Born in Honesdale, PA on August 6, 1886

Home schooled to the equivalent of a high school dipoloma

Received a B.S. from Columbia University in 1920

Received a M.A. from Columbia University in 1921

Received her Ph.D. from Stanford University in 1924

Assisted Lewis M. Terman in the initial phase of his studies of gifted children

Became Chief Psychologist of the Minneapolis Child Guidance Clinic in 1924

In 1925 became an assistant professor at the Institute of Child Welfare at the University of Minnesota

Focused on the measurement of the intelligence of children

Specifically focused on the drawings of children to measure intelligence

Wrote guidelines for parents on the treatment of gifted and challenged children

Stressed the importance of good social relations for gifted children and confidence for challenged children

Originally the Goodenough Draw-A-Man test, expanded by Dale Harris and now referred to as the Draw-A-Person test

Awards a point for features present then moves to measuring details of features

Gives a raw score which can be converted into a standard score and then a percentile

Scales account for differences between males and females as well as different ages

Allows for the testing of intellectual maturity in children who are not able to read

Not based on artistic ability Children draw what they know, not

what they see “The relationships to be observed are

of two kinds, quantitative and spatial.”

Children are generally familiar with the subject

Ideal to ensure consistent scoring Able to test for both simple and

complicated elements Later expanded by Dale Harris to

include a Draw-A-Woman section

Exceptional Children- Children who display extraordinarily high mental capabilities for their age group

Challenged Children- Children who require special attention in order to academically compete with their peers

Intellectual maturity- the intellectual level of a child; different from behavioral maturity

IQ- intelligence quotient; an intelligence test score given to determine intellectual development

Right-brain dominant- usually exhibited by left handed individuals; individuals are usually gifted in creative aspects

Left-brain dominant- usually exhibited by right handed individuals; individuals are usually gifted in concrete subjects such as math and science

The higher creativity of left handed children indicates a higher level of intellectual maturity and will thus translate to higher scores than right handed children

Children who are younger for their grade will score higher than older children

No difference in birth order

Three 1st grade classes at Jenks East Elementary in Tulsa, OK

Gave children a sheet to fill out Asked them to draw a man on the back

using a pencil Collected data on handedness, birth

order and age

Mixed races 20 females, 22 males 33 right handed, 8 left handed 16 6-year olds, 26 7-year olds 22 youngest, 4 middle, 11 oldest, 4

only children

Highest female scored

Raw Score: 29 Standard Score: 123 Percentile:94 Age: 6 Right handed Birth Order: Only

2nd highest female scored

Raw Score: 30 Standard Score: 114 Percentile: 82 Only child to draw a

profile Age: 7 Right handed Birth Order: Oldest

Highest male scored Raw Score: 27 Standard Score: 123 Percentile: 94 Age: 6 Right handed Birth Order: Middle

2nd highest male scored

Raw Score: 28 Standard Score: 112 Percentile: 79 Age: 7 Right handed Birth Order: Oldest

Lowest female scored

Raw Score: 11 Standard Score: 77 Percentile: 6 Age: 6 Right handed Birth Order:

Youngest

Lowest male scored Raw Score: 7 Standard Score: 70 Percentile: 2 Age: 6 Right handed Birth Order:

Youngest

The left handed children did score higher than the right handed children and therefore show a higher level of intellectual development

Children who are younger for their grade scored higher than those who were older

Only Children and middle children scored the highest for birth order

The teachers rushed the children due to planned activities

Some children drew only faces, not the entire man

Some children did not completely fill out the form I gave them

“Draw a man with a pencil”

Nature NurtureRousseau LockeGoodenough

VygotskyGesell