Development of Individuality in Children’s Handwriting

• Sargur N. Srihari ^[1] ; Lu Meng ^[1] ; Lisa Hanson ^[2]
  1. [1] State University of New York

     State University of New York

     City of Albany, Estados Unidos

     
  2. [2] Bureau of Criminal Apprehension Laboratory St. Paul MN
• Localización: Journal of forensic sciences, ISSN-e 1556-4029, ISSN 0022-1198, Vol. 61, Nº. 5, 2016, págs. 1292-1300
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Handwriting of children in early grades is studied from the viewpoint of quantitatively measuring the development of hand-writing individuality. Handwriting samples of children, in grades 2–4, writing a paragraph of text in both handprinted and cursive, collected over a period of 3 years, were analyzed using two different approaches: (i) characteristics of the word “and” and (ii) entire paragraphs using an automated system. In the first approach, word characteristics were analyzed using statistical measures. In the second approach, pairs of paragraphs were compared. Both types of analysis, single word and complete writing, led to the same conclusions: (i) handwriting of each child remains relatively similar when handwriting has been just learnt and becomes markedly different from grades 3 to 4 and (ii) handwriting of dif- ferent children becomes progressively more different from grades 2 to 4. The results provide strong support that handwriting becomes more individualistic with child development.