Routes to symbolization: Intentionality and correspondence in early understanding of pictures

PERALTA, OLGA A.; SALSA, ANALÍA M.

San Diego, California, Estados Unidos

Congreso; IV Biennial Meeting of the Cognitive Development Society; 2005

Cognitive Development Society (CDS)

In this research we investigated the extent and nature of the informational support that enables young children to understand pictures as symbols. We conducted a study using a hidden-object search task in which we varied the amount (complete and no instructions) and kind of information (intended function and picture-referent correspondence) provided to 2.5 year-old-children. The results show that information that emphasizes intentionality was critical for symbolic comprehension. Although information about correspondence was not enough in itself, children came to achieve an insight halfway through the task probably as a consequence of a comparison process. This study suggests that highlighting the heart of the symbolic relation, that is, its intended function, is a privileged route in children’s appreciation of a picture-referent relation.