Draw me a brain: The use of drawing as a tool to examine children's developing knowledge about the "black box".

Recent studies in neuroeducation highlight the benefits of teaching children about how the brain works. However, very little is known about children's naive conceptions about the brain. The current study examined these representations, by asking 6-10 year-old children ( = 257) and adults ( = 38) to draw a brain and the inside of a belly as a control drawing.

Prosocial lying in children between 4 and 11 years of age: The role of emotional understanding and empathy.

This study examined whether emotional understanding and empathy were predictors of prosocial lying in children aged 4 to 11 years. A total of 144 children participated in the study. To assess children's prosocial lying, we used the Helping Scenario, a classical experimental paradigm that allows children to lie to help others at their own expense.

The spatial representation of time can be flexibly oriented in the frontal or lateral planes from an early age.

The perception of time is strongly influenced by spatial context. The longer the distance of a stimulus' trajectory, the longer its duration is perceived to be. This effect has primarily been investigated in the lateral (left-right) axis despite the fact that spatial metaphors for time most commonly invoke the frontal (front-back) axis.

Children's Recognition of Emotional Facial Expressions Through Photographs and Drawings.

The author's purpose was to examine children's recognition of emotional facial expressions, by comparing two types of stimulus: photographs and drawings. The author aimed to investigate whether drawings could be considered as a more evocative material than photographs, as a function of age and emotion. Five- and 7-year-old children were presented with photographs and drawings displaying facial expressions of 4 basic emotions (i.

A Drawing Task to Assess Emotion Inference in Language-Impaired Children.

Purpose: Studies investigating the ability of children with language impairment (LI) to infer emotions rely on verbal responses (which can be challenging for these children) and/or the selection of a card representing an emotion (which limits the response range). In contrast, a drawing task might allow a broad spectrum of responses without involving language. This study used a drawing task to compare the ability to make emotional inferences in children with and without LI.

How does Sam feel?: Children's labelling and drawing of basic emotions.

This study compares the ability of children aged from 6 to II to freely produce emotional labels based on detailed scenarios (labelling task), and their ability to depict basic emotions in their human figure drawing (subsequent drawing task). This comparison assesses the relevance of the use of a human figure drawing task in order to test children's comprehension of basic emotions. Such a comparison has never been undertaken up to now, the two tasks being seen as belonging to relatively separate fields of investigation.

[Expression of the emotions in the drawing of a man by the child from 5 to 11 years of age].

This study examines the development of children's ability to express emotions in their human figure drawing. Sixty children of 5, 8, and 11 years were asked to draw "a man," and then a "sad", "happy," "angry" and "surprised" man. Expressivity of the drawings was assessed by means of two procedures: a limited choice and a free labelling procedure.