How Symbolic Experience Shapes Children's Symbolic Flexibility

Autor/inn/en	Thom, Emily E.; Sandhofer, Catherine M.
Titel	How Symbolic Experience Shapes Children's Symbolic Flexibility
Quelle	In: Child Development, 85 (2014) 2, S.738-754 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12147
Schlagwörter	Toddlers; Preferences; Bilingualism; Monolingualism; Experience; Novelty (Stimulus Dimension); Vocabulary + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Bilingualismus; Erfahrung; Wortschatz
Abstract	The current experiments asked whether children with dual-symbolic experience (e.g., unimodal bilingual and bimodal) develop a preference for words like monolingual children (Namy & Waxman, 1998). In Experiment 1, ninety-five 18- and 24-month-olds, with monolingual, unimodal bilingual, or bimodal symbolic experience, were tested in their willingness to treat digitized sounds as referents. In Experiment 2, forty-seven 24-month-olds, with the same types of symbolic experience, were tested in their willingness to treat novel words as referents. Monolingual children performed in ways indicative of a growing preference for words, whereas children with dual-symbolic experience performed in ways indicative of consistency in symbolic flexibility over time. Results suggest that the developmental trajectory of children's symbolic flexibility might depend on their symbolic experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10