Constraints on representational change: Evidence from children's drawing☆
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2021, Journal of Experimental Child PsychologyCognitive flexibility in children with Developmental Language Disorder: Drawing of nonexistent objects
2021, Journal of Communication DisordersCitation Excerpt :When drawing, children typically use schemata based on sequentially ordered and practiced movements. In NEOD tasks, they are asked to “draw X”, and then to draw “a nonexistent X,” such as an X that they invent, that they have never seen before, a strange X, an X with something funny or odd about it (Karmiloff-Smith, 1990; Spensley & Taylor, 1999a,b). To solve this task, children need cognitive flexibility to modify and alter the procedurally encoded schemata.
Parallel developmental changes in children’s production and recognition of line drawings of visual concepts
2024, Nature CommunicationsHumour, empathic concern and perspective-taking in children. Cartooning about social inequality
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I should like to express my thanks to the staff and pupils of Marlborough School, Harrow, and the King Alfred School, London, for their willing cooperation when I collected the data in their schools. Lesley Howard and Yara-Natasha Karmiloff are warmly thanked for acting as independent judges for the initial data analysis. A paper based on this research was presented at the Workshop on the Production of Drawings: Developmental Trends and Neurological Correlates, held at San Diego, January 1987. I would like to acknowledge helpful comments from the participants at that meeting, particularly Larry Fenson, Joan Stiles-Davis, Dennie Wolf, and Jean Mandler, who also provided feedback on the subsequent manuscript. I would also like to thank Mike Anderson, Susan Carey, Mani Das Gupta, Norman Freeman, Samuel Guttenplan, Mark Johnson, John Morton, Dick Neisser, Elizabeth Pemberton, David Premack, Neil Smith, Aaron Sloman, Liliana Tolchinsky-Landsmann and two anonymous reviewers for comments on an earlier draft.