Electrophysiological correlates of drawing ability in very young children

The purpose of this retrospective study is to identify electrophysiological correlates of drawing performance in very young children, particularly those identified as advanced drawers and poor drawers, as well to identify cortical regions where correlations are highest. Sex differences in drawing and brain electrical activity are also investigated using brain electrical activity mapping (BEAM). Curricular implications are discussed.; The subjects are 73 three-year old children, all participants in a longitudinal study of gestational age at birth and behavioral functioning (Als, Duffy, & McAnulty, 1988a). All subjects are given 2 standardized drawing tests and an electrophysiological examination including electroencephalographic (EEG) and evoked potential (EP) measurements for 5 nondrawing behavioral states.; A drawing factor score is computed for each subject. A new statistical technique (Duffy, 1990), the "correlational significance probability map" (r-spm), is used to derive correlations between the drawing factor scores and EEG and EP data. For EP data, cartooned maps display correlation versus time and for EEG data, correlation versus frequency. Maps also show the deviation of the observed correlational value from the null state at p {dollar}leq{dollar}.05. Data for total group and extreme groups are analyzed qualitatively and quantitatively.; A significant relationship between drawing and brain electrical activity is found for all states except sleep. Fourteen cortical regions of interest predict 47% of the variance in 73 three-year olds, and classify extreme groups of good and poor drawers with 84% accuracy. Correlations are highest in the frontal cortex, but are also significant bihemispherically in posterior temporal, occipital, parietal, and central; central vertex; and central parietal. Sex differences in brain activity and in drawing are found.; Further research is needed to replicate these findings, to assess their face validity, and to identify other cortical variables influencing drawing.; References. Als, H. Duffy, F. H., & McAnulty, G. B. (1988a). Behavioral differences between preterm and full-term newborns as measured with the APIB systems scores: I. Infant behavior and development, 11, 305-318. Duffy, F. H. (1990). Unpublished manuscript.