Scaling of Early Social Cognitive Skills in Typically Developing Infants and Children with Autism Spectrum Disorder
- PsychologyJournal of autism and developmental disorders
It is indicated that earlier-developing skills provide a foundation for later-developmenting skills, and difficulties in acquiring some early social cognitive skills in AUT children are found.
Learning Chinese Mandarin characters in an English-speaking country: The development of a child’s symbolic mind
- PsychologyJournal of Childhood, Education & Society
This qualitative research explores the development of the symbolic mind in children through learning Chinese Mandarin characters. Navigated through the lens of relational developmental system…
Pretense as alternative sense-making: a praxeological enactivist account
- PhilosophyPhenomenology and the Cognitive Sciences
The project of this paper is to synthesize enactivist cognitive science and practice theory in order to develop a new account of pretend play. Pretend play is usually conceived of as a…
Receptive and expressive language ability differentially support symbolic understanding over time: Picture comprehension in late talking and typically developing children.
- PsychologyJournal of experimental child psychology
For 19-Month-Olds, What Happens On-Screen Stays On-Screen
- ArtOpen Mind
Questions about whether 19-month-olds take what they see on a screen to be happening here and now, or whether they think that on-screen events are decoupled from the immediate environment are answered.
Reading Horizons: A Journal of Literacy and Language Arts
This article describes how young children’s early relationships with caregivers and other significant adults, such as teachers, do far more than introduce and mediate their literacy experiences.…
For 19-Month-Olds, What Happens On the Screen Stays On the Screen
Whether 19-month-olds take what they see on a screen to be happening here and now, or whether they think that on-screen events are decoupled from the immediate environment is asked.
An Old Mechanism, Imitation, Geared for Socio-Material Knowing in a “Day in the Life” of First Graders
- PsychologyFrontiers in Psychology
The analysis of imitation is performed as a powerful way to learn how to use objects embedded into the practices within which the objects are constituted to further understand how imitation acts to support the use of objects and in doing so, constitutes a sociomaterial practice.
3D Object Representations for Robot Perception
- Philosophy, Psychology
3D Object Representations for Robot Perception shows how 3D object representations for robot perception can be transformed into 3D model representations for human perception.
SHOWING 1-10 OF 56 REFERENCES
Understanding the Representational Mind
A model of writing in cognitive development, Understanding the Representational Mind synthesizes the burgeoning literature on the child's theory of mind to provide an integrated account of children's…
Emergence of graphic symbol functioning and the question of domain specificity: a longitudinal training study.
- PsychologyChild development
The view that graphic symbolic development can be influenced by cultural scaffolding, that more extensive training is needed early rather than later in development, and that interrelationships exist among symbolic domains are supported.
Early understanding and production of graphic symbols.
- PsychologyChild development
Ability to produce an effective graphic symbol was correlated with success on a task that measured understanding of the experimenter's symbols, supporting the claim that children's ability to produce a graphic symbol rests on theUnderstanding of the symbolic function of pictures.
What Makes Human Cognition Unique? From Individual to Shared to Collective Intentionality
It is widely believed that what distinguishes the social cognition of humans from that of other animals is the belief–desire psychology of four–year–old children and adults (so–called theory of…
Intention and Analogy in Children's Naming of Pictorial Representations
What underlies children's naming of representations, such as when they call a statue of a clothespin “a clothespin”? One possibility is that they focus exclusively on shape, extending the name…