The Development of Symbolic Coordination: Representation of Imagined Objects, Executive Function, and Theory of Mind

Autor/inn/en	Dick, Anthony Steven; Overton, Willis F.; Kovacs, Stacie L.
Titel	The Development of Symbolic Coordination: Representation of Imagined Objects, Executive Function, and Theory of Mind
Quelle	In: Journal of Cognition and Development, 6 (2005) 1, S.133-161 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
Schlagwörter	Pantomime; Skill Development; Cognitive Development; Children; Child Development; Symbolic Learning; Task Analysis; Performance; Cognitive Processes; Thinking Skills + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Kognitive Entwicklung; Child; Kind; Kinder; Kindesentwicklung; Symboldidaktik; Aufgabenanalyse; Achievement; Leistung; Cognitive process; Kognitiver Prozess; Denkfähigkeit
Abstract	Children's developing competence with symbolic representations was assessed in 3 studies. Study 1 examined the hypothesis that the production of imaginary symbolic objects in pantomime requires the simultaneous coordination of the dual representations of a dynamic action and a symbolic object. We explored this coordination of symbolic representations in 3- to 5-year-olds with a modified action pantomime task that employed both a "dynamic action + object" condition and a "hold + object" condition. Consistent with earlier research, production of imaginary symbolic objects rather than body-part-as-objects increased with age, although, even at age 5, children did not perform at adult levels. As hypothesized, children produced fewer body-part-as-object anchors when they were simply asked to hold an object, rather than perform a dynamic action with the object. Study 2 repeated the conditions of Study 1 and examined these conditions in relation to performance on the Dimensional Change Card Sort (DCCS) task. This study replicated the developmental findings of the earlier study and indicated a modest relation between pantomime and the DCCS, which disappeared with age partialled out. Study 3 examined the action pantomime task in relation to the DCCS, false belief, and appearance-reality with 3- to 5-year-olds. Though performance on the DCCS was related to theory of mind, production of imaginary symbolic objects in pantomime was not strongly related to theory of mind or the DCCS. Results are discussed in terms of children's developing reflective competence in coordinating symbolic representations. (Contains 4 figures and 1 table.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10