Infants' symbolic comprehension of actions modeled with toy replicas

Developmental Science

Volumn 8, Issue 4, 2005, Pages 299-314

  Johnson, Kathy E ^a   Younger, Barbara A ^a   Furrer, Stephanie D ^a  

^a INDIANA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CHILD BEHAVIOR; CHILD DEVELOPMENT; CHILD PSYCHOLOGY; COGNITION; COMPREHENSION; CONCEPT FORMATION; FEMALE; HUMAN; INFANT; LANGUAGE DEVELOPMENT; LEARNING; MALE; METHODOLOGY; PRESCHOOL CHILD; RECREATION; REVIEW; SYMBOLISM; VIDEORECORDING;

CHILD DEVELOPMENT; CHILD PSYCHOLOGY; CHILD, PRESCHOOL; COGNITION; COMPREHENSION; CONCEPT FORMATION; FEMALE; HUMANS; INFANT; INFANT BEHAVIOR; LANGUAGE DEVELOPMENT; MALE; PLAY AND PLAYTHINGS; SYMBOLISM; VERBAL LEARNING; VIDEOTAPE RECORDING;

EID: 22144452577     PISSN: 1363755X     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1467-7687.2005.00416.x     Document Type: Review

References (54)

1. Barr, R., & Hayne, H. (1999). Developmental changes in imitation from television during infancy. Child Development, 70, 1067-1081.
2. Bonatti, L., Frot, E., Zangl, R., & Mehler, J. (2002). The human first hypothesis: identification of conspecifics and individuation of objects in the young infant. Cognitive Psychology, 44, 388-426.
3. Cohen, L.B., Atkinson, D.J., & Chaput, H.H. (2000). Habit 2000: a new program for testing infant perception and cognition (Version 2.2) [Computer Software]. Austin, TX: The University of Texas at Austin.
4. DeLoache, J.S. (2000). Dual representation and young children's use of scale models. Child Development, 71, 329-338.
5. DeLoache, J.S., & Burns, N.M. (1994). Early understanding of the representational function of pictures. Cognition, 52, 83-110.
6. Fenson, L. (1984). Developmental trends for action and speech in pretecd play. In I. Bretherton (Ed.), Symbolic play: The development of social understanding (pp. 249-270). New York: Academic Press.
7. Fenson, L., Dale, P.S., Reznick, J.S., Thal, D., Bates, E., Hartung, J.P., Pethick, S., & Reilly, J.S. (1993). MacArthur Communicative Development Inventories. San Diego, CA: Singular.
8. Fenson, L., & Ramsay, D.S. (1981). Effects of modeling action sequences on the play of twelve-, fifteen-, and nineteen-month-old children. Child Development, 52, 1028-1036.
9. Flavell, J.H. (1985). Cognitive development. Englewood Cliffs, NJ: Prentice Hall.
10. Forbes, J.N., & Poulin-Dubois, D. (1997). Representational change in young children's understanding of familiar verb meaning. Journal of Child Language, 24, 389-406.
11. Gelman, S.A., & Coley, J.D. (1990). The importance of knowing a dodo is a bird: categories and inferences in 2-year-old children. Developmental Psychology, 26, 796-804.
12. Gelman, S.A., & Markman, E.M. (1986). Categories and induction in young children. Cognition, 23, 183-209.
13. Gentner, D. (1978). On relational meaning: the acquisition of verb meaning. Child Development, 49, 988-998.
14. Golinkoff, R.M., Hirsh-Pasek, K., Cauley, K.M., & Gordon, L. (1987). The eyes have it: lexical and syntactic comprehension in a new paradigm. Journal of Child Language, 14, 23-46.
15. Golinkoff, R.M., Mervis, C., & Hirsh-Pasek, K. (1994). Early object labels: the case for a developmental lexical principles framework. Journal of Child Language, 21, 125-155.
16. Hayne, H., Boniface, J., & Barr, R. (2000). The development of declarative memory in human infants: age-related changes in deferred imitation. Behavioral Neuroscience, 114, 77-83.
17. Herbert, J., & Hayne, H. (2000). Memory retrieval by 18-30-month-olds: age-related changes in representational flexibility. Developmental Psychology, 36, 473-484.
18. Johnson, K.E., Scott, P., & Mervis, C.B. (1997). Development of children's understanding of basic-subordinate inclusion relations. Developmental Psychology, 33, 745-763.
19. Killen, M., & Uzgiris, I.C. (1981). Imitation of actions with objects: the role of social meaning. Journal of Genetic Psychology, 138, 219-229.
20. Lucariello, J., Kyratzis, A., & Nelson, K. (1992). Taxonomic knowledge: what kind and when? Child Development, 63, 978-998.
21. McDonough, L., & Mandler, J.M. (1998). Inductive generalization in 9- and 11-month-olds. Developmental Science, 1, 227-232.
22. Mandler, J.M. (1992). How to build a baby: 2. Conceptual primitives. Psychological Review, 99, 587-604.
23. Mandler, J.M. (1998). Representation in infancy. In D. Kuhn & R.S. Siegler (Eds.), Handbook of child psychology, Vol. 2: Cognition, perception, and language (pp. 255-308). New York: John Wiley & Sons.
24. Mandler, J.M. (2000a). Perceptual and conceptual processes in infancy. Journal of Cognition and Development, 1, 3-36.
25. Mandler, J.M. (2000b). Reply to the commentaries on perceptual and conceptual processes in infancy. Journal of Cognition and Development, 1, 67-79.
26. Mandler, JM. (2005). A confusion between understanding and understanding symbols. Developmental Science, 8 (4), 315-316.
27. Mandler, J.M., & McDonough, L. (1996). Drinking and driving don't mix: inductive generalization in infancy. Cognition, 59, 307-335.
28. Mandler, J.M., & McDonough, L. (1998). Studies in inductive inference in infancy. Cognitive Psychology, 37, 60-96.
29. Mandler, J.M., & McDonough, L. (2000). Advancing downward to the basic level. Journal of Cognition and Development, 1, 379-403.
30. Markman, E.M. (1989). Categorization and naming in children. Cambridge, MA: MIT Press.
31. Meltzoff, A.N. (1985). Immediate and deferred imitation in fourteen- and twenty-four-month-old infants. Child Development, 56, 62-72.
32. Meltzoff, A.N. (1988). Imitation of televised models by infants. Child Development, 59, 1221-1229.
33. Mervis, C.B. (1985). On the existence of prelinguistic categories: a case study. Infant Behavior and Development, 8, 293-300.
34. Mervis, C.B. (1987). Child-basic object categories and early lexical development. In U. Neisser (Ed.), Concepts and conceptual development: Ecological and intellectual factors in categorization (pp. 201-233). New York: Cambridge University Press.
35. Mervis, C.B., & Bertrand, J. (1994). Acquisition of the Novel Name Nameless Category (N3C) principle. Child Development, 65, 1646-1662.
36. Mervis, C.B., Mervis, C.A., Johnson, K.E., & Bertrand, J. (1992). Studying early lexical development: the value of the systematic diary method. In C. Rovee-Collier & L. Lipsitt (Eds.), Advances in infancy research (Vol. 7, pp. 291-378). Norwood, NJ: Ablex.
37. Morton, J., & Johnson, M.H. (1991). CONSPEC and CONLERN: a two-process theory of infant face recognition. Psychological Review, 98, 164-181.
38. Mumme, D.L., & Fernald, A. (2003). The infant as onlooker: learning from emotional reactions observed in a television scenario. Child Development, 74, 221-237.
39. Murray, L., & Trevarthen, C. (1985). Emotional regulation of interactions between two-month-olds and their mothers. In T. Fields & N. Fox (Eds.), Social perception in infancy (pp. 177-197). Norwood, NJ: Ablex.
40. Nelson, K. (1973a). Structure and strategy in learning to talk. Monographs of the Society for Research in Child Development, 38 (1-2, Serial No. 149).
41. Nelson, K. (1973b). Some evidence for the cognitive primacy of categorization and its functional basis. Merrill-Palmer Quarterly, 19, 21-39.
42. Nelson, K. (1974). Concept, word, and sentence: interrelations in acquisition and development. Psychological Review, 81, 267-285.
43. Nelson, K. (2000). Global and functional: Mandler's perceptual and conceptual processes in infancy. Journal of Cognition and Development, 1, 49-54.
44. Pauen, S. (2000). Early differentiation within the animate domain: are humans something special? Journal of Experimental Child Psychology, 75, 134-151.
45. Pierroutsakos, S.L., & Troseth, G.L. (2003). Video verité: infants' manual investigation of objects on video. Infant Behavior & Development, 26, 183-199.
46. Quinn, P.C., & Eimas, P.D. (1998). Evidence for a global categorical representation for humans by young infants. Journal of Experimental Child Psychology, 69, 151-174.
47. Rakison, D.H. (2003). Parts, motion, and the development of the animate-inanimate distinction in infancy. In D.H. Rakison & L.M. Oakes (Eds.), Early category and concept development: Making sense of the blooming buzzing confusion (pp. 159-192). New York: Oxford University Press.
48. Rakison, D.H., & Hahn, E.R. (in press). The mechanisms of early categorization and induction: smart or dumb infants? In R. Kail (Ed.), Advances in child development and behavior. New York: Academic Press.
49. Rakison, D.H., & Poulin-Dubois, D. (2000). Infants' understanding of animate and inanimate motion events. In D.H. Rakison (Chair), Components of the animate-inanimate distinction in infancy. Paper presented at the 12th Biennial International Conference on Infant Studies, Brighton, England.
50. Rakoczy, H., Tomasello, M., & Striano, T. (in press). On tools and toys: how children learn to act on and pretend with novel objects. Developmental Science.
51. Striano, T., Tomasello, M., & Rochat, P. (2001). Social and object support for early symbolic play. Developmental Science, 4, 442-455.
52. Troseth, G.L. (2003). TV guide: two-year-old children learn to use video as a source of information. Developmental Psychology, 39, 140-150.
53. Troseth, G.L., & DeLoache, J.S. (1998). The medium can obscure the message: young children's understanding of video. Child Development, 69, 950-965.
54. Younger, B.A., & Johnson, K.E. (2004). Infants' comprehension of toy replicas as symbols for real objects. Cognitive Psychology, 48, 207-242.