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Symbolic understanding of pictures and written words share a common source

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Symbolic understanding of pictures and written words share a common source. / Allen, Melissa; Mattock, Karen; Silva, Macarena.
In: Journal of Cognition and Culture, Vol. 14, No. 3-4, 2014, p. 187-198.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Allen, M, Mattock, K & Silva, M 2014, 'Symbolic understanding of pictures and written words share a common source', Journal of Cognition and Culture, vol. 14, no. 3-4, pp. 187-198. https://doi.org/10.1163/15685373-12342120

APA

Allen, M., Mattock, K., & Silva, M. (2014). Symbolic understanding of pictures and written words share a common source. Journal of Cognition and Culture, 14(3-4), 187-198. https://doi.org/10.1163/15685373-12342120

Vancouver

Allen M, Mattock K, Silva M. Symbolic understanding of pictures and written words share a common source. Journal of Cognition and Culture. 2014;14(3-4):187-198. doi: 10.1163/15685373-12342120

Author

Allen, Melissa ; Mattock, Karen ; Silva, Macarena. / Symbolic understanding of pictures and written words share a common source. In: Journal of Cognition and Culture. 2014 ; Vol. 14, No. 3-4. pp. 187-198.

Bibtex

@article{521af9e854a448ad860c3c60a6d7efa9,
title = "Symbolic understanding of pictures and written words share a common source",
abstract = "Here we examine the hypothesis that symbolic understanding across domains is mediated by a fundamental {\textquoteleft}symbolizing{\textquoteright} ability in young children. We tested 30 children aged 2-4 years on symbolic tasks assessing iconic and non-iconic word-referent and picture-referent understanding and administered standardised tests of symbolic play and receptive language. Children showed understanding of the symbol-referent relation earlier for pictures than written words, and performance within domains was correlated and, importantly, predicted by a marker of general symbolic ability (e.g. pretend play). Performance on picture and written word tasks was also unrelated to language comprehension. Thus, symbolic abilities in specific domains are underpinned by a general symbolizing ability which arises early in development.",
author = "Melissa Allen and Karen Mattock and Macarena Silva",
year = "2014",
doi = "10.1163/15685373-12342120",
language = "English",
volume = "14",
pages = "187--198",
journal = "Journal of Cognition and Culture",
issn = "1568-5373",
publisher = "Brill",
number = "3-4",

}

RIS

TY - JOUR

T1 - Symbolic understanding of pictures and written words share a common source

AU - Allen, Melissa

AU - Mattock, Karen

AU - Silva, Macarena

PY - 2014

Y1 - 2014

N2 - Here we examine the hypothesis that symbolic understanding across domains is mediated by a fundamental ‘symbolizing’ ability in young children. We tested 30 children aged 2-4 years on symbolic tasks assessing iconic and non-iconic word-referent and picture-referent understanding and administered standardised tests of symbolic play and receptive language. Children showed understanding of the symbol-referent relation earlier for pictures than written words, and performance within domains was correlated and, importantly, predicted by a marker of general symbolic ability (e.g. pretend play). Performance on picture and written word tasks was also unrelated to language comprehension. Thus, symbolic abilities in specific domains are underpinned by a general symbolizing ability which arises early in development.

AB - Here we examine the hypothesis that symbolic understanding across domains is mediated by a fundamental ‘symbolizing’ ability in young children. We tested 30 children aged 2-4 years on symbolic tasks assessing iconic and non-iconic word-referent and picture-referent understanding and administered standardised tests of symbolic play and receptive language. Children showed understanding of the symbol-referent relation earlier for pictures than written words, and performance within domains was correlated and, importantly, predicted by a marker of general symbolic ability (e.g. pretend play). Performance on picture and written word tasks was also unrelated to language comprehension. Thus, symbolic abilities in specific domains are underpinned by a general symbolizing ability which arises early in development.

U2 - 10.1163/15685373-12342120

DO - 10.1163/15685373-12342120

M3 - Journal article

VL - 14

SP - 187

EP - 198

JO - Journal of Cognition and Culture

JF - Journal of Cognition and Culture

SN - 1568-5373

IS - 3-4

ER -