Abstract
A series of studies shows that errors in copying line drawings of a table are directly related to the knowledge that the lines represent a table, and not to difficulty in drawing the lines themselves. When children copy the component parts of line drawings of a table the pattern of error is very similar to that obtained when the whole line drawing is copied or when a table is drawn from imagination. When the same component parts are copied without the knowledge of what they represent very few errors are made.
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