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The Role of Intentionality and Iconicity in Children’s Developing Comprehension and Production of Cartographic Symbols
Author(s) -
Myers Lauren J.,
Liben Lynn S.
Publication year - 2008
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.2008.01150.x
Subject(s) - referent , intentionality , psychology , comprehension , cognitive psychology , task (project management) , iconicity , linguistics , epistemology , management , philosophy , economics
The contribution of intentionality understanding to symbolic development was examined. Actors added colored dots to a map, displaying either symbolic or aesthetic intentions. In Study 1, most children (5–6 years) understood actors’ intentions, but when asked which graphic would help find hidden objects, most selected the incorrect (aesthetic) one whose dot color matched referent color. On a similar task in Study 2, 5‐ and 6‐year‐olds systematically picked incorrectly, 9‐ and 10‐year‐olds picked correctly, and 7‐ and 8‐year‐olds showed mixed performance. When referent color matched neither symbolic nor aesthetic dot colors, children performed better overall, but only the oldest children universally selected the correct graphic and justified choices with intentionality. Results bear on theory of mind, symbolic understanding, and map understanding.