstract or Description

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.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1037/aca0000243

Additional Information:

©American Psychological Association. This article may not exactly replicate the authoritative document published in the APA journal. It is not the copy of record. The final article is available, upon publication, at: https://www.apa.org/pubs/journals/aca/index

Keywords:

artists, drawing, spatial skills, visual perception, expertise

Departments, Centres and Research Units:

Psychology

Dates:

DateEvent
18 February 2019Accepted
8 April 2019Published Online

Item ID:

25885

Date Deposited:

22 Feb 2019 16:39

Last Modified:

27 Nov 2019 11:37

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/25885

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