Influence of training in visual perceptual discrimination on drawings by children.
This study attempted to determine empirically the influence of visual perceptual remediation on drawing utilizing educationally handicapped children of elementary age as subjects. The 34 girls and 78 boys were of average intelligence, with one-half of the subjects evidencing measured visual perceptual dysfunction. In each experimental group, 14 visual perceptually impaired (learning disabled) and 14 non-perceptually impaired (learning disordered) children received instruction on one of three commercially available visual perceptual remedial materials, Controls (28 subjects) received no special training. Prior to the training, subjects' drawings were collected, as well as after the 12-wk. intevention period by five graduate students in art education. The analysis of variance used to determine the effects of the intervention program on seven specified descriptors of drawing behavior yielded only one statistically significant descriptor, "Non-awareness of Social Situations and Self vs Awareness of Social Situation and Self." There were no differences between the perceptually impaired and non-impaired subject groups on any of the drawing tasks.
D001154:Art; D001538:Bender-Gestalt Test; D002648:Child; D004193:Discrimination Learning; D005260:Female; D006801:Humans; D007361:Intelligence Tests; D007859:Learning Disabilities / Q000534:rehabilitation*; D008297:Male; D008722:Methods; D009048:Motor Skills; D011932:Reading; D012073:Remedial Teaching; D012649:Self Concept; D014477:Underachievement; D014796:Visual Perception