Drawing Conclusions: An Exploration of the Cognitive and Neuroscientific Foundations of Representational Drawing
Drawing Conclusions: An Exploration of the Cognitive and Neuroscientific Foundations of Representational Drawing
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得出结论：具象绘画的认知和神经科学基础的探索
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发表时间：
2013
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通讯作者：
R. Chamberlain
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作者：
R. Chamberlain
本论文旨在探讨具象绘画的认知、知觉和神经科学基础。为了激发实验假设，对艺术家的绘画态度和方法进行了初步的定性研究。从定性数据的主题，主要是关于感知和绘画之间的关系，发展成为一个大规模的调查研究，在本科和研究生水平的600多名艺术学生。这项调查研究评估了个性和人口因素以及感知风格和能力的作用，隔离了学习方法，实践和技术使用对外部评级绘画能力的作用。定性和调查研究提供了进一步的实证工作的基础，其中第一个是使用图像处理和形状分析测量图纸的准确性的探索，目的是提供更可靠和有效的依赖措施，在绘画的研究。这项调查显示，个人判断的准确性，根据他们所代表的刺激，并提出了一种新的方法比较审美和准确性的判断绘画的方式的差异。本论文的三个实验章节描述了对艺术和非艺术专业学生与绘画相关的视觉感知和记忆的调查，重点是角度/比例感知，局部-全局视觉处理和长期和短期视觉记忆。这些研究表明，绘制时的视觉感知和视觉长期记忆的个体差异解释了绘画能力的很大一部分个体差异。最后一章实证报告了基于体素的形态计量学研究结构神经相关性与绘画和艺术能力的个体差异。本研究的结果强调了程序记忆和精细运动控制在长期绘画技能发展中的作用。调查的高潮是展示了一个绘图工具箱，其中包括视觉、教育和运动模块。并探讨了其在艺术设计教育教学中的应用前景。研究结果可能会对艺术学校进行艺术培训的方式产生重大影响，并可能为识别艺术人才提供早期诊断工具。
The present thesis describes an exploration of cognitive, perceptual and neuroscientific foundations of representational drawing. To motivate experimental hypotheses, an initial qualitative study of artists’ attitudes and approaches to drawing was conducted. Themes from the qualitative data, predominantly concerning the relationship between perception and drawing, were developed into a large scale survey study of over 600 art students at undergraduate and postgraduate level. The survey study assessed the role of personality and demographic factors as well as perceptual styles and abilities, isolating the role of approaches to study, practice and technique use on externally-rated drawing ability. The qualitative and survey studies provided the foundation for further empirical work, the first of which was an exploration of the use of image manipulation and shape analysis for measuring the accuracy of drawings, with the intention of providing more reliable and valid dependent measures in the study of drawing. This investigation revealed differences in the way individuals judge the accuracy of drawings according to the stimuli they represent and presents a novel method for comparing aesthetic and accuracy judgments of drawing. The three experimental chapters of this thesis describe investigations into visual perception and memory in association with drawing in students of arts and non-arts subjects with an emphasis on angular/proportional perception, local-global visual processing and long and short-term visual memory. These studies revealed that individual differences in visual perception and visual long-term memory when rendering explain a large proportion of individual differences in drawing ability. The final empirical chapter reports a voxel-based morphometry study of structural neural correlates with individual differences in drawing and artistic ability. The results of this study emphasize the role of procedural memory and fine motor control in the development of long-term drawing expertise. The enquiry culminates in the presentation of a toolbox for drawing which includes visual, educational and motor modules. Its potential use in art and design education in teaching protocol is then discussed. The research findings could have a significant impact on the way in which art schools employ artistic training and could provide early diagnostic tools for identifying talent in the arts.