Publication Cover
The Journal of Genetic Psychology
Research and Theory on Human Development
Volume 175, 2014 - Issue 5
667
Views
7
CrossRef citations to date
0
Altmetric
Articles

Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object

, &
Pages 401-415 | Received 06 Nov 2013, Accepted 24 Jun 2014, Published online: 01 Oct 2014

REFERENCES

  • Blades, M., & Cooke, Z. (1994). Young children's ability to understand a model as a spatial representation. The Journal of Genetic Psychology, 155, 201–218.
  • Bluestein, N., & Acredolo, L. (1979). Developmental changes in map-reading skill. Child Development, 50, 691–697.
  • Callaghan, T.C. (1999). Early understanding and production of graphic symbols. Child Development, 70, 1314–1324.
  • Callaghan, T.C., Rochat, P., MacGuillivray, T., & MacLellan, C. (2004). Modeling referential actions in 6- to 18-month-olds infants: A precursor to symbolic understanding. Child Development, 75, 1733–1744.
  • Csibra, C., & Gergely, G. (2009). Natural pedagogy. Trends in Cognitive Science, 13, 148–153.
  • Csibra, C., & Gergely, G. (2011). Natural pedagogy as evolutionary adaptation. Philosophical Transactions of the Royal Society B, 366, 1149–1157.
  • Dalke, D.E. (1998). Charting the development of representational skill: When do children know that map can lead and mislead. Cognitive Development, 13, 53–72.
  • DeLoache, J.S. (1995). Early understanding and use of symbols: The model model. Current Directions in Psychological Science, 4, 109–113.
  • DeLoache, J.S. (2004). Becoming symbol minded. Trends in Cognitive Sciences, 8, 66–70.
  • DeLoache, J.S., Chiong, C., Vanderburgh, M., Sherman, K., Islam, N., Troseth, G., …, & O’Doherty, K. (2010). Do babies learn from baby media? Psychological Science, 21, 1570–1574.
  • DeLoache, J.S., Peralta, O.A., & Anderson, K. (1999). Multiple factors in early symbol use: instructions, similarity, and age in understanding a symbol-referent relation. Cognitive Development, 14, 299–312.
  • DeLoache, J.S., & Peralta de Mendoza, O.A. (1987). Joint picture book interactions of mothers and 1-year-old children. British Journal of Developmental Psychology, 5, 111–123.
  • 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.
  • Department of Education, Employment and Workplace Relations. (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra, Australia: DEEWR.
  • Gauvain, M., De la Ossa, J.L., & Hurtado-Ortiz, M.T. (2001). Parental guidance as children learn to use cultural tools. The case of pictorial plans. Cognitive Development, 16, 551–575.
  • Gentner, D. (1989). Mechanisms of analogical learning. In S. Vosniadu & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 199–241). London, England: Cambridge University Press.
  • Kruger, A., & Tomasello, M. (1996). Cultural learning and learning culture. In D. Olson & N. Torrance (Eds.), Handbook of education and human development: New models of teaching, learning, and schooling (pp. 169–187). Oxford, England: Blackwell.
  • Leekman, S.R., Solomon, T., & Teoh, Y.S. (2010). Adults’ social cues facilitate young children's use of signs and symbols. Developmental Science 13, 108–119.
  • Liben, L., & Downs, R. (1989). Understanding maps as symbols. In H.W. Reese (Ed.), Advances in child development and behavior (Vol. 175, pp: 145–201). New York, NY: Academic Press.
  • Marzolf, D.P., & DeLoache, J.S. (1994). Transfer in young children's understanding of spatial representations. Child Development, 64, 1–15.
  • Newcombe, N.S., & Huttenlocher, J. (2003). Models and maps. In N.S. Newcombe & J. Huttenlocher (Eds.), Making space: The development of spatial representation and reasoning (pp. 145–177). Cambridge, MA: The MIT Press.
  • O’Doherty, K., Troseth, G.L, Shimpi, P.M., Goldenberg, E., Akhtar, N., & Saylor. M.M. (2011). Third-party social interaction and word learning from video. Child Development, 82, 902–915.
  • Peralta, O.A. (1995). Developmental changes and socioeconomic differences in mother-infant picturebook reading. European Journal of Psychology of Education, 3, 261–272.
  • Peralta, O.A., & Salsa, A.M. (2003). Instruction in early comprehension and use of a symbol-referent relation. Cognitive Development, 18, 269–284.
  • Roseberry, S., Hirsh-Pasek, K., & Golinkoff, R.M. (2013). Skype me! Socially contingent interactions help toddlers learn language. Child Development, 85, 956–970.
  • Salsa, A.M., & Peralta, O.A. (2007). Routes to symbolization: intentionality and correspondence in early understanding of pictures. Journal of Cognition and Development, 8, 79–92.
  • Szechter, L.E., & Liben, S. (2004). Parental guidance in preschoolers understanding of spacial-graphic representations. Child Development, 75, 869–885.
  • 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: Erlbaum.
  • Troseth, G.L. (2003). TV guide: Two-year-old children learn to use video as a source of information. Developmental Psychology, 39, 140–150.
  • Uttal, D.H. (2005). Spatial symbols and spatial thought. Cross-cultural, development, and historical perspectives on relation between map use and spatial cognition. In L. Namy (Ed.), Symbol use and symbolic representation (pp. 1–24). Mahwah, NJ: Erlbaum.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.