Cognition in development: Learning words through images
Article Sidebar
Main Article Content
Abstract
(analytical): This study investigates children's and adults' learning of words in a picture learning context. Three quasi-experimental studies are presented. Studies 1 and 2 compare the performance of three-year-old children with that of adults. First, we teach teaches a new noun applied to an unknown object (pompe). Then, we teach the same word, but instead using it as an adjective that refers to a non-conventional property. Study 3 contrasted adults' learning of two adjectives with or without the spanish suffix ado (pompe-pompeado). Taken together these results show that children use contextual information to learn words, while adults place more relevance on linguistic information. As a result, the absence of a suffix made learning the adjective more difficult. We conclude that, under some conditions, children are more efficient than adults. These findings show the importance of ensuring that adults' inclusion is part of development studies.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
You are free to:
- Share - copy and redistribute the material in any medium or format
- Adapt - remix, transform, and build upon the material
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
-
Attribution - You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
-
NonCommercial - You may not use the material for commercial purposes.
-
ShareAlike - If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions - You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
How to Cite
References
Armitage, E. & Allen, M. L. (2015). Children's picture interpretation: Appearance or intention? Developmental Psychology 51 (9), pp. 1201-1215. Doi: 10.1037/ a0039571.
Bloom, P. (2000). How children learn the meanings of words. Cambridge: MIT Press.
Booth, A. & Waxman, S. (2009). A horse of a different color: Specifying with precision infants' mappings of novel nouns and adjectives. Child Development, 80 (1), pp. 15-22. Doi: 10.1111/j.1467- 8624.2008.01242.x.
Callaghan, T. & Rochat, P. (2008). Children's understanding of artist-picture relations: Implications for their theories of pictures. En C. Milbrath & H. Trautner (eds.) Children's understanding and production of pictures, drawing, and art, (pp. 187- 205). Cambridge: Hogrefe & Huber.
Defior-Citoler, S., Fonseca, L., Gottheil, B., Aldrey, A., Jiménez-Fernández, G., Pujals, M. () Serrano-Chica, F. D. (2006). LEE. Test de lectura y escritura en español. Buenos Aires: Paidós.
DeLoache, J. (1987). Rapid change in the symbolic functioning of very young children. Science, 238, pp. 1556-1557. Doi:10.1126/science.2446392.
DeLoache, J. & Burns, N. (1994). Early understanding of the representational function of pictures. Cognition, 52, pp. 83- 110. Doi: 10.1016/0010-0277(94)90063-9.
D'Souza, D. & Karmiloff-Smith, A. (En prensa). Why a developmental perspective is critical for understanding human cognition. Behavioral and Brain Sciences.
Duarte-Duarte, J., Parra-Moncada, P. & Gallego-Betancur, T. (2011). Análisis de los programas sobre la atención y el desarrollo de la primera infancia. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 9 (2), pp. 65-103.
Echols, C. & Marti, C. (2004). The identification of words and their meaning: From perceptual biases to language-specific cues. En D. Hall & S. Waxman (eds.), Weaving a lexicon, (pp. 41-78). Cambridge: MIT Press.
Eisenberg, L. (1998). Nature, niche and nurture: The role of social experience in transforming genotype into phenotype. Academic Psychiatric, 22 (4), pp. 213-222.
Eming, M. & Fujimoto, G. (2003). Desarrollo Infantil Temprano: Lecciones de los programas no formales. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 1 (1), pp. 85-123.
Ganea, P. A., Allen, M., Butler, L., Carey, S. & DeLoache, J. (2009). Toddlers' referential understanding of pictures. Journal of Experimental Child Psychology, 104, pp. 283-295. Doi: 10.1016/j.jecp.2009.05.008.
Ganea, P. A., Bloom-Pickard, M. & DeLoache, J. (2008). Transfer between picture books and the real world by very young children. Journal of Cognition and Development, 9, pp. 46-66. Doi: 10.1080/15248370701836592.
Gentner, D. (1982). Why nouns are learned before verbs: Linguistic relativity versus natural partitioning. En S. Kuczaj (ed.) Language Development: Language, Cognition, and Culture, (pp. 301-334). Hillsdale: Erlbaum.
Gleitman, L. (1990). The structural sources of verbs meanings. Language Acquisition: A Journal of Developmental Linguistics, 1 (1), pp. 3-55. Doi: 10.1207/ s15327817la0101_2.
Goodman, J., McDonough, L. & Brown, N. (1998). The role of semantic context and memory in the acquisition of novel nouns. Child Development, 69, pp. 1330-1344. Doi: 10.1111/j.1467-8624.1998.tb06215.x.
Hall, D., Waxman, S. & Hurwitz, W. (1993). How 2- and 4-year-old children interpret adjectives and count nouns. Child Development, 64 (6), pp. 1651-1664. Doi: 10.1111/j.1467-8624.1993.tb04205.x.
Harris, P. L., Kavanaugh, R. D. & Dowson, L. (1997). The depiction of imaginary transformation: Early comprehension of a symbolic function. Cognitive Development, 12, pp. 1-19. Doi: 10.1016/ S0885-2014(97)90028-9.
Johnson, M. (2011). Interactive Specialization: A domain-general framework for human functional brain development? Developmental Cognitive Neuroscience, 1, pp. 7-21.
Karmiloff-Smith, A. (1994). Más allá de la Modularidad. Madrid: Alianza.
Karmiloff-Smith, A. (2012) Brain: The neuroconstructivist approach. En E. K. Farran & A. Karmiloff-Smith (eds.) Developmental Disabilities Across the Lifespan: A Neuroconstructivist Approach, (pp. 37-58). Oxford: Oxford Univarsity Press.
Karmiloff-Smith, A. (2013). Challenging the use of adult neuropsychological models for explaining neurodevelopmental disorders: Developed versus developing brains. Quarterly Journal of Experimental Psychology, 66, pp. 1-14. Doi: 10.1080/17470218.2012.744424.
Maita, M. R. & Peralta, O. (2007). La comprensión infantil de objetos simbólicos: Un verdadero desafío cognitivo. Revista Intercontinental de Psicología y Educación, 9, pp. 163-180.
Maita, M. R. & Peralta, O. (2010). El impacto de la instrucción en la comprensión temprana de un mapa como objeto simbólico. Infancia y Aprendizaje, 33, pp. 47-62. Doi:10.1174/021037010790317234.
Mareovich, F. (2015). Desarrollo simbólico. El aprendizaje de palabras por medio de Imágenes. Buenos Aires: Teseo.
Mareovich, F. & Peralta, O. (2014). La comprensión referencial temprana: Aprendiendo palabras a través de imágenes con distinto nivel de iconicismo. Psykhé, 24, 1, pp. 1-11. Doi: 10.7764/psykhe.24.1.661.
Mareovich, F., Taverna, A. & Peralta, O. (2015). Enseñando palabras mediante libros ilustrados: El aprendizaje temprano de sustantivos y adjetivos. Interdisciplinaria, 32, pp. 89-107. Doi: 10.16888/interd.2015.32.1.5.
Martí, E. (2012). Desarrollo del pensamiento e instrumentos culturales. En J. Castorina & M. Carretero (comp.) Desarrollo Cognitivo y Educación II. Procesos del Conocimiento y Contenidos Específicos, (pp. 25-44). Buenos Aires: Paidós.
Namy, L. & Waxman, S. (2000). Naming and exclaiming: Infants' sensitivity to naming contexts. Journal of Cognition and Development, 1 (4), pp. 405-428. Doi: 10.1207/S15327647JCD0104_03.
O'Doherty, K., Troseth, G. L., Shimpi, P. M., Goldenberg, E., Akhtar, N. & Saylor, M. M. (2011). Third-party social interaction and word learning from video. Child Development, 82, pp. 902-915. Doi:10.1111/j.1467-8624.2011.01579.x.
Peralta, O. & Salsa, A. (2009). Means of communication and sources of information: Two-year-old children's use of pictures as symbols. European Journal of Cognition and Development, 21, pp. 801-812. Doi: 10.1080/09541440802421193.
Piaget, J. (1968). Seis Estudios de Psicología. Barcelona: Seix Barral.
Piaget, J. (1970). Psicología de la Inteligencia. Buenos Aires: Psique.
Pineda-Báez, N. Y., Garzón-Rodríguez, J. C., Bejarano-Novoa, D. C. & Buitrago- Rodríguez, N. E. (2015). Aportes para la educación inicial: Saberes construidos por el Proyecto Pedagógico Educativo Comunitario. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 13 (1), pp. 263-278. Doi: 10.11600/1692715x.13115050914.
Pinker, S. (1987). Resolving a learnability paradox in the acquisition of the verb lexicón. Lexicon Proyect Working Papers. Cabridge: MIT Center for Cognitive Science.
Preissler, M. & Carey, S. (2004). Do both pictures and words function as symbols for 18- and 24- month-old children? Journal of Cognition and Development, 2, pp. 185- 212. Doi:10.1207/s15327647jcd0502_2.
Real Academia Española-RAE (2012). Diccionario de la Lengua Española. Recuperado de: en http://www.rae.es
Richert, R. A., Robb. M. B. & Smith, E. I. (2011). Media as social partners: The social nature of young children's learning from screen media. Child Development, 82, pp. 82-95. Doi:10.1111/j.1467-8624.2010.01542.x.
Roselli, M. (2003). Maduración cerebral y desarrollo cognoscitivo. Revista Latinoamericana de Ciencias Sociales, 1 (1), pp. 1-14.
Salsa, A. & Peralta, O. (2007). Routes to symbolization: Intentionality and correspondence in early understanding of pictures. Journal of Cognition and Development, 8 (1), pp. 79-92. Doi: 10.1207/s15327647jcd0801_4.
Salsa, A. & Vivaldi, R. A. (En prensa). Pedagogical cues to artist's intention in young children's understanding of drawings. Journal of Cognition and Development.
Sigel, I. (1978). The development of pictorial comprehension. En B. Randhawa & W. Coffman (eds.) Visual learning, thinking and communication, (pp. 93-111). Nueva York: Academic Press.
Sigel, I. (1997). Modelo de distanciamiento y desarrollo de la competencia representaiva. Infancia y Aprendizaje, 78, pp. 13-29. Doi: 10.1174/021037097761403118.
Tomasello, M. (1999). The cultural ecology of young children's interactions with objects and artifacts. En E. Winograd, R. Fivush & W. Hirst (eds.) Ecological approaches to cognition: Essays in honor of Ulric Neisser, (pp. 153-170). Mahawah: Erlbaum.
Tomasello, M. (2003). Constructing a Language: A Usage-based Theory of Language Acquisition. Cambridge: Harvard University Press.
Tomasello, M. (2008). Origins of human communication. Cambridge: MIT Press.
Troseth, G. L., Saylor, M. M. & Archer, A. H. (2006). Young children's use of video as a source of socially relevant information. Child Development, 77, pp. 786-799. Doi:10.1111/j.1467-8624.2006.00903.x.
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.
Walker, C., Walker. L. & Ganea, P. (2013). The role of symbol-based experience in early learning and transfer from pictures: Evidence from Tanzania. Developmental Psychology, 49 (7), pp. 1315-1324. Doi:10.1037/a0029483.
Waxman, S. & Guasti, M. (2009). Nouns, adjectives, and the acquisition of meaning: New evidence from Italianacquiring children. Language Learning and Development, 5, pp. 50-68. Doi: 10.1080/15475440802347528.
Waxman, S. & Lidz, J. (2006). Early word learning. In D. Kuhn & R. Siegler (Eds.) Handbook of child psychology, (pp. 299-335). Hoboken: Wiley.
Waxman, S., Senghas, A. & Benveniste, S. (1997). A cross-linguistic examination of noun-category bias: Its existence and specificity in French- and Spanishspeaking preschool-aged children. Cognitive Psychology, 32 (3), pp. 183-218. Doi: 10.1006/cogp.1997.0650.
Zapata-Ospina, E. B. & Restrepo-Mesa, J. H. (2013). Aprendizajes relevantes para los niños y las niñas en la primera infancia. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 11 (1), pp. 217-227. Doi: 10.11600/1692715x.11114270712.