Symbolic Understanding of Pictures and Written Words Share a Common Source

Author:

Allen Melissa L.12,Mattock Karen2,Silva Macarena2

Affiliation:

1. *Corresponding author, e-mail: melissa.allen@lancaster.ac.uk

2. Lancaster University, Department of PsychologyFylde College, Lancaster LA1 4YFUK

Abstract

Here we examine the hypothesis that symbolic understanding across domains is mediated by a fundamental ‘symbolizing’ ability in young children. We tested 30 children aged 2–4 years on symbolic tasks assessing iconic and non-iconic word-referent and picture-referent understanding and administered standardised tests of symbolic play and receptive language. Children showed understanding of the symbol-referent relation earlier for pictures than written words, and performance within domains was correlated and, importantly, predicted by a marker of general symbolic ability (e.g., pretend play). Performance on picture and written word tasks was also unrelated to language comprehension. Thus, symbolic abilities in specific domains are underpinned by a general symbolizing ability which arises early in development.

Publisher

Brill

Subject

Arts and Humanities (miscellaneous),Experimental and Cognitive Psychology,Cultural Studies,Social Psychology

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