Contents -- Contributors -- Introduction -- Part I. Remembering Where Things Are -- 1. Using Spatial Categories to Reason about Location -- 2. Organism-Environment Interaction in Spatial Development: Explaining Categorical Bias in Memory for Location -- 3. Explaining the Development of Spatial Reorientation: Modularity-Plus-Language versus the Emergence of Adaptive Combination -- 4. Using Locomotion to Update Spatial Orientation: What Changes with Learning and Development? -- 5. Commentary: The Nature and Development of Spatial Reference Systems -- Part II. Thinking and Talking about Spatial Relations -- 6. On the Infant's Prelinguistic Conception of Spatial Relations: Three Developmental Trends and Their Implications for Spatial Language Learning -- 7. Adapting Spatial Concepts for Different Languages: From Preverbal Event Schemas to Semantic Categories -- 8. The Body and Children's Word Learning -- 9. Developmental Changes in Children's Understanding of Maps: What, When, and How? -- 10. Map Use and the Development of Spatial Cognition -- 11. Commentary: Linking Internal Representations to the External World via Spatial Relations -- Part III. Mapping the Neuropsychological Bases of Spatial Development -- 12. Effects of Blindness and Deafness on the Development of Spatial Perception and Cognition -- 13. Explaining Selective Spatial Breakdown in Williams Syndrome: Four Principles of Normal Spatial Development and Why They Matter -- 14. What Does Theoretical Neuroscience Have to Offer the Study of Behavioral Development? Insights from a Dynamic Field Theory of Spatial Cognition -- 15. Commentary: Specificity, Mechanisms, and Timing in the Study of Spatial Cognition -- Part IV. Conclusions -- 16. What Makes Thinking about Development So Hard? -- Author Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R.

S -- T -- U -- V -- W -- X -- Y -- Z -- Subject Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W.