Zeng, X.F., Wright State University, USA and Wang, Y.W., Xiamen University, China
Drawings, as visual representations of the environments, have been studied as a vehicle for reflection of children's cognitive development. Based on the internal mental model, the five stages (Luquet, 1913) include fortuitous realism (18 months to 2 years old), failed realism (2 to 3 years old), symbolic realism (3 to 4 years old), intellectual realism (5 to 7 years old) and visual realism (8 years ild and older). And the developmental stages are generally considered universal. X-ray strategy has been considered a charactersitics of drawings made at the stage of intellectual realism (Anderson, 1995). However, research has shown that there are cultural differences in the projective systems (Zeng & olbrook, 2000; Zeng, 2001). This study intends to further examine the cultural differences in the employment of X-ray strategy. I choose to study children's drawings from America, Kenya and China. The American sample consisted of 156 children with the mean age of 10.65, the Kenya sample consisted of 80 children with the age of 10.8 and the Chinese sample consisted of 101 children with the age of 11.13. The preliminary data analysis showed that there were singnificant differences between cultures in the choice of X-ray strategy, and its significance for cognitive study was discussed.