Abstract
The performances of 514 Ugandan primary school children from variously developed areas of the country were examined on the Draw-a-Man Test. These scores were compared with the repeat performances on the same test by children who received explicit instructions as to the execution of the test and a matched group of noninstructed children. Both results were then correlated with the children's academic achievement. Although there was a significant rank-order correlation between first and second drawings of all children, the instructed children had a lower test-retest correlation than their noninstructed peers, indicating teaching effect. Children who improved the most on retest were also those who had the highest general academic standing, suggesting that a general compliance to instruction (rather than practice alone) is an important determinant of performance change on this test. These results are discussed in terms of transcultural psychological research and the concept of intelligence held by the Baganda.
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