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| Research article summary (published 30 Jan 2003): |
The role of modelling and request type on symbolic comprehension of objects and gestures in young children.
Full Abstract
In a first study, we considered whether modelling and the type of an adult's request influenced children's ability at 1;8 and 2;2 to comprehend gestures and replica objects as symbols for familiar objects. In a second study, we evaluated whether modelling and type of request influenced children's ability at 1;8 (N = 24) to understand unfamiliar (i.e. unconventional) objects as symbols. Results of Study 1 indicated that children at 2;2 comprehended a gesture as a symbol in the absence of any previous model demonstration. All children comprehended a replica as standing for another object, although modelling marginally improved children's performance at 2;2 and decreased performance at 1;8. In general, the type of request did not influence children's comprehension of gestures or replicas as symbols. Results of Study 2 showed that modelling and request type did not influence children's understanding of objects that are unconventional and novel, as symbols. The studies converge to suggest that symbolic comprehension is a highly context-dependent ability that continues to develop over the second year.
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Author information
Author/s: Striano, Tricia (T); Rochat, Philippe (P); Legerstee, Maria (M);
Affiliation: Max Planck Institute for Evolutionary Anthropology, Cultural Ontogeny, D-04103 Leipzig, Germany. striano(-atsign-)eva.mpg.de
Journal and publication information
Publication Type: Journal Article; Research Support, Non-U.S. Gov't; Research Support, U.S. Gov't, Non-P.H.S.
Journal: Journal of child language (J Child Lang), published in England. (Language: eng)
Reference: 2003-Feb; vol 30 (issue 1) : pp 27-45
Dates: Created 2003/04/29; Completed 2003/05/14; Revised 2006/11/15;
PMID: 12718292, status: MEDLINE (last retrieval date: 11/6/2008)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
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