Siegel, A., & White, S. (1975). The development of spatial representations of large-scale environments. In H. Reese (Ed.), Advances in Child Development & Behavior (pp. 9-55). New York: Academic Press.  Home/Search   Document Not in Database   Summary   Related Articles   Check

....al. 1987] shows great promise of overcoming the fragility o.f purely metrical methods. Humans perform well at spatial learning in spite of sensory and processing limitations [Kuipers, 1979] and partial knowledge [Kuipers, 1983] Many cognitive scientists [Lynch, 1960; Piaget and Inhelder, 1967; Siegel and White, 1975] observe that a cognitive map is organized into successive layers. These results suggest that the basic element of a useful and powerful description of the environment is a topological description. The layered model consists of the identification and recognition of landmarks and places, procedural ....

A.W.Siegel and S.H.White. The development of spatial representations of large-scale environments, Advances in child development and behavior, H.W.Reese Ed, New York: Academic Press.

....Human Factors Observations Users of virtual environments typically hope to obtain two types of information: the presence of particular objects and the organizational relationship between those objects. These requirements fit into the spatial knowledge framework established by Siegel and White [12]. The ability to extract and remember features from the scene defines landmark knowledge. Survey knowledge refers to understanding the global configuration of objects. The constrained system appears naturally to facilitate development of both types of spatial knowledge. Extensive human factors ....

A. W. Siegel and S. White. The development of spatial representations of large-scale environments. In H. Reese, editor, Advances in child development and behavior, Vol. 10. Academic Press, 1975.

....space. We present interesting results warranting further exploration of both this design space and the performance benefits from a large prototype display. RELATED WORK There exists a vast body of work on general principles in 3D navigation. Thorndyke Hayes Roth [28] as well as many others [13,23,25,33], studied the differences in spatial knowledge acquired from maps and exploration. Darken and others have explored cognitive and design principles as they apply to large virtual worlds [6,7,23,29] Furnas explored view traversability and navigability for effective navigation through large data ....

Siegel, A., White, S. The development of spatial representations of large-scale environments. In H. Reese (Ed.), Advances in Child Development and Behavior, 10, 10-55. New York: Academic Press.

....computergenerated spaces is significant, given that female performance is significantly enhanced without jeopardizing male performance on 3D navigation tasks. RELATED WORK There exists a vast body of work on general principles in 3D navigation. Thorndyke Hayes Roth [26] as well as many others [21,24,28,30], have studied the differences in spatial knowledge acquired from maps and exploration. Vinson [27] Lynch [17] Passini [18] Darken et al. 6,7] and others have explored cognitive and design principles as they apply to large virtual worlds [21,27] The latter researchers have consistently ....

Siegel, A., White, S. The development of spatial representations of large-scale environments. In H. Reese (Ed.), Advances in Child Development and Behavior, 10, 10-55. New York: Academic Press.

....structures) the goal remains the same. Users of virtual environments hope to obtain two types of information: the presence of particular objects and the organizational relationship between those objects. These requirements fit into the spatial knowledge framework established by Siegel and White [6]. They defined landmark knowledge as the ability to extract and remember features from the scene. Understanding the spatial relationships among the landmarks is known as survey knowledge. Survey knowledge is often likened to having a mental representation of a map. Having obtained survey knowledge ....

Siegel, A. W., White, S.H. (1975). "The development of spatial representations of large scale environments. in H. Reese (Ed.) Advances in Child Development and Behavior, 10. Academic Press

....of it. The study of such cognitive or mental maps of physical spaces has concluded that multiple navigation experiences in the same environment allows individuals to estimate distances and directions to unseen objects, sketch maps of the area, and construct successful routes not used before [Siegel and White, 1975, Evans, 1980] Also, access to survey views or maps of a space can enable wayfinding performance similar to that afforded by route following experiences [Thorndyke and Hayes Roth, 1982, Golledge et al. 1995] These abilities have special meaning in an information space. If information access is ....

Siegel, A. W. and White, S. H. (1975). The development of spatial representations of large-scale environments. Advances in Child Development and Behavior, 10:9--55.

....DRAFT: January 11, 2001 2 Figure 1: A large scale cognitive map has a skeleton of major paths. The graphical conventions for emphasizing major streets and highways on a printed map are related, but not identical to the skeleton of the cognitive map. 2 The Topological Map It is widely accepted [7, 10] that the cognitive map includes a topological level of description, in which places (0 D) paths (1 D) and regions (2 D) are symbolically described and linked by relations such as connectivity, order and containment. Metrical relationships such as distance and direction may also be associated ....

A. W. Siegel and S. H. White. The development of spatial representations of large-scale environments. In H. W. Reese, editor, Advances in Child Development and Behavior, volume 10. Academic Press, New York, 1975.

....this environment can be navigated easily by human beings. Human navigation and wayfinding in general and in built environments in particular has been studied extensively in the past in architectural design, e.g. GLM83] in Artificial Intelligence, e.g. Kui78] and in Cognitive Science, e.g. [SW75]. Notice that all those people deal with navigation in real, physically existing environments. The question I am addressing is different. The built environments this paper is dealing with do not (physically) exist yet. Consequently, the approach I am proposing cannot rely on observations in ....

A. Siegel and S. White. The development of spatial representations of large-scale environments, volume 10, pages 9--55. Academic Press, 1975.

....be of great practical value. Human navigation and wayfinding in general and in built environments in particular has been studied extensively in the past in architectural design, e.g. GLM83, GBL86] in Artificial Intelligence, e.g. Kui78, MD84, LZ89, Eps97] and in Cognitive Science, e.g. [SW75, Gol92, HH93]. Notice that all those people deal with navigation in real, physically existing environments. The question addressed in this paper is different. The built environments this paper is dealing with do not (physically) exist yet. Consequently, our approach cannot rely on observations in reality. The ....

A. Siegel and S. White. The development of spatial representations of large-scale environments, volume 10, pages 9--55. Academic Press, 1975.

....future designs. We wanted to know whether organizing strategies were based on frequency, size, type of content or time. While the art gallery metaphor suggests use of the walls over the floor and ceiling, previous research suggests that certain bodily axes are considered primary in the real world [8, 19]. We wanted to know if participants organizing strategies and subsequent retrieval performance Figure 4. Ordered stack, one selected window. Figure 5. Multiple selected windows. 5 and representation of the space related to properties of the metaphor or to up down, front back and left right ....

....closest, and so on) Ninety two per cent of the placement errors were due to drawing tasks on the wrong wall. Only eight percent of these errors were due to drawing tasks in the wrong relative depth order (t (5) 2.74, p . 05) This is consistent with the literature on memory for spatial arrays [8, 19], which finds that front back relations are easier to represent than left right relations. This supports our design by showing that users leverage the front back relations afforded by the use of 3D to represent and recall task location. User Satisfaction Ratings Overall, user satisfaction ....

Siegel, A., & White, S. The development of spatial representations of large-scale environments. In H. Reese (Ed.), Advances in child development and behavior, 10, (1975), pp. 9-55. NY: Academic Press.

....with the current location in the world. Error recovery was again invoked as another fundamental cross cutting task. Psychology of Navigation Hirtle presented an overview, prepared with Dahlbck, on the psychology of navigation in the real. In the real world people use landmark, route and survey [8]. Landmarks are conceptually and perceptually distinct locations. Route knowledge is understanding of the environment described in terms of paths between locations and relative to locations along those paths. Survey knowledge describes the relationships among locations, e.g. in the form of maps. ....

Siegel, A. W., White, S. H. (1975). The Development of Spatial Representations of LargeScale Environments. In Reese, H. W. (Ed.). Advances in Child Development and Behavior, Vol.

.... for getting from one place to another, topological network maps of an environment, and geometrical models of the environment [67] Children exhibit qualitatively different types of behavior as they grow and develop, acquiring the ability to construct and use different forms of spatial knowledge [79, 89]. There are several different types of spatial knowledge, distinguished by the nature of the interaction between the agent and the environment. This paper focuses primarily on large scale space, which is defined as space whose structure is at a much larger scale than the sensory horizon of the ....

A. W. Siegel and S. H. White. The development of spatial representations of largescale environments. In H. W. Reese, editor, Advances in Child Development and Behavior, volume 10. Academic Press, New York, 1975.

.... salient points of reference in the environment, 2) route knowledge puts landmarks into a sequence (e.g. navigation paths) and (3) survey or configurational knowledge allows people to locate landmarks and routes within a general frame of reference (i.e. incorporating Euclidean measurements) (Siegel and White 1975). The cognitive abilities depend on the task at hand. Finding one s way in a street network (Timpf et al. 1992, Car 1996) uses a different set of cognitive abilities than navigating from one room to another in a house. People are usually good in applying their individual skills to the task at ....

A. Siegel and S. White (1975) The development of spatial representations of large-scale environments. in: H. Reese (Ed.), Advances in child development and behavior. 10, pp. 9-55, Academic Press, New York.

....is based on a consistent use and organization of definite sensory cues from the external environment. The ultimate goal of human wayfinding is to find the way from one place to another. People need to have spatial knowledge which is assumed to consist of landmark, route, and survey knowledge (Siegel and White 1975) and various cognitive abilities, such as recognizing objects, in order to succeed in wayfinding. It is further assumed that such knowledge is represented in a cognitive map, which is a mental representation that corresponds to people s perception of the real world, although other metaphors, ....

A. Siegel and S. White (1975) The development of spatial representations of largescale environments. in: H. Reese (Ed.), Advances in child development and behavior. 10, Academic Press, New York.

....extending the architecture to domains other than navigation, including abstract domains. 2. Cognitive Structures Within the spatial representation community there is one widely agreed upon feature of cognitive maps a topologically organized collection of landmarks usually called a route map (Siegel White, 1975; Chown et al. 1995) For a system with a highly developed object recognition system route maps are easy to construct, represent space relatively eciently, and are simple to use in navigation. It is not surprising that roboticists have extensively researched route maps as well. As a ....

Siegel, A. W., & White, S. H. (1975). The development of spatial representations of large-scale environments.

....1981] Many researchers in this field today agree with the mental image hypothesis. Most relevant however to our investigation are the studies which explain the processes by which spatial knowledge is acquired. Inspired by the developmental studies of Jean Piaget [1948] Siegel and White [Siegel and White, 1975] describe the cognitive mapping process as a sequence of three phases: identification of landmarks, a procedural route knowledge, formed when traveling between two landmarks, and a structural survey knowledge, which is equivalent to inferring a map. Landmarks are reference points, often individual ....

Siegel, A. W., and White, S. H. The development of spatial representations of large-scale environments. In H. W. Reese (ed.), Advances in child development and behavior (pp. 10-55). New York: Academic Press, 1975.

....Jefferies, 1990) We are interested in how spatial knowledge develops from the most primitive representations computed directly from the senses and on through various stages to ever more sophisticated representations. The predominant theory regarding the development of spatial knowledge is that of Siegel and White (1975) it suggests that the progression of spatial knowledge in a cognitive map is from landmark to route to survey map. The essence of this theory is that landmarks are remembered first and this is followed by an initial topological network and then a much expanded one and finally euclidean ....

Siegel, A. W., & White, S. H. (1975). The development of spatial representations of large-scale environments. In H. W. Reese (Ed.), Advances in child development and behavior. Academic Press.

....In that view, knowledge is a matter of assembling meaning over real time; integration over different time spans and intervals will lead to different kinds of knowledge. Additionally, the possibility of changing acts of knowing, and thus of reality, gives rise to a developmental constructionism [SiWh75]. Following the developmental constructionistic view, Cassirer [Cass44] defines three levels of spatial knowledge corresponding to an increasing order of temporal integration 1 : 1. Active or Organic: The lowest level, where quick temporal co occurences make possible such things as the ....

....may span the whole lifetime of the agent. On the other hand, there are several functions that must be supported by the cognitive map. Siegel and White consider as primary function of the cognitive map the facilitation of navigation within the larger environment and prevention of getting lost [SiWh75]. Kevin Lynch argues that the primary function is way finding [Lync60] i.e. the ability to find a least effort way from the 8 current location to a particular location and recognize the destination when reached. Stephen Kaplan, following a sophisticated evolutionary analysis of the cognitive ....

[Article contains additional citation context not shown here]

Siegel, Alexander W., and Sheldon H. White, "The Development of Spatial Representations of Large-Scale Environments", in Hayne W. Reese, ed., Advances in Child Development and Behavior, 10, 1975, pp. 9--55.

....under natural circumstances. This point is valid only if the usual means of familiarisation are missing in the simulation. As stated above, the provision of interactive control of movement may be very important in providing depth cues and also in facilitating natural learning strategies (e.g. see Siegel White, 1975). Furthermore, the availability of rich sensory information even when the observer is static may also be very important in conveying an impression of depth. These cues to depth may in turn reflect on the elaborateness or completeness of ones spatial representation. In the present experiment we ....

Siegel, A. W. & White, S. H. (1975). The development of spatial representations of largescale environments, In H. W. Reese, Advances in Child Development and Behavior, 10, New York: Academic Press.

....Aleph is composed of two maps: The Travel Map and The Content View. A Travel Map is a structural view of the document space, aiming to help identifying relevant nodes and to understand navigation paths. They correspond to the landmark and route knowledge reference frames for space acquaintance [6][16]. The Content View is a long term, allocentric view of a representation of the semantic space. Its aim is to provide an observer independent view that helps to think visually, where nodes are related by their content similarity, and position and distance stand for content and similarity, ....

Siegel, A. and White, S. The development of spatial representations of large-scale environments. Advances in child development and behavior, vol 10, 9-55. Academic Press, 1975.

....representations of a space in order to guide behavior in it. According to Poucet (1993) the key behaviors are recognizing places, locating places with respect to each other, and planning routes from one s present location to a target location. In one of the seminal references in the field, Siegel and White (1975) claimed that when adults learn a new space they acquire these abilities in order. First they become familiar with landmarks, then routes, and finally configurations. Children do the same, except that children younger than age 12 do not seem to acquire configurational representations. Siegel and ....

.... 3,000 for a desktop system, about 50 for a good atlas, and 5.00 for a tour guide. The cost gradient is sharp enough so that research on the benefits is called for. Where are we at in the study of spatial orientation The field has come a long way since Lynch s (1960) study of the city and Siegel and White s (1975) prescient theoretical analyses. These early papers correctly highlighted some major facts about wayfinding. They are 1. Psychologically, space is organized into a hierarchy of regions. 2. These regions are seen as more regular than they are. People seem to have a psychological demand for ....

Siegel, A. W., & White, S. H. (1975). The development of spatial representations of large-scale environments. In H.W. Reese (Ed.) Advances in Child Development and Behavior. 10, 9-55. New York: Academic Press.

....on spatial learning. In this paper, measures of spatial knowledge focus primarily on assessing survey knowledge flexible knowledge about the spatial relationships between locations in an environment and less on procedural knowledge about route traversal or memory of landmark identities (see Siegel White, 1975). Spatial learning and transfer of training from VE s Several studies have recently shown that knowledge about large scale spaces can be acquired through exposure to computer simulated environments. VE s can be effective for teaching routes through an environment (O Neil, 1992; Ruddle et al. ....

Siegel, A. W. & White, S. H. (1975). The development of spatial representations of largescale environments. In H. Reese, Ed. Advances in Child Development and Behavior, Vol. 10, pp 10 - 55. New York: Academic Press.

.... between the spatial representation and the linguistic representation (cf. Landau Jackendoff 93, Glasgow 93] Psychological experiments have been conducted concerning the human ability to process and represent information about the spatial environment (e.g. cf. Tolman 48, Piaget et al. 60, Siegel White 75, Yeap 88] In the field of Environmental Psychology (cf. Stokols Altman 87] there is a well known distinction between route knowledge and landmark knowledge (cf. Piaget et al. 60, Siegel White 75] Route knowledge and its connections to other human abilities have been investigated ....

.... represent information about the spatial environment (e.g. cf. Tolman 48, Piaget et al. 60, Siegel White 75, Yeap 88] In the field of Environmental Psychology (cf. Stokols Altman 87] there is a well known distinction between route knowledge and landmark knowledge (cf. Piaget et al. 60, Siegel White 75] Route knowledge and its connections to other human abilities have been investigated through several approaches (cf. Blades 91, Garling 89, Hayes Roth Hayes Roth 79] In this context, complete route descriptions have been thoroughly examined for psychological (cf. Streeter et al. 85, ....

A. W. Siegel and S. H. White. The Development of Spatial Representation of Large-Scale Environments. In: W. Reese (ed.), Advances in Child Developement and Behaviour. New York: Academic Press, 1975.

....do not typically engage in the same process. Is it that they are incapable of following routes and will thus get lost It is quite possible that these very young children can recognize landmarks in a large scale terrain, but have limited route knowledge, and that adults are aware of this. [Siegel and White, 1975, p. 10. What the Puluwat navigator, the morning commuter, and the kindergarten child have in common is that they find their way without aid of maps or instruments in a space that is too large to be perceived at once. People navigate in these circumstances by using their common sense knowledge of ....

....maps. Research since then has indicated that the mental image of space does not have the characteristics of a pictorial image, but can be decomposed into a number of different symbolic elements. This research on the cognitive map has been surveyed by Lynch (1960) Downs and Stea (1973) Siegel and White (1975), and Moore and Golledge (1976) Artificial intelligence research, meanwhile, has focussed on ways of representing different kinds of knowledge as symbolic descriptions. This chapter reviews the work in artificial intelligence which has led to the representations in the TOUR model, and the work in ....

[Article contains additional citation context not shown here]

Siegel, A. W., and S. H. White. 1975. The development of spatial representations of large-scale environments. In H. W. Reese. (Ed.) 1975. Advances in Child Development and Behavior, Vol. 10. New York: Academic Press.

....that it should be possible to store a topological relation between two places in the absence of any metrical relation between them. This interpretation gains support from developmental studies (Hardwick et al. 1976; Hart and Moore,1973; Hazel et al. 1978; Kosslyn et al. 1974; Piaget et al. 1960; Siegel and White, 1975) and from studies of individual differences (Lynch, 1960) which encounter individuals or stages in which most spatial information consists of topological relations. The metaphor of the Map in the Head can be extended to accommodate topological relations by adding storage and retrieval functions ....

SIEGEL, A. W. and S. H. WHITE (1975) "The development of spatial representations of large-scale environments," in H. W. Reese (ed.) Advances in Child Development and Behavior (Vol. 10). New York: Academic Press.

....CICERO: the formalism adopted for representing the knowledge about the museum, the path planning algorithm and the user interface. 3. 1 Hierarchical Representation of the Knowledge According to many researchers, a cognitive map is organized into successive layers at different abstraction levels [14]. Some interesting multi layered models are proposed in the literature. In [5] the authors describe a hierarchical model for representing a topographic surface at successively finer levels of detail. In [10] the layered model is called spatial semantic hierarchy and consists of a control level, ....

A.W. Siegel and S.H. White, "The development of spatial representations of large-scale environments", in Advances in child development and behavior, H.W. Reese Ed., Academic Press, 1975.

....encountered in it are described a priori. We call landmarks the objects and places belonging to a subset of categories which are regarded as distinctive or significant. According to many cognitive scientists, a cognitive map is organized into successive layers at different abstraction levels [22] [34]. The knowledge architecture we propose is organized in layers determined by the structure of the environment and by the tasks which must be carried out. Each layer can be thought of as a view of the environment at a specific abstraction level; it includes only those details of the environment ....

A.W. Siegel and S.H. White, "The development of spatial representations of large-scale environments", in Advances in child development and behavior, H.W. Reese Ed., Academic Press, 1975.

....The most easily recalled attributes of a region are typically referred to as landmarks. They are used to denote distinguishing features of a route or a region In: Proc. of the 2 nd Int. Conference On Spatial Information Theory, COSIT 95. Lynch, 1960; Appleyard, 1969; Downs Stea, 1973; Siegel White, 1975). In the first case they are used for navigational decisions, whereas in the second case landmarks allow for the maintenance of general geographical orientation. Recognizability (Lynch, 1960) use (Appleyard, 1969) and cultural meaning (Moore, 1979) have been emphasized as being the key factors ....

Siegel, A. W., & White, S. H. (1975). The development of spatial representation of large-scale environments. In W. Reese (Ed.), Advances in child developement and behaviour (). New York: Academic Press.

....In that view, knowledge is a matter of assembling meaning over real time; integration over different time spans and intervals will lead to different kinds of knowledge. Additionally, the possibility of changing acts of knowing, and thus of reality, gives rise to a developmental constructionism [SiWh75]. Following the developmental constructionistic view, Cassirer [Cass44] defines three levels of spatial knowledge corresponding to an increasing order of temporal integration 1 : 1. Active or Organic: The lowest level, where quick temporal co occurences make possible such things as the ....

....may span the whole lifetime of the agent. On the other hand, there are several function that must be supported by the cognitive map. Siegel and White consider as primary function of the cognitive map the facilitation of navigation within the larger environment and prevention of getting lost [SiWh75]. Kevin Lynch argues that the primary function is way finding [Lync60] i.e. the ability to find a least effort way from the current location to a particular location and recognize the destination when reached. Stephen Kaplan after a sophisticated evolutionary analysis of the cognitive map, ....

[Article contains additional citation context not shown here]

Siegel, Alexander W., and Sheldon H. White, "The Development of Spatial Representations of Large-Scale Environments", in Hayne W. Reese, ed., Advances in Child Development and Behavior, 10, 1975, pp. 9--55.

....under natural circumstances. This point is valid only if the usual means of familiarisation are missing in the simulation. As stated above, the provision of interactive control of movementmay be very important in providing depth cues and also in facilitating natural learning strategies #e.g. see Siegel White, 1975#. Furthermore, the availability of rich sensory information even when the observer is static may also be very importantinconveying an impression of depth. These cues to depth may in turn re #ect on the elaborateness or completeness of ones spatial representation. In the present experimentwe ....

Siegel, A. W. & White, S. H. #1975#. The development of spatial representations of largescale environments, In H. W. Reese, Advances in Child Development and Behavior, 10, New York: Academic Press.

....the environment. But experiments showed that we must assume different kinds of formats for identical spatial knowledge. We talk about new environments by refering to perspective views (route knowledge) and to familiar environments by refering to bird s eye perspectives (map knowledge) see [Siegel White 75] The question now is what kind of processes and representations are involved if we talk by refering to visual information. On one hand, a general framework must be able to deal with any kind of environment, whether we directly perceive it or whether we refer to memorized representations. It ....

A. W. Siegel and S. H. White. The Development of Spatial Representation of Large-Scale Environments. In: W. Reese (ed.), Advances in Child Developement and Behaviour, volume 10, pp. 9--55. New York: Academic Press, 1975.

.... route knowledge does not inform on the wider picture of spatial relationships, the next step is to integrate knowledge about different routes to infer nodal relationships if the different routes share landmarks, a process utilised in the spatial cognition model proposed by Siegel and White [16]. This eventually leads to map knowledge, which as the name suggests, operates at the level of global spatial relationships. This is in contrast to route knowledge, taking a world centred frame of reference, and operates independent of context (e.g. go west, walking parallel with the shore, then ....

SIEGEL, A.W. and WHITE, S.H. The development of spatial representations of large scale environments. In H.W. Reese (ed) Advances in Child Development and Behaviour (vol. 10), New York: Academic Press, 1975.

.... and actions) representing topological and metrical information about the space around it (e.g. making a right in this intersection takes me from 7th street to 2nd avenue) Several studies have suggested that cognitive maps are organized into layers (e.g. Lynch, 1960; Piaget Inhelder, 1967; Siegel White, 1975). The cognitive map contains information about space, locations, connectivity, and distance, learned gradually through interaction with and exploration of the environment. These studies have motivated computational models of robot map learning as well. For example, Kuipers Byun (1991) describe a ....

Siegel, A.W. & White, S.H. (1975). The Development of Spatial Representations of Large-Scale Environments. In H.W. Reese, editor, Advances in Child Development and Behavior, Academic Press, New York.

....Lynch discovered that a individuals tend to use landmarks first in a new environment for the purpose of orientation. Gradually, the individuals add on to their knowledge until a cognitive map is constructed. Several other models have been influenced by Piaget and Lynch s work: Siegel and White [21] dealt with the acquisition of spatial knowledge in adults. They propose, that adults acquire knowledge about a new environment in several stages, similar to children. They improve their knowledge through learning continuously. Kuipers [13] investigations focused on the way humans learn about ....

A.W. Siegel, S.H. White, (1975). The development of Spatial Representations of Large-Scale Environments. In: H.W. Reese (ed.): Advances in Child Development and Behavior. New York: Academic Press 1975, vol 10, pp. 9-55

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Siegel, A., & White, S. (1975). The development of spatial representations of large-scale environments. In H. Reese (Ed.), Advances in Child Development & Behavior (pp. 9-55). New York: Academic Press.

No context found.

A.W. Siegel, S. White, The development of spatial representations of large-scale environments, in: H. Reese (Ed.), Advances in Child Development and Behavior, Vol. 10, Academic Press, New York, 1975, pp. 9--55.

No context found.

A. W. Siegel and S. H. White. The development of spatial representations of large-scale environments. In H. W. Reese, editor, Advances in Child Development and Behavior, volume 10. Academic Press, New York, 1975.

No context found.

A. W. Siegel and S. H. White, "The development of spatial representations of large-scale environments," in Advances in Child Development and Behavior, H. W. Reese, Ed. New York: Academic Press, 1975, vol. 10.

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A.W. Siegel and S. White. The development of spatial representations of large-scale environments. In H. Reese, editor, Advances in child development and behavior, volume 10, pages 9--55. Academic Press, 1975.

No context found.

A. W. Siegel and S. H. White. The development of spatial representations of large-scale environments. In H. W. Reese, editor, Advances in Child Development and Behavior, volume 10. Academic Press, New York, 1975.

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Siegel, A.W., White, S.H.: The development of spatial representations of large-scale environments. In Reese, H.W., ed.: Advances in child development and behavior. Volume 10. Academic Press, New York (1975) 9--55

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Siegel, A.W.; White, S.H., (1975): The Development of Spatial Representations of Large-Scale Environments. In: Reese, H.W. (Ed.), Advances in Child Development and Behavior, 10. Academic Press, New York, pp. 9-55.

No context found.

Siegel, A. W., & White, S. H. (1975). The Development of Spatial Representations of LargeScale Environments. In H. W. Reese (Ed.), Advances in Child Development and Behavior (Vol. 10, pp. 9-55). New York: Academic Press.

No context found.

Siegel, A.W. and White, S.H., The development of spatial representations of largescale environments, in Reese, H.W. (ed.), Advances in child development and behavior, Vol. 10, New York: Academic Press 1975

No context found.

Siegel, A.W., and White, S.H., (1975). The Development of Spatial Representation of Large-Scale Environments. In H.W. Reese (Ed.), Advances in Child Development and Behavior. New York: Academic Press.

No context found.

Siegel, A. W. & White, S. H. (1975). The development of spatial representations of large-scale environments. In H. Reese, (Ed.) Advances in Child Development and Behavior, Vol. 10, (pp 10 - 55). New York: Academic Press.

No context found.

Siegel, A. and White, S., "The development of spatial representations of large-scale environments". In Advances in child development and behavior, vol. 10, Reese, H., Ed. New York: Academic Press, 1975, pp. 9-55.

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