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Karteikarten

Symbolic Understanding

Dooney 205 Developmental Englisch 76 Karten

Karten in diesem Stapel (76)

  1. 1What are DeLoache's 3 R's to pictorial competence?Relationship between a Representation to it's Referent
  2. 2Callaghan et al. (2012) compared children from two countries on a picture false belief task, which two and which did better?Canada and India, Canadian kids did better.
  3. 3Salsa and Peralla de Mendosa (2007) replicated DeLoache and Burns (1994) object retrieval study, but what did they change and how did this effect the results?Added a condition telling the intention of the picture. And children did better at the task.
  4. 4What did Freeman and Sanger (1995) find about wording of statements and artist pictures?Pending on the wording, the artist skill would be ignored
  5. 5Regarding looking at pictures, a realist...Focus on picture's appearance, ignoring the artist's intent
  6. 6Intentional take into account when looking at a picture...Appearance and the artist's intention.
  7. 7In Bloom and Markson (1998)'s intention study with 3 and 4 year olds, it was found...Children could distinguish their drawing of a balloon and lollipop which looked identical
  8. 8What did Gelman and Ebeling (1998) find about children naming drawings when it was said it was intentional compared to accidental?Naming would more likely to occur when told intentional than accidental
  9. 9What did Preissler and Bloom (2008) do to study implicit attentional cues and what was found?Experimenter drew an object, either looking at a box or not. Then said it's a 'spoodle' and asked child to find it. In looking, went to box. In not, chose picture.
  10. 10In Allen (2009)'s replication of Bloom and Markson (1998) what did most 4-year-olds use to identify right object?Eye-gaze
  11. 11What happened in Richert and Lillard (2002) study on picture appearance, and what was the result?Children told story of troll who lived in a world with no animals. Asked if troll drew snake, they said yes, and if she knew, and they said no.
  12. 12Browne and Woodley (2001) children named the puppet's line drawing based on, what?What it looked like, over what the puppet intended to draw
  13. 13How are the intention and appearance paradigms different?In intention studies, appearance is ambiguous and appearance put intention against appearance
  14. 14What is missing in both sorts of studies?The data of kids who refused to partake in the study, did they act differently?
  15. 15What is missing in intention studies?A question about intention of picture
  16. 16What is the definition of a symbol?A symbol is something which someone intends to use to represent something other than itself.
  17. 17Why are models harder for children to understand as symbols?As they are highly salient as objects themselves.
  18. 18Why do we need symbols?For communication
  19. 19How do symbols allow us to communicate?Language, signs, and DeLoache (2004) to participate in society.
  20. 20In Piaget's theory where does symbolic development occur, and how is it shown?Pre-operational stage (2-7 years) and is shown in rapid language acquisition and pretend play
  21. 21What happened in DeLoache (1987) model study?There was a scale model of room, the experimenter showed relationship between real and model. Child watched exp hide toy in model. Asked to find it real room, then model
  22. 22What did Callaghan say symbolic thinking allows us to do?To distance ourselves from the present, and explore past, future or fantasy worlds
  23. 23What was the result of DeLoache (1987)?Only 36-month-old could find the toy, 30 month olds couldn't.
  24. 24How did DeLoache et al. (1997) prove children have a problem of dual representations of models?By convincing children they had a shrinking machine, hiding something in the big room, then asked them to find it in the small room. Able to do so.
  25. 25What are the four factors influencing children understanding models as symbols?Iconcity, language, understanding intention, and previous experiences
  26. 26What did McLune (1995) find about symbolic understanding in regard to play and language?When multiple sequences were added to play, child also began to combine words into multi-word utterances. Showing child is able to mentally represent multiple things.
  27. 27What are the 6 types of symbols?Gestures, objects, words, videos, pictures, models
  28. 28What are Fuller's (1997) taxonmony of iconcity? And an example of eachTransparant, highly iconic, colour photo
    Transluet, medium iconic, black and white photo
    Opaque, lowly iconic, a word
  29. 29When do infants begin to communicatively point?12-months-old
  30. 30What happened in Liszkowski et al. (2006) and what was found?Experimenter dropped a toy, and acts surprised. It was found most 12 and 18 month olds pointed to fallen object.
  31. 31How did Liszkowski et al. (2006) further prove the infants can point to communicate?In a replication study where there were two toys, one more important. Infants pointed to correct toy.
  32. 32What did Behne et al. (2012) do to see if infants could understand a person's point, and what was found?Experimenter pointed to a hidden toy, most infants found toy showing most understand the point.
  33. 33What did DeLoache et al. (1991) find when making the model room more and less iconic?Children were more likely to map correspondence the more iconic the model was to real room
  34. 34What did Wygotsky (1986) suggest about verbal symbols and models?They can act as tool of thought, children can use to represent model and guide model
  35. 35What did Tomasello et al. (1999) study 1 show, in terms of gestures and other symbols?Showed 18-month-olds could only do gestures condition, 26- and 35-month olds could do symbols.
  36. 36What condition did Homer and Nelson (2009) add to the DeLoache model search task, and what effect did this have?Naming condition, which children did better at. Particularly when they did it first, it led them to do better at the standard.
  37. 37What are three explanations of Tomasello et al. (1999)?1) Gestures are more iconic
    2) Iverson and Goldin-Meadow (2005) gestures have lower memory demands
    3) Some things are easier to express via gestures over speech
  38. 38How did Goodwyn et al. (2000) study gestures are related to understanding verbal words as symbols?11-month-olds were encouraged to use simple gestures as symbols for objects and requests. With standardised language tests between 15-36 months.
  39. 39What were the results of Goodwyn et al. (2000)?Children trained on gestures had higher expressive and receptive language scores at 15-, and 24-month-old.
  40. 40How did Iverson and Goldin-Meadows (2005) show early gesture use predicts changes in language?Meanings in early gestures found in vocabulary around 3 months later. Signals to child's communicative partner, they are ready for verbal input.
  41. 41What did Tomasello et al. (1998) study 2 do to study symbolic production and what was found?Experimenter treated a sock like a baby, left room to see if child replicated and produced extra symbolic actions. Found with verbal phrase there were more actions.
  42. 42How did Sharon (2005) demonstrate intention is key for children to understand symbolic nature of models?Conveyed intention to communicate information via model, and it found even 30-month-olds were more ready to decode and did better.
  43. 43Regarding maps, cartographic symbols can....Either share some perceptual similarities with it's referent, or be totally arbitrary.
  44. 44What are the two things a viewer must understand to use a map?1) Representational Correspondence
    2) Geometric correspondence
  45. 45What is representational correspondence?Link between cartographic symbols and their referents
  46. 46What did Namy and Waxman (2008) do to see when language becomes the dominant system, and what was found?18 and 26 month olds, introduced to objects either using gesture or novel word. Found 18 month olds got both conditions correct, 26 only word.
  47. 47What is geometric correspondence?Link between spatial features on a map and spatial features in actual space
  48. 48What were the findings of Liben and Yekel (1996) study of children using maps?Almost all needed help to orientate it
    Almost all responses were in map
    No effect of viewing perspective
    Oblique map (more iconic) > plain
    If did oblique first, better on plain
  49. 49What did Iverson et al. suggest about ability to learn symbols in development?It narrows to words, gestures don't disappear, just become secondary.
  50. 50What are scaling errors?Serious attempt to perform an action to an object which is impossible due to it's inappropriate size
  51. 51What did Nelson (2004) say about first words?They are pointers, as infants later discover the conventional meaning of a word.
  52. 52When do scaling errors occur?18- to 30-months-old
  53. 53What did DeLoache do in her scaling error study?Children were familarised with a normal sized object, after a few minutes, given smaller ones. Several interacted with smaller as if they were normal size
  54. 54What did Baldwin (1998) do in their study of word mapping?Looked to see if 16 and 19 month olds mapped names for objects using shared gaze, and had a condition where they were looking at different things.
  55. 55Which type of labelling in Baldwin's (1998) study lead to more correct mapping?The follow-in labelling (shared gaze) over discrepant labelling (non-shared gaze)
  56. 56What is thought to cause scaling errors in children?Optical lobe sees object, controls movement disregarding size. Motor cortex controls physical movement of action, recognising size.
  57. 57How did Diesendruck et al. (2004) study the intention element in mapping, and what was found?A toy was introduced in a new area either intentionally or accidentally. Found a mapping was made when the move was intentional.
  58. 58What did Bialystok and Martin (2003) find about word labels and non-readers when a puppet moved word labels?Children named an object with the new closed label, despite being wrong. This demonstrates children do not understand the symbolic function of print.
  59. 59In Apperly et al. (2004) children performed better with pictures or words?Pictures
  60. 60What did Anderson and Pempek (2005) find in regard to children below 3 and videos?They have a video deficit.
  61. 61What did Grela et al. (2003) find in regard to children and videos?Children are poorer at learning new object labels when taught via teletubbies over in real life
  62. 62What are two reasons for the video deficit?1) Video image can represent reality in multiple ways
    2) Children's television typically differs from reality
  63. 63How did Troseth (2003) get children over the video deficit and complete a object-retrieval task?Children watch themselves live on their families' television for two weeks.
  64. 64What was found in Troseth et al. (2003) regarding a live vs non-interactive video?2-year-olds trusted video footage more when it was interactive over non-interactive
  65. 65In Deloache's (2004) becoming symbol minded, what is the main difficulty for children?Understanding dual-representation
  66. 66What was the result of DeLoache et al. (1998) observation of 9-month olds looking at picture books?They tried to pick the object up out of the picture.
  67. 67What did Preissler and Carey (2004) find in 18 and 24 month olds?They understood a label when habituated with a picture of an object
  68. 68What did Preissler and Blood (2007) find about labels in 2-year-olds and adults, when tested on a word pairing and given a series of statements?They had the same pattern of results.
    Labels refer to the depicted object in picture. Property statements can be applicable to the actual picture
  69. 69What did DeLoache and Burns (1994) series of experiments uncover about children using a picture to retrieve an object?Only 30-month-olds could do it despite; training, and reduced information. But younger could hide a toy using photo.
  70. 70Preissler and Carey (2004) showed at 18-months children...Understand basic concept of a picture
  71. 71Preisller and Bloom (2007) showed at 24-months....Children understand dual nature of pictures
  72. 72What occurs between 24-and 30-months-old?Able to interpret and use pictures
  73. 73DeLoache and Burns (1994) showed at 30 months...Child understands pictures can reflect reality.
  74. 74What are 3 factors which influence children's ability to understand pictures as symbols?Inconicity, cultural experience, understanding intentionality.
  75. 75What did Pierroutsakos et al. (1998, 2003) say about pictures tasks and children?The more iconic the picture, the better performance
  76. 76What did Tare et al. (2010) find in regard to children learning novel labels/facts and the type of book?That realistic picture books were best, drawing second best, manipulative (pop-up books) worst.

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Beschreibung
205 Developmental Karteikarten am Symbolic Understanding, erstellt von Dooney am 23/04/2013.
Erstellt von
Dooney
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