By Chris Lange-Küttner, Annie Vinter
Drawing and its research has been a major self-discipline of Developmental Psychology because the early 20th century. This specified choice of essays unites top empirical researchers from Europe, the U.S. and Canada to supply a useful advent to state of the art drawing study. concentrating on the middle difficulties linked to the visible brain, the participants learn how drawing improvement pertains to adjustments in cognition. themes lined comprise visible (self) acceptance, type, media realizing, inhibition, government realization, priming, reminiscence, which means, and figural and spatial strategies. the results of organic constraints resembling motor regulate, grip and handedness, blindness, neuropsychological stipulations and previous age also are defined. The e-book presents a desirable perception into the life-span and productiveness of the non-verbal, visible brain.
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Additional resources for Drawing and the Non-Verbal Mind: A Life-Span Perspective
The focus of comparative research has been to identify those species that possess self-awareness (note the contrast with the focus of developmental research to identify the age at which self-awareness emerges). g. Russon and Bard, 1996). Hominids have the capacity to recognize their own image in a mirror, provided that they have had prior experience with mirrors and prior social experience (Gallup, 1977; Hyatt and Hopkins, 1994; Lin, Bard and Anderson, 1992; Miles, 1994; Patterson and Cohn, 1994; Povinelli, Rulf, Landau and Bierschwale, 1993; Suarez and Gallup, 1981; Swartz, 1997; Westergaard and Hyatt, 1994).
2005). The Papouseks first remarked on the detection of contingency responses when 5–7-month-old infants were placed in front of mirrors (Papousek and Papousek, 1974). , 2005). It appears that contingency detection is a required element for emergence of self-awareness, but it is not sufficient. All the great apes and human infants from different cultures engage in contingency testing (see also Custance, Whiten and Bard, 1995). They experiment with the contingency, not only looking back and forth between their own action and the actions reflected in the mirror, but moving in strange ways that appear to be testing the one-to-one correspondence between their own movements and the visualized movements of the mirror image.
Infancy, 6, 1–36. Amsterdam, B. (1972). Mirror self-image reactions before age two. Developmental Psychobiology, 5, 297–305. Anderson, J. R. and Gallup, G. , Jr (1999). Self-recognition in nonhuman primates: past and future challenges. In M. Haug and R. E. ), Animal models of human emotion and cognition (pp. 175–94). Washington, DC: American Psychological Association. Asendorpf, J. B. (2002). Self-awareness, other-awareness, and secondary representation. In A. N. Meltzoff and W. ), The imitative mind: development, evolution, and brain bases (pp.