“Pictorial Perception and Culture”

• Deregowski (1972)• Methodology: Review article• Aim: to investigate the role of learning in

pictorial perception.• Aim: to investigate the possibility of a

“lingua franca”, a universal language of pictures.

• There are many different types of evidence in this study.

1. Anecdotal reports

• Laws (end 19th century) Malawi. Dog/ox pictures• Mrs Fraser (1920s) Africa Pictures in profile

Projected elephant• Evaluation:• Unscientific• Subjective• Can’t be replicated• Ethnocentric: colonial overtones, makes ‘the

natives’ look simple.

2. Hudson’s hunter picture

• Sample: South African Bantu people, both children and adults.

• “What is the man doing”• “Which is nearer, the antelope or the elephant?”• Answer would determine whether someone was

classed as a 3D or 2D perceiver.• Depth cues: overlapping, relative or familiar size,

height in plane.

Results using Hudson’s picture

• “The difficulty (in perceiving depth) varied in extent but appeared to persist through most educational and social groups”

• Evaluation:• Compare the above with Hudson’s original data “which

show that the samples of schoolchildren that were tested showed much higher rates of three-dimensional perception than the adult samples.” (Banyard p. 318)

• Vague description of sample: “African tribal subjects”• Where are the percentages?• Ethnocentric depth cues: what about texture gradient

and aerial perspective?

3.Hudson’s construction task

• Sample: Primary school boys and unskilled workers in Zambia (classed as 2D/3D by Hudson’s picture test, most 2D)

• This task acted as a check on Hudson’s picture test.

• Sample asked to construct stick and clay models from a picture.

Results of construction task

• 2D perceivers generally tended to construct a flat model.

• 3D perceivers generally tended to construct a 3D model.

• Evaluation:

• Percentages?

• Analysis by children/adults?

4.Trident test (Deregowski?)

• Sample: Zambian school children (classed as 2D/3D by Hudson’s construction task.)

• Ambiguous and control tridents were drawn by the sample.

• Participants were timed by how long a flap was held up while they were copying the tridents.

• Results: 2D perceivers spent roughly the same amount of time on both tridents. 3D perceivers spent more time drawing the ambiguous trident.

5. Gregory’s optical apparatus

• Sample: Unskilled Zambian workers• Gregory designed apparatus for studying

perceived depth (using Hudson’s picture)• It enables the subject to adjust a spot of light so

that it appears to lie at the same depth as an object in the picture.

• Results: Africans unfamiliar with pictorial depth cues set the light at the same depth on all parts of the picture.

• Evaluation: Scientific evidence

6. Hudson and split drawings

• Sample: African children and adults• Results: All but one preferred the split drawing

over the perspective drawing.• Why?• Sample: Unskilled Zambian workers• Asked to draw a picture of a wire model: most

drew a split drawing• When asked about preference, most preferred a

split drawing over a perspective one.

Reasons for preference for split drawings

• Split drawings originated from 3D ornamental sculptures which were ‘unfolded’ (Boas)

• Reflects the idea of a split personality, especially in masks ( Levi-Strauss)

• In all societies, children prefer split types of drawings. (Deregowski)

• Split drawings not intended to be realistic but artistic and symbolic. (Deregowski)

Evaluation of Deregowski’s comments on split drawings

• Suggestion that some societies are “child-like” in their preference: patronising?

• Ethnocentrism on the part of Deregowski: “the styles arrived at are not equally efficient in conveying the correct description of objects.”

Difficulties in carrying out cross-cultural studies

• Language/problems with translation if using an interpreter.

• Interpretation of behaviour/cultural bias• People act differently when being observed

(subject reactivity)• Using appropriate materials• Ethnocentric judgement of other cultures• Informed consent • Protection of participants• Right to withdraw (balance of power)