TY - JOUR
T1 - Developing an understanding of graphic representations in children and adults
T2 - The case of GEO-graphics
AU - Liben, Lynn S.
AU - Downs, Roger M.
N1 - Funding Information:
Much of the empirical research described in this article was collected as part of a grant from the National Institute of Education (No. G-83-0025). We are grateful for NIE’s financial assistance, but note that the opinions, findings and conclusions are ours, and do not necessarily reflect the views of the NIE or the Department of Education. This article is part of a continuing collaborative effort by the two authors, and thus order of authorship is arbitrary.
Copyright:
Copyright 2014 Elsevier B.V., All rights reserved.
PY - 1992
Y1 - 1992
N2 - Graphic representations are important for symbolic thought and communication. Here we provide a general definition of graphic representations and discuss some similarities and differences to more commonly studied linguistic representations. We then focus on characteristics of one particular type of graphic representation-those that represent the world or "geo" and hence, "GEO-graphics." Through the use of models from cartography, we highlight qualities of representational and geometric correspondences between the referent space and the GEO-graphic representation, and suggest that an understanding of these graphics rests on the child's developing representational and spatial skills more generally. Empirical data on elementary-school children's interpretations of GEO-graphics illustrate the emergence of understanding in this domain. Finally, we suggest that the development of children's understanding of representation may be characterized as progressing from syncretism, to syncretic representation, to naive conventional representation, and finally to meta-representation.
AB - Graphic representations are important for symbolic thought and communication. Here we provide a general definition of graphic representations and discuss some similarities and differences to more commonly studied linguistic representations. We then focus on characteristics of one particular type of graphic representation-those that represent the world or "geo" and hence, "GEO-graphics." Through the use of models from cartography, we highlight qualities of representational and geometric correspondences between the referent space and the GEO-graphic representation, and suggest that an understanding of these graphics rests on the child's developing representational and spatial skills more generally. Empirical data on elementary-school children's interpretations of GEO-graphics illustrate the emergence of understanding in this domain. Finally, we suggest that the development of children's understanding of representation may be characterized as progressing from syncretism, to syncretic representation, to naive conventional representation, and finally to meta-representation.
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U2 - 10.1016/0885-2014(92)90020-R
DO - 10.1016/0885-2014(92)90020-R
M3 - Article
AN - SCOPUS:0003316027
SN - 0885-2014
VL - 7
SP - 331
EP - 349
JO - Cognitive Development
JF - Cognitive Development
IS - 3
ER -