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010   $a1-282-32677-5
010   $a9786612326776
010   $a1-4106-1356-9
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035   $a(OCoLC)172662295
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100   $a20040930d2005      uy             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aMaking sense of children's drawings$b[electronic resource] /$fJohn Willats
210   $aMahwah, N.J. $cL. Erlbaum Associates$d2005
215   $a1 online resource (274 p.)
300   $aDescription based upon print version of record.
311   $a0-8058-4538-0 
311   $a0-8058-4537-2 
320   $aIncludes bibliographical references (p. [250]-256) and index.
327   $aContents; Preface; Chapter One: Introduction; PART I: STUDYING CHILDREN'S DRAWINGS; PART II: MENTAL PROCESSES; PART III: CHILD ART; Appendix; Glossary; References; Index
330   $aThe message of this book is a simple one: children learn to draw by acquiring increasingly complex and effective drawing rules. In this regard, learning to draw is like learning a language, and as with language children use these rules creatively, making infinite use of finite means. Learning to draw is thus, like learning a language, one of the major achievements of the human mind.  Theories of perception developed in the second half of the 20th century enable us to construct a new theory of children's drawings that can account for their many strange features. Earlier accounts con
606   $aChildren's drawings$xPsychological aspects
606   $aDrawing, Psychology of
608   $aElectronic books.
615  0$aChildren's drawings$xPsychological aspects.
615  0$aDrawing, Psychology of.
676   $a155.4
700   $aWillats$b John$0726529
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910450747403321
996   $aMaking sense of children's drawings$92154204
997   $aUNINA