A normative study of representational play in the transition to language

Dados Bibliográficos

ID9796232
AutoresLorraine Mccune (0000-0002-2894-835X, Rutgers, the State University of New Jersey, autor correspondente)
Ano1995
Volume31
Fascículo2
Páginas198-206
Data de publicação1995-03-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoDevelopmental Psychology (JOURNAL)
Identificadores do periódicoISSN: 0012-1649 • E-ISSN: 1939-0599
EditoraAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/0012-1649.31.2.198
OpenAlexW2019283755
IdiomaEN
Citações recebidas67
Referências 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