View More View Less
  • 1 ELTE PPK Pszichológiai Intézet Fejlődés és Klinikai Gyermekpszichológiai Tanszék Budapest Magyarország
  • | 2 ELTE PPK Pszichológia Doktori Iskola Budapest Magyarország
Restricted access

Purchase article

USD  $25.00

1 year subscription (Individual Only)

USD  $204.00

Korábbi kutatások szerint a gyerekek 2,5–3 éves koruk környékén értik meg a kép mint szimbólum és referense közötti viszonyt. Kevés sikerrel jártak azok a kutatások, amelyek javítani igyekeztek a korai képmegértés képességét. Jelen kutatás célja, hogy 3 éves kor előtt facilitálja a gyerekek teljesítményét kép alapján való keresési helyzetben. Feltételezésünk szerint a képek jobb megértését elősegítheti, ha elérhetővé tesszük a gyerekek számára a képlétrehozás társas kontextusát. Hipotézisünk teszteléséhez a Kísérleti feltételben a képalapú keresési teszthelyzet elé egy olyan kísérleti beavatkozást vezettünk be, amelyben 24–36 hónaposok megfigyelhették, ahogy egy felnőtt lerajzol tárgyakat, majd ezt követően került sor a referensek azonosítására. A Kontrollfeltételben ugyanezeknek a tárgyaknak a párját kellett megkeresni. A kísérleti beavatkozást követően a gyerekek a Teszthelyzetben sikeresebben keresték meg az elrejtett tárgyat kép alapján. Annak a versengő magyarázatnak a kizárására, miszerint kép és referense puszta megfeleltetése elegendő a jobb teljesítményhez, az 1a kísérletünkben olyan kontrollfeltételben teszteltünk 24–30 hónaposokat, amelyben a résztvevők képek referenseit azonosították, viszont a kép társas eredetére vonatkozóan semmilyen információt nem kaptak. A gyerekek az 1a Kontrollfeltételben is gyengébb teljesítményt nyújtottak. Elvárásainknak megfelelően a kísérleti beavatkozás, amely lehetőséget kínált a képlétrehozó szándék értelmezésére és ezen keresztül a képek specifikus referensének azonosítására, jobb teljesítményhez vezetett a képalapú keresési helyzetben.

  • Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

    Adams M. J. , '', in Beginning to read: Thinking and learning about print , (1990 ) -.

  • Baldwin, D. A. (1991). Infants’ contribution to the achievement of joint reference. Child Development, 62, 875–890.

    Baldwin D. A. , 'Infants’ contribution to the achievement of joint reference ' (1991 ) 62 Child Development : 875 -890.

    • Search Google Scholar
  • Baldwin, D. A. (1993). Infants’ ability to consult the speaker for clues to word reference. Journal of Child Language, 20, 395–418.

    Baldwin D. A. , 'Infants’ ability to consult the speaker for clues to word reference ' (1993 ) 20 Journal of Child Language : 395 -418.

    • Search Google Scholar
  • Bialystok, E. (1995). Making concepts of print: symbolic: Understanding how writing represents language. First Language, 15, 317–338.

    Bialystok E. , 'Making concepts of print: symbolic: Understanding how writing represents language ' (1995 ) 15 First Language : 317 -338.

    • Search Google Scholar
  • Blades, M., & Spencer, C. (1994). The development of children’s ability to use spatial representations. In H. Reese (Ed.), Advances in Child Development and Behavior, 25 (157–199). New York: Academic Press.

    Spencer C. , '', in Advances in Child Development and Behavior , (1994 ) -.

  • Bloom, P., & Markson, L. (1998). Intention and analogy in children’s naming of pictorial representations. Psychological Science, 9(3), 200–204.

    Markson L. , 'Intention and analogy in children’s naming of pictorial representations ' (1998 ) 9 Psychological Science : 200 -204.

    • Search Google Scholar
  • Callaghan, T. C. (1999). Early understanding and production of graphic symbols. Child Development, 70(6), 1314–1324.

    Callaghan T. C. , 'Early understanding and production of graphic symbols ' (1999 ) 70 Child Development : 1314 -1324.

    • Search Google Scholar
  • Callaghan, T. C., & Rankin, M. (2002). Emergence of graphic symbol functioning and the question of domain specificity: A longitudinal training study. Child Development, 73, 359–376.

    Rankin M. , 'Emergence of graphic symbol functioning and the question of domain specificity: A longitudinal training study ' (2002 ) 73 Child Development : 359 -376.

    • Search Google Scholar
  • Debaryshe, B. D. (1993). Joint picture-book reading correlates of early oral language skills. Journal of Child Language, 20, 455–461.

    Debaryshe B. D. , 'Joint picture-book reading correlates of early oral language skills ' (1993 ) 20 Journal of Child Language : 455 -461.

    • Search Google Scholar
  • DeLoache, J. S. (1987). Rapid change in the symbolic functioning of children. Science, 238(4833), 1556–1557.

    DeLoache J. S. , 'Rapid change in the symbolic functioning of children ' (1987 ) 238 Science : 1556 -1557.

    • Search Google Scholar
  • DeLoache, J. S. (1991). Symbolic functioning in very young children: Understanding of pictures and models. Child Development, 62(4), 736–752.

    DeLoache J. S. , 'Symbolic functioning in very young children: Understanding of pictures and models ' (1991 ) 62 Child Development : 736 -752.

    • Search Google Scholar
  • DeLoache, J. S. (2004). Becoming symbol-minded. Trends in Cognitive Sciences, 8(2), 66–70.

    DeLoache J. S. , 'Becoming symbol-minded ' (2004 ) 8 Trends in Cognitive Sciences : 66 -70.

  • DeLoache, J. S., & Burns, N. M. (1994). Early understanding of the representational function of pictures. Cognition, 52, 83–110.

    Burns N. M. , 'Early understanding of the representational function of pictures ' (1994 ) 52 Cognition : 83 -110.

    • Search Google Scholar
  • DeLoache, J. S., Kolstad, V., & Anderson, K. N. (1991). Physical similarity and young children’s understanding of scale models. Child Development, 62, 111–126.

    Anderson K. N. , 'Physical similarity and young children’s understanding of scale models ' (1991 ) 62 Child Development : 111 -126.

    • Search Google Scholar
  • Ganea, P. A., Allen, M. L., Butler, L., Carey, S., & Deloache, J. S. (2009). Toddlers’ referential understanding of pictures. Journal of Experimental Child Psychology, 104, 283–295.

    Deloache J. S. , 'Toddlers’ referential understanding of pictures ' (2009 ) 104 Journal of Experimental Child Psychology : 283 -295.

    • Search Google Scholar
  • Ganea, P. A., & Harris, P. L. (2010). Not doing what you are told: Early perseverative errors in updating mental representations via language. Child Development, 81(2), 457–463.

    Harris P. L. , 'Not doing what you are told: Early perseverative errors in updating mental representations via language ' (2010 ) 81 Child Development : 457 -463.

    • Search Google Scholar
  • Ganea, P. A., Ma, L., & DeLoache, J. S. (2011). Young children’s learning and transfer of biological information from picture books to real animals. Child Development, 82(5), 1421–1433.

    DeLoache J. S. , 'Young children’s learning and transfer of biological information from picture books to real animals ' (2011 ) 82 Child Development : 1421 -1433.

    • Search Google Scholar
  • Ganea, P. A., Pickard, M., & DeLoache, J. S. (2008). Transfer between picture books and the real world by very young children. Journal of Cognition and Development, 9, 46–66.

    DeLoache J. S. , 'Transfer between picture books and the real world by very young children ' (2008 ) 9 Journal of Cognition and Development : 46 -66.

    • Search Google Scholar
  • Kuhlmeier, V. A. (2005). Symbolic insight and inhibitory control: Two problems facing young children on symbolic retrieval tasks. Journal of Cognition and Development, 6(3), 365–380.

    Kuhlmeier V. A. , 'Symbolic insight and inhibitory control: Two problems facing young children on symbolic retrieval tasks ' (2005 ) 6 Journal of Cognition and Development : 365 -380.

    • Search Google Scholar
  • Lillard, A. (1993). Young children conceptualization of pretend: Action or mental representational state? Child Development, 64, 372–386.

    Lillard A. , 'Young children conceptualization of pretend: Action or mental representational state? ' (1993 ) 64 Child Development : 372 -386.

    • Search Google Scholar
  • MacConell, A., & Daehler, M. W. (2004). The Development of representational insight: beyond the model/room paradigm. Cognitive Development, 19(3), 345–362.

    Daehler M. W. , 'The Development of representational insight: beyond the model/room paradigm ' (2004 ) 19 Cognitive Development : 345 -362.

    • Search Google Scholar
  • Marzolf, D. P., DeLoache, J. S., & Kolstad, V. (1999). The role of relational similarity in young children’s use of scale model. Developmental Science, 2(3), 296–305.

    Kolstad V. , 'The role of relational similarity in young children’s use of scale model ' (1999 ) 2 Developmental Science : 296 -305.

    • Search Google Scholar
  • Mason, J. (1980). When do children begin to read? An exploration of four-year-old children’s letter and word reading competencies. Reading Research Quarterly, 15, 203–227.

    Mason J. , 'When do children begin to read? An exploration of four-year-old children’s letter and word reading competencies ' (1980 ) 15 Reading Research Quarterly : 203 -227.

    • Search Google Scholar
  • Perner, J. (1991). Understanding the representational mind. Learning, Development, and Conceptual Change. Cambridge, MA: MIT Press.

    Perner J. , '', in Understanding the representational mind. Learning, Development, and Conceptual Change , (1991 ) -.

  • Preissler, M. A., & Bloom, P. (2008). Two-year-olds use artist intention to understand drawings. Cognition, 106, 512–518.

    Bloom P. , 'Two-year-olds use artist intention to understand drawings ' (2008 ) 106 Cognition : 512 -518.

    • Search Google Scholar
  • Rochat, P., & Callaghan, T. C. (2005). What drives symbolic development? The case of pictorial comprehension and production. In L. L. Namy, & S. Waxman (Eds.), Symbol Use and Symbolic Representation: Developmental and Comparative Perspectives (1–21). Manhaw, NJ: LEA Publishing.

    Callaghan T. C. , '', in Symbol Use and Symbolic Representation: Developmental and Comparative Perspectives , (2005 ) -.

  • Sénéchal, M., & Cornell, E. H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28, 360–375.

    Cornell E. H. , 'Vocabulary acquisition through shared reading experiences ' (1993 ) 28 Reading Research Quarterly : 360 -375.

    • Search Google Scholar
  • Sharon, T., & DeLoache, J. S. (2003). The role of perseveration in children’s symbolic understanding and skill. Developmental Science, 6(3), 289–296.

    DeLoache J. S. , 'The role of perseveration in children’s symbolic understanding and skill ' (2003 ) 6 Developmental Science : 289 -296.

    • Search Google Scholar
  • Suddendorf, T. (2003). Early representational insight: 24-month-olds can use a photo to find an object in the world. Child Development, 74, 896–904.

    Suddendorf T. , 'Early representational insight: 24-month-olds can use a photo to find an object in the world ' (2003 ) 74 Child Development : 896 -904.

    • Search Google Scholar
  • Szalai G. M. (2014). A vizuális reprezentációk megértésének fejlődése és vizsgálati lehetőségei. Magyar Pszichológiai Szemle, 69(2), 397–425.

    Szalai G. M. , 'A vizuális reprezentációk megértésének fejlődése és vizsgálati lehetőségei ' (2014 ) 69 Magyar Pszichológiai Szemle : 397 -425.

    • Search Google Scholar
  • Troseth, G. L., & DeLoache, J. S. (1998). The medium can obscure the message: young children’s understanding of video. Child Development, 69(4), 950–963.

    DeLoache J. S. , 'The medium can obscure the message: young children’s understanding of video ' (1998 ) 69 Child Development : 950 -963.

    • Search Google Scholar
  • Troseth, G. L., Bloom Pickard, M. E., & DeLoache, J. S. (2007). Young children’s use of scale models: testing an alternative to representational insight. Developmental Science, 10(6), 763–769.

    DeLoache J. S. , 'Young children’s use of scale models: testing an alternative to representational insight ' (2007 ) 10 Developmental Science : 763 -769.

    • Search Google Scholar
All Time Past Year Past 30 Days
Abstract Views 63 63 8
Full Text Views 17 10 0
PDF Downloads 7 4 0