Florence Goodenough
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Transcript of Florence Goodenough
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