Abstract
Three experiments were conducted to investigate the relation between egocentrism in perspective taking task and intellectual realism in children's drawing. The research had three purposes: a re-test of good-view hypothesis by Light (1983), an examination whether children's understanding of reality of object would be affected not only by object setting of “good-view” but also story-telling instruction ; and the third purpose was to explain transparent drawing and perspective task in common, adding another selected photo in a perspective task which could not be a real scene in accordance with any point of view. Experiment 1 was conducted by 48 5-to-6-year-olds and experiments 2 and 3 were made of 63 4-to-6-year-olds. The first and the third hypotheses were supported. Story-telling instruction increased with correct responses, whereas it could not affect any good/poor distinction. It was concluded that egocentrism and intellectual realism were both part of children's expression of the reality of an object.
