Sitting on the Word ''Chair'': Behavioral Support, Contextual Cues, and the Literal Use of Symbols

Autor/inn/en	Tonneau, Francois; Abreu, Nadjelly K.; Cabrera, Felipe
Titel	Sitting on the Word ''Chair'': Behavioral Support, Contextual Cues, and the Literal Use of Symbols
Quelle	In: Learning and Motivation, 35 (2004) 3, S.262-273 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-9690
DOI	10.1016/j.lmot.2004.03.001
Schlagwörter	Behavior; Cues; Stimulus Generalization; Symbolic Learning; Experiments + Suchen Sie Ihr Suchwort? Stichwort; Symboldidaktik; Erprobung
Abstract	Recent work from an embodied-cognition perspective suggests that symbolic understanding involves bodily actions. Indeed, laboratory evidence and cultural phenomena such as magic rituals and symbolic aggression show that the behaviors evoked by a word and its referent can be quite similar to each other. In other circumstances, however, words and objects fail to display the expected degree of functional equivalence: Although we regularly sit on chairs, for example, we normally do not sit on the word ''chair.'' In two experiments we evaluated whether functional equivalence between word and object depended on behavioral support and contextual stimuli, as suggested by some Pavlovian views of symbolic performance. Children spent more or less time seated on a token of the word ''chair,'' depending on supports for sitting and background stimuli. This study may help to understand the determinants of response frequency in symbolic understanding. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10