Made to symbolize: Intentionality and children's early understanding of symbols

Journal of Cognition and Development

Volumn 6, Issue 2, 2005, Pages 163-178

  Sharon, Tanya ^a  

^a MERCER UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; ARTIFACT; CHILD DEVELOPMENT; COGNITION; COMPREHENSION; CONCEPT FORMATION; CONTROLLED STUDY; FEMALE; HUMAN; HUMAN EXPERIMENT; INTERPERSONAL COMMUNICATION; INTROSPECTION; MALE; PRESCHOOL CHILD; SENSITIVITY ANALYSIS; SYMBOLISM;

EID: 33645214545     PISSN: 15248372     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15327647jcd0602_1     Document Type: Article

References (41)

1. Akhtar, N. (2002). Relevance and early word learning. Journal of Child Language, 29, 681-686.
2. Baldwin, D. A., & Moses, L. J. (1994). Early understanding of referential intent and attenfional focus: Evidence from language and emotion. In C. Lewis & P. Mitchell (Eds.), Children's early understanding of mind: Origins and development (pp. 133-156). Hillsdale, NJ: Lawrence Earlbaum Associates, Inc.
3. Bialystok, E. (1991). Letters, sounds, and symbols: Changes in children's understanding of written language. Applied Psycholinguistics, 12, 75-89.
4. Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63 (4, Serial No. 255).
5. DeLoache, J. S. (1989). The development of representation in young children. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 22, pp. 1-29). New York: Academic.
6. DeLoache, J. S. (1991). Symbolic functioning in very young children: Understanding of pictures and models. Child Development, 62, 736-752.
7. DeLoache, J. S. (1995a). Early symbol understanding and use. In D. Medin (Ed.), The psychology of learning and motivation (Vol. 33, pp. 65-114). New York: Academic.
8. DeLoache, J. S. (1995b). Early understanding and use of symbols: The model model. Current Directions in Psychological Science, 4, 109-113.
9. DeLoache, J. S. (2000). Dual representation and young children's use of scale models. Child Development, 71, 329-338.
10. DeLoache, J. S., & Burns, N. M. (1994). Early understanding of the representational function of pictures. Cognition, 52, 83-110.
11. DeLoache, J. S., Kolstad, V., & Anderson, K. (1991). Physical similarity and young children's understanding of scale models. Child Development, 62, 111-126.
12. DeLoache, J. S., Miller, K. W., & Pierroutsakos, S. (1998). Reasoning and problem-solving. In D. Kuhn & R. S. Siegler (Eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (5th ed., pp. 801-850). New York: Wiley.
13. DeLoache, J. S., & Sharon, T. (2005). Symbols and similarity: You can get too much of a good thing. Journal of Cognition and Development, 6, 33-49.
14. DeLoache, J. S., Uttal, D. H., & Pierroutsakos, S. L. (2000). What's up? The development of an orientation preference for picture books. Journal of Cognition and Development, 1, 81-96.
15. Dennet, D. (1 987). The intentional stance. Cambridge, MA: MIT Press.
16. Diesendruck, G., & Markson, L. (2001). Children's avoidance of lexical overlap: A pragmatic account. Developmental Psychology, 37, 630-641.
17. Diesendruck, G., Markson, L., & Bloom, P. (2003). Children's reliance on creator's intent in extending names for artifacts. Psychological Science, 14, 164-168.
18. Flavell, J. H., Flavell, E. R., Green, F. L., & Korfmacher, J. E. (1990). Do young children think of television images as pictures or real objects? Journal of broadcasting and Electronic Media, 34, 399-419.
19. Gelman, S., & Ebeling, K. (1998). Shape and representational status in children's early naming. Cognition, 66, B35-B47.
20. Gelman, S. A., & Bloom, P. (2000). Young children are sensitive to how an object was created when deciding what to name it. Cognition, 76, 91-103.
21. Gergely, G., Nadasdy, Z., Csibra, G., & Biro, S. (1995). Taking the intentional stance at 12 months of age. Cognition, 56, 165-193.
22. German, T., & Johnson, S. (2002). Function and the origins of the design stance. Journal of Cognition and Development, 3, 279-300.
23. Kelemen, D. (1999). Why are rocks pointy? Children's preference for teleological explanations of the natural world. Developmental Psychology, 35, 1440-1452.
24. Kemler Nelson, D. G., Herron, L., & Morris, C. (2002). How children and adults name broken objects: Inferences and reasoning about design intentions in the categorization of artifacts. Journal of Cognition and Development, 3, 301-332
25. Kemler Nelson, D. G., Holt, M. B., & Egan, L. C. (2003). Two- and three-year-olds infer and reason about design intentions in order to categorize broken objects. Developmental Science, 7, 543-549.
26. Kemler Nelson, D. G., Russell, R., Duke, N., & Jones, K. (2000). Two-year-olds will name artifacts by their functions. Child Development, 71, 1271-1288.
27. Langer, S. K. (1942). Philosophy in a new key. Cambridge, MA: Harvard University Press.
28. Marzolf, D. P., & DeLoache, J. S. (1994). Transfer in young children's understanding of spatial representations. Child Development, 65, 1-15.
29. Matan, A., & Carey, S. (2001). Changes within the core of artifact concepts. Cognition, 77, 1-26.
30. Meltzoff, A. N. (1995). Understanding the intentions of others: Re-enactment of intended acts by 18-month-old children. Developmental Psychology, 31, 838-850.
31. Nye, R., Thomas, G. V., & Robinson, E. (1995). Children's understanding about pictures. In C. Lange-Kuttner & G. V. Thomas (Eds.), Drawing and looking: Theoretical approaches to pictorial representation in children (pp. 123-134). New York: Harvester.
32. O'Sullivan, L. P., Mitchell, L. L., & Daehler, M. W. (2001). Representation and perseveration: Influ- ences on young children's representational insight. Journal of Cognition & Development, 2, 339-366.
33. Potter, M. C. (1979). Mundane symbolism: The relations among objects, names, and ideas. In N. R. Smith & M. B. Franklin (Eds.), Symbolic functioning in childhood (pp. 41-65). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
34. Rochat, P., Morgan, R., & Carpenter, M. (1997). Young infants' sensitivity to movement information specifying social causality. Cognitive Development, 12, 441-465.
35. Sharon, T., & DeLoache, J. S. (2003). The role of perseveration in children's symbolic understanding and skill. Developmental Science.
36. Shwe, H. I., & Markman, E. M. (1997). Young children's appreciation of the mental impact of their communicative signals. Developmental Psychology, 33, 630-636.
37. Striano, T., Tomasello, M., & Rochat, P. (2001). Social and object support for early symbolic play. Developmental Science, 4, 442-455.
38. Tomasello, M., Kruger, A. C., & Ratner, H. H. (1993). Cultural learning. Behavioral and Brain Sciences, 16, 495-552.
39. Tomasello, M. (1994). Learning words in nonostensive contexts. Developmental Psychology, 30, 639-650.
40. Tomasello, M. (1999). The cultural ecology of young children's interactions with objects and artifacts. In E. Winograd, R. Fivush, & W. Hirst (Eds.), Ecological approaches to cognition: Essays in honor of Ulric Neisser (pp. 153-170). Mahwah, NJ: Lawrence Elrbaum Associates, Inc.
41. Troseth, G. L., & DeLoache, J. S. (1998). The medium can obscure the message: Young children's understanding of video. Child Development, 69, 950-965.