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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 Laura Goodenough
Born August 6, 1886 in Honesdale, PA
Youngest of nine children
Parents were farmers
Mallory Jaryga 11/12/04
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
Mallory Jaryga 11/12/04
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
Mallory Jaryga 11/12/04
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
Mallory Jaryga 11/12/04
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
Mallory Jaryga 11/12/04
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
Mallory Jaryga 11/12/04
Draw-a-Man Test
“The nature and content of children’s drawings are dependent primarily upon intellectual development.”
Florence L. Goodenough
Mallory Jaryga 11/12/04
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.
Mallory Jaryga 11/12/04
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.
Mallory Jaryga 11/12/04
Why a Man?
FamiliarityConsistencySimple and ComplicatedUniversal Interest
Mallory Jaryga 11/12/04
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
Mallory Jaryga 11/12/04
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.
Mallory Jaryga 11/12/04
Harris’ Extension of Goodenough’s Scale
AdolescentsNew itemsExtended scale formsProjective uses
Mallory Jaryga 11/12/04
Drawing Test’s Uses
PersonalitySensory Deviates Intellectual DevelopmentLearning Differences
Mallory Jaryga 11/12/04
Universal Positives of the Test
Versatility Simplicity Age Artistic Ability Time
Mallory Jaryga 11/12/04
Personal Limitations
Unequal number of students Racial differences Time Copying, Talking, Distractions
Mallory Jaryga 11/12/04
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”
Mallory Jaryga 11/12/04
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.
Mallory Jaryga 11/12/04
Websites
The Shelton School Irving Independent School District Florence Goodenough Human Intelligence
Mallory Jaryga 11/12/04
Scoring
Excel Spreadsheet
Mallory Jaryga 11/12/04
Discussion of Results
Mallory Jaryga 11/12/04
Cayley
Age: 5 years, 2 months
Raw Score: 27
Standard Score:127
Percentile: 96
Highest score at Shelton
Mallory Jaryga 11/12/04
Ruthie
Age: 6 years, 5 months
Raw Score: 27
Standard Score: 116
Percentile: 86
Second highest score at Shelton
Mallory Jaryga 11/12/04
Jake
Age: 7 years, 2 months
Raw Score: 14
Standard Score: 81
Percentile: 10
Lowest score at Shelton
Mallory Jaryga 11/12/04
Joshalyn
Age: 6 years
Raw Score: 7
Standard Score: 67
Percentile: 1
Lowest score of all the children I tested
Mallory Jaryga 11/12/04
Menal
Age: 6 years
Raw Score: 32
Standard Score: 130
Percentile: 98
Second highest at Townsell, highest of Townsell girls
Mallory Jaryga 11/12/04
Mark
Age: 7 years
Raw Score: 41
Standard Score: 141
Percentile: 99
Highest score of all the children I tested
Mallory Jaryga 11/12/04
What does it all mean??
Averages
Excel Spreadsheet
Mallory Jaryga 11/12/04