By Julia Dougherty and Bianca Marsella

Florence GoodenoughBorn on Aug. 6, 1886 in Honesdale, PAYoungest of nine childrenGraduated from Normal School in Millersville,

Pennsylvania with her Bachelor of Pedagogy in 1908

Taught for eight yearsReceived her M.A. from Columbia UniversityBegan working with Lewis Terman developing

the Stanford-Binet IQ test for children.Earned her Ph.D. under Terman in 1924

Florence GoodenoughBegan working at Minneapolis Child Guidance ClinicWas appointed an assistant professor of the Institute

of Child Welfare at the University of Minnesota within a year

Was promoted to full professor six years later in 193114 texts, and 26 research articlesParticularly interested in children although she never

marriedForced to retire early due to physical illnessWent blindDied of a stroke in her sister's home in Florida on

April 4, 1959

The Draw-a-Man TestTest works best in pre-artistic stage (until

age 9 or 10): “a child draws what he knows, rather than what he sees”

Drawings made by young children have an intellectual, not aesthetic, origin

Drawings are determined by conceptdevelopment, not visual accuracy ormanual skill

The Draw-a-Man TestDrawings are a form of expression, rather

than a means of creating beauty.

The child who shows real creative ability in art is likely to rank high in general mental ability.

 Connection between intelligence and good drawings: Good memory for details and perseverance v. carelessness

The Draw-a-Man TestTest measures “ability to analyze,

to abstract certain elements fromthe total impression made by anobject, and to reconstruct thewhole in terms of those parts which experience has shown to be essential to it.”

Error of estimate of a true IQ earned on the drawing test is approximately 5.4 points

The Draw-a-Man TestMore widely used than other tests –

nonverbalTime efficientWhy a man?

FamiliarConsistentSimple and complicatedUniversal

Dale B. Harris“Of the many tests of intelligence, the

Goodenough Draw-a-Man Test is perhaps the most unusual in its basic conception, brevity, and general convenience.”

Revised her testExtended ages into adolescenceIncreased number of scored elements from 51

to 73

Scored Elements:

Alfred AdlerBorn Feb. 7, 1870 outside Vienna, Austria

Third of six children?

1895: M.D. at the University of Vienna

Married Raissa Timofeyewna and had 4 kids

Alfred AdlerWorked with Freud from 1902-1911 before they split

Wrote paper on children's feelings of inferiorityFocused on “the necessity of looking at man as a

whole, as a functioning entity, reacting to his environment as well as to his physical endowment, rather than as a summation of instincts, drives and other psychological manifestations.”

Served as a physician in a children’s hospital in the Austrian Army in WWI where he saw the damage that war does, and turned his thought more toward social interest.

Alfred AdlerFounded several child guidance clinics in

Vienna

Held the chair of Visiting Professor of Medical Psychology at Long Island College of Medicine from 1932 on

Died in Scotland from a heart attack on May 28, 1937

Alfred AdlerOldest:

Takes on responsibility and seeks powerTeach younger siblings

Middle:May have a “take it or leave it” attitudeIf second oldest, is competitive and tries to overtake

oldestYoungest:

Older children try to educate themWants to be bigger than the othersFrequently spoiled

Only:Frequently spoiled and likes attentionPrefers adult company and uses adult language

Alfred AdlerPsychological situation of each child in the family

is different.Child's opinion of himself and attitude play a partIf more than 3 years separate children, sub-

groups of birth order may formA child's birth order position may be seized by

another childOther potentially significant influences (other

than mere birth order) are parental attitudes, social & economic position, and gender roles.

Birth order differences may begin to disappear when families became less competitive and autocratic, and more cooperative and democratic

Oldest ChildrenParents expect a lot, usually given

responsibility and set as an exampleFirst-borns and onlies tend to achieve

more academically than later-bornsMost likely to go to collegeBelieves they must gain and hold superiority over other childrenReceive intellectual boost that comes from mentoring younger

siblings and helping them in day-to-day tasks.Have on average a three-point IQ advantage over the next eldestHave a tendency to act as if they are parental surrogates,

especially if the age gap between them and the second child is large

Strives to please

Middle childrenIndependent but rebelliousFrequently “problem child”Either strive to catch up

with older siblings or becomediscouraged and give up

Youngest ChildrenDevelops feelings of inferiority or becomes

"speeder" and overtakes older siblingsWants to be bigger than the others,

frequently spoiledFeels every one bigger and more capable.Expects others to do things, make decisions,

take responsibility

Only ChildrenTend to rely on others’ efforts more than

their ownFirst-borns and onlies tend to achieve more

academically than later-bornsFrequently spoiled

In Comparison43% of business executives are firstborns,

33% are middle-borns and 23% are last-borns21 of the first 23 astronauts were fist-borns52% of U.S. presidents were firstborns, but

only 10% were youngestsLater-borns tend to be looser cannons, and

less educated but pursue riskier, more innovative, more creative approaches—more likely to become an artist, comedian, adventurer, entrepreneur, or firefighter

In ComparisonOn personality tests, firstborns score

especially well on conscientiousness (a sense of general responsibility and follow-through), but later-borns score higher on agreeableness

Researchers say: later-born children seem to score lower on standard IQ tests than their older siblings. The further down the birth order one is, the lower one’s IQ is likely to be.

A different study found: When they looked within families, there was absolutely no connection between birth order and IQ

Key TermsBirth Order - chronological order of sibling births in a family

Cognitive Development - construction of thought processes, including remembering, problem solving, and decision-making

Intellectual Maturity - ability to tolerate uncertainty, recognize the merit of opposing views, etc. without lapsing into skepticism

Intelligence - capacity for learning, reasoning, understanding, and similar forms of mental activity or ability to learn or understand or to deal with new or trying situations

IQ – intelligence quotient; number used to express the apparent relative intelligence of a person

Key TermsMental age - measure of mental development as

determined by intelligence tests, generally restricted to children and persons with intellectual impairment and expressed as the age at which that level of development is typically attained

Pre-artistic period – the artistic stage in which a child’s art is primarily symbolic

Raw Score - any number as it originally appears in an experiment (number of included elements in ours)

Standard Score - test score of a participant expressed as the deviation of the score from the mean score of the sample in units of standard deviation

Our ProjectThe Florence Goodenough Draw-a-Man test

proposes that a child’s cognitive level of development can be determined by evaluating and comparing their drawings of a man.  Will the birth order of a child affect children’s score on Goodenough’s Draw-a-Man test?

Second-graders at parochial schools12 at Holy Family27 at The Highlands19 boys and 20 girls10 first-borns, 10 middle-borns, 13 last-borns,

and 6 only children

Critical Questions1. Will the only/oldest children score the highest

because of their close relationship to their parents?  

2. Will the middle children score highest because of their diverse relationships with both older and younger children?

3. Will the youngest children score highest because of their relationships with their older siblings and parents?

4. Will they all score roughly the same because each has a different but equal advantage?

HypothesesJulia: The parents invest the most in the first-

born. They are expected to take on the most responsibility and get an “intellectual boost” from tutoring and mentoring their younger siblings. While younger siblings are more creative they are also more carefree and therefore have a tendency to be more careless. Oldest children, however, are better at persevering and analyzing, and will thus score higher on the test than children of other birth orders.

HypothesesBianca: Younger children are exposed to a

wider range of stimuli at a younger age by their interactions with older siblings on a daily basis. The child may learn from not only their parents, but their siblings as well and will therefore score higher on the “Draw-a-Man Test.”

Highest Oldest Child Score:MaleAge 7Raw Score: 37Standard Score: 132

Lowest Oldest Child Score:MaleAge 8Raw Score: 17Standard Score: 83

Highest Middle Child Score:MaleAge 8Raw Score: 49Standard Score: 145

Highest Score

Lowest Middle Child Score:FemaleAge 8Raw Score: 12Standard Score: 70

Lowest Score

Highest Youngest Child Score:FemaleAge 8Raw Score: 46Standard Score: 135

Lowest Youngest Child Score:MaleAge 7Raw Score: 18Standard Score: 90

Highest Only Child Score:FemaleAge 8Raw Score: 36Standard Score: 116

Lowest Only Child Score:MaleAge 8Raw Score: 24Standard Score: 96

Results: Oldest Child Gender Age # of children RAW SCORE STANDARD SCORE    

Oldest           total: 1087

#1 F Age 9 2 33 102average: 108.7

#2 F Age 7 2 22 97    

#3 M Age 8 3 32 112    

#4 M Age 8 3 17 83    

#5 M Age 7 2 37 132    

#6 M Age 8 4 34 116    

#7 F Age 8 2 42 127    

#8 M Age 8 3 32 112    

#9 M Age8 2 25 98    

#10 F Age 7 2 27 108    

Results: Middle Child Gender Age # of children RAW SCORE STANDARD SCORE    

Middle         total: 1119

#1 M Age 8 3 49 145average: 111.9

#2 M Age 7 3 31 119    

#3 M Age 8 3 27 102    

#4 F Age 7 4 35 125    

#5 M Age 7 3 31 119    

#6 M Age 8 5 28 104    

#7 F Age 7 3 29 112    

#8 F Age 8 3 28 101    

#9 F Age 8 3 39 122    

#10 F Age 8 3 12 70    

Results: Youngest Child Gender Age # of children RAW SCORE STANDARD SCORE    

Youngest           total: 1530

#1 F Age 8 3 46 135average: 117.7

#2 F Age 8 2 39 122    

#3 M Age 8 6 24 96    

#4 F Age 8 2 32 108    

#5 F Age 8 3 40 124    

#6 F Age 8 2 41 125    

#7 F Age 7 5 32 118    

#8 F Age 7 7 34 123    

#9 F Age 8 4 36 116    

#10 M Age 8 3 31 110    

#11 F Age 7 2 39 134    

#12 F Age 8 2 43 129    

#13 M Age 7 5 18 90    

Results: Only Child Gender Age # of children RAW SCORE STANDARD SCORE    

Only           total: 629

#1 M Age 7 0 25 105average: 104.8

#2 M Age 7 0 22 99    

#3 M Age 7 0 29 114    

#4 F Age 8 0 36 116    

#5 M Age 7 0 22 99    

#6 M Age 8 0 24 96    

Results:

Results by Gender: Male Age Gender Standard Score

#3 M 112 total: 2051

#4 M 83average: 102.6

#5 M 132

#6 M 116

#8 M 112

#9 M 98

#1 M 145

#2 M 119

#3 M 102

#5 M 119

#6 M 104

#3 M 96

#10 M 110

#13 M 90

#1 M 105

#2 M 99

#3 M 114

#5 M 99

#6 M 96

Results by Gender: FemaleAge Gender Standard Score

#1 F 102 total: 2314

#2 F 97average: 115.7

#7 F 127

#10 F 108

#4 F 125

#7 F 112

#8 F 101

#9 F 122

#10 F 70

#1 F 135

#2 F 122

#4 F 116

#4 F 108

#5 F 124

#6 F 125

#7 F 118

#8 F 123

#9 F 116

#11 F 134

#12 F 129

Results:By Gender

Gender

Conclusion:

Maybe some day Julia will be as smart as her…

ConclusionThese results confirmed Bianca’s hypothesis:

The youngest children scored highest on the Goodenough’s Draw-A-Man Test with a standard score of 117.7. Therefore, this research project demonstrates that there is a correlation between children’s birth order and their scores on the Goodenough’s Draw-A-Man Test.

Nature or Nurture?Goodenough:

Nature Nurture

Her belief that “a child draws what he knows, rather than what he sees in the pre-artistic stage” suggests that a child cannot be taught some things until they have reached a specific level of cognitive development on their own.

Nature or Nurture?Adler:

Nature Nurture

He believed in “the necessity of looking at man as a whole, as a functioning entity, reacting to his environment as well as to his physical endowment, rather than as a summation of instincts, drives and other psychological manifestations,” but also held that a child’s perception influences the way he sees the world.

LimitationsFactors in administering test

TwinsSetting of testTalking

Too few childrenLimited number of schools and school type

If We Could Do It Again:Sample more children

Choose a wider variety of schools

Make sure the children were in their classroom

and didn’t talk to each other

Make sure they all drew a man

Document where exactly the middle children

where in the birth order.

Take into account step-siblings.

THE END!