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1.
DeLoache JS 《Child development》2000,71(2):329-338
To use a symbolic object such as a model, map, or picture, one must achieve dual representation; that is, one must mentally represent both the symbol itself and its relation to its referent. The studies reported here confirm predictions derived from this concept. As hypothesized, dual representation was as difficult for 2 1/2-year-olds to achieve with a set of individual objects as it was with an integrated model. Decreasing the physical salience of a scale model (by placing it behind a window) made it easier for 2 1/2-year-old children to treat it as a representation of something other than itself. Conversely, increasing the model's salience as an object (by allowing 3-year-old children to manipulate it) made it more difficult to appreciate its symbolic import. The results provide strong support for dual representation. 相似文献
2.
The creative and flexible use of symbols is a unique human ability. In order to use a symbol, one must understand the basic relation between the symbol and what it represents. How do young children come to appreciate such relations? One possibility is that insight into one symbolic relation helps children appreciate different ones. The 3 studies presented here support this possibility. In Experiments 1 and 2, both 2.5- and 3.0-year-old children showed transfer from an easy task that required appreciation of a model-room symbolic relation to a more difficult one, one that children their age typically do not appreciate. In Experiment 3, 2.5-year-olds showed transfer between symbol types: Experience with a model-room relation helped them appreciate a map-room relation. These transfer effects are consistent with the claim that early experience with symbolic relations contributes to symbolic sensitivity, a basic readiness to recognize that one object or event may stand for another. 相似文献
3.
In 4 experiments 120 three- to four-year-old nonreaders were asked the identity of a symbolic representation as it appeared with different objects. Consistent with Bialystok (2000), many children judged the identity of written words to vary according to the object with which they appeared but few made such errors with recognizable pictures. Children also made few errors when the symbols were unrecognizable pictures. In Experiments 2 to 4 this pattern of responses was preserved in conditions that made it unlikely or impossible for children to answer correctly by taking the symbol to refer to one of the objects with which it appeared. Instead, correct answers required children to appreciate that the symbol had a generic, abstract meaning. 相似文献
4.
Early understanding and production of graphic symbols 总被引：3，自引：0，他引：3
Callaghan TC 《Child development》1999,70(6):1314-1324
Young children's ability to understand and produce graphic symbols within an environment of social communication was investigated in two experiments. Children aged 2, 3, and 4 years produced graphic symbols of simple objects on their own, used them in a social communicative game, and responded to experimenter's symbols. In Experiment 1 (N = 48), 2-year-olds did not effectively produce symbols or use the experimenter's symbols in the choice task, whereas 3- and 4-year-olds improved their drawings following the game and performed above chance with the experimenter's symbols. Ability to produce an effective graphic symbol was correlated with success on a task that measured understanding of the experimenter's symbols, supporting the claim that children's ability to produce a graphic symbol rests on the understanding of the symbolic function of pictures. In Experiment 2, 32 children aged 3 and 4 years improved their third set of drawings when they received feedback that their drawings were not effective communications. The results suggest that production and understanding of graphic symbols can be facilitated by the same social factors that improve verbal symbolic abilities, thereby raising the question of domain specificity in symbolic development. 相似文献
5.
Young Children's Conceptualization of Pretense: Action or Mental Representational State? 总被引：6，自引：1，他引：6
Angeline S. Lillard 《Child development》1993,64(2):372-386
A growing body of research indicates that children do not understand mental representation until around age 4. However, children engage in pretend play by age 2, and pretending seems to require understanding mental representation. This apparent contradiction has been reconciled by the claim that in pretense there is precocious understanding of mental representation. 4 studies tested this claim by presenting children with protagonists who were not mentally representing something (i.e., an animal), either because they did not know about the animal or simply because they were not thinking about being the animal. However, the protagonists were acting in ways that could be consistent with pretending to be that animal. Children were then asked whether the protagonists were pretending to be that animal, and children tended to answer in the affirmative. The results suggest that 4-year-olds do not understand that pretending requires mental representation. Children appear to misconstrue pretense as its common external manifestations, such as actions, until at least the sixth year. 相似文献
6.
陈晖 《海南师范大学学报(社会科学版)》2006,19(1):40-42
作为一种新的文学艺术形式的绘本具有特殊的性质和特征。大部分绘本将儿童预设为主要读者,反映和表现儿童生活与心理,成人绘本内容形式的儿童化,令绘本普遍具有鲜明的儿童性;绘本作为图文合一的艺术整体,以简明之文和形象之图协同讲解故事,在具象与抽象、表象与意象的矛盾统一中呈现丰富性和多义性;具有思想艺术独创性的绘本,同时为读者预留了广阔的阅读理解空间,让绘本的阅读具有开放互动的特质。 相似文献
7.
Early in development, many word‐learning phenomena generalize to symbolic gestures. The current study explored whether children avoid lexical overlap in the gestural modality, as they do in the verbal modality, within the context of ambiguous reference. Eighteen‐month‐olds’ interpretations of words and symbolic gestures in a symbol‐disambiguation task (Experiment 1) and a symbol‐learning task (Experiment 2) were investigated. In Experiment 1 (N = 32), children avoided verbal lexical overlap, mapping novel words to unnamed objects; children failed to display this pattern with symbolic gestures. In Experiment 2 (N = 32), 18‐month‐olds mapped both novel words and novel symbolic gestures onto their referents. Implications of these findings for the specialized nature of word learning and the development of lexical overlap avoidance are discussed. 相似文献
8.
Deaf children's referential messages to mother 总被引：1，自引：0，他引：1
Deaf children 6-10 years of age, from oral or bimodal educational programs, were tested in 2 tasks. In the first, they were required to describe a designated picture from a set of 4 pictures so that their mother could identify the intended referent from the 4 alternatives. In the second, they studied a single picture and were subsequently required to identify it from a set of 4 related pictures. Despite greater hearing loss, bimodally educated children provided more differentiated messages than did orally educated children. Bimodally educated children also provided better reformulations of messages that were initially inadequate. Although mothers of orally educated children received inferior messages, they were as successful at selecting the correct referent as were mothers of bimodally educated children. Both groups of deaf children performed at near perfect levels on the picture recognition task, suggesting that performance differences were attributable to differential message formulation skill as opposed to differential visual processing of the referential array. 相似文献
9.
Gary J. Anglin 《Educational technology research and development : ETR & D》1986,34(3):131-136
Research examining the contribution of pictures to young children’s recall of prose materials suggests that pictures can be used to facilitate the recall of information presented in prose passages. Can the positive effects found with young children be extended to older learners? If picture effects are present, are they durable over time? Data collected from two experiments conducted with college students provide evidence for an affirmative answer to both questions. 相似文献
10.
The number-line task has been extensively used to study the mental representation of numbers in children. However, studies suggest that proportional reasoning provides a better account of children’s performance. Ninety 4- to 6-year-olds were given a number-line task with symbolic numbers, with clustered dot arrays that resembled a perceptual scaling task, or with spread-out dot arrays that involved numerical estimation. Children performed well with clustered dot arrays, but poorly with symbolic numbers and spread-out dot arrays. Performances with symbolic numbers and spread-out dot arrays were highly correlated and were related to counting skill; neither was true for clustered dot arrays. Overall, results provide evidence for the role of mental representation of numbers in the symbolic number-line task. 相似文献
11.
抽象是对现实的提炼、简化，也是朗格意义上的人类普遍情感的形式化表现，因此抽象本身具有一定的象征性，也是造成象征意义具有多重维度的一个原因。“形式”或“形式化”是抽象的别名，也是艺术的本质之一；形式与象征关系复杂：从象征的客观存在言，象征是一种“形式”；而形式化或形式抽象是象征的一个成因。形式抽象的基础是形象或经验世界。 相似文献
12.
Black and white kindergarten and second-grade children were tested for accuracy of detection and recognition of orientation and location changes in pictures of real-world and geometric figures. No differences were found in accuracy of recognition between the 2 kinds of pictures, but patterns of verbalization differed on specific transformations. Although differences in accuracy were found between kindergarten and second grade on an initial recognition task, practice on a matching-to-sample task eliminated differences on a second recognition task. Few ethnic differences were found on accuracy of recognition, but significant differences were found in amount of verbal output on specific transformations. For both groups, mention of orientation changes was markedly reduced when location changes were present. 相似文献
13.
Previous research suggests that model competence does not emerge until relatively late in infancy (20-26 months). Development was systematically analyzed within 3 key areas--count noun learning, dual representation, and categorization-hypothesized to support the emergence of model competence in the second year. In an object-handling preferential looking task, 21- to 26-month-olds matched model objects to referents only when count noun knowledge was high. When dual representation demands were reduced through the use of pictures in place of model objects, 20-month-olds with low count noun vocabularies succeeded in relating symbols to referents. Finally, change in infants' construal of a model object as a member of a category was documented between 14 and 20 months of age. 相似文献
14.
J M Vogel 《Child development》1977,48(4):1532-1543
3 studies examined the development of recognition memory for the left-right orientation of pictures of common objects. In study 1, 5-year-olds, 9-year-olds, and college students were shown 20 pictures of objects. Subsequently, they were tested on their ability to discriminate between 10 of these pictures and their left-right mirror images and between the other 10 pictures and completely new ones. There were large developmental differences in memory for orientation, although all age groups could discriminate accurately between familiar pictures and completely new ones. In studies 2a and 2b, training concerning the relevance of orientation improved second and fourth graders' long-term memory for this characteristic, but training effects were minimal for kindergartners. However, even kindergarten children showed accurate short-term memory for orientation on the task used for training. In contrast to study 2, study 3 produced accurate long-term memory for orientation in kindergarten children by using a verbal training procedure. Results are discussed in terms of the range of memory factors involved in children's mirror-image confusions and in terms of general implications for the development of recognition memory. 相似文献
15.
Cumulative experience with a variety of symbolic artifacts has been hypothesized as a source of young children's increasing sensitivity to new symbol-referent relations. Evidence for this hypothesis comes from transfer studies showing that experience with a relatively easy symbolic retrieval task improves performance on a more difficult task. Significant transfer was found for the 2(1/2)-year-old children in the 3 studies reported here, even with relatively low levels of contextual support (according to the taxonomy of transfer by Barnett & Ceci, 2002). Transfer occurred even though the 2 tasks were encountered in very different settings and there was a prolonged (1-week) delay interval between them. Transfer also occurred to a much more difficult task (one that even 3-year-olds typically fail). 相似文献
16.
This research compared the performance of younger (mean age — 20.7 years) and older (mean age–68.3 years) adults on a memory task that involved pictures, words, and pictures‐plus‐words as stimuli. The results, consistent with previous research, indicated an equivalent picture superiority effect for both young and old adults when pictures were compared to words. More specifically, although recall scores were significantly higher for younger adults compared to older adults, the superior recall scores for pictures versus words did not differ between the age groups. However, the performance of older adults declined markedly, compared to the younger adults, in the picture‐plus‐word condition. These findings are interpreted as providing support for a divided attention model, which involves effortful processing of both visual and verbal aspects of stimuli. This situation of divided attention appears to put older adults at a relative disadvantage compared to young adults. 相似文献
17.
We investigated whether individuals construct either two interconnected mental representations or a single mental representation that merges information from two representations when processing multimedia materials. Individuals memorized text-picture stimuli in four different versions that differed in the specificity of information contained in either text or pictures: general pictures/general sentences, general pictures/specific sentences, specific pictures/general sentences, and specific pictures/specific sentences. Afterwards, individuals decided whether they had previously seen the specific or the general version of the sentences and the pictures. Across two experiments, individuals more frequently falsely recognized the specific sentences after having seen general sentences/specific pictures. This indicates that individuals had integrated the specific picture information with the general sentence information into a single mental representation. No such effects were observed for picture recognition. The implications of these results for multimedia learning are discussed. 相似文献
18.
谈摄影画面的基本元素与构图 总被引：1，自引：0，他引：1
徐国岭 《商丘职业技术学院学报》2011,10(6):75-77
摄影是视觉化的造型艺术,摄影艺术是创造性的精神劳动。摄影,作为一门独立的艺术肜式存在,有它自身的规律。摄影者要表现作品的主题思想和美感效果,需要了解和掌握摄影画面的基本元素与构刚方法,无论对于何类摄影,还是作为摄影学本身,都具有非常重要的意义。 相似文献
19.
听力正常家庭和聋人家庭中聋童心理理论的发展 总被引：3，自引：0，他引：3
聋童能否正确理解他人心理状态直接影响其正常的社会交往。已有研究表明,听力正常家庭中的聋童心理理论水平低于正常儿童,但随其语言发展和年龄增长而逐步提升。聋人家庭中的聋童心理理论处于正常水平,并随年龄增长而成熟。尽管存在心理表征能力发展的迟滞,听力正常家庭中的聋童能在一定程度上理解图片对于现实的错误表征。研究结果提示正常的社交情境可能与聋童的心理理论发展有关。 相似文献
20.
幼儿主体性是幼儿本身所固有的内在特性,其发展是幼儿教育的重要任务。象征性游戏是2—6岁幼儿典型的游戏形式,其对幼儿主体性发展具有重要的价值和意义。幼儿主体性发展的内容包括主动性、独立性和创造性三方面的发展,幼儿参与象征性游戏活动,有利于促进幼儿的主动性发展,增强幼儿的独立性并激发幼儿的创造性。幼教工作者应当提升象征性游戏对幼儿主体性发展的价值认识,重视并鼓励幼儿的象征性游戏活动。 相似文献