Simulating Developmental and Individual Differences of Drawing Behavior in Children Using a Predictive Coding Model

Abstract

Predictive coding has recently been proposed as a mechanistic approach to explain human perception and behavior based on the integration of perceptual stimuli (bottom-up information) and the predictions about the world based on previous experience (top-down information). However, the gap between the computational accounts of cognition and evidence of behavioral studies remains large. In this study, we used a computational model of drawing based on the mechanisms of predictive coding to systematically investigate the effects of the precision of top-down and bottom-up information when performing a drawing completion task. The results indicated that sufficient precision of both signals was required for the successful completion of the stimuli and that a reduced precision in either sensory or prediction (i.e., prior) information led to different types of atypical drawing behavior. We compared the drawings produced by our model to a dataset of drawings created by children aged between 2 and 8 years old who drew on incomplete drawings. This comparison revealed that a gradual increase in children's precision of top-down and bottom-up information as they develop effectively explains the observed change of drawing style from scribbling toward representational drawing. Furthermore, individual differences that are prevalent in children's drawings, might arise from different developmental pathways regarding the precision of these two signals. Based on these findings we propose a theory of how both general and individual development of drawing could be explained in a unified manner within the framework of predictive coding.