الفهرس 
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Abstract
Interest in intelligence dates back thousands of years. And the trials to reach to a suitable measure were numerously introduced as Stanford -Binet test and Wechsler’s scale.
As this test are complicated, multistage, and used by well-trained persons. There is easy, simple test were presented ”Draw a Person test”.
One of the earliest drawing tests was the Draw-A-Person test devised by Good-enough to assess children‘s creativity, mental age and visual-motor intellectual maturity by coding features of their drawing of a man.
Good-enough first became interested in figure drawing when she wanted to find a way to supplement the Stanford-Binet intelligence test with a nonverbal measure. The test was developed to assess the maturity in young people. Good-enough concluded that the amount of detail involved in a child‘s drawing could be used as an effective tool. This led to the development of the first official assessment using figure drawing which was Draw-A-Person test. Over the years, the test has been revised many times with added measures for assessing intelligence.
Harris later revised the test, including drawings of a woman and of themselves. Now considered the Good-enough-Harris Test it has guidelines for assessing children from ages 6 to 17.Harris assumes that changes in the child‘s drawings of a man or a woman represent the development of cognitive complexity or intellectual maturity expressed by increasingly complex representations of the human figure. He regards the child‘s concept of a human figure as an index or sample of their concept generally.
Subject and Methods
After approval of the Local Institutional Ethical Committee of El-Dakahlia educational affairs, and obtaining written consents from all student parents to participate in our study, The study was carried out on one thousand and twelve of apparently healthy primary school children aged from 6-12 years old in Mansoura district Al-Dakahlia governorate, At Shoha and El Andalous primary schools, This district consisting of mixed both rural and urban cultures from September 2015 to April 2016.
Study Participants: one thousand and two hundred primary school children were involved among those children one thousand satisfied inclusion criteria.
Inclusion criteria:
Age 6-12 years.
Free from significant disease.
No neurological abnormalities.
Exclusion criteria:
Age less than 6 years and more than 12 years.
Has any associated chronic diseases.
Any neurological abnormalities as epilepsy
.Parents were given a questionnaire via the student contained telephone number, full name, date of birth, any serious medical problems in the past, and also include degree of education of parents, husband’s occupation, family size and family income that was in order to assess socioeconomic level (high-moderate-low) using (Abd El-Gaffar scoring system).
All study, children were subjected to complete clinical examination to exclude any chronic clinical problems as mentioned before in the study participants.
School achievement was obtained by the marks of the previous year from subject’s school records, Children of junior one class marks obtained from the midterm, and grading of school achievement Obtained using the most common grading scale in the USA: Grade A (90-100, excellent), B (80-89, above average), C (70-79, average), D (60-69, usually the minimum passing grade) and E (0-59).
Draw a person test:
The child must be seated at an individual table with enough space to draw. Before asking the student to draw a person test we provided:
The examiner made sure that the child understands the instructions and feels comfortable in the test situation.
Sufficient lighting was assured.
Noise, visitors and other distractions were avoided.
No objects other than a pencil with soft lead and a sheet of white paper were on the table.
Administrator requested the children to draw a person with no time limit.
Administrator didn’t make any comment on the drawing, or ask the child to correct certain details, as this is not an art lesson but an attempt to ascertain the child‘s concept of the human figure.
Any child refused to draw was encouraged and if not, he was given another time for testing.
Raw scores were obtained from subject‘s drawings, then converted to IQ by modified Harris scoring guide
For example; if a boy aged (8) years, and his raw drawing score was (29), the IQ was (106) by data in reference tables.
Statistical analysis
The results were statistically analyzed by SPSS version 20 (SPSS Inc., Chicago, IL, USA).
Two types of statistics were done
Descriptive:
e.g., percentage (%), mean and standard deviation SD.
Analytical:
Student’s t-test: It is a single test used to collectively indicate the presence of any significant difference between two groups for a normally distributed quantitative variable.
One a way ANOVA (F test): A one-way analysis of variance (ANOVA) is a single test used to collectively indicate the presence of any significant difference between several groups for a normally distributed quantitative variable.
Post hoc test: is used after one a way ANOVA (F test) or Kruskal-Wallis test to show any significant difference between the individual groups.
P value: is considered significant if ≤0. 05.
The gained results showed that: First; children with superior intelligence 3.6%, those with average intelligence 91.4%, and with borderline intellectual function 3.9% and children with mild mental retardation 1.1%.Second; children which lived in urban residence had higher IQ levels in comparison with those lived in rural areas, which may indicate strong positive correlation between cognitive function and residency, this correlated with(Shi et al., 2016) ”Openness to Experience as a Moderator of the Relationship between Intelligence and Creative Thinking: A Study of Chinese Children in Urban and Rural Areas”, and disagree with (Naomi Breslau et al., 2001) ”Stability and Change in Children‘s Intelligence Quotient Scores: A Comparison of Two Socioeconomically Disparate Communities”, further research directed to investigate the relation may be helpful in recognizing any residence-related causes that may affect IQ levels such as parasitic infestation.
Third; also strong positive correlation were found between socioeconomic standards and IQ levels, those with higher SES has a higher IQ scores in comparison with those with average and low SES. That was agreed with (Fernald LC, Weber et al., 2014). ”Socioeconomic gradients and child development in a very low income population: evidence from Madagascar”. And that finding may be a nucleus of another research to find if there are any specific factors related to the SES such as lake of family resources, parental support which may lead to low IQ levels.
The fourth finding was the positive correlation between IQ levels and school achievement; those children had higher school achievement ”excellent” had a highest draw a person test score and IQ level among the whole studied sample and vice-versa, Intelligence does not necessarily cause achievement; it is simply correlated with it.
Although students with high IQs typically perform well in school, we cannot say conclusively that their high achievement is actually the result of their intelligence. Intelligence probably does play an important role in school achievement, but many other factors like motivation, quality of instruction, peer group expectations, and so on are also involved. (OJ.E. Davidson, 2003; Sternberg, Grigorenko, & Kidd, 2005; Wenke&Frensch, 2003).