Portions of the data reported here were collected in partial fulfillment of a master’s thesis conducted by the first author under the supervision of the second author. The authors are grateful to the parents and children who volunteered their time to participate and thank Elisabeth Sultzbaugh, Kelli Hoffa, Michelle Ricketts, Ashley Yuhouse, Erin Plute, Damian Liska, Jennifer Lyons, Lauren Biga, Danielle Russell, Adam Christensen, and Mike Kilcoyne for their help with participant recruitment, stimuli design, data collection, coding, and entry. They also thank Ulrich Mueller, Rick Gilmore, Richard Carlson, and Steven Jax for their many helpful suggestions. This work was funded in part by National Science Foundation Grant ESI 01-01758 awarded to Lynn Liben and by Penn State Psychology Department grants from the Bruce V. Moore Fund and the Child Study Center’s Faris Endowment awarded to Lauren Myers. No endorsement of this research by any funding agency or source is implied. Portions of this research were presented at the meetings of the American Psychological Society in 2004, Society for Research in Child Development in 2005, Jean Piaget Society in 2006, and Cognitive Development Society in 2007.
The Role of Intentionality and Iconicity in Children’s Developing Comprehension and Production of Cartographic Symbols
Article first published online: 16 MAY 2008
© 2008, Copyright the Author(s); Journal Compilation © 2008, Society for Research in Child Development, Inc.
Volume 79, Issue 3, pages 668–684, May/June 2008
How to Cite
Myers, L. J. and Liben, L. S. (2008), The Role of Intentionality and Iconicity in Children’s Developing Comprehension and Production of Cartographic Symbols. Child Development, 79: 668–684. doi: 10.1111/j.1467-8624.2008.01150.x
- Issue published online: 16 MAY 2008
- Article first published online: 16 MAY 2008
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