Get the picture? The effects of iconicity on toddlers' reenactment from picture books.

Gabrielle Paton Simcock · Judy S. DeLoache

141 citations0/0 files storedDevelopmental Psychology

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Child and Animal Learning Development Reading and Literacy Development Language Development and Disorders

Abstract

What do toddlers learn from everyday picture-book reading interactions? To date, there has been scant research exploring this question. In this study, the authors adapted a standard imitation procedure to examine 18- to 30-month-olds' ability to learn how to reenact a novel action sequence from a picture book. The results provide evidence that toddlers can imitate specific target actions on novel real-world objects on the basis of a picture-book interaction. Children's imitative performance after the reading interaction varied both as a function of age and the level of iconicity of the pictures in the book. These findings are discussed in terms of children's emerging symbolic capacity and the flexibility of the cognitive representation.

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References

1978The achievement and antecedents of labelling 1988Infant imitation after a 1-week delay: Long-term memory for novel acts and multiple stimuli.1995Review of Annals of Child Development (Vol. 9).1994The role of home literacy environment in the development of language ability in preschool children from low-income families 2003Zero to Six: Electronic Media in the Lives of Infants, Toddlers and Preschoolers 1996Developmental changes in deferred imitation by 6- to 24-month-old infants 2004Picture book reading with young children: A conceptual framework 2002Blackwell Handbook of Childhood Cognitive Development

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2010Less is more: How manipulative features affect children's learning from picture books 2009Toddlers’ referential understanding of pictures 2013Context and repetition in word learning 2015Learning About Real Animals From Anthropomorphic Media 2010Contingent computer interactions for young children's object retrieval success

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