Artículo
Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object
Fecha de publicación:
10/2014
Editorial:
Taylor & Francis
Revista:
Journal Of Genetic Psychology
ISSN:
0022-1325
e-ISSN:
1940-0896
Idioma:
Inglés
Tipo de recurso:
Artículo publicado
Clasificación temática:
Resumen
Children are exposed to symbolic objects that they have to learn to use very early in life. The authors’ aim was to examine whether it is possible to intentionally teach young children the symbolic function of an object. They employed a search task in which children had to use a map to find a toy. Experiment 1 revealed that with no instruction 3-year-, 10-month-old children were quite successful; 3-year-, 6-month-olds showed a divided performance; and 3-year-, 0-montholds failed. With this baseline, Experiment 2 compared the performance of 3-year-, 0-month-olds in three different conditions: no-instruction, complete instruction (before the task begins), and teaching (complete instruction plus corrective feedback); only children in the teaching condition succeeded. However, children 6 months younger, 2-year-, 6-month-olds, failed despite teaching that was provided (Study 3). This research shows that at some points in development instruction is not enough; intentional teaching in communicative contexts is the mechanism that boosts symbolic understanding in early childhood.
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Articulos(IRICE)
Articulos de INST.ROSARIO DE INVEST.EN CS.DE LA EDUC. (I)
Articulos de INST.ROSARIO DE INVEST.EN CS.DE LA EDUC. (I)
Citación
Maita, María del Rosario; Mareovich, Florencia; Peralta, Olga Alicia; Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object; Taylor & Francis; Journal Of Genetic Psychology; 175; 5; 10-2014; 401-415
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