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PSY 365
Lecture 14 Slides
| Question | Answer |
|---|---|
| Hyllegard (2000): children nominated by parents and teachers as "talented in art" practice | even more than kids "talented in music" |
| Chamberlain et al. (2019): Non-class drawing practice for artists vs. others | college art students practice drawing more than other majors when not in class |
| Practice, Personality, and Art: Chamberlain et al. (2015): Drawing time | est. of last yr. + yr. before, predicts drawing techniques, r = .26 |
| Practice, Personality, and Art: Chamberlain et al. (2015): Drawing techniques | predict drawing ability, r =.25 (hand and block drawing ratings by non-experts) |
| Practice, Personality, and Art: Chamberlain et al. (2015): Conscientiousness | predicted drawing techniques, and thus indirectly drawing ability |
| What About Savants?: Stephen Wiltshire, "The Human Camera" | artist (and autistic savant), did not learn to talk until age 7-9(socially not interested), rage to master-drew compulsively, teacher took early interest and entered him in competitions, exposed to influencers, graduated from a top art academy |
| Charness, Clifton, and MacDonald (1988): autistic savants are much like us, but motivationally different | Not motivated by social contact -more motivated by practicing stuff that we find boring -non-autistic people learn the same skills in about the same amount of time |
| Dyslexia | learning disorder-difficulties with word recognition, decoding, and spelling |
| Dyslexia: Wolff and Lundberg (2002): maybe dyslexics have genetic art ability, or compensate for poor reading by entering other areas | compared n= 74 art majors vs. n= 80 econ majors -13-15% vs- 1% showed dyslexia -MacManus et al. (2010): replicated, found no drawing advantages for dyslexic artists |
| Visual | visual information includes form, color, and texture-optical properties |
| Spatial | spatial information includes information about where objects are in space |
| Types of Visualizers: Kozhevnikov, Kosslyn and Shepard (2005): argued that people comes in 3 types in visual memory tasks: | -object visualizations -spatial visualizations -verbalizers -Visual artists were object visualizers, while scientists were spatial visualizers |
| Types of Visualizers: Kozhevnikov, Kosslyn and Shepard (2005): Object visualizations | lots of attention to visual information |
| Types of Visualizers: Kozhevnikov, Kosslyn and Shepard (2005): spatial visualizations | lots of attention to spatial information |
| Types of Visualizers: Kozhevnikov, Kosslyn and Shepard (2005): Verbalizers | convert everything to words |
| Drawing Skill-art students are vastly better at drawing than non-artists: Chamberlain et al. (2018): 42 Pratt 1-yr. art students vs. 37 Brooklyn college psych. students | -Free Drawing task: artists' drawings rated twice as creative as psych. majors' drawings -Still Life Drawing task: artists' drawings were 1.5 SD better than non-artists, rated by both artists and non-artists |
| Better Seeing Through Art: Kozbelt (2001) compared artists. vs. non-artists on: mental rotation, embedded figures, and out of focus pictures | First yr. art students were almost 1 SD better than novices -4th yr. art students were almost 1 SD better than first year art students |
| Drawing and Seeing: Kozbelt (2001) also gave a lot of drawing tasks, including copying abstract and real images | He found that drawing ability explained virtually all of the variability in scores on the perception tasks -better perception was a result of skills that were learned to make drawings |
| Diverse Exploration | scanning widely and quickly (good for structure) |
| Specific Exploration | scanning a small area but slowly (good for objects) |
| Diverse vs. Specific Scanning of Art: Nodine et al. (1993): artists were faster at | diverse exploration (more efficient) -artists spent more time studying background |
| Long-Term Working Memory (LT-WM): Ericsson and Kintsch (1995): some experts develop long-term working memory | skilled encoding techniques to rapidly learn new information -use knowledge to create rapid links |
| Long-Term Working Memory (LT-WM): Ericsson, Delaney, Weaver, and Mahadevan (2004) | studied Rajan, a memory expert using numbers |
| Long-Term Working Memory (LT-WM): Ericsson and Delaney (1999): | reviewed evidence for doctors, chess masters, and others having LT-WM |
| Delaney (2018): LT-WM involves learning skills to spot connections between things, using your knowledge | knowing how you'll be tested: the cues at test match those used during study -tight integration between memory and action: you don't get better memory unless you need it for your work -is specific to the tasks you MUST do to perform your expertise |
| Is There LT-WM in Art? Vogt and Magnussen (2007): artists and non-artists viewed pictures that either showed a single large object (e.g. faces) or complex composition | artists scanned the background more (replicating Nodine) -artists remembered more features from each painting, regardless of type (indicative of LT-WM) |
| Can Artists Remember Faces Better?: Tree et al. (2017): gave a standard face recognition memory test | Exp. 1: before and after 1 yr. of art class-no differences Exp. 2: Novices vs. Professional Portrait Artists: no diff. on face recognition, no diff. on word memory, artists > novices at remembering new abstract painting -LT-WM was only developed for art |
| Yokochi and Okada (2007): in 2 studies, interviewed Japanese working artists and young artists about "artistic vision": Young artists | picked themes based on whatever caught their eye or mind at the moment |
| Yokochi and Okada (2007): in 2 studies, interviewed Japanese working artists and young artists about "artistic vision": Mild-Stage Artists | selected themes and built a series of work around it |
| Yokochi and Okada (2007): in 2 studies, interviewed Japanese working artists and young artists about "artistic vision": Mature artists | had a single theme and they designed their work around that key theme |
| Is "Good" Art pleasing or interesting?: Haanstra, Damen and van Hoorn (2013): artists and non-artists had to draw 2 pictures: -1) "sad: and -2) "self-portrait" | Psych. and art students rated them for pleasingness and interest -both found artists much more interesting than non-artists -Psych. students found artist drawings somewhat more pleasing -Art students found artist drawings much more pleasing |
| Most visual artists develop special skills through practice. Much of that is | practice alone -drawing -perceptual expertise -superior visual memory |
| They attend more the background and structural information in art | knowledge about artistic composition -better memory for art (but not for other things) |
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