Zhong Wang.

Please, look at the following I retrieved (adapted) from the NET:

"Luquet, G. H. (1927). Le dessin enfantin. (Bibliothèque de psychologie de l"enfant et de pédagogie.). [Children's drawing]. Alcan.

Abstract:

Children's drawing passes through four stages: (1) Involuntary drawing; the child does not at first know that his lines can represent something; then he finds that they can represent very closely something which he had not intended and so he begins to look for an interpretation. Voluntary realism is substituted for casual realism. (2) The child tries to synthesize the details which he draws with the exclusive purpose of representing each one for its own sake. (3) The child has synthesized his details, and he wishes to draw objects not only with the details which he sees but also with those which he knows exist: this is the period of intellectual realism. (4) Finally comes the period of visual realism, with particular care given to perspective. There are two parts to the study. The first part considers the elements of drawing: the "intention", i.e., the motives which determine that the child make at a given moment a certain drawing rather than any other; the interpretation attached to the finished drawing, which with children often is different from the original intention; the gradual evolution in the method used in presenting the same subject at different periods; the mental image which the drawing reproduces instead of reproducing the object itself; and, finally, coloring. The second part of the book studies the evolution of children's drawing from its beginning until the time when it becomes adult-like in character. The conclusions which end the work point out the contributions which drawing can make to child psychology, considered per se and in comparison with adult psychology; and the inferences to be drawn from it for instruction in drawing."

I hope this helps.

It's old, but here an article I co-wrote:

(18) The effects of rerepresentation on future performance | Request PDF (researchgate.net)

• DOI:
• 10.1111/j.2044-835X.1998.tb00768.x

Hello,

As a cognitive linguistics researcher into multicultural representations of visuospatial information, I can suggest to you that you might want to "reverse engineer" your question.

Drawing itself is culturally skewed and has multiple meanings across all cultures - so, doing basic level research into "visual representation" will be more useful for your work in the long term.

I am suggesting you look at the references from this paper:

Exploring the Relation between Spatial Abilities and STEM Expertise

I have attached the paper below for your use.

Drawing is often seen as a developmental stage for children and even for adults who are multiple language learners - but the act of drawing is a deeper process and connects with intentional visual representation.

I hope this is helpful for you. Please send any questions you have - I am happy to offer you more background in this area.

All my best.