Grasping the Nature of Pictures

DeLoache, Judy S.; Pierroutsakos, Sophia L.; Uttal, David H.; Rosengren, Karl S.; Gottlieb, Alma

doi:10.1111/1467-9280.00039

Cited by 214 publications

(179 citation statements)

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“…Previous research has shown that infants understand that static images are representations of objects, and they can discriminate between real objects and depictions of objects (DeLoache, Pierroutsakos, Uttal, Rosengren, & Gottlieb, 1998). Particularly relevant to this study, prior research shows that infants can follow gaze information in videotaped images.…”

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confidence: 85%

Examining the role of social cues in early word learning

Briganti¹,

Cohen²

2011

Infant Behavior and Development

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Infant word learning has become a popular field of study over the past decade.Research during this time has shown that infants can learn, in a short period of time, to attach words to objects. Two experiments on the role of social cues in early word learning are reported using tightly controlled conditions. Fourteen-and 18-month-old infants were trained by viewing a video of an adult pointing and nodding towards one of two different novel objects appearing on a screen simultaneously, while novel labels were emitted through a speaker. Infants' looking times to each object were recorded both during training and test trials. Our analyses indicated that both 14-and 18-month-olds looked significantly longer at the object that the adult pointed to in the training trials.However, only 18-month-olds showed any evidence of looking longer at the target object during the test in the consistent condition than in the inconsistent (control) condition.These studies are important because they show, in a controlled laboratory study of infant word learning, that different types of social cues are available at different ages. Fourteenmonth-olds are aware of adult pointing and head turning and can follow those cues to an object during training. However, it isn't until 18 months of age that infants seem able to use those cues in the service of actual word learning. Infant word learning has become a popular field of study over the past decade.Research during this time has shown that infants as young as 14 months can learn, in a short period of time, to attach words to objects (e.g., Werker, Cohen, Lloyd, Casasola, and Stager, 1998;Shafer & Plunkett, 1998). By 18 months of age, infants are using a number of assumptions to aid them in the process of linking words to objects. Three of the assumptions infants use to organize their linguistic world are the "whole object" assumption, "mutual exclusivity," and the "taxonomic" assumption. According to the whole object assumption, early word learners will attach a new label to a whole object, rather than to a part of that object (Markman, 1990); mutual exclusivity is the assumption that a child will assign a novel label to an object that the child does not already have a label for, rather than to an object for which the child has a label (Markman & Wachtel, 1988). Lastly, the taxonomic assumption is the notion that children will extend a new label to objects of the same kind, rather than objects that are thematically related to the known object (Markman, 1990). Children use these constraints as a way of minimizing the number of possible meanings for a given word. As Quine (1960) has pointed out in his gavagai example, there is an indefinite number of possible interpretations for any one item given the presentation of a label and it's referent. In order for children to learn language, they must be able to pick out the correct interpretations for new words that they encounter when listening to others' speech.However, these cognitive constraints thought to be used by early word learners are not ...

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confidence: 85%

Examining the role of social cues in early word learning

Briganti¹,

Cohen²

2011

Infant Behavior and Development

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“…It also shows that, despite significant 8 delays in learning and transfer of information from picture books, children from a pictorially sparse culture begin to treat pictures referentially, as a source of information about the world, by the end of their 3rd year of life. There have been a variety of proposals regarding the particular types of experiences that may be necessary for the early development of pictorial understanding during infancy, ranging from early exposure to two-dimensional images (e.g., Bovet & Vauclair, 2000;DeLoache et al, 1979;Deregowski, 1989), independent exploration of pictures (e.g., DeLoache, 1991;DeLoache et al, 1998;Fletcher & Sabo, 2006;Murphy, 1978), cultural experiences with other people using pictures and other symbols to communicate information about the world (e.g., Callaghan et al, 2011;Callaghan & Rankin, 2002;DeLoache & Burns, 1994;Gelman et al, 2005), or some combination of these factors. Future cross-cultural research examining the specific skills involved in the development of referential understanding of pictures and the type of experiences that affect these skills could reveal important information about mechanisms underlying symbolic development.…”

Section: Learning and Transfer From Pictures In Tanzaniamentioning

confidence: 99%

“…Nevertheless, the empirical evidence for the facilitative role of early pictorial experience on infants' understanding of pictures is scarce, because the development of pictorial understanding has been examined almost exclusively with children from picture-rich societies (but see Callaghan et al, 2011;DeLoache, Pierroutsakos, Uttal, Rosengren, & Gottlieb, 1998).…”

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The role of symbol-based experience in early learning and transfer from pictures: Evidence from Tanzania.

Walker¹,

Walker²,

Ganea³

2013

Developmental Psychology

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Extensive exposure to representational media is common for infants in Western culture, and previous research has shown that soon after their 1st birthday, infants can acquire and extend new information from pictures to real objects. Here we explore the extent to which lack of exposure to pictures during infancy affects children's learning from pictures. Infants were recruited from a rural village in Tanzania and had no prior experience with pictures. After a picture book interaction during which a novel depicted object was labeled, we assessed infants' learning and transfer of the label from pictures to their referents. In a 2nd study, we assessed infants' learning and generalization of new names using real objects, rather than pictures. Tanzanian infants demonstrated a similar pattern of learning and generalization from real objects, when compared with infants in Western culture. However, there was a significant difference in learning and generalization from pictures to real objects. These findings provide evidence for the important role of early experience with representational media in children's ability to use pictures as a source of information about the world.

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“…El uso en la condición igual cantidad de unidades gráficas de tarjetas dibujo con tres signos distintos alineados y próximos, al ser una organización espacial poco común para esta representación, puede dificultar una diferenciación precoz entre motivado y arbitrario. Esta hipótesis se fundamenta también en los conocimientos sobre los dibujos que los niños suelen haber elaborado ya a esta edad: no los tratan como objetos físicos que pueden asimilar a sus esquemas sensorio-motores (que se tocan, frotan o golpean como sus referentes), sino como objetos de contemplación que se miran, señalan y respetan una orientación convencional (DeLoache, Pierroutsakos, Uttal, Rosengren & Gottlieb, 1998;DeLoache, Uttal & Pierroutsakos, 2000;Pierroutsakos & DeLoache, 2003). Además, comienzan a comprender el significado simbólico de la relación dibujo-referente (Ganea, Allen, Butler, Carey & DeLoache, 2009;Geraghty, Waxman & Gelman, 2014;Preissler & Carey, 2004;Vivaldi & Salsa, 2014).…”

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Influencia de la Cantidad y el Nombre de las Unidades Gráficas en el Reconocimiento y la Diferenciación Precoz Entre Dibujo, Escritura y Numerales

Gariboldi

Salsa

2016

Psykhe (Santiago)

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Este estudio investigó la influencia de la cantidad y el nombre de las unidades gráficas en el reconocimiento y la diferenciación entre dibujo, escritura y numerales en niños de 2, 3 y 4 años. Se asignó a una muestra por conveniencia de 90 niños de 4 jardines de infantes de Rosario, Argentina, a 2 condiciones para resolver una tarea de clasificación con tarjetas: una condición experimental con un dibujo, palabras de 3 letras distintas y numerales de un dígito, y una condición control con 3 unidades gráficas distintas en cada representación. Análisis de varianza y la prueba t de Student muestran que los niños podrían discriminar dibujo de escritura y numerales a los 2 años, con un mejor desempeño en la condición experimental. Los niños de 3 años estarían elaborando las diferencias entre los sistemas arbitrarios: reconocieron escritura y numerales de un dígito, pero también eligieron numerales en vez de letras y viceversa. A los 4 años la discriminación entre los sistemas fue clara y no estuvo asociada con el conocimiento del nombre de las unidades de los sistemas arbitrarios. Palabras clave: dibujo, escritura, numerales, diferenciaciónThis study investigated the influence of the quantity and name of graphic units on the recognition and differentiation between drawing, writing, and numerals in 2-, 3-and 4-year-old children. Ninety children from 4 preschools in Rosario, Argentina, recruited using convenience sampling, were assigned to 2 conditions in order to solve a card classification task: an experimental condition with one drawing, words with 3 different letters, and one-digit numerals, and a control condition with 3 different graphic units in each representation. Variance analyses and Student's t test show that children were able to discriminate drawing from writing and numerals at 2 years, achieving better performance in the experimental condition. Three-year-olds may be acquiring the distinction between arbitrary systems: they recognized writing and one-digit numerals, but also chose numerals instead of letters and vice versa. At 4 years of age, the differentiation between systems was clear and was not associated with knowledge of the names of the units of the arbitrary systems.

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Grasping the Nature of Pictures

Abstract: Abstract

Cited by 214 publications

References 21 publications

Examining the role of social cues in early word learning

Examining the role of social cues in early word learning

The role of symbol-based experience in early learning and transfer from pictures: Evidence from Tanzania.

Influencia de la Cantidad y el Nombre de las Unidades Gráficas en el Reconocimiento y la Diferenciación Precoz Entre Dibujo, Escritura y Numerales

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