Several studies have investigated the relationship between children’s drawing ability (‘drawing complexity’), stage of cognitive development, and chronological age. It has been assumed that with increased age-related cognitive development comes greater drawing complexity. However how this connection functions is still not well understood (Bensur, Eliot, & Hegde, 1997). Cox and Ralph (1996) found that as children increase in age they tend to draw more features helping to differentiate between three types of figures (e.g. running, standing in profile, and standing and facing the subject). Holmes (1993) indicated that children as young as five years adhere to social distance norms in their drawings; that is, family members tend to be closer to each other than friends. Cherney, Seiwart, Dickey, and Flichtbeil (2006) found that older children’s drawings increase in complexity as more necessary as well as unessential features are included in the drawings. Cherney et al. also found a gender difference in drawing complexity, with girls more likely to represent stereotypical features (e.g., clothing, jewellery, fingernails, hair styles) and more proportionate figures. However, other studies such as Hanline, Milton, and Phelps (2007) have not found a gender difference in drawing complexity and instead found features such as length of time completing the picture as a predictor of drawing complexity.
Based on the research in this area, the aim of your lab report is to explore whether there is a relationship between children’s age and drawing complexity score and whether there is a gender difference in level of drawing complexity

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