Originally published in 1998, this book traces the development of artistic talent from early childhood to adolescence through a series of studies that look comparatively at development in talented and less talented populations. It presents a model of artistic talent that attributes individual differences to the figurative abilities of talented children. The model proposes that artistic talent results from the continual coordination of heightened figurative abilities with conceptual processes throughout a period critical in semiotic development. The studies focus on the development of form, spatial relationships, and composition. Milbrath's theory is richly supported by original examples of children's artwork.
Originally published in 1998, this book traces the development of artistic talent from early childhood to adolescence through a series of studies that look comparatively at development in talented and less talented populations. It presents a model of artistic talent that attributes individual differences to the figurative abilities of talented children. The model proposes that artistic talent results from the continual coordination of heightened figurative abilities with conceptual processes throughout a period critical in semiotic development. The studies focus on the development of form, spatial relationships, and composition. Milbrath's theory is richly supported by original examples of children's artwork.
This interdisciplinary volume explores art, its development, and its role in the construction of knowledge. Presenting theory and research on artistic development as a cultural and creative endeavor,
This interdisciplinary volume explores art, its development, and its role in the construction of knowledge. Presenting theory and research on artistic development as a cultural and creative endeavor,
The role secondary cities play in the global space economy and national urban hierarchies is increasingly receiving attention from scholars and international agencies, most notably the Cities Alliance
In this collection of 11 papers, contributors respond to Piaget's controversial ideas in light of recent comparative research in evolutionary development, biology, neurobiology, and cognitive developm
