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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; 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?

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