Chapter 13

Chapter 13: Seeing and believing

13.1 Reformulation
13.2 Boundaries
13.3 Seeing and believing
13.4 Children's drawing-frames
13.5 Learning a script
13.6 The frontier effect

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13.2 Boundaries, p 134
We rarely see anything twice as exactly the same.

13.3 Seeing and believing, p 135
...the child has less capacity or inclination for "keeping
track".
..."large closed figure" satisfies the description's
requirements for both the head and the body.

13.4 Children's drawing-frames, p 136
Does it really look like a person to those children?
We must remember that a child is not a single agent and that
various other agencies inside a child's mind may not be
satisfied at all.

13.6 The frontier effect, p 138
It can require more skill to produce what we regard as a simple
copy or imitation than to produce what we consider to be an
"abstract" representation!