The Emergence of a Novel Representation from Action: Evidence from Preschoolers

Autor/inn/en	Boncoddo, Rebecca; Dixon, James A.; Kelley, Elizabeth
Titel	The Emergence of a Novel Representation from Action: Evidence from Preschoolers
Quelle	In: Developmental Science, 13 (2010) 2, S.370-377 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2009.00905.x
Schlagwörter	Cognitive Processes; Preschool Children; Simulation; Problem Solving; Evidence; Perceptual Motor Coordination; Object Manipulation + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Simulation program; Simulationsprogramm; Problemlösen; Evidenz; Körperkoordination
Abstract	Recent work in embodied cognition has proposed that representations and actions are inextricably linked. The current study examines a developmental account of this relationship. Specifically, we propose that children's actions are foundational for novel representations. Thirty-two preschoolers, aged 3.4 to 5.7 years, were asked to solve a set of simple gear-system problems. Participants' motions and verbalizations were coded to establish the strategies they used. The preschoolers initially solved the problems by simulating the turning and pushing of the gears. Subsequently, most participants discovered a new representation of the problems: the turning direction of the gears alternates. Results show that the number of actions that embodied alternation information, during their simulation of the system, predicted the later emergence of the higher-order representation (i.e. that the gears alternate turning direction). Thus, it appears that the preschoolers discovered a new representation based on their own actions. These results are consistent with the developmental embodiment hypothesis: actions are central to the emergence of new representations. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10