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The role of modelling and request type on symbolic comprehension of objects and gestures in young children

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Striano,  Tricia
Junior Research Group on Cultural Ontogeny, Max Planck Institute for Evolutionary Anthropology, Max Planck Society;
Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, Max Planck Society;

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Citation

Striano, T., Rochat, P., & Legerstee, M. (2003). The role of modelling and request type on symbolic comprehension of objects and gestures in young children. Journal of Child Language, 30(1), 27-45. doi:10.1017/S0305000902005524.


Cite as: https://hdl.handle.net/11858/00-001M-0000-0010-0649-6
Abstract
In a first study, we considered whether modelling and the type of an adult's request influenced children's ability at 1;8 and 2;2 to comprehend gestures and replica objects as symbols for familiar objects. In a second study, we evaluated whether modelling and type of request influenced children's ability at 1;8 (N=24) to understand unfamiliar (i.e. unconventional) objects as symbols. Results of Study 1 indicated that children at 2;2 comprehended a gesture as a symbol in the absence of any previous model demonstration. All children comprehended a replica as standing for another object, although modelling marginally improved children's performance at 2;2 and decreased performance at 1;8. In general, the type of request did not influence children's comprehension of gestures or replicas as symbols. Results of Study 2 showed that modelling and request type did not influence children's understanding of objects that are unconventional and novel, as symbols. The studies converge to suggest that symbolic comprehension is a highly context-dependent ability that continues to develop over the second year.