Researchers with interests in such diverse topics as language, emotions, and theory of mind, consider the development of representational systems and the difficulties that arise in adequately describing and explaining the development of such systems. They examine the development and use of representation in children, bringing together expertise from a wide range of backgrounds. During development, there is a progressive mastery of systems of representation with the recognition that both internal and external mechanisms may contribute to growing levels of sophistication. Moreover, each system of representation develops according to a progression that culminates in the child's ability to reflect on that system, leading to greater understandings of the system and greater control over its use. There is also the recognition that systems do not develop in isolation from each other, they are interdependent, with many relying on language for their expression.
Systems of representation, Chris Pratt and Alison Garton; constructing representations, David Olson and Robin Campbell; the representation of knowledge and beliefs, Chris Pratt; the representation of spoken language in children, Roger Wales; spatial representation in infancy and early childhood, Gavin Bremner; symbolic development in young children - understanding models and pictures, Judy DeLoache and Nancy Burns; drawing - public instruments of representation, Norman Freeman; the representation of number in infancy and early childhood, Kevin Durkin; the development of social representations, Barbara Lloyd and Gerard Duveen; children's representation of emotions, Anthony S.R. Manstead; metalinguistic awareness - the development of children's representations of language, Ellen Bialystok; reading and development, Peter Bryant; representation in problem solving, Alison Garton.