A NORMATIVE STUDY OF REPRESENTATIONAL PLAY AT THE TRANSITION TO LANGUAGE
A NORMATIVE STUDY OF REPRESENTATIONAL PLAY AT THE TRANSITION TO LANGUAGE
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DOI：
10.1037/0012-1649.31.2.198
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发表时间：
1995-03-01
影响因子：
4
通讯作者：
MCCUNE, L
中科院分区：
文献类型：
--
作者：
MCCUNE, L
认知发展的理论序列提出了影响代表性的发挥和语言在第二年的生活。 规模分析支持有序序列的102名儿童（横断面样本，8至24个月的年龄）和可比的纵向样本10名儿童的游戏发展，尽管一些不一致的时间放置和重叠的发病时间。 游戏和语言之间的结构和时间联系表明发展心理表征的影响，但发展的时间变化的影响点干预变量。 一个动态系统的观点（E。Thelen，1989）为向语言的过渡提供了一个有用的描述性框架。
A theoretical sequence of cognitive developments is proposed as influencing representational play and language in the second year of life. Scale analysis supported an ordinal sequence of play developments for 102 children (cross-sectional sample, 8 to 24 months of age) and a comparable longitudinal sample of 10 children, despite some inconsistency of temporal placement and overlap of onset time. Structural and temporal links between play and language indicate the influence of developing mental representation, but variation in timing of developments points to the influence of intervening variables. A dynamic systems perspective (E. Thelen, 1989) provides a useful descriptive framework for the transition to language.