Drawing is ancient; it is the only childhood cognitive behavior for which there is any direct evidence from the Upper Paleolithic. Do genes influence individual differences in this species-typical behavior, and is drawing related to intelligence (g) in modern children? We report on the first genetically informative study of children’s figure drawing. In a study of 7,752 pairs of twins, we found that genetic differences exert a greater influence on children’s figure drawing at age 4 than do between-family environmental differences. Figure drawing was as heritable as g at age 4 (heritability of .29 for both). Drawing scores at age 4 correlated significantly with g at age 4.
The document contains a shape object (Schenkel) which we want to extract to a drawing. Therefore a “Page” is created. A page gets instantiated through a template, in this case the “A3_Landscape” template. The template is an SVG document which can hold your usual page frame, your logo or comply to your presentation standards.
Behavioral genetic designs, such as the twin design comparing resemblance between identical (monozygotic, or MZ) twins and fraternal (dizygotic, or DZ) twins, are especially interesting to apply to differences in children’s drawings of human figures because such drawings seem so likely to be sensitive to family background, such as parental guidance and encouragement. It also seems intuitive that any relationship between early figure drawing and later intelligence would be caused by familial influences held in common between the two traits. It seems that children with ready access to pencils, paper, picture books, and so on would have better drawing skills than children brought up without those advantages. These credible scenarios can be tested empirically.