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Expressivity in children's drawings of themselves for adult audiences with varied authority and familiarity.

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Title: Expressivity in children's drawings of themselves for adult audiences with varied authority and familiarity.
Authors: Burkitt, Esther, Watling, Dawn, Message, Hannah
Source: British Journal of Developmental Psychology. Sep2019, Vol. 37 Issue 3, p354-368. 15p.
Subjects: Affect (Psychology), Authority, Drawing, Emotions, Happiness, Recognition (Psychology), Sadness, Sex distribution, Descriptive statistics, Children
Abstract: This study investigated whether children's expressive drawings of themselves vary as a function of audience authority and familiarity. One hundred and seventy‐five children, 85 boys and 90 girls, aged between 8 years 1 months and 9 years 2 months (M = 8 years 5 months) were allocated into seven groups: a reference group (n = 25), where no audience was specified, and six audience groups (n = 25 per group) varying by audience type (policeman vs. teacher vs. man) and familiarity (familiar vs. unfamiliar). They drew baseline then happy and sad drawings of themselves, rated affect towards drawings type, and rated perceived audience authority. Audience familiarity and authority impacted expressive drawing strategy use and this varied by gender. There was higher overall expressive strategy use for happy drawings and for girls, and influences of affect type, familiarity, and authority were found. The implications of children's perceptions of audience type on their expressive drawings are discussed. Statement of contributionWhat is already known on this subject?Children vary their happy and sad expressive drawings for familiar peer and adult audiences.They show more positive expressivity to familiar peer and adult audiences.Children perceive authority differently depending on professional roles.What does this study add?Children's expressive drawings differ depending on audience familiarity and professional role.Greater expressivity for familiar than unfamiliar audiences, with difference varying by perceived authority.For policemen, boys showed more sad expression when unfamiliar and girls showed more happy expression when familiar. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Developmental Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Expressivity in children's drawings of themselves for adult audiences with varied authority and familiarity.
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  Label: Abstract
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  Data: This study investigated whether children's expressive drawings of themselves vary as a function of audience authority and familiarity. One hundred and seventy‐five children, 85 boys and 90 girls, aged between 8 years 1 months and 9 years 2 months (M = 8 years 5 months) were allocated into seven groups: a reference group (n = 25), where no audience was specified, and six audience groups (n = 25 per group) varying by audience type (policeman vs. teacher vs. man) and familiarity (familiar vs. unfamiliar). They drew baseline then happy and sad drawings of themselves, rated affect towards drawings type, and rated perceived audience authority. Audience familiarity and authority impacted expressive drawing strategy use and this varied by gender. There was higher overall expressive strategy use for happy drawings and for girls, and influences of affect type, familiarity, and authority were found. The implications of children's perceptions of audience type on their expressive drawings are discussed. Statement of contributionWhat is already known on this subject?Children vary their happy and sad expressive drawings for familiar peer and adult audiences.They show more positive expressivity to familiar peer and adult audiences.Children perceive authority differently depending on professional roles.What does this study add?Children's expressive drawings differ depending on audience familiarity and professional role.Greater expressivity for familiar than unfamiliar audiences, with difference varying by perceived authority.For policemen, boys showed more sad expression when unfamiliar and girls showed more happy expression when familiar. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Developmental Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.1111/bjdp.12278
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      – Code: eng
        Text: English
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        PageCount: 15
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      – SubjectFull: Affect (Psychology)
        Type: general
      – SubjectFull: Authority
        Type: general
      – SubjectFull: Drawing
        Type: general
      – SubjectFull: Emotions
        Type: general
      – SubjectFull: Happiness
        Type: general
      – SubjectFull: Recognition (Psychology)
        Type: general
      – SubjectFull: Sadness
        Type: general
      – SubjectFull: Sex distribution
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Children
        Type: general
    Titles:
      – TitleFull: Expressivity in children's drawings of themselves for adult audiences with varied authority and familiarity.
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            NameFull: Burkitt, Esther
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            NameFull: Watling, Dawn
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            – D: 01
              M: 09
              Text: Sep2019
              Type: published
              Y: 2019
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