1. For theories on the development of symbolization, see, e.g., H. Werner and H. Kaplan, Symbol Formation (Wiley, New York, 1967); L.S. Vygotsky, Mind in Society, M. Cole, V. John-Steiner, S. Scribner, and E. Souberman, Eds. (Harvard University Press, Cambridge, MA, 1978). For summaries of research on particular symbols, see, e.g., J. Good-now, Children Drawing (Harvard University Press, Cambridge, MA, 1977); U. Goswami and P.E. Bryant, Phonological Skills and Learning to Read (Erlbaum, Hove, England, 1990); R. Gelman and C.R. Gallistel, The Child's Understanding of Number (Harvard University Press, Cambridge, MA, 1978). For recent reviews of research on the development of representation, see C. Pratt and A. Garton, Eds., The Development and Use of Representation in Children (Wiley, Chichester, England, 1993); R.R. Cocking and K.A. Renninger, Eds., The Development and Meaning of Psychological Distance (Erlbaum, Hillsdale, NJ, 1993).
2. For theories on the development of symbolization, see, e.g., H. Werner and H. Kaplan, Symbol Formation (Wiley, New York, 1967); L.S. Vygotsky, Mind in Society, M. Cole, V. John-Steiner, S. Scribner, and E. Souberman, Eds. (Harvard University Press, Cambridge, MA, 1978). For summaries of research on particular symbols, see, e.g., J. Good-now, Children Drawing (Harvard University Press, Cambridge, MA, 1977); U. Goswami and P.E. Bryant, Phonological Skills and Learning to Read (Erlbaum, Hove, England, 1990); R. Gelman and C.R. Gallistel, The Child's Understanding of Number (Harvard University Press, Cambridge, MA, 1978). For recent reviews of research on the development of representation, see C. Pratt and A. Garton, Eds., The Development and Use of Representation in Children (Wiley, Chichester, England, 1993); R.R. Cocking and K.A. Renninger, Eds., The Development and Meaning of Psychological Distance (Erlbaum, Hillsdale, NJ, 1993).
3. For theories on the development of symbolization, see, e.g., H. Werner and H. Kaplan, Symbol Formation (Wiley, New York, 1967); L.S. Vygotsky, Mind in Society, M. Cole, V. John-Steiner, S. Scribner, and E. Souberman, Eds. (Harvard University Press, Cambridge, MA, 1978). For summaries of research on particular symbols, see, e.g., J. Good-now, Children Drawing (Harvard University Press, Cambridge, MA, 1977); U. Goswami and P.E. Bryant, Phonological Skills and Learning to Read (Erlbaum, Hove, England, 1990); R. Gelman and C.R. Gallistel, The Child's Understanding of Number (Harvard University Press, Cambridge, MA, 1978). For recent reviews of research on the development of representation, see C. Pratt and A. Garton, Eds., The Development and Use of Representation in Children (Wiley, Chichester, England, 1993); R.R. Cocking and K.A. Renninger, Eds., The Development and Meaning of Psychological Distance (Erlbaum, Hillsdale, NJ, 1993).
4. For theories on the development of symbolization, see, e.g., H. Werner and H. Kaplan, Symbol Formation (Wiley, New York, 1967); L.S. Vygotsky, Mind in Society, M. Cole, V. John-Steiner, S. Scribner, and E. Souberman, Eds. (Harvard University Press, Cambridge, MA, 1978). For summaries of research on particular symbols, see, e.g., J. Good-now, Children Drawing (Harvard University Press, Cambridge, MA, 1977); U. Goswami and P.E. Bryant, Phonological Skills and Learning to Read (Erlbaum, Hove, England, 1990); R. Gelman and C.R. Gallistel, The Child's Understanding of Number (Harvard University Press, Cambridge, MA, 1978). For recent reviews of research on the development of representation, see C. Pratt and A. Garton, Eds., The Development and Use of Representation in Children (Wiley, Chichester, England, 1993); R.R. Cocking and K.A. Renninger, Eds., The Development and Meaning of Psychological Distance (Erlbaum, Hillsdale, NJ, 1993).
5. For theories on the development of symbolization, see, e.g., H. Werner and H. Kaplan, Symbol Formation (Wiley, New York, 1967); L.S. Vygotsky, Mind in Society, M. Cole, V. John-Steiner, S. Scribner, and E. Souberman, Eds. (Harvard University Press, Cambridge, MA, 1978). For summaries of research on particular symbols, see, e.g., J. Good-now, Children Drawing (Harvard University Press, Cambridge, MA, 1977); U. Goswami and P.E. Bryant, Phonological Skills and Learning to Read (Erlbaum, Hove, England, 1990); R. Gelman and C.R. Gallistel, The Child's Understanding of Number (Harvard University Press, Cambridge, MA, 1978). For recent reviews of research on the development of representation, see C. Pratt and A. Garton, Eds., The Development and Use of Representation in Children (Wiley, Chichester, England, 1993); R.R. Cocking and K.A. Renninger, Eds., The Development and Meaning of Psychological Distance (Erlbaum, Hillsdale, NJ, 1993).