本研究の目的は,第1に,走姿勢人物画における発達的変容を分析し,第2に,その描画成績には,目と手の協応運動技能や視覚的弁別能力よりも,身体意識の分化がより重要な条件であるという仮説を検討することである。 次の結果が得られた。 1. 固定的な公式的表現がより柔軟な写実的表現に移行した。7才で写実的表現が見られ始め,12才で十分習得された。 2. 写実的表現の正確さは,11,12才でかえって下降した。 3. 身体意識質問紙成績の高い者は,描画において写実的表現が多かったが,他の迷路テストや視覚的弁別テストでは,描画との有意な関係は見られなかった。 次の諸点が議論された: 1. 写実的表現発達の年齢的"ずれ"(デカラージュ) 2. 人物画と身体意識との関係 3. 空間概念の発達と描画との関係

This study attempted, first, to analyse the developmental change in a drawing of a human figure in running style, and second, to examine the hypothesis that body image was a more dominant factor of the drawing performance than the ability of visual-motor cooperation and of perceptual discrimination. Drawings of 384 children ranging from Kindergarten aged 6 to the 6th grade of elementary school aged 12 were analysed in various points such as face, shoulders, arms, knees, and three dimensional expression of legs. Stereotyped expressions changed to realistic styles as follows:from full face to side face in 7-8 years of age (FIG.1), stretched arms and knees to bent ones in 7-8 (FIG. 4,5), two dimensional shoulders to three dimensional ones in 8-9 (FIG.2), legs from two dimensional expressions to three dimensional in 11-12 years of age (FIG.9). Thus there was a kind of 'time-lag'(decalage) on the development of drawing with realistic style. Children showed realistic expressions first in 7 years of age and master them completely at 12. In order to trace the development of the body image during early elementary school years, 205 subjects were tested after drawing. A child's body image questionaire made of 14 questions was given to 70 first grade (7:2), 67 second grade (8:2), and 68 third grade (9:1) public school children. EXAMPLE: "When you start to roll over on a mat, which part of your body touches the mat first?" More than, half of lst grade children aged 7 answered 'head' to this question, while nearly 90% of 3rd grade children aged 9 answered 'hand' correctly. The body image thus improved with age. Responses to the questionaire were compared with children's drawings and meaningful relations were found. The spiral maze test of Gibson (1977) and perceptual discrimination test were given to 38 second grade and 31 third grade children 8-9 years of age. No meaningful relations between performances of these tests and children's drawings were found, except for a slight relation between the expressions of bent knees and high performance in the spiral maze test. Discussions were made on the following problems : the relation between the development of the body image and realistic expressions on drawing, and child's conception of space and drawings