Dual Representation and  Young Children's Use of Scale Models

DeLoache, Judy S.

doi:10.1111/1467-8624.00148

Cited by 334 publications

(295 citation statements)

References 45 publications

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“…Therefore, we can conclude that the infants responded neurologically different to the observation of video compared to live actions probably due to a different visual experience with 2D stimulus presentation in contrast to real 3D object presentation (Shimada and Hiraki, 2006). Additionally, research revealed that infants under 3 years of age find it difficult to symbolize 2D scale models as 3D real objects (DeLoache, 2000). Therefore, it could be suggested that less mu suppression in the video group is the result of inadequate visual processing.…”

Section: Discussionmentioning

confidence: 87%

Neural mirroring during the observation of live and video actions in infants

Ruysschaert

Warreyn

Wiersema

et al. 2013

Clinical Neurophysiology

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We thank the participating day-care centres and organizations, all the participating children and their parents.The procedure used in the current study was approved by the ethical committee of Ghent University. Informed consent was obtained from all subjects.The authors declare that they have no conflict of interest.Keywords : neural mirroring, mu suppression, video, infants, EEG, imitation 2 Highlights:• We measured significant EEG mu suppression during the observation and imitation of live goal-directed and mimicked actions in 18-to 36-months olds.• In the video setting, where the goal-directed and mimicked actions were presented on video, no mu suppression was found during the observation conditions and less mu suppression was found during the action imitation condition compared to the live setting.• The findings indicate the use of live actions in the design of paradigms investigating neural mirroring in infants. 3 AbstractObjective: Previous infant studies investigated neural mirroring during the observation of live or video actions. However, both methods have their (dis)advantages and studies using one of these methods are not always directly comparable. Therefore, the present study directly compared neural mirroring activity in a video setting with a live setting in infants between 18 and 36 months old.Methods: Central mu rhythm suppression was measured through EEG recordings during the observation and imitation of the same goal-directed and mimicked actions presented either on video or live.Results: Results revealed significant mu suppression during action imitation in both settings but stronger mu suppression was observed in the live setting during this condition. Significant mu suppression during the observation of goal-directed actions and mimicked actions was only observed in the live setting. Conclusion:This study revealed a different influence of video and live actions on neural mirroring activity in infants.Significance: It is recommended to use live actions to investigate neural mirroring in young children.4

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Section: Discussionmentioning

confidence: 87%

Neural mirroring during the observation of live and video actions in infants

Ruysschaert

Warreyn

Wiersema

et al. 2013

Clinical Neurophysiology

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“…For example, they can see a toy car as a representation of real cars and as an object in itself. DeLoache (1995DeLoache ( , 2000 called this emerging differentiation of representations dual representation. Dual representations enable children to reflect on and operate explicitly on representations as tokens of reality.…”

Section: Differentiation Of Representationsmentioning

confidence: 99%

Educating the Developing Mind: Towards an Overarching Paradigm

Δημητρίου

Spanoudis

Mouyi³

2011

Educ Psychol Rev

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This essay first summarizes an overarching theory of cognitive organization and development. This theory claims that the human mind involves (1) several specialized structural systems dealing with different domains of relations in the environment, (2) a central representational capacity system, (3) general inferential processes, and (4) consciousness. These systems interact dynamically during development so that changes in each are related to changes in others. The changes in all systems and the change mechanisms are described. This theory integrates research and theorizing from cognitive, developmental, and differential psychology. Based on this theory, a model for education is proposed that specifies, first, educational priorities for different phases of development according to the cognitive developmental milestones associated with each phase. The theory also specifies how education can educate students to (1) construct mental models for the sake of conceptual change, (2) use their central representational capacity efficiently, (3) advance analogical and deductive reasoning, (4) learn how to learn, and (5) become critical and creative thinkers. The theory is offered as an overarching paradigm for the architecture, the development, and the education of the human mind.

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“…Furthermore, children in another experiment who had less opportunity to interact with the model (by placing it behind a window) were more effective at searching in the real room. DeLoache (1995DeLoache ( , 2000 notes that although experience typically facilitates performance, in this case, experience may have changed the way children viewed the model room. Although a lower level of experiencebased salience allowed children to view the model room as a representation, a higher level of interaction with the object prevented this more sophisticated understanding.…”

Section: Experiments 1: Action-involving Experiencementioning

confidence: 99%