The role of modelling and request type on symbolic comprehension of objects and gestures in young children.
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.
Striano
Tricia
T
Max Planck Institute for Evolutionary Anthropology, Cultural Ontogeny, D-04103 Leipzig, Germany. striano@eva.mpg.de
Rochat
Philippe
P
Legerstee
Maria
M
D002675:Child, Preschool; D003071:Cognition; D005260:Female; D005868:Gestures; D006801:Humans; D007223:Infant; D008297:Male; D011897:Random Allocation; D013561:Symbolism