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Goodenough's original scale had 46 scoring items for each drawing, with 5 bonus items for drawings in profile. Harris's scale had 73 items for male figures and 71 for female figures. More recent versions use 64 scoring items for each drawing. A separate standard score is recorded for each drawing, and a total score for all three. The use of a nonverbal, nonthreatening task to evaluate intelligence is intended to eliminate possible sources of bias by reducing variables like primary language, verbal skills, communication disabilities, and sensitivity to working under pressure. However, test results can be influenced by previous drawing experience, a factor that may account for the tendency of middle-class children to score higher on this test than lower-class children, who often have fewer opportunities to draw.
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like. There is no right or wrong type of drawing, although the child must make a drawing of a whole person each time—i.e. head to feet, not just the face. The test has no time limit; however, children rarely take longer than about 10 or 15 minutes to complete all three drawings. Harris's book (1963) provides scoring scales which are used to examine and score the child's drawings. The test is completely non-invasive and non-threatening to children, which is part of its appeal.
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141:," and that while not all schizophrenic patients have trouble drawing a person, when they do, it is very clear evidence of a disorder. Specific signs could include a patient's neglect to include "obvious anatomical parts like hands and eyes," with "blurred and unconnected lines," ambiguous sex and general distortion. There has been no validation of this test as indicative of schizophrenia. Chapman and Chapman (1968), in a classic study of
149:, could be generated from the naive beliefs of undergraduates. Likewise, Harris found no validity in personality testing through human figure drawing. He rejected the use of "an elaborate theory of symbolism" to interpret the stylization of features, instead preferring to let the child lead with a simple "Tell me about it" after the drawing.
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To assess the test-taker for emotional problems, the administrator uses the Draw-a-Person: SPED (Screening
Procedure for Emotional Disturbance) to score the drawings. This system is composed of two types of criteria. For the first type, eight dimensions of each drawing are evaluated against norms for
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Test administration involves the administrator requesting children to complete three individual drawings on separate pieces of paper. Children are asked to draw a man, a woman, and themselves. No further instructions are given and the child is free to make the drawing in whichever way he/she would
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To evaluate intelligence, the test administrator uses the Draw-a-Person: QSS (quantitative scoring system). This system analyzes fourteen different aspects of the drawings (such as specific body parts and clothing) for various criteria, including presence or absence, detail, and proportion.
195:(r=0.27). Similarly, results found with child and youth psychiatric inpatients failed to support the hypothesized relationship between human figure drawings and IQ. This suggests that the Draw-a-Person test should not be used as a substitute for other well-established intelligence tests.
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The Draw-a-Person test is commonly used as a measure of intelligence in children, but this has been criticized. Kana Imuta et al. (2013) compared scores on the Draw-A-Person
Intellectual Ability Test to scores on the
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with little or no influence of other factors such as language barriers or special needs. Any other uses of the test are merely projective and are not endorsed by the first creator.
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Williams, Simon D.; Wiener, Judy; MacMillan, Harriet (2005). "Build-A-Person
Technique: An examination of the validity of human-figure features as evidence of child sexual abuse".
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96:. The test subject uses simple art supplies to produce depictions of people. It is used to evaluate children and adolescents for a variety of purposes.
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Ter Laack, J.; de Goede, M.; Aleva, A. (2005). "The Draw-A-Person Test: An
Indicator of Children's Cognitive and Socioemotional Adaptation?".
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Aikman, KG; Belter, RW; Finch AJ, Jr (Jan 1992). "Human figure drawings: validity in assessing intellectual level and academic achievement".
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Harris, D. B. (1963). Children's drawings as measures of intellectual maturity. New York: Harcourt, Brace & World, Inc.
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Julian Jaynes, J. (2000), The Origin of
Consciousness in the Breakdown of the Bicameral Mind, Mariner Books,
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Chapman, L. J.; Chapman, J. P. (1967). "Genesis of popular but erroneous psychodiagnostic observations".
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in 1926, this test was first known as the
Goodenough Draw-a-Man test. It is detailed in her book titled
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the child's age group. For the second type, 47 different items are considered for each drawing.
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Goodenough, F. (1926). Measurement of intelligence by drawings. New York: World Book Co.
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The Origin of
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later revised and extended the test and it is now known as the
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Draw A Person
Screening Procedure for Emotional Disturbance
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Children's
Drawings as Measures of Intellectual Maturity
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