title: Symbolic functioning in very young children: understanding of pictures and models.
abstract: Before one can understand or use any symbol, one must first realize that it is a symbol, that is, that it stands for or represents something other than itself. This article reports 4 studies investigating very young children's understanding of 2 different kinds of symbolic stimuli--scale models and pictures. The data replicate previous findings that 2.5-year-old children have great difficulty appreciating the relation between a scale model and the larger space it represents, but that they very readily appreciate the relation between a picture and its referent. This result is interpreted in terms of the dual orientation hypothesis. Models are difficult for young children because they require a dual representation--a child must think about a model both as an object itself and as a representation of something else. Because pictures are not salient as real objects, they do not require a dual representation. Several kinds of evidence supporting the dual orientation hypothesis are presented. An additional result was the occurrence of a transfer effect: Prior experience with a picture task led to better performance on a subsequent model task. This finding suggests that experience with a symbolic medium they understand can help young children figure out a different, unfamilar medium that they would otherwise not understand.
authors.affiliation: Human Development and Family Studies, University of Illinois, Urbana 61801.
authors.forename: J S
authors.initials: JS
authors.lastname: DeLoache
mesh_terms: D002675:Child, Preschool; D003071:Cognition / Q000502:physiology*; D005260:Female; D006801:Humans; D008297:Male; D002666:Psychology, Child; D011897:Random Allocation; D013561:Symbolism; D013647:Task Performance and Analysis