This paper is based on a dissertation submitted in partial fulfillment of the requirements for the Ph.D. at the University of Michigan. This research was supported by a University of Michigan Psychology Department Predoctoral Fellowship and a Postdoctoral Fellowship in the Laboratory of Comparative Ethology, National Institute of Child Health and Human Development. A portion of the results was presented at the meeting of the Society for Research in Child Development in Seattle, April 1991. Many thanks to the undergraduates at the University of Maryland and to the children, parents, and staffs of the University of Michigan Children's Center and the University of Maryland Center for Young Children who volunteered their participation; to J. Byrnes for his assistance as faculty supervisor during data collection at the University of Maryland; to H. Schweingruber and B. Liller for their help in reliability coding; to M. H. Bornstein, J. Genevro, and three anonymous reviewers for comments on the manuscript; to O. M. Haynes for advice on statistical analysis; and to the members of my dissertation committee, M. Shatz, chair, H. Buchtel, S. Gelman, M. Perry, and E. Sulzby for their advice about the research and comments on the manuscript.
Using Representations: Comprehension and Production of Actions with Imagined Objects
Version of Record online: 28 JUN 2008
Volume 66, Issue 4, pages 999–1010, August 1995
How to Cite
O'Reilly, A. W. (1995), Using Representations: Comprehension and Production of Actions with Imagined Objects. Child Development, 66: 999–1010. doi: 10.1111/j.1467-8624.1995.tb00918.x
- Issue online: 28 JUN 2008
- Version of Record online: 28 JUN 2008
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