Pretend play

Weisberg, Deena Skolnick

doi:10.1002/wcs.1341

Cited by 112 publications

(93 citation statements)

References 110 publications

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“…Studying children’s pretend play can also provide insight into human cognitive architecture and its development (Weisberg, 2015). …”

Section: Discussionmentioning

confidence: 99%

“…Recent evidence indicates that pretend play has important connections to the development of cognitive, affective, and social skills (Pellegrini and Smith, 2005). These connections make pretend play an important phenomenon to study, due to its capacity to provide insight into children’s abilities and internal representations (Niec and Russ, 2002) and its appropriateness for investigating the “architecture” of the child’s mind (Weisberg, 2015). …”

Section: Introductionmentioning

confidence: 99%

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Models of Disability in Children’s Pretend Play: Measurement of Cognitive Representations and Affective Expression Using the Affect in Play Scale

et al. 2017

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Play is a natural mode of children’s expression and constitutes a fundamental aspect of their life. Cognitive, affective, and social aspects can be assessed through play, considered as a “window” to observe a child’s functioning. According to Russ’s model, cognitive and affective components and their reciprocal connections can be assessed through the Affect in Play Scale (APS). The aim of the present study was to investigate children’s representations of the three main models of disability (medical, social, and biopsychosocial) and how these models affected cognitive and affective components of children’s play. Sixty-three children, aged 6–10 years, were assessed by means of the APS. Participants were randomly assigned to one of two APS task orders: the standard APS task followed by the modified APS task (including a wheelchair toy), or vice versa. The standard and modified APS sessions were coded according to the APS system. The modified APS sessions were also coded for the model of disability expressed by children. A one-way ANOVA conducted on the APS affective and cognitive indexes revealed an effect of condition on the affective components of play and no effect on cognitive components and variety of affect as assessed by the APS. In addition, when children are involved in pretend play from which concepts of disability emerge, these concepts are almost exclusively related to the medical model of disability. Results suggested implications for intervention with children in educational contexts that aim to teach children about disability.

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“…Studying children’s pretend play can also provide insight into human cognitive architecture and its development (Weisberg, 2015). …”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Models of Disability in Children’s Pretend Play: Measurement of Cognitive Representations and Affective Expression Using the Affect in Play Scale

et al. 2017

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“…Like language, pretend and symbolic play relies on the representational capacity to use a signifying entity to stand for another entity. It has connections to cognitive and social skills that are important for language development, such as symbolic thinking, theory of mind, and counterfactual reasoning …”

Section: Learning Complex Languages: the Role Of Playmentioning

confidence: 99%

Playing with language, creating complexity: Has play contributed to the evolution of complex language?

Langley

Benítez‐Burraco

Kempe

2019

Evolutionary Anthropology

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We argue that enhanced play may have contributed to the emergence of complex language systems in modern humans (Homo sapiens). To support this idea, we first discuss evidence for an expansion of playing behavior connected to the extended childhood of modern human children, and the potential of this period for the transmission of complex cultural traits, including language. We then link two of the most important functions of play—exploration and innovation—to the potential for cumulative cultural evolution in general and for the emergence of complex language in particular. If correct, the shorter childhood of Neanderthals—involving restrictions on time to experiment and innovate—may have restricted their language (and other symbolic) system/s. Consequently, fully investigating the role that play may have had in the transmission of language and the development of symbolic cultures in both modern humans and Neanderthals provides a new avenue of research for Paleolithic archaeology and related disciplines.

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“…It is said to appear very early in human development at the age of 18 months, when children start engaging in pretend play (Amsel & Smalley, 2000;Harris, 2000;Lillard, 2001;Weisberg, 2015). Moreover, counterfactual imagination is sometimes perceived as a particular evolutionary prec edent and as a potential explanation of the unique human cognitive attributes (De Smedt, 2011;Suddendorf, 2013).…”

Section: Counterfactual Imagination That Relies On Factsmentioning

confidence: 99%

“…Some researchers have recognized the counterfactual features of children's pretense episodes in a more explicit way (Amsel & Smalley, 2000;Harris, 2000;Weisberg, 2015;Weisberg & Gopnik, 2013). For instance, they say that pretending-as with counterfactual thinking-involves representing possible worlds (Weisberg, 2016).…”

Section: Counterfactual Imagination In Human Developmentmentioning

confidence: 99%

Counterfactual Imagination as a Mental Tool for Innovation

Chylińska

2017

AVANT

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In the article I demonstrate some of the possible ways by which counterfactual im agination can lead people to innovation and the creation of novel and valuable solutions. I start with adopting the broad definition of counterfactuals, by which counterfactual imagination is understood as the ability to imagine alternative states of affairs which can relate to the past, present or future. I explain how counterfactual imagination differs from other sorts of imaginative and creative thoughts, pointing out that counterfactual types of thinking always rely on facts and involve a change in some features of the actual world, leaving other such features unaltered. I also show that the concept of counterfactual imagination can be useful when we aim to describe the very earliest manifestations of imaginative capacities in children, which can be seen in their make-believe games. All the mentioned characteristics of counterfactual imagination are further used to examine how what if and would be sorts of thinking and imagining might influence people's creative performance. I conclude with the suggestion that-if guided properly-counterfactual imagination could be a truly valuable mental tool for innovation. This demonstration is partly influenced by Ruth Byrne's multi-faceted analysis of counterfactual imagination, mainly from her book, The Rational Imagination: How People Create Alternatives to Reality.

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Pretend play

Cited by 112 publications

References 110 publications

Models of Disability in Children’s Pretend Play: Measurement of Cognitive Representations and Affective Expression Using the Affect in Play Scale

Models of Disability in Children’s Pretend Play: Measurement of Cognitive Representations and Affective Expression Using the Affect in Play Scale

Playing with language, creating complexity: Has play contributed to the evolution of complex language?

Counterfactual Imagination as a Mental Tool for Innovation

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