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The Development of Children's Gender-Science Stereotypes: A Meta-analysis of 5 Decades of U.S. Draw-A-Scientist Studies

Child development, 2018-11, Vol.89 (6), p.1943-1955

2018

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Promoting children’s learning and transfer across informal science, technology, engineering, and mathematics learning experiences

Journal of experimental child psychology, 2018-11, Vol.175, p.80-95

2018

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Conversation and Object Manipulation Influence Children's Learning in a Museum

Child development, 2014-09, Vol.85 (5), p.2029-2045

2014

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Advancing opportunities for children’s informal STEM learning transfer through parent–child narrative reflection

Child development, 2021-09, Vol.92 (5), p.e1075-e1084

2021

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Museum program design supports parent–child engineering talk during tinkering and reminiscing

Journal of experimental child psychology, 2020-12, Vol.200, p.104944-104944, Article 104944

2020

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"You gotta tell the camera": Advancing children's engineering learning opportunities through tinkering and digital storytelling

Child development, 2024-03

2024

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STEM Learning and Transfer in a Children's Museum and Beyond

Merrill-Palmer Quarterly, 2017-04, Vol.63 (2), p.155-180

2017

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Parents’ Beliefs about High School Students’ Spatial Abilities: Gender Differences and Associations with Parent Encouragement to Pursue a STEM Career and Students’ STEM Career Intentions

Sex roles, 2020-05, Vol.82 (9-10), p.570-583

2020

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Forgetting and symbolic insight: Delay improves children’s use of a novel symbol

Journal of experimental child psychology, 2020-04, Vol.192, p.104744-104744, Article 104744

2020

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Whether and How Knowledge Moderates Linkages between Parent-Child Conversations and Children's Reflections about Tinkering in a Children's Museum

Journal of cognition and development, 2021-03, Vol.22 (2), p.226-245

2021

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Connecting play experiences and engineering learning in a children's museum

Journal of applied developmental psychology, 2017-11, Vol.53, p.10-19

2017

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Dual Representation and the Linking of Concrete and Symbolic Representations

Child development perspectives, 2009-12, Vol.3 (3), p.156-159

2009

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Rethinking the Use of Concrete Materials in Learning: Perspectives From Development and Education

Child development perspectives, 2009-12, Vol.3 (3), p.137-139

2009

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Learning what children know about space from looking at their hands: The added value of gesture in spatial communication

Journal of experimental child psychology, 2012-04, Vol.111 (4), p.587-606

2012

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Everyday scale errors

Developmental science, 2010-01, Vol.13 (1), p.28-36

2010

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Analogical Processes in Children's Understanding of Spatial Representations

Developmental psychology, 2017-06, Vol.53 (6), p.1098-1114

2017

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Words and maps: developmental changes in mental models of spatial information acquired from descriptions and depictions

Developmental science, 2006-03, Vol.9 (2), p.221-235

2006

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Developmental changes in children's understanding of the similarity between photographs and their referents

Developmental science, 2008-01, Vol.11 (1), p.156-170

2008

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Young children make scale errors when playing with dolls

Developmental science, 2006-01, Vol.9 (1), p.40-45

2006

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Spatial language in families' conversational reflections about museum experiences

Journal of applied developmental psychology, 2023-05, Vol.86, p.101539, Article 101539

2023

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One Hidden Object, Two Spatial Codes: Young Children's Use of Relational and Vector Coding

Journal of cognition and development, 2006-01, Vol.7 (4), p.503-525

2006

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Seeing the big picture: map use and the development of spatial cognition

Developmental science, 2000-08, Vol.3 (3), p.247-264

Uttal, David H.

2000

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History of the Cognitive Development Society: The First 16 Years

Journal of cognition and development, 2017-05, Vol.18 (3), p.392-397

2017

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Angles and Distances: Children's and Adults' Reconstruction and Scaling of Spatial Configurations

Child development, 1996-12, Vol.67 (6), p.2763-2779

Uttal, David H.

1996

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Young Children's Representation of Spatial Information Acquired From Maps

Developmental psychology, 1989-01, Vol.25 (1), p.128-138

1989

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The Development of Children's Gender-Science Stereotypes: A Meta-analysis of 5 Decades of U.S. Draw-A-Scientist Studies

Promoting children’s learning and transfer across informal science, technology, engineering, and mathematics learning experiences

Conversation and Object Manipulation Influence Children's Learning in a Museum

Advancing opportunities for children’s informal STEM learning transfer through parent–child narrative reflection

Museum program design supports parent–child engineering talk during tinkering and reminiscing

"You gotta tell the camera": Advancing children's engineering learning opportunities through tinkering and digital storytelling

STEM Learning and Transfer in a Children's Museum and Beyond

Parents’ Beliefs about High School Students’ Spatial Abilities: Gender Differences and Associations with Parent Encouragement to Pursue a STEM Career and Students’ STEM Career Intentions

Forgetting and symbolic insight: Delay improves children’s use of a novel symbol

Whether and How Knowledge Moderates Linkages between Parent-Child Conversations and Children's Reflections about Tinkering in a Children's Museum

Connecting play experiences and engineering learning in a children's museum

Dual Representation and the Linking of Concrete and Symbolic Representations

Rethinking the Use of Concrete Materials in Learning: Perspectives From Development and Education

Learning what children know about space from looking at their hands: The added value of gesture in spatial communication

Everyday scale errors

Analogical Processes in Children's Understanding of Spatial Representations

Words and maps: developmental changes in mental models of spatial information acquired from descriptions and depictions

Developmental changes in children's understanding of the similarity between photographs and their referents

Young children make scale errors when playing with dolls

Spatial language in families' conversational reflections about museum experiences

One Hidden Object, Two Spatial Codes: Young Children's Use of Relational and Vector Coding

Seeing the big picture: map use and the development of spatial cognition

History of the Cognitive Development Society: The First 16 Years

Angles and Distances: Children's and Adults' Reconstruction and Scaling of Spatial Configurations

Young Children's Representation of Spatial Information Acquired From Maps

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