Project on Children's Thinking STAR Lab

Andrus, B., Bar-El, D., Msall, C., Uttal, D., & Worsley, M. (2020). Minecraft as a Generative Platform for Analyzing and Practicing Spatial Reasoning. In Lecture Notes in Computer Science (pp. 297–302). Springer International Publishing. https://doi.org/10.1007/978-3-030-57983-8_22

Atit, K. R., Power, J. R. Veurink, N., Uttal, D. H., Sorby, S., Panther, G., Msall, C., Fiorella, L., Carr, M. (2020). Examining the role of spatial skills and mathematics motivation on middle school mathematics achievement.  International Journal of STEM Education, 7(1), 1-13.

Atit, K., Uttal, D. H., & Stieff, M. (2020). Situating space: using a discipline-focused lens to examine spatial thinking skills. Cognitive Research: Principles and Implications, 5(1). https://doi.org/10.1186/s41235-020-00210-z

Contreras, M. J., Meneghetti, C., Uttal, D. H., Fernández-Méndez, L. M., Rodán, A., & Montoro, P. R. (2020). Monitoring the Own Spatial Thinking in Second Grade of Primary Education in a Spanish School: Preliminary Study Analyzing Gender Differences. Education Sciences, 10(9), 237. https://doi.org/10.3390/educsci10090237

James, K., McGee, S., Uttal, D., & Kolvoord, B. (2020). Design-based Research in GIS-infused Disciplinary Courses: Toward a Design Framework. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 1111-1117). Nashville, Tennessee: International Society of the Learning Sciences.

Jant, E. A., Uttal, D. H., Kolvoord, R., James, K., & Msall, C. (2020). Defining and Measuring the Influences of GIS-Based Instruction on Students’ STEM-Relevant Reasoning. Journal of Geography, 119(1), 22-31.

Pagano, L. C., Haden, C. A., & Uttal, D. H. (2020). Museum program design supports parent–child engineering talk during tinkering and reminiscing. Journal of Experimental Child Psychology, 200, 104944. https://doi.org/10.1016/j.jecp.2020.104944

Peterson, E. G., Weinberger, A. B., Uttal, D. H., Kolvoord, B., Green, A. E. (2020). Spatial Activity Participation in Childhood and Adolescence: Consistency and Relations to Spatial Thinking in Adolescence. Cognitive Research: Principles and Implications, 5(43) DOI: 10.1186/s41235-020-00239-0

Peterson, E. G., Kolvoord, B., Green, A. E., Uttal, D. H. (2020). High School Students’ Experiences with Geographic Information Systems and Factors Predicting Enrollment in the Geospatial Semester. Journal of Geography, 119(6), 238-247. DOI: 10.1080/00221341.2020.1824009

Ramey, K. E., Stevens, R., & Uttal, D. H. (2020). In-FUSE-ing STEAM learning with spatial reasoning: Distributed spatial sensemaking in school-based making activities. Journal of Educational Psychology, 112(3), 466–493. https://doi.org/10.1037/edu0000422

Sheehan, K. J., Ferguson, B., Msall, C., & Uttal, D. H. (2020). Forgetting and symbolic insight: Delay improves children’s use of a novel symbol. Journal of Experimental Child Psychology, 192, 104744. https://doi.org/10.1016/j.jecp.2019.104744

Uttal, D. H. (2020). Spatial Ability and Learning: Implications for Anatomy Education. The FASEB Journal, 34(S1), 1–1. https://doi.org/10.1096/fasebj.2020.34.s1.00410

Wu, J., & Uttal, D. H. (2020), Beyond the Leaky Pipeline: Developmental Pathways That Lead College Students to Join or Return to STEM Majors. Journal of Research in STEM Education, 6(2), 64-90. DOI: 10.51355/jstem/2020.80

Acosta, D. I., Polinsky, N. J., Haden, C. A., & Uttal, D. H. (2021). 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, 1–20. https://doi.org/10.1080/15248372.2020.1871350

Polinsky, N., Flynn, R., Wartella, E. A., & Uttal, D. H. (2021). The role of spatial abilities in young children’s spatially-focused touchscreen game play. Cognitive Development, 57, 100970. https://doi.org/10.1016/j.cogdev.2020.100970

Wu, J., Atit, K., Ramey, K. E., Flanagan-Hall, G. A., Vondracek, M., Jona, K., & Uttal, D. H. (2021). Investigating Students’ Learning Through Co-designing with Technology. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-020-09897-7

Yu, Y., & Uttal, D. H. (2021). Gestures, embodiment, and learning the rate of change. Mathematical Thinking and Learning. https://doi.org/10.1080/10986065.2020.1864574, Published Online.

Andrus, B. M., Polinsky, N., McCarty, S., Bomar, A., Smyth, P., Uttal, D., & Horn, M. (2021). Children and Parents Using Coordinated Multimodal Meaning Making During a Robot Coding Activity. https://repository.isls.org//handle/1/7470

Atit, K., Power, J. R., Pigott, T., Lee, J., Geer, E. A., Uttal, D. H., Ganley, C. M., & Sorby, S. A. (2021). Examining the relations between spatial skills and mathematical performance: A meta-analysis. Psychonomic Bulletin & Review. https://doi.org/10.3758/s13423-021-02012-w

Fiorella, L., Yoon, S. Y., Atit, K., Power, J. R., Panther, G., Sorby, S., Uttal, D. H., & Veurink, N. (2021). Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students. International Journal of STEM Education, 8(1), 52. https://doi.org/10.1186/s40594-021-00307-x

James, K., McGee, S., Uttal, D., & Kolvoord, B. (2021). Spreading GIS-Infused Instruction: A Cross-Case Comparison of Two Instructional Approaches. Proceedings of the 15th International Conference of the Learning Sciences – ICLS 2021. https://par.nsf.gov/biblio/10309095-spreading-gis-infused-instruction-cross-case-comparison-two-instructional-approaches

Marcus, M., Acosta, D. I., Tõugu, P., Uttal, D. H., & Haden, C. A. (2021). Tinkering With Testing: Understanding How Museum Program Design Advances Engineering Learning Opportunities for Children. Frontiers in Psychology, 12(689425). https://doi.org/10.3389/fpsyg.2021.689425

Polinsky, N., Andrus, B., Horn, M., & Uttal, D. (2021). Symbolic Relations in Collaborative Coding: How Children and Parents Map Across Symbol Systems While Coding Robots. Interaction Design and Children, 294–304. https://doi.org/10.1145/3459990.3460713

Boda, P. A., James, K., Sotelo, J., McGee, S., & Uttal, D. (2022). Racial and gender disparities in elementary mathematics. School Science and Mathematics, 122(1), 36–53. https://doi.org/10.1111/ssm.12506

Uttal, D. H., Sotelo, J., & Shah, P. (2022). Development of Working Memory and Spatial Representation: How Are They Related? In The Development of Memory in Infancy and Childhood (3rd ed.). Psychology Press. 10.4324/9781003016533-6

Polinsky, N., Lemley, B., Flynn, R. M., Wartella, E., & Uttal, D. H. (2022). Children’s Spatial Play With a Block Building Touchscreen Application. Frontiers in Education, 7, 871895. https://doi.org/10.3389/feduc.2022.871895

Cortes, R. A., Colaizzi, G. A., Dyke, E. L., Peterson, E. G., Walker, D. L., Kolvoord, R. A., Uttal, D. H., & Green, A. E. (2022). Individual Differences in Parietal and Premotor Activity During Spatial Cognition Predict Figural Creativity. Creativity Research Journal, 1–10. https://doi.org/10.1080/10400419.2022.2049532

Newcombe, N. S., Hegarty, M., & Uttal, D. (2023). Building a Cognitive Science of Human Variation: Individual Differences in Spatial Navigation. Topics in Cognitive Science, 15: 6-14. https://doi.org/10.1111/tops.12626

Polinsky, N., Pagano, L. C., Acosta, D. I., Haden, C. A., & Uttal, D. H. (2023). Spatial language in families’ conversational reflections about museum experiences. Journal of Applied Developmental Psychology, 86, 101539. https://doi.org/10.1016/j.appdev.2023.101539

Cortes, R. A., Colaizzi, G. A., Dyke, E. L., Peterson, E. G., Walker, D. L., Kolvoord, R. A., Uttal, D. H., & Green, A. E. (2023). Individual Differences in Parietal and Premotor Activity During Spatial Cognition Predict Figural Creativity. Creativity Research Journal, 35(1), 23–32. https://doi.org/10.1080/10400419.2022.2049532

Polinsky, N., Flynn, R., Uttal, D.H. (In Press). How children’s app play could facilitate spatial skill development. Translational Issues in Psychological Science

Yuan, L., Novack, M., Ybarra, A., Uttal, D.H., & Franconeri, S. (Under Review) Language systematizes attention: How relational language enhances relational representation via guiding attention. Submitted to: Cognition

Pagano, L., George, R.E., Uttal, D.H. & Haden, A.C. (Under Review) “You Gotta Tell the Camera”: Advancing Children’s Engineering Learning through Tinkering and Digital Storytelling. Submitted to: Child Development

Lakin, J. M., Wai, J., Olszewski-Kubilius, P., Corwith, S., Rothschild, D., & Uttal, D. H. (2024). Spatial thinking across the curriculum: Fruitfully combining research and practice. Gifted Child Today, 47(3), 170-177. https://doi.org/10.1177/10762175241242722

McKee, K., Rothschild, D., Young, S. R., & Uttal, D. H. (2024). Looking ahead: Advancing measurement and analysis of the Block Design Test using technology and artificial intelligence. Journal of Intelligence, 12(6), 53. https://doi.org/10.3390/jintelligence12060053

Pagano, L. C., George, R. E., Uttal, D. H., & Haden, C. A. (2024). “You gotta tell the camera”: Advancing children’s engineering learning opportunities through tinkering and digital storytelling. Child Development, 95, 1558–1571. https://doi.org/10.1111/cdev.14094

Pagano, L. C., Miller, K. M., Kolvoord, R. A., Uttal, D. H., & Dorsey, C. (2024). Students’ strategies for understanding visualizations about space and time. In Lindgren, R., Asino, T. I., Kyza, E. A., Looi, C. K., Keifert, D. T., & Suárez, E. (Eds.), Proceedings of the 18th International Conference of the Learning Sciences – ICLS 2024 (pp. 1315-1318). International Society of the Learning Sciences.

Pagano, L. C., Sotelo, J., McGee-Tekula, R., McGee, S., Kolvoord, R. A., & Uttal, D. H. (2024, April 11-14). Teacher preparation and student participation in a GIS-focused computer science unit impact students’ geospatial thinking [Roundtable]. Annual Meeting of the American Educational Research Association. Philadelphia, PA. https://doi.org/10.51420/conf.2024.5

Uttal, D. H., McKee, K., Simms, N., Hegarty, M., & Newcombe, N. S. (2024). How can we best assess spatial skills? Practical and conceptual challenges. Journal of Intelligence, 12(1), 8. https://doi.org/10.3390/jintelligence12010008

Jee, B. D., Uttal, D. H., Gentner, D., Manduca, C., Tikoff, B., & Sageman, B.  (2010). Analogical Thinking in Geoscience Education.  Journal of Geoscience Education, 58(1), 2-13.

Matuk, C.F., & Uttal, D.H. (2010). When form contradicts content: The cognitive and communicative functions of cartoons for teaching evolution. In R.E. Griffin (Ed.), Selected Readings from the Annual Conference of the International Visual Literacy Association (pp. 161-166). Chicago: International Visual Literacy Association.

Uttal, D. H., Friedman, A., Warren, C., & Hand, L. L. (2010).   (the first two authors contributed equally, and final order of authorship was determined by a flip of a coin).  Learning Fine-Grained and Category Information in Navigable Real-World Space.  Memory and Cognition. 38, 1026-1040

Uttal, L. M. B., & Uttal, D. H. (2010).  Children are not little adults: Developmental differences and the juvenile justice system.  Loyola Public Interest Law Report, 3(Summer, 2010), 234-242.

Ware, E. A., Uttal, D. H., & DeLoache, J. S. (2010). Everyday Scale Errors. Developmental Science, 13(1), 28-36.

Jona, K., Roque, R., Skolnik, J., Uttal, D., & Rapp, D. (2011).  Are remote labs worth the cost? Insight from a study of student perceptions of remote labs.  International Journal of Online Engineering, 7(2), 48-53.

Sauter, M. G., & Uttal, D. H., Schaal, A., Levine, S., & Goldin-Meadow, S. (2011). Learning what children know about space from looking at their hands: The added value of gesture in spatial communication. Journal of Experimental Child Psychology, 111(4), 587–606.

DeLoache, J. S. & Uttal, D. H. (2012).  Gulliver, Goliath, and Goldilocks: Young children and scale errors.  In V. Slaughter & C. A. Brownwell (Eds.), Early development of body representations. (pp. 59-68).  Cambridge: Cambridge University Press.

Kolvoord, R., Charles, M., Meadow, N. & Uttal, D. (2012). The Impact of Geospatial Technologies in a Dual-Enrollment Environment. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 1915-1922). Chesapeake, VA: AACE.

Matuk, C., & Uttal, D. H. (2012).  Narrative spaces in the representation and understanding of evolution.  In K. Rosegren, M. Evans, S. Brem, & G. Sinatra (Eds.).  Evolution challenges (pp. 119-144).  New York: Oxford University Press.

Stachniss, C., Schill, K., & Uttal, D. (Eds.). (2012). Spatial Cognition VIII.  Lecture Notes in Artificial Intelligence. Freiburg, Germany: Springer

Uttal, D. H., & Cohen, C. A. (2012).  Spatial abilities and STEM education: When, why, and how. Psychology of Learning and Motivation, 57, 147-182.

Jee, B. D., Uttal, D. H., Gentner, D., Manduca, C., & Shipley, T. (2013). Finding faults: Analogical comparison supports spatial concept learning in geoscience. Cognitive Processing, 14(2), 175-187.

Newcombe, N. S., Uttal, D. H., & Sauter, M.  (2013). Spatial Development. In P. D.  Zelazo (Ed.), Oxford handbook of developmental psychology (pp. 564-590).  New York: Oxford University Press.

Sauter, M., Uttal, D. H., Rapp, D. N., Downing, M., & Jona, K. (2013). Getting real: the authenticity of remote labs and simulations for science learning. Distance Education, 34(1), 37-47.

Sinton, D., Bednarz, S., Gersmehl, P., Kolvoord, R., and Uttal, D.H. (2013). The People’s Guide to Spatial Thinking. Washington, DC: National Council for Geographic Education.  

Uttal, D. H., (2013). Introduction to the special issue. Merrill-Palmer Quarterly, 59(2), 133-140.

Uttal, D. H., Amaya, M., Maita, M., Hand, L. L., Cohen, C. A., O’Doherty, K., & DeLoache, J. S. (2013).  It works both ways: Transfer difficulties between manipulatives and written subtraction solutions.  Child Development Research, 2013, Article ID 216367, 13 pages. http://www.hindawi.com/journals/cdr/2013/216367/

Uttal, D. H., & Meadow, N. G. (2013).  The Psychology of practice: Lessons from spatial cognition.  In D. Reisberg (Ed.).  Oxford Handbook of Cognitive Psychology (pp. 874-885).  Oxford, UK: Oxford University Press.

Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., & Newcombe, N. S. (2013). The malleability of spatial skills: A meta-analysis of training studies. Psychological Bulletin, 139(2), 352-402.

Uttal, D. H., Miller, D. I., & Newcombe, N. S. (2013). Spatial thinking: Links to STEM achievement? Current Directions in Psychological Science. 22(5), 367-373

Yuan, L., Lustig, A., Uttal, D., & Franconeri, S. (2013). Low capacity for visual spatial relation memory. Journal of Vision, 13(9), 1356-1356

Jee, B. D., Gentner, D., Uttal, D. H., Sageman, B., Forbus, K., Manduca, C. A., & Tikoff, B. (2014). Drawing on Experience: How Domain Knowledge Is Reflected in Sketches of Scientific Structures and Processes. Research in Science Education, Research in Science Education, 44(6), 859-883.

Jant, E. A., Haden, C. A., Uttal, D. H., & Babcock, E. (2014). Conversation and Object Manipulation Influence Children’s Learning in a Museum. Child development (early view, online version published April 29, 2014), 10.1111/cdev.12252

Uttal, D. H., & Sheehan, K. J. (2014). The Development of Children’s Understanding of Maps and Models: A Prospective Cognition Perspective. Journal of Cognitive Education and Psychology, 13(2), 188-200. 10.1891/1945-8959.13.2.188

Baker, T. R., Battersby, S., Bednarz, S. W., Bodzin, A. M., Kolvoord, B., Moore, S., & Uttal, D. (2014). A Research Agenda for Geospatial Technologies and Learning. Journal of Geography, (ahead-of-print), 1-13. 10.1080/00221341.2014.950684 (Winner of 2015 research award).

Uttal, D. H., & Yuan, L. (2014). Using symbols: developmental perspectives. Wiley Interdisciplinary Reviews: Cognitive Science, 5(3), 295-304. 10.1002/wcs.1280

Jee, B. D., Uttal, D. H., Spiegel, A., & Diamond, J. (2015). Mental models of viruses, vaccines, and the causes of infectious disease. Public Understanding of Science, 24, 241-256.   10.1177/0963662513496954

Stieff, M., & Uttal, D. (2015). How Much Can Spatial Training Improve STEM Achievement?. Educational Psychology Review, 1-9.

Mohan, L., Mohan, A., & Uttal, D. (2015). Research on Thinking and Learning with Maps and Geospatial Technologies.  IN M. Solem., N. Huynh., & R. Boehm (Eds.), Learning Progressions for Learning Progressions for Maps, Geospatial Technology, and Spatial Thinking: A Research Handbook. New York: Cambridge University Press.

Condon, D. M., Wilt, J., Cohen, C. A., Revelle, W., Hegarty, M., & Uttal, D. H. (2015). Sense of direction: General factor saturation and associations with the Big-Five traits. Personality and Individual Differences, 86, 38-43.

Haden, C. A., Cohen, T., Uttal, D., & Marcus, M. (2015). Building learning: Narrating experiences in a children’s museum. In D. Sobel & J. Jipson (Eds.), Relating Research and Practice: Cognitive Development in Museum Settings (pp. 84-103).  New York: Psychology Press. 

Diamond, J., Jee, B., Matuk, C., McQuillan, J, Spiegel, A. N., & Uttal, D. (2015).  Museum monsters and victorious viruses: Improving public understanding of emerging biomedical research.  Curator, 58(3), 299-311.

Sheehan, K. J, & Uttal, D. H. (2016). Children’s learning from touch screens: A dual representation perspective. Frontiers in Psychology,7,1220. doi: 10.3389/fpsyg.2016.01220

Michal, A. L., Uttal, D., Shah, P., & Franconeri, S. L. (2016). Visual routines for extracting magnitude relations. Psychonomic Bulletin & Review, 23(6), 1-8.

Yuan, L., Uttal, D., & Franconeri, S. (2016). Are Categorical Spatial Relations Encoded by Shifting Visual Attention between Objects?. PloS Oone, 11(10), e0163141.

Uttal, D. H., Haden, C. A., Marcus, M., & Jant, E. A. (2016). Objects, Conversations, and Young Children’s Learning about Science, Technology, Engineering, and Mathematics (STEM). In L. Balter and C. S. Tamis-Lemonda (Eds.), Child Psychology: A Handbook of Contemporary Issues (3^rd edition, pp. 167-192).

Atit, K., Ramey, K. E., Uttal, D. H., & Olzewski-Kubulius, P. M. (2017) Integrating engineering into the K-8 Classroom: A method of identifying and developing strong spatial skills. Manuscript submitted for publication. In  D. Dailey & A. Cotabish (Eds.), Designing Innovative Engineering Instruction for High Ability Learners in K-8 Classrooms (pp 189-204). Waco, TX: Prufrock Press.

Marcus, M., Haden, C. A., & Uttal, D. H. (2017). STEM Learning and Transfer in a Children’s Museum and Beyond. Merrill-Palmer Quarterly, 63(2), 155-180.              

Ramey, K. E., & Uttal, D. H. (2017). Making sense of space: Distributed spatial sensemaking in a middle school summer engineering camp. Journal of the Learning Sciences, 26(2), 277-319.

Tõugu, P., Marcus, M., Haden, C. A., & Uttal, D. H. (2017). Connecting play experiences and engineering learning in a children’s museum. Journal of Applied Developmental Psychology, 53, 10-19.

Wellman, H. M., Ornstein, P. A., Woodward, A., & Uttal, D. H. (2017) History of the Cognitive Development Society: The First 16 Years. Journal of Cognition and Development, 18(3), 392-397.

Yuan, L., Uttal, D., & Gentner, D. (2017). Analogical processes in children’s understanding of spatial representations. Developmental psychology, 53(6), 1098.

Yuan, L, & Uttal, D. H. (2017).  Analogy lays the foundation for two critical aspects of symbolic development: Intention and Correspondence.  Topics in Cognitive Science. 9(3), 738-757.

Atit, K., Miller, D., I., Newcombe, N., & Uttal, D. H. (2018).  Teachers’ Spatial Skills Across Disciplines and Education Levels: Exploring Nationally Representative Data. Archives of Scientific Psychology, 6(1), 130-137.

Biehl, A., Chen, Y., Sanabria-Véaz, K., Uttal, D., & Stathopoulos, A. (2018). Where does active  travel fit within local community narratives of mobility space and place? Transportation Research Part A: Policy and Practice.

Castro-Alonso, J. & Uttal, D. H. (2018). Spatial ability for university biology education. In Nazir S., Teperi AM., Polak-Sopińska A. (eds) Advances in Human Factors in Training, Education, and Learning Sciences. AHFE 2018. Advances in Intelligent Systems and Computing, 785. Springer, Cham.

Forbus, K., & Uttal, D. H. Technologies for spatial education.  (2018) 21st Century Education: The learning, the environment.  Paris: OECD.

Marcus, M., Haden, C., & Uttal, D. (2018) Promoting children’s learning and transfer across informal stem learning experiences. Journal of Experimental Child Psychology, 175, 80-95.

Matuk, C. & Uttal, D. H. (2018) The effects of invention and recontextualization on representing and reasoning with trees of life. Research in Science Education, 50, 1991–2033.

Miller, D. I., Nolla, K. M., Eagly, A. H., & Uttal, D. H. (2018).  The development of children’s gender-science stereotypes: A meta-analysis of five decades of U.S. draw-a-scientist studies.  Child Development, 89(6), 1943-1955.

Polinsky, N., Marcus, M., Uttal, D., & Haden, C. (2018). Parent-child talk about spatial relational comparisons within an informal learning setting. Cognitive Processing, 19, S67-S68.

Ramey, K. E., Stevens, R., & Uttal, D. H. (2018). Steam learning in an in-school makerspace: the role of distributed spatial sensemaking. Proceedings of International Conference of the Learning Sciences, ICLS, 1(2018-June), 168-175.

Uttal, D. H.  (2018) Early Geography Education: Cognitive Considerations.  In D. R. Montello (Ed.)  Handbook of behavioral and cognitive geography (pp. 372-386). Cheltenham, UK; Northampton, MA: Edward Elgar Publishing. 

Wai, J., & Uttal, D. (2018). Why spatial reasoning matters for education policy. American Enterprise Institute (AEI) Education Policy Paper.

Castro-Alonso, J. C., & Uttal, D. H. (2019). Science education and visuospatial processing. In Visuospatial processing for education in health and natural sciences (pp. 53-79). Springer, Cham.

Hurst, M. A., Polinsky, N., Haden, C. A., Levine, S. C., & Uttal, D. H. (2019). Leveraging Research on Informal Learning to Inform Policy on Promoting Early STEM. Social Policy Report, 32(3), 1-33.

Muenks, K., Peterson, E. G., Green, A. E., Kolvoord, R. A., & Uttal, D. H. (2019). 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, 82, 570-583.

Pagano, L. C., Haden, C. A., Uttal, D. H., & Cohen, T. (2019). Conversational reflections about tinkering experiences in a children’s museum. Science Education, 103(6), 1493-1512.

Bailenson, J. N., Shum, M. S., & Uttal, D. H. (2000). The initial segment strategy: A heuristic for route selection. Memory and Cognition, 28, 306-318.

DeLoache, J. S., Uttal, D. H., & Pierroutsakos, S. L. (2000).  What’s up? The emergence of an orientation preference for picture books. Journal of Cognition and Development, 1, 81-95.

Uttal, D. H. (2000). Seeing the big picture: Map use and the development of spatial cognition.  Developmental Science, 3, 247-286.

Uttal, D. H., & Tan, L. S. (2000) Cognitive mapping in childhood. In R. Kitchin & S. Freundschuh (Eds.), Cognitive mapping: Past, present, and future (pp. 147-165). London: Routledge. 

Taylor, H. A., Uttal, D. H., Fisher, J., & Mazepa, M. (2001). Ambiguity in acquiring spatial representation from descriptions compared to depictions: The role of spatial orientation.  Lecture Notes in Computer Science, 2205, 278-291.

Uttal, D. H., Gregg, V., Chamberlin, M., & Sines, A. (2001). Connecting the dots: Children’s use of a meaningful pattern to facilitate mapping and search. Developmental Psychology, 37, 338-350.

Uttal, D. H. (2001). Making sense of the development of spatial cognition. [Review of the book Making Space: The development of spatial representation and reasoning.] Trends in Cognitive Science, 5, 316-317.

DeLoache, J. S., Pierroutsakos, S., & Uttal, D. H. (2003). The development of pictorial competence. Current Directions in Psychological Science, 12, 114-118.

Uttal, D. H. (2003). On the relation between play and symbolic thought: The case of mathematics manipulatives. In O. Saracho & B. Spodek (Eds). Contemporary Perspectives on Play in Early Childhood (pp. 97-114). Greenwich, CT: Information Age Press.

Uttal, D. H. (2003). Counterpoint: No, researchers should not be mandated reporters of child abuse.  Monitor on Psychology, 34, 29.

Uttal, D. H. & Chiong, C. (2003). Seeing space in more than one way: The development of children’s use of higher-order patterns to solve spatial problems. In G. Allen (Ed.), Human Spatial Memory: Remembering Where (pp. 125-142). Mahwah, NJ: Erlbaum.

DeLoache, J. S., Uttal, D. H., & Rosengren, K. S. (2004). Young children’s scale errors offer evidence for two visual systems early in life. Science, 304, 1027-1029.

Stieff, M., Bateman, R., & Uttal, D. H. (2005). Teaching and learning with three-dimensional representations. In J. Gilbert (Ed.), Visualization in science education (pp. 93-120).  Oxford, UK: Oxford University Press.

Uttal, D. H. (2005). Spatial symbols and spatial thought: Cross-cultural, developmental, and historical perspectives on the relation between map use and spatial cognition. In L. Namy (Ed.), Symbol use and symbolic representation: Developmental and comparative perspectives (pp. 3-23). Mahwah, NJ: Erlbaum.

Uttal, D. H., Liu, L. L., & DeLoache, J. S. (2005). Concreteness and symbolic development. In L. Balter & C. Tamis-LeMonda, Child psychology: A handbook of contemporary issues (2nd Ed.) (pp. 167-184).  Philadelphia, PA: Psychology Press.

Newcombe, N. C., & Uttal, D. H. (2006).  Whorf versus Socrates, Round 10, Trends in Cognitive Science, 10(9), 394-396.

Rapp, D., & Uttal, D. H. (2006). Understanding and enhancing visualizations: Two models of collaboration between earth science and cognitive science. In C. Manduca & D. Mogk (Eds.), Earth and mind: How geologists think and learn about the earth.  Denver: Geological Society of America.

Uttal, D. H., Fisher, J. A., & Taylor, H. A. (2006). Words and maps: Children’s mental models of spatial information acquired from maps and from descriptions. Developmental Science, 9(2), 221-235.

Uttal, D. H., Sandstrom, L. S., & Newcombe, N. C. (2006). One hidden object, two spatial codes: Young children’s use of relational and vector coding. Journal of Cognition and Development, 7(4), 503-525.

Ware, E. A., Uttal, D. H., Wetter, E. K., & DeLoache, J. S. (2006). Young children make scale errors when playing with dolls. Developmental Science, 9(1), 40-45.

Bledsoe, C.H., Sherin, B., Galinsky, A.G., Headley, N.M., Heimer, C.A., Kjeldgaard, E., Lindgren, J., Miller, J.D., Roloff, M.E., & Uttal, D.H. (2007). Regulating creativity: Research and survival in the IRB iron cage. Northwestern University Law Review, 101(2), 593-642.

Davies, C., & Uttal. D. H.  (2007). Map use and the development of spatial cognition.  In J. Plumert & J. Spencer (Eds.), The emerging spatial mind (pp. 219-247). New York:  Oxford University Press.

Uttal, D. H., Liu, Linda L., Lewis, A., & Gentner, D. (2008). Developmental changes in children’s understanding of the similarity between photographs and their referents. Developmental Science, 11(1), 156-170.

Uttal, D. H., & O’Doherty, K. (2008).  Comprehending and learning from visual representations: A developmental approach.  In J. Gilbert, M. Reiner, & M. Nakhleh (Eds.), Visualization: Theory and practice in science education (pp. 53-72).  New York: Springer.

Diamond, J., Lynch, J., & Uttal, D. H.  (2009). Practical evaluation guide: Tools for museums and other informal educational settings.  Lanham, MD:  Altimira Press.

Jee, B. D., Gentner, D., Forbus, K., Sageman, B., & Uttal, D. H. (2009). Drawing on Experience: Use of sketching to evaluate knowledge of spatial scientific concepts. In N. A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp 2499-2504). Amsterdam, The Netherlands.

McNeil, N. M., Uttal, D. H., Jarvin, L., & Sternberg, R. J.  (2009). Should You Show Me the Play Money: How Concrete Manipulatives Both Hurt and Help Performance on Math Problems. Learning and Instruction, 19(2), 171-184.

Uttal, D.H., O’Doherty, K.D., & DeLoache, J.S. (2009). Rethinking the concrete-abstract distinction: The case of mathematics manipulatives. Child Development Perspectives, 3 (3),156-159.