Publications

Spatial Cognition

Yuan, L. and Uttal, D. H. (2017), Analogy Lays the Foundation for Two Crucial Aspects of Symbolic Development: Intention and Correspondence. Top Cogn Sci, 9, 738-757.

Yuan, L., Uttal, D.H., & Gentner, D. (2017). Analogical processes in children’s understanding of spatial representations. Developmental psychology, 53 6, 1098-1114.

Michal, A.L., Uttal, D., Shah, P., & Franconeri, S.(2016). Visual routines for extracting magnitude relations. Psych. Bull Rev, 23: 1802. 

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

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.

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

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.

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.

Uttal, D. H., Amaya, M., del Rosario 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.

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.

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.

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

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., & 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.

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.

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 Thinking and STEM Education: When, Why, and How? In B. Ross (Ed.), Psychology of Learning and Motivation Volume 57, 147-181. Oxford: Academic Press.

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

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 Psychology, 111(4), 587-606.

Uttal, D. H., Friedman, A., Warren, C., & Hand, L. L. (2010). Learning Fine-Grained and Category Information in Navigable Real-World Space. Memory and Cognition, 2010, 38 (8), 1026-1040.

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

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.

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. New York: Springer.

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

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, NY: Oxford University Press.

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

Uttal, D. H., Sandstrom, L. S., & Newcombe, N.S. (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.

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.

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.

Uttal, D. H., Liu, L. L., & DeLoache, J. S. (2006). Concreteness and symbolic development. In L. Balter and C. S. Tamis-LeMonda (Eds.), Child psychology: A handbook of contemporary issues (2nd Ed.) (pp. 167-184). Philadelphia, PA: Psychology 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.

DeLoache, J. S., Uttal, D. H., & Rosengren, K. S. (2004). Scale Errors Offer Evidence for a Perception-Action Dissociation Early in Life. Science, 304, 1027-1029.

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

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.), Remembering Where. Mahwah, NJ: Erlbaum.

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

Uttal, D. H. (2001). Making sense of the development of spatial cognition. Review of N. S Newcombe & J. Huttenlocher, Making Space: The development of spatial representation and reasoning. Trends in Cognitive Science, 5, 316-317.

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.

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 (Special Edition: Spatial Information Theory), 2205, 278-291.

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

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

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

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.

Liu, L. L., & Uttal, D. H. (1999). The interaction of symmetry and verbal codability in children’s reconstruction of spatial configurations. Spatial Cognition and Computation, 1, 111-129.

Uttal, D. H., Liu, L. L., & DeLoache, J. S. (1999). Taking a hard look at concreteness: Do concrete objects help young children to learn symbolic relations? L. Balter and C. Tamis-LeMonda (Eds.), Handbook of Early Child Development (pp.177-192). Taylor & Francis.

Bailenson, J. N., Shum, M. S., & Uttal, D. H. (1998). Road climbing: Principles governing asymmetric route choices on maps. Journal of Environmental Psychology, 18, 251-264.

Blades, M., Blaut, J. M., Darvizeh, Z., Elguea, S., Sowden, S., Soni, D., Spencer, C., Stea, D., Surajpaul, R., & Uttal, D. H. (1998). A cross-cultural study of young children’s mapping abilities. Transactions of the Institute of British Geographers, 23, 269-277.

Uttal, D. H., Marzolf, D. P., Pierroutsakos, S. L., Smith, C. M., Troseth, G. L., Scudder, K. V., & DeLoache, J. S. (1998). Seeing through symbols: The development of children’s understanding of symbolic relations. In O. N. Saracho and B. Spodek (Eds.), Multiple Perspectives on Play in EarlyChildhood Education. Albany: State University of New York Press.

DeLoache, J. S., Pierroutsakos, S. L., Uttal, D. H., Rosengren, K. S., & Gottlieb, A. (1998). Grasping the nature of pictures. Psychological Science, 9, 205-210.

DeLoache, J. S., Uttal, D. H., & Pierroutsakos, S. L. (1998). The development of early symbolization: Educational implications. Learning and Instruction, 8, 325-339.

Uttal, D. H., Scudder, K. V., & DeLoache, J. S. (1997). Manipulatives as symbols: A new perspective on the use of concrete objects to teach mathematics. Journal of Applied Developmental Psychology, 18, 37-54.

Uttal, D. H. (1996). Angles and distances: Children’s and adults’ reconstruction and scaling of spatial configurations. Child Development, 67, 2763-2779.

Uttal, D. H., Schreiber, J. C., & DeLoache, J. S. (1995). Waiting to use a symbol: The effects of delay on children’s use of models. Child Development, 66, 1875-1889.

Lee, S. Y., Uttal, D. H., & Chen, C. (1995). Writing systems and acquisition of reading in American, Chinese, and Japanese first-graders. In I. Taylor & D. R. Olson (Eds.), Scripts and Literacy: Reading and Learning to Read Alphabets, Syllabaries and Characters (pp. 247-263). Boston: Kluwer Academic Publishers.

Uttal, D. H. (1994). Preschoolers’ and adults’ scale translation and reconstruction of spatial information acquired from maps. British Journal of Developmental Psychology, 12, 259-275.

Uttal, D. H., & Wellman, H. M. (1989). Young children’s representation of spatial information acquired from maps. Developmental Psychology, 25, 128-138.

STEM Education

Castro-Alonso, J. C., & Uttal, D. H. (2019). Spatial ability for university biology education. In Salman Nazir, Anna-Maria Teperi and Aleksandra Polak-Sopińska (Eds.), Advances in Human Factors in Training, Education, and Learning Sciences: Proceedings of the AHFE 2018 International Conference on Human Factors in Training, Education, and Learning Sciences. Cham, Switzerland: Springer.

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.

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

Miller, D. I., Nolla, K. M., Eagly, A. H. and Uttal, D. H. (2018), The Development of Children’s Gender‐Science Stereotypes: A Meta‐analysis of 5 Decades of U.S. Draw‐A‐Scientist Studies. Child Dev., 1-13

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. (in press, 2018). Why spatial reasoning matters for education policy. American Enterprise Institute (AEI) Education Policy Paper.

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.

Ramey, K. E. & Uttal, D. H. (2017) Making Sense of Space: Distributed Spatial Sensemaking in a Middle School Summer Engineering Camp. Journal of Learning Sciences, 26(2), 277-319.

Sheehan KJ and Uttal DH (2016) Children’s Learning from Touch Screens: A Dual Representation Perspective. Front. Psychol. 7:1220.

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 Maps, Geospatial Technology, and Spatial Thinking: A Research Handbook. New York: Cambridge University Press.

Jee, B. D., Uttal, D. H., Spiegel, A., & Diamond, J. (2015). Expert-novice differences in mental models of viruses, vaccines, and the causes of infectious disease. Public Understanding of Science, 24, 241-256.

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

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,114(3), 118-130.

Uttal, D. H., Miller, D. I., & Newcombe, N. S. (2013). Exploring and enhancing spatial thinking links to achievement in science, technology, engineering, and mathematics?. Current Directions in Psychological Science. 22(5), 367-373

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.

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.

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.

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. 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.

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.

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 Money? Concrete objects both hurt and help performance on mathematics problems. Learning and Instruction, 19(2), 171-184.

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, CO: Geological Society of America.

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. (1997). Beliefs about genetic influences on mathematics achievement: A cross-cultural comparison. Genetica, 99, 165-172.

Uttal, D. H. (1996). Beliefs, motivation, and achievement in mathematics: A cross-national perspective. In M. Carr (Ed.), Motivation in mathematics (pp. 25-37). Cresskill, NJ: Hampton Press.

Informal Learning

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.

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.

Uttal, David H. , Catherine A. Haden , Maria Marcus and Erin A. Jant (2016). Objects, Conversations, and Young Children’s Learning about Science, Technology, Engineering, and Mathematics (STEM) (2016). In L. Balter & C. S. Tamis-LeMonda, (Eds.) Child Psychology: A Handbook of Contemporary Issues. Philadelphia, PA: Psychology Press.

Haden, C. A., Cohen, T., Uttal, D., & Marcus, M. (2016). Building learning: Narrating experiences in a children’s museum. In D. Sobel & J. Jipson (Eds.), Relating Research and Practice: Cognitive Development in Museum Settings. New York, NY: 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: The Museum Journal, 58(3), 299-311.

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, 85(5), 2029-2045.

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

Others

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.

Uttal, L., & Uttal, D. H. (2010). Children are not little adults: Developmental differences and the juvenile justice system. Public Interest Law Reporter, 15(3), 234.

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.

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

Ten Have, T. R. & Uttal, D. H. (1994). Subject-specific and population-averaged continuation ratio logit models for multiple discrete time survival profiles. Applied Statistics, 43, 371-384.

Uttal, D. H. (1991). Maintaining homeostasis is certainly important, but can it lead to change? Review of Coping with uncertainty: Behavioral and developmental perspectives.Contemporary Psychology, 36, 1054-1055.

Stevenson, H. W., Chen, C., & Uttal, D. H. (1990). Beliefs and achievement: A study of black, white, and Hispanic children. Child Development, 61, 508-523.

Uttal, D. H., & Perlmutter, M. (1989). Toward a broader conceptualization of development: The role of gains and losses across the life span. Developmental Review, 9, 101-132.

Uttal, D. H. (1988). Review of Human development and learning. Contemporary Psychology, 33, 632.

Chen, C. & Uttal, D. H. (1988). Cultural values, parents’ beliefs, and children’s achievement in the United States and China. Human Development, 31, 351-358.

Uttal, D. H., Lummis, M., & Stevenson, H. W. (1988). Low and high mathematics achievement in Japanese, Chinese, and American elementary-school children.Developmental Psychology, 24, 335-342.