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Abstract The development of graphicacy in children has been a laudible and long standing aim of geographical education. The interaction between children and maps in a variety of circumstances is examined and the abilities of children to create their own maps are outlined. The conclusions from such studies can lead to recommendations for map design for children. In particular, the cognitive and graphic processes must be understood and applied.
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Stored only when both papers are in the corpus — 12 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
Imported from OpenAlex (CC0) — nothing here is generated.