To save content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about saving content to .
To save content items to your Kindle, first ensure email@example.com
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about saving to your Kindle.
Note you can select to save to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
This chapter discusses the development of visuospatial representation and thinking. Although development crosscuts all of the issues covered in other chapters in this handbook, it is typically (perhaps unfortunately) discussed separately within cognitive psychology. In this chapter, we offer a focused look at how the spatial abilities of the competent adult come about. Infants begin with certain spatial skills, as nativists have often stressed, and yet these skills change with development, as stressed by other theories including Vygotskyan, empiricist and interactionist approaches. Some important developmental changes include: the reweighting of initial spatial coding systems as the infant learns more about the world, the advent of place learning, and the acquisition of perspective taking and mental rotation. Children also begin to be able to use symbolic representations of space, including maps, models and linguistic descriptions, and they learn to think about space and to use spatial representations for thinking.
Email your librarian or administrator to recommend adding this to your organisation's collection.