Dual Representation and the Linking of Concrete and Symbolic Representations

By David H. Uttal, Katherine O’Doherty, Rebecca Newland, L. L. Hand, J. Deloache. 2009

131 citations recorded by the source corpus.

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Transfer of Mathematical Knowledge: The Portability of Generic Instantiations (2009, background): “strengthened, which may explain improved performance with age on simple symbolic tasks (e.g., DeLoache, 2000; Uttal et al., 2009).”
Motivating Children to Learn Effectively: Exploring the Value of Intrinsic Integration in Educational Games (2011, background): “It encourages learners to play and interact with representations (Uttal et al., 2009), potentially making it harder for learners to see them as representations rather than objects of interest in their own right (e.”
An Embedded and Embodied Cognition Review of Instructional Manipulatives (2014, methodology): “This research involves manipulatives that hold the “task of figuring out that one thing is intended to represent another, that the meaning and importance of the symbol lie in its relation to its referent” (Uttal et al. 2009, p. 157; see also Uttal et al. 1997).”
Concreteness Fading in Mathematics and Science Instruction: a Systematic Review (2014, background): “They also focus learners' attention on structure and representational aspects, rather than on surface features (Kaminski et al. 2009; Uttal et al. 2009).”