Drawing and writing are two major representational systems with many common aspects. Each also has its own system of rules, characterized by different degrees of visual realism and conventionality. The relationship between them at their emergence and the contribution of perceptual and motor skills to their development have been under-investigated, leading to discordant study results. This study investigated the emergence of the ability to draw and write and the association between these two processes in 3- to 5-year-old preschoolers, controlling for the role played by visual-motor integration ability. A total of 115 preschoolers were tested for drawing and writing tasks and visual-motor integration. Variance analysis, correlation analysis, and covariance analysis were performed. The results illustrated a stable association between drawing and writing in the age range considered, which can be traced to their common representational core. Moreover, the weight of visual-motor coordination is differentiated for the two notational systems.

中文翻译：

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学龄前儿童紧急绘画、紧急写作和视觉运动整合之间的关系

绘画和书写是两个具有许多共同方面的主要表现系统。每个都有自己的规则系统，以不同程度的视觉现实主义和常规为特征。它们出现时的关系以及感知和运动技能对其发展的贡献之间的关系尚未得到充分研究，导致研究结果不一致。本研究调查了 3 至 5 岁学龄前儿童绘画和写作能力的出现以及这两个过程之间的关联，控制了视觉运动整合能力所起的作用。共有 115 名学龄前儿童接受了绘画和写作任务以及视觉运动整合测试。进行方差分析、相关分析和协方差分析。结果表明，在所考虑的年龄范围内，绘画和写作之间存在稳定的关联，这可以追溯到它们共同的代表性核心。此外，两种符号系统的视觉-运动协调权重是不同的。