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Reflection-Impulsivity and the Performance of Fifth-Grade Children on Two Art Tasks
Diane C. Gregory
Studies in Art Education
Vol. 31, No. 1 (Autumn, 1989), pp. 27-36
Published by: National Art Education Association
Stable URL: http://www.jstor.org/stable/1320887
Page Count: 10
You can always find the topics here!Topics: Cognitive style, Drawing, Art education, Creativity, Child development, Children, Child psychology, Childrens art, Olympic games
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The purpose of this study was to compare the performance of reflective (slow-accurate) and impulsive (fast-inaccurate) children on two distinctly different drawing tasks. A total of 56 fifth-grade children were administered the Matching Familiar Figures Test (MFFT) to determine their degree of reflection-impulsivity. Subjects completed an imaginary and a realistic drawing which were evaluated by three judges on creative and formal artistic properties. Analysis of variance indicated significant main effects for both the imaginary and realistic drawing activities. Regression analysis revealed that reflectives performed better than impulsives on the imaginary drawing activity on formal artistic criteria. However, reflection-impulsivity was not significantly related to performance on the realistic drawing activity. This study confirms the earlier research which revealed that reflectives perform better on certain tasks than impulsives.
Studies in Art Education © 1989 National Art Education Association