Volume 13, Issue 3 (Autumn 2011)
Advances in Cognitive Sciences 2011, 13(3): 41-54 |
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A Study of Developmental Progression of Clock Face Drawing and Conceptualization of Time in Children
1- Assistant Professor, Department of Psychology, Malayer Branch, Islamic Azad University (IAU), Malayer, Iran.
2- Assistant Professor, Department of Psychology, Malayer University, Malayer, Iran.
3- M.A. in general psychology from Islamic Azad University (IAU), Arak Branch, Arak, Iran.
2- Assistant Professor, Department of Psychology, Malayer University, Malayer, Iran.
3- M.A. in general psychology from Islamic Azad University (IAU), Arak Branch, Arak, Iran.
Abstract: (2872 Views)
Objective: The clock drawing test (CDT) is a neuropsychological test that has been used as a part of evaluation & screening of adults with cognitive impairments. The aim of this research was to study developmental progression of clock face drawing and conceptualization of time in normal children of Hamedan Province.
Method: Participants included 1261 students (620 boys, 641 girls) ages M= 9.5, SD= 1.8 randomly selected after they completed the teacher’s form of CBCL (Achenbach & Rescorla, 2001) and the semi-structured interview in accordance with DSM-IV-TR (Sadoc & Sadoc, 2005). Then, CDT was administered. Conceptualization of time and construction of the clock face were assessed separately using Cohen et al. (2000) scoring system standardized on school-age children.
Results: The results indicated an upward progression with regard to the concept of time through age 8. The results further demonstrated that qualitative errors, like number reversals, spacing errors and erasing, were more frequent in 7 and 8, but they decreased slowly by the increase of age. The performance of girls in clock drawing and conceptualization of time was better than of boys›. The performance of subjects in Cohen et al. (2000) clock construction and placement of hands had a significant difference with the performances› of the subjects of Ganji et al. (1390) and of the present study. In fact, the performance of Iranian subjects in both studies of clock construction and conceptualization of time was better.
Conclusion: Given the pattern of the findings, it is likely that the neglect was secondary to poor planning and not to visual spatial deficit. In general, development of clock face drawing must closely parallel that of frontal lobe maturation.
Method: Participants included 1261 students (620 boys, 641 girls) ages M= 9.5, SD= 1.8 randomly selected after they completed the teacher’s form of CBCL (Achenbach & Rescorla, 2001) and the semi-structured interview in accordance with DSM-IV-TR (Sadoc & Sadoc, 2005). Then, CDT was administered. Conceptualization of time and construction of the clock face were assessed separately using Cohen et al. (2000) scoring system standardized on school-age children.
Results: The results indicated an upward progression with regard to the concept of time through age 8. The results further demonstrated that qualitative errors, like number reversals, spacing errors and erasing, were more frequent in 7 and 8, but they decreased slowly by the increase of age. The performance of girls in clock drawing and conceptualization of time was better than of boys›. The performance of subjects in Cohen et al. (2000) clock construction and placement of hands had a significant difference with the performances› of the subjects of Ganji et al. (1390) and of the present study. In fact, the performance of Iranian subjects in both studies of clock construction and conceptualization of time was better.
Conclusion: Given the pattern of the findings, it is likely that the neglect was secondary to poor planning and not to visual spatial deficit. In general, development of clock face drawing must closely parallel that of frontal lobe maturation.
Type of Study: Research |
Subject:
Special
Received: 2011/05/22 | Accepted: 2011/07/23 | Published: 2011/09/23
Received: 2011/05/22 | Accepted: 2011/07/23 | Published: 2011/09/23
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