Early understanding of the representational function of pictures

DeLoache, Judy S.; Burns, Nancy M.

doi:10.1016/0010-0277(94)90063-9

Cited by 236 publications

(245 citation statements)

References 26 publications

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“…Symbol understanding was measured by using an adaptation of different symbolic representation tasks developed by Bebko, McCrimmon and McFee (McFee 2006), based on the procedure of DeLoache and Burns (1994). The adapted version of the dollhouse experiment involves a reduced language protocol and comprises six tasks increasing in difficulty with each task containing six trials.…”

Section: Symbol Understandingmentioning

confidence: 99%

Language in Low-Functioning Children with Autistic Disorder: Differences Between Receptive and Expressive Skills and Concurrent Predictors of Language

Maljaars

Noens

Scholte

et al. 2012

J Autism Dev Disord

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Language profiles of children with autistic disorder and intellectual disability (n = 36) were significantly different from the comparison groups of children with intellectual disability (n = 26) and typically developing children (n = 34). The group low-functioning children with autistic disorder obtained a higher mean score on expressive than on receptive language, whereas both comparison groups showed the reverse pattern. Nonverbal mental age, joint attention, and symbolic understanding of pictures were analyzed in relation to concurrent receptive and expressive language abilities. In the group with autistic disorder and intellectual disability, symbol understanding and joint attention were most strongly related to language abilities. Nonverbal mental age was the most important predictor of language abilities in the comparison groups.

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Section: Symbol Understandingmentioning

confidence: 99%

Language in Low-Functioning Children with Autistic Disorder: Differences Between Receptive and Expressive Skills and Concurrent Predictors of Language

Maljaars

Noens

Scholte

et al. 2012

J Autism Dev Disord

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“…In the only study we know of examining infants' learning from picture books, Ganea and DeLoache (2005) found that 18-month-olds, and some 15-montholds, extended a novel label learned for a novel depicted object to the real object. Moreover, from around 24 to 30 months of age, young children can use a photograph to locate a toy hidden in a room (DeLoache, 1991;DeLoache & Burns, 1994;Suddendorf, 2003).Early on, infants' and toddlers' ability to relate pictures to their referents is relatively tenuous and affected by iconicity, that is, by the degree of similarity between depiction and real object. For example, 9-month-olds engage in more manual exploration of highly iconic pictures (photographs) than less iconic pictures (drawings) (Pierroutsakos & DeLoache, 2003).…”

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confidence: 99%

“…Understanding that pictures in a book may represent real objects requires some level of pictorial competence-the ability to perceive, interpret, and understand the nature and use of pictures (DeLoache, 2002;DeLoache & Burns, 1994;DeLoache, Pierroutsakos, & Troseth, 1996). The development of full pictorial competence takes place gradually over several years.…”

mentioning

confidence: 99%

Get the picture? The effects of iconicity on toddlers' reenactment from picture books.

Simcock¹,

DeLoache²

2006

Developmental Psychology

128

111

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What do toddlers learn from everyday picture-book reading interactions? To date, there has been scant research exploring this question. In this study, the authors adapted a standard imitation procedure to examine 18-to 30-month-olds' ability to learn how to reenact a novel action sequence from a picture book. The results provide evidence that toddlers can imitate specific target actions on novel real-world objects on the basis of a picture-book interaction. Children's imitative performance after the reading interaction varied both as a function of age and the level of iconicity of the pictures in the book. These findings are discussed in terms of children's emerging symbolic capacity and the flexibility of the cognitive representation.Keywords: picture books, reenactment, imitation, iconicity, symbols Picture-book reading plays a prominent role in young children's daily activities. From around 1 year of age, many children in Western cultures spend considerable time engaged in joint picturebook reading with their parents (DeBaryshe, 1993;Gelman, Coley, Rosengren, Hartman, & Pappas, 1998;Karrass, VanDeventer, & Braungart-Rieker, 2003;Payne, Whitehurst, & Angell, 1994). In a recent large-scale survey, parents of preschool children reported that they own dozens of children's picture books and spend around 40 min a day in picture-book interactions with their children (Rideout, Vandewater, & Wartella, 2003).Most of the existing research on picture-book reading with toddlers has focused on the nature of the interaction and the relative contributions of parents and children to it (Fletcher & Reese, 2005). Parents use picture books as a teaching event: They point to and label pictures (Murphy, 1978;Ninio & Bruner, 1978), ask questions and provide feedback (DeLoache & DeMendoza, 1987;Ninio & Bruner, 1978), emphasize taxonomic category relations (Gelman et al., 1998), and elaborate on story lines (DeLoache & DeMendoza, 1987;Hayden, Reese, & Fivush, 1996). We know little, however, about what young children learn from these interactions and whether they relate the contents of books to the real world.Although it is widely assumed that toddlers learn a great deal about the world from picture-book interactions, there is reason to believe that this may be a relatively challenging task for very young children. Understanding that pictures in a book may represent real objects requires some level of pictorial competence-the ability to perceive, interpret, and understand the nature and use of pictures (DeLoache, 2002;DeLoache & Burns, 1994;DeLoache, Pierroutsakos, & Troseth, 1996). The development of full pictorial competence takes place gradually over several years.Very young infants can discriminate pictures and objects (DeLoache, Strauss, & Maynard, 1979;Slater, Rose, & Morrison, 1984), but they show little evidence of comprehending a picture as a representation of another entity (DeLoache, Pierroutsakos, Uttal, Rosengren, & Gottlieb, 1998). Nine-month-olds, for example, manually explore pictures in books; they feel, rub, and even...

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“…However, pictorial representations of objects-even photographs-do not provide all of the visual information that is available and that may influence object recognition in the real world. Further, recognizing objects from pictures may involve interpretive or other processes in addition to those used in real-world object recognition, and such processes may vary with evolution, development, or experience (e.g., DeLoache & Burns, 1994;Deregowski, 1989;Fagot, 2000;Nicholson & Seddon, 1977). Therefore, investigations of object recognition using pictorial stimuli may be tapping into processes that underlie the interpretation of pictures instead of, or in addition to, processes that underlie object recognition, and theories of object recognition based exclusively on research using pictorial stimuli may not provide a complete description of object recognition processes.…”

mentioning

confidence: 99%

Recognition by Humans and Pigeons of Novel Views of 3-D Objects and Their Photographs.

Friedman¹,

Ferrey²

2005

Journal of Experimental Psychology: General

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Humans and pigeons were trained to discriminate between 2 views of actual 3-D objects or their photographs. They were tested on novel views that were either within the closest rotational distance between the training views (interpolated) or outside of that range (extrapolated). When training views were 60 o apart, pigeons, but not humans, recognized novel views of actual objects better than their pictures. Further, both species recognized interpolated views of both stimulus types better than extrapolated views, but a single distinctive geon enhanced recognition of novel views only for humans. When training views were 90 o apart, pigeons recognized interpolated views better than extrapolated views with actual objects but not with photographs. Thus, pigeons may represent actual objects differently than their pictures.

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Early understanding of the representational function of pictures

Cited by 236 publications

References 26 publications

Language in Low-Functioning Children with Autistic Disorder: Differences Between Receptive and Expressive Skills and Concurrent Predictors of Language

Language in Low-Functioning Children with Autistic Disorder: Differences Between Receptive and Expressive Skills and Concurrent Predictors of Language

Get the picture? The effects of iconicity on toddlers' reenactment from picture books.

Recognition by Humans and Pigeons of Novel Views of 3-D Objects and Their Photographs.

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