The experiments are done on twenty seven children aging three from an Iranian kindergarten. They were assessed by asking to draw a sketch of an object. A prototypical image of each object was also shown on computer monitor and remained for about 30 seconds to assure that children are aware of what they are asked to draw. When the image is appeared on the screen, all children mention the name loudly and therefore it is made sure that they all know the object in question. Therefore, the image on the screen only helps children to retrieve the stored visual information about an object from their memory. Moreover, it is explained to them that they have not to copy the images but rather to draw what they know about the object. Hence, children are not biased with images they have observed and the visual information is merely provided as a way to trigger children’s mind about the questioned concept. All through the experiment, an instructor checks on children one by one, and in case a child could not draw anything, the instructor talks to her and asks her question such as “how does the object look like?”, Or “what the object is used for?” The stimuli set are selected in a way to contain both animate and inanimate objects but the images are selected in a way to be easily recognizable for children.
Please cite the following paper if you utilize the dataset: Sadeghi, Zahra. "Childrens Line Drawings and Object Representation Strategies: Categorization of Childrens Mental Representation Strategies According to the Existing Theories for Object Recognition by Studying Line Drawings." International Journal of Signal Processing, Image Processing and Pattern Recognition 8.12 (2015): 39-48.
Sadeghi, Zahra. "Children’s line drawings and object representation strategies: Categorization of children’s mental representation strategies according to the existing theories for object recognition by studying line drawings." International Journal of Signal Processing, Image Processing and Pattern Recognition 8.12 (2015): 39-48.