Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object

Autores
Maita, María del Rosario; Mareovich, Florencia; Peralta, Olga Alicia
Año de publicación
2014
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Children are exposed to symbolic objects that they have to learn to use very early in life. The authors’ aim was to examine whether it is possible to intentionally teach young children the symbolic function of an object. They employed a search task in which children had to use a map to find a toy. Experiment 1 revealed that with no instruction 3-year-, 10-month-old children were quite successful; 3-year-, 6-month-olds showed a divided performance; and 3-year-, 0-montholds failed. With this baseline, Experiment 2 compared the performance of 3-year-, 0-month-olds in three different conditions: no-instruction, complete instruction (before the task begins), and teaching (complete instruction plus corrective feedback); only children in the teaching condition succeeded. However, children 6 months younger, 2-year-, 6-month-olds, failed despite teaching that was provided (Study 3). This research shows that at some points in development instruction is not enough; intentional teaching in communicative contexts is the mechanism that boosts symbolic understanding in early childhood.
Fil: Maita, María del Rosario. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Mareovich, Florencia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Peralta, Olga Alicia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Materia
Corrective Feedback
Contingent Information
Instruction
Intentional Teaching
Symbolic Objects
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/10718
Acceder
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network_name_str CONICET Digital (CONICET)
spelling Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic ObjectMaita, María del RosarioMareovich, FlorenciaPeralta, Olga AliciaCorrective FeedbackContingent InformationInstructionIntentional TeachingSymbolic Objectshttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5Children are exposed to symbolic objects that they have to learn to use very early in life. The authors’ aim was to examine whether it is possible to intentionally teach young children the symbolic function of an object. They employed a search task in which children had to use a map to find a toy. Experiment 1 revealed that with no instruction 3-year-, 10-month-old children were quite successful; 3-year-, 6-month-olds showed a divided performance; and 3-year-, 0-montholds failed. With this baseline, Experiment 2 compared the performance of 3-year-, 0-month-olds in three different conditions: no-instruction, complete instruction (before the task begins), and teaching (complete instruction plus corrective feedback); only children in the teaching condition succeeded. However, children 6 months younger, 2-year-, 6-month-olds, failed despite teaching that was provided (Study 3). This research shows that at some points in development instruction is not enough; intentional teaching in communicative contexts is the mechanism that boosts symbolic understanding in early childhood.Fil: Maita, María del Rosario. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Mareovich, Florencia. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Peralta, Olga Alicia. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaTaylor & Francis2014-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/10718Maita, María del Rosario; Mareovich, Florencia; Peralta, Olga Alicia; Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object; Taylor & Francis; Journal Of Genetic Psychology; 175; 5; 10-2014; 401-4150022-13251940-0896enginfo:eu-repo/semantics/altIdentifier/url/http://www.tandfonline.com/doi/full/10.1080/00221325.2014.941320info:eu-repo/semantics/altIdentifier/doi/10.1080/00221325.2014.941320info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-10T13:14:04Zoai:ri.conicet.gov.ar:11336/10718instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-10 13:14:05.127CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object
title Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object
spellingShingle Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object
Maita, María del Rosario
Corrective Feedback
Contingent Information
Instruction
Intentional Teaching
Symbolic Objects
title_short Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object
title_full Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object
title_fullStr Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object
title_full_unstemmed Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object
title_sort Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object
dc.creator.none.fl_str_mv Maita, María del Rosario
Mareovich, Florencia
Peralta, Olga Alicia
author Maita, María del Rosario
author_facet Maita, María del Rosario
Mareovich, Florencia
Peralta, Olga Alicia
author_role author
author2 Mareovich, Florencia
Peralta, Olga Alicia
author2_role author
author
dc.subject.none.fl_str_mv Corrective Feedback
Contingent Information
Instruction
Intentional Teaching
Symbolic Objects
topic Corrective Feedback
Contingent Information
Instruction
Intentional Teaching
Symbolic Objects
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Children are exposed to symbolic objects that they have to learn to use very early in life. The authors’ aim was to examine whether it is possible to intentionally teach young children the symbolic function of an object. They employed a search task in which children had to use a map to find a toy. Experiment 1 revealed that with no instruction 3-year-, 10-month-old children were quite successful; 3-year-, 6-month-olds showed a divided performance; and 3-year-, 0-montholds failed. With this baseline, Experiment 2 compared the performance of 3-year-, 0-month-olds in three different conditions: no-instruction, complete instruction (before the task begins), and teaching (complete instruction plus corrective feedback); only children in the teaching condition succeeded. However, children 6 months younger, 2-year-, 6-month-olds, failed despite teaching that was provided (Study 3). This research shows that at some points in development instruction is not enough; intentional teaching in communicative contexts is the mechanism that boosts symbolic understanding in early childhood.
Fil: Maita, María del Rosario. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Mareovich, Florencia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Peralta, Olga Alicia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
description Children are exposed to symbolic objects that they have to learn to use very early in life. The authors’ aim was to examine whether it is possible to intentionally teach young children the symbolic function of an object. They employed a search task in which children had to use a map to find a toy. Experiment 1 revealed that with no instruction 3-year-, 10-month-old children were quite successful; 3-year-, 6-month-olds showed a divided performance; and 3-year-, 0-montholds failed. With this baseline, Experiment 2 compared the performance of 3-year-, 0-month-olds in three different conditions: no-instruction, complete instruction (before the task begins), and teaching (complete instruction plus corrective feedback); only children in the teaching condition succeeded. However, children 6 months younger, 2-year-, 6-month-olds, failed despite teaching that was provided (Study 3). This research shows that at some points in development instruction is not enough; intentional teaching in communicative contexts is the mechanism that boosts symbolic understanding in early childhood.
publishDate 2014
dc.date.none.fl_str_mv 2014-10
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/10718
Maita, María del Rosario; Mareovich, Florencia; Peralta, Olga Alicia; Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object; Taylor & Francis; Journal Of Genetic Psychology; 175; 5; 10-2014; 401-415
0022-1325
1940-0896
url http://hdl.handle.net/11336/10718
identifier_str_mv Maita, María del Rosario; Mareovich, Florencia; Peralta, Olga Alicia; Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object; Taylor & Francis; Journal Of Genetic Psychology; 175; 5; 10-2014; 401-415
0022-1325
1940-0896
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/http://www.tandfonline.com/doi/full/10.1080/00221325.2014.941320
info:eu-repo/semantics/altIdentifier/doi/10.1080/00221325.2014.941320
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 12.993085

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