A normative study of representational play in the transition to language

Datos Bibliográficos

ID9796232
AutoresLorraine Mccune (0000-0002-2894-835X, Rutgers, the State University of New Jersey, autor de correspondencia)
Año1995
Volumen31
Número2
Páginas198-206
Fecha de publicación1995-03-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaDevelopmental Psychology (JOURNAL)
Identificadores de la revistaISSN: 0012-1649 • E-ISSN: 1939-0599
EditorialAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/0012-1649.31.2.198
OpenAlexW2019283755
IdiomaEN
Citas recibidas67
Referencias citadas18

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 longittudinal 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

Cognitive psychology · Developmental psychology · Epistemology · Language acquisition · Language development · Linguistics · Mathematics education · Normative · Normative social influence · Transition (genetics · Child and Animal Learning Development · Educational and Psychological Assessments · Educational and Social Studies · Language Development and Disorders · Language, Discourse, Communication Strategies · Psychology · Social Psychology · Social Representations and Identity