The DOI matches its Crossref record; 30 of the 30 references it cites were found in a registry or an index.
Dual Representation and Young Children's Use of Scale Models
Abstract
To use a symbolic object such as a model, map, or picture, one must achieve dual representation; that is, one must mentally represent both the symbol itself and its relation to its referent. The studies reported here confirm predictions derived from this concept. As hypothesized, dual representation was as difficult for 2H-year-olds to achieve with a set of individual objects as it was with an integrated model. Decreasing the physical salience of a scale model (by placing it behind a window) made it easier for 2H-year-old children to treat it as a representation of something other than itself. Conversely, increasing the model's salience as an object (by allowing 3-year-old children to manipulate it) made it more difficult to appreciate its symbolic import. The results provide strong support for dual representation.
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Cites
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The impact of pretend play on children's development: A review of the evidence
Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013) · Psychological Bulletin · doi:10.1037/a0029321 · Cited by 884
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DeLoache, J. S. (2004) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2003.12.004 · Cited by 416
Self-citationLess Is More: Executive Function and Symbolic Representation in Preschool Children
Carlson, S. M., Davis, A. C., & Leach, J. G. (2005) · Psychological Science · doi:10.1111/j.1467-9280.2005.01583.x · Cited by 309
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Metadata
- Authors
- DeLoache, J. S.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2000-03-01
- Volume
- 71
- Issue
- 2
- Pages
- 329-338
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W1998954454
- Cited by
- 397
- References
- 30
- FWCI
- 13.13
- Type
- journal article
- Language
- en
- Open access
- closed
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