Children's conceptions of the relationship between pictures and their referents |
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| Affiliation: | 1. School of Occupational Therapy, College of Medicine, National Taiwan University, Taipei, Taiwan;2. School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan;3. Institute of Aerospace and Undersea Medicine, School of Medicine, National Defense Medical Center, Taipei, Taiwan;4. Department of Neurology, Tri-Service General Hospital, National Defense Medical Center, Taipei, Taiwan;5. Post-Baccalaureate Program in Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan;6. Graduate Institute of Humanities in Medicine, Taipei Medical University, Taipei, Taiwan;7. Graduate Institute of Mind, Brain and Consciousness, Taipei Medical University, Taipei, Taiwan;8. Brain and Consciousness Research Center, TMU - Shuang Ho Hospital, New Taipei City, Taiwan;9. Department of Nursing, Taipei Medical University-Shuang Ho Hospital, Taipei, Taiwan;10. School of Gerontology Health Management, College of Nursing, Taipei Medical University, Taipei, Taiwan;11. Endoscopy Unit, Department of Surgery , Kamuzu Central Hospital, Lilongwe, Malawi;12. Psychiatric Research Center, Taipei Medical University Hospital, Taipei, Taiwan |
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| Abstract: | In five investigations we examined 3- and 4-year-olds' conceptions of the relationship between pictures and their referents. In the first two studies, we confirmed that some children judge wrongly that a picture has a feature of the real object it represents, although that feature was added to the real referent after the picture was drawn. Children also judged that a picture that was changed would reacquire its original features, thereby keeping in match with its real referent. In the third, fourth, and fifth studies we included a more difficult no change condition in which the picture slightly mismatched the real referent from the outset. Even children who answered correctly under the previous change conditions wrongly attributed to the picture a visual feature which was present only on the real referent. Such confusions did not occur when children agreed the mismatching picture was not of the real object. We conclude that preschool children have difficulty holding in mind the distinct properties of picture and real referent, just as they tend to confuse the literal and intended meanings of utterances. |
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