The Changing Role of Iconicity in Non-Verbal Symbol Learning: A U-Shaped Trajectory in the Acquisition of Arbitrary Gestures
The Changing Role of Iconicity in Non-Verbal Symbol Learning: A U-Shaped Trajectory in the Acquisition of Arbitrary Gestures
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DOI：
10.1207/s15327647jcd0501_3
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发表时间：
2004-01-01
影响因子：
2.1
通讯作者：
Tomasello, Michael
中科院分区：
文献类型：
--
作者：
Namy, Laura L.;Campbell, Aimee L.;Tomasello, Michael
本文报道了两个实验，探讨了象似性在符号学习中的作用变化及其对支持符号到所指映射机制的启示。实验1比较了18个月和26个月奥尔兹对标志性手势的映射（e.例如，在一个实施例中，兔子的跳跃姿势）与任意姿势（例如，例如，在一个实施例中，兔子的下落动作）。实验2重复了与4岁儿童的比较。所有年龄段的人都成功地绘制了标志性的手势。18个月奥尔兹的婴儿和4岁的婴儿，但不是26个月大的婴儿映射任意的手势，揭示了一个U形的发展功能。这些发现意味着：（a）在早期符号学习中，象似性没有优势;（B）在26个月时，符号映射的范围变得更加有限，在学龄前更灵活地重新出现。我们认为，在任意手势学习的下降是一个功能的发展赞赏的交际惯例。我们认为，4岁时任意手势的重新出现是由更广泛的象征性经验和对他人交流意图的敏感性增强所驱动的。
This article reports 2 experiments examining the changing role of iconicity in symbol learning and its implications regarding the mechanisms supporting symbol-to-referent mapping. Experiment 1 compared 18- and 26-month- olds' mapping of iconic gestures (e. g., hopping gesture for a rabbit) vs. arbitrary gestures (e. g., dropping motion for a rabbit). Experiment 2 replicated this comparison with 4-year-olds. All ages successfully mapped iconic gestures. Eighteen-month-olds and 4-year-olds but not 26-month-olds mapped arbitrary gestures, revealing a U-shaped developmental function. These findings imply that (a) there is no advantage for iconicity in early symbol learning and (b) the range of symbols mapped becomes more restricted at 26 months, re-emerging more flexibly during the preschool years. We argue that the decline in arbitrary gesture learning is a function of developing appreciation of communicative conventions. We propose that the re-emergence of arbitrary gestures at 4 years is driven by a wider range of symbolic experiences, and enhanced sensitivity to others' communicative intent.