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dc.contributor.author
Maita, María del Rosario
dc.contributor.author
Mareovich, Florencia
dc.contributor.author
Peralta, Olga Alicia
dc.date.available
2017-01-03T13:47:17Z
dc.date.issued
2014-10
dc.identifier.citation
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
dc.identifier.issn
0022-1325
dc.identifier.uri
http://hdl.handle.net/11336/10718
dc.description.abstract
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.
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
Taylor & Francis
dc.rights
info:eu-repo/semantics/openAccess
dc.rights.uri
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.subject
Corrective Feedback
dc.subject
Contingent Information
dc.subject
Instruction
dc.subject
Intentional Teaching
dc.subject
Symbolic Objects
dc.subject.classification
Otras Psicología
dc.subject.classification
Psicología
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CIENCIAS SOCIALES
dc.title
Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2017-01-02T18:26:43Z
dc.identifier.eissn
1940-0896
dc.journal.volume
175
dc.journal.number
5
dc.journal.pagination
401-415
dc.journal.pais
Reino Unido
dc.journal.ciudad
Londres
dc.description.fil
Fil: Maita, María del Rosario. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
dc.description.fil
Fil: Mareovich, Florencia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
dc.description.fil
Fil: Peralta, Olga Alicia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
dc.journal.title
Journal Of Genetic Psychology
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/http://www.tandfonline.com/doi/full/10.1080/00221325.2014.941320
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.1080/00221325.2014.941320
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