1. Florence L. Goodenough and Dale B. Harris Draw-A-Man Test
By Mary Moss and Brianne Dougherty

2. Florence Laura Goodenough
Born on August 6, 1886 in Honesdale Pennsylvania
She was youngest of nine children
Raised on a farm and homeschooled

3. Goodenough’s Education
During her homeschooling she received the equivalent of a high school 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
Goodenough’s Education

4. She Worked with Lewis Terman at Stanford while he developed the Stanford-Binet intelligence test in 1921
Was appointed as an Assistant Professor at the University of Minnesota in 1925
Deemed a Professor at the University of Minnesota in 1931
Became Professor Emeritus at the University of Minnesota in 1947
Goodenough’s Career

5. Goodenough never married, she devoted most of her life to the pursuit of her field
She had a degenerative illness that made it impossible for her to work so she retired early
Died of a stroke while living with family on April 4, 1959
Personal Life

6. Progress for Women in Psychology
She became the President of the National Counsel of Women Psychologists in 1942
Was the President of the Society for Research in Child Development the year of 1946
She is listed in the Watson Directory of Outstanding Contributors to Psychology
Taught Ruth Howard, who was the first African- American female to receive a Ph.D. in psychology

7. Accomplishments
The first Psychologist to critique the I.Q. test Scale – helped to modify it
Later developed a Draw-A-Woman test to complement the Draw-A- Man test
Created the 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

8. The Draw-A-Man Test
“The nature and content of children’s drawings are dependent primarily upon intellectual development.” - Florence L. Goodenough

9. What is the Goodenough Test?
Goodenough became interested in figure drawing when she decided to investigate an supplement for the Stanford-Binet intelligence test with a non-verbal measure.
It is a personality and cognitive test used to evaluate children and adolescents for a variety of purposes (measures nonverbal intelligence and screens for emotional and behavioral disorders)
The subjects are asked to draw a picture of a man. No further instructions are given. Following the administration of the test, the pictures are measured and analyzed against Florence Goodenough’s scale.
Drawing= window into the mental processes of children

10. Early Child Psychology
There is a close relationship exists between concept development and general intelligence in small children
A drawing of a young child is a form of expression rather than an expression of beauty.
A child draws what he knows, not what he sees.
The child exaggerates the size of objects which seem interesting or important.
Differences in drawings associated with gender are frequently observed.

11. In Developing the Goodenough Scale
Chronological age and school grade were used in establishing norms.
Efforts to reduce subjectivity
A standard scale and script for administration of the test was developed

12. Reasons to use a man: Familiarity Consistency Simplicity
Why use a man?
Familiarity
Consistency
Simplicity
Universal Interest in human figure
Reasons to use a man:

13. Children’s Drawings as Measure of Intellectual Maturity by Dale B
Children’s Drawings as Measure of Intellectual Maturity by Dale B. Harris
Harris and Goodenough worked together for the completion of this book
The purpose was to revise Goodenough’s scale by putting certain uncompleted aspects of Goodenough’s research in order, and furthering the research of psychology of children’s drawings
Harris’ adjustments:
Included new items in the scale
Included adolescents in the age range
Extended the forms of the scale
Began to discover new projective uses for the test

14. The Test Today Determines personality types
Serves as a sign of any sensory issues
Scale for Intellectual Development
Helps expose learning differences

15. Advantages Easy to administer No strict format
Can be used cross-culturally
Can assess individuals with communication difficulties

16. Limitations of the Test
A smaller pool of students to administer the test on
Possible racial differences
Time constriction
Regular school environment (i.e. talking, cheating, distractions)
Restricted amount of hypothesis can be developed

17. Key Terms
Mental age
A person's mental ability expressed as the age at which an average person reaches the same ability
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

18. Key Terms: Continued Standardized testing:
A standardized test is an examination that is given and scored in predetermined and universal manner. Both standardized aptitude and standardized achievement tests are frequently used, with aptitude tests measuring how likely a student is to succeed and achievement tests being used to determine how well a student is perceiving the information given, in other words how successful the education is.
Draw A Man Test:
The draw a man test is a psychological projective personality or cognitive test used to evaluate children and adolescents for a variety of purposes.
Aesthetic Sense:
Aesthetic sense refers to the inherent sense of beauty in a person, often seen through their artistic skill and execution. Also related the study of the mind and emotions in relation to the sense of beauty.

19. The purpose of this research study is to investigate a child’s level of intellectual maturity and cognitive development based on Florence Goodenough’s draw man test.
Our Study
Our Study

20. Questions:
1) Do the drawings of older children demonstrate higher intellectual maturity then the drawings of younger children?
2) As Goodenough suggested, are the raw scores of boys lower than the raw scores of girls?

21. Hypothesis
In comparing the drawings of male and female kindergarteners and second graders, the older children will display a higher level of intellectual intelligence. However, the raw scores of male participants will be lower than those of the girls (kindergarten & 2nd grade).

22. Procedure Sample: 8 (4 kindergarteners; 4 2nd graders) DIRECTIONS:
“On this piece of paper, I want you to make a picture. Make the very best picture you can. Take your time, work very carefully and show us what great drawings you can make! Keep your drawing a secret and don’t show your drawings to one another until you’re finished.”
TIME:
No time limit. Ten minutes was sufficient for the sample of kindergarteners and 2nd graders.

23. Limitations Limited number of students available for testing Copying
Distractions
Shyness
Disinterest
Male vs. Female drawing (?)

24. Scoring A- GROSS DETAIL:
Head present, (2) Legs Present, (3) Arms present, (4) Trunk present, (5) Length of trunk greater than breadth, (6) Shoulders are indicated (abrupt broadening of trunk below neck
B- ATTACHMENTS:
(1) Both arms and legs are attached to trunk, (2) Arms and legs are attached to trunk at correct points, (3) Neck present, (4) Outline of neck continuous with that of head, trunk, or both.
C- HEAD DETAIL:
Eyes present (one or two), (2) Nose present, (3) Mouth present, (4) Nose and mouth in two dimensions, two lips shown, (5) Nostrils shown, (6) Hair shown, (7) Hair on more than circumference of head and non-transparent—better than a scribble.
D- CLOTHING:
Clothing present (any clear representation of clothing, (2) Two articles of clothing non-transparent (ex. Hat, trousers), (3) Entire drawing free from transparencies—sleeves and trousers must be shown, (4) Four articles of clothing definitely indicated. *should include 4—hat, shoes, coat, shirt, necktie, belt, trousers*, (5) Costume complete with incongruities *business suit, soldier’s costume and hat, sleeves, trousers and shoes must be shown.”
E- HAND DETAIL:
Fingers present (any indication), (2) Correct number of fingers shown, (3) Fingers in two dimensions—length greater than breadth, angle subtended not greater than 180 degrees, (4) Opposition of thumb clearly defined, (5) Hand shown distinct from fingers and arm.
F- JOINTS:
Arm joints shown- elbow, shoulder, or both, (2) Leg joints shown- knee, hip or both.
G- PROPORTION:
Head not more than ½ or less than 1/10 of trunk, (2) Arms equal to trunk but not reaching knee, (3) Legs not less than trunk but not more than trice trunks size, (4) Feet in two dimensions—not more than 1/3 or less than 1/10 of leg, (5) Both arms and legs in two dimensions.

25. Scoring H- MOTOR COORDINATION:
Lines firm without marked tendency to cross, gap or overlap.
All lines firm with correct joining
Outline of head without obvious irregularities. Develop beyond first crude circle. Conscious control apparent.
Trunk outline. Score same as #3)
Arms and legs without irregularities. Two dimensions and no tendency to narrow at point of junction with trunk.
Features symmetrical (more likely to credit in profile drawings)
I- FINE HEAD DETAIL:
Ears present (2 in full face/1 in profile), (2) Ears present in correct position and proportion, (3) Eye details—brow or lashes shown), (4) Eye detail—pupil shown, (5) Eye detail—proportion. Length greater than width, (6) Eye detail—glance (only plus in profile), (7) Chin and forehead shown.
J-PROFILE:
(1) Projection of chin shown-–usually in profile, (2) Heel clearly shown, (3) Body profile—head, trunk, and feet without error, (4) Figure shown in true profile without error or transparency.

26. Table of Mental Age Equivalents of Scores

27. Michael 2nd Grade Age: 7
Raw Score: 33
MA: 11-3

28. Daniela Segovia 2nd Grade Age: 8
Raw Score: 40
MA: 13-0

29. Kylie 2nd Grade Age 7
Raw Score: 28
MA: 10-0

30. Mark
2nd Grade
Age 7
Raw Score: 20
MA: 8-10

31. Yobana Kindergarten Age: 6
Raw Score: 18
MA: 7-6

32. Ethan Kindergarten Age: 6
Raw Score: 9
Mental Age: 5-3

33. Jordan Kindergarten Age: 6
Raw Score: 14
MA: 6-6

34. Megan Kindergarten Age:6
Raw Score: 19
MA:

35. Results Male < Female 2nd grade > Kindergarten Male < Female33 40 20 28
Avg: 26
Avg: 34
MALE
FEMALE 9 18 14 19
Avg: 14
Avg: 19

36. Conclusion:
The results confirm the hypothesis we proposed at the beginning of this research study. The older children’s drawings displayed higher levels of intellectual maturity and cognitive development. Furthermore, the drawings of female children achieved higher raw scores within both age groups.
We were right!