Three- to four-year-olds' recognition that symbols have a stable meaning: pictures are understood before written words

Child Development
Ian A ApperlyJoelle Williams

Abstract

In 4 experiments 120 three- to four-year-old nonreaders were asked the identity of a symbolic representation as it appeared with different objects. Consistent with Bialystok (2000), many children judged the identity of written words to vary according to the object with which they appeared but few made such errors with recognizable pictures. Children also made few errors when the symbols were unrecognizable pictures. In Experiments 2 to 4 this pattern of responses was preserved in conditions that made it unlikely or impossible for children to answer correctly by taking the symbol to refer to one of the objects with which it appeared. Instead, correct answers required children to appreciate that the symbol had a generic, abstract meaning.

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Citations

Jan 1, 2009·Applied Psycholinguistics·Sarah Robins, Rebecca Treiman
Sep 15, 2012·Journal of Experimental Child Psychology·Noboru Takahashi
Jan 9, 2016·Child Development·Rebecca TreimanLori Markson
Oct 21, 2009·Developmental Science·Ian A Apperly, Daniel J Carroll
Dec 15, 2004·Journal of Experimental Child Psychology·J S Collins, E J Robinson
Oct 31, 2009·Progress in Brain Research·Chiyoko Kobayashi Frank, Elise Temple

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