5. Coming to agreement: Object use by infants and adults

Rodríguez, Cintia; Moro, Christiane

doi:10.1075/celcr.12.07rod

Cited by 27 publications

(24 citation statements)

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“…According to Rodríguez and Moro (2008;Rodríguez, 2007), objects play a central role in early communication, and should be considered in pragmatic terms, that is by their public and cultural uses in communicative contexts, as opposed to objects as the "cold physical world". Semiotic tools include objects, are not independent of them.…”

Section: Theoretical Approach: Cognitive Self-regulation and Early Sementioning

confidence: 99%

How toddlers think with their hands: social and private gestures as evidence of cognitive self-regulation in guided play with objects

Basilio

Rodríguez

2016

Early Child Development and Care

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The role of language as a tool to support the self-regulation has been widely studied, yet there is little evidence on the role of prelinguistic communication in the early development of self-regulation. To address this gap we developed behavioural indicators of preverbal cognitive self-regulation, and described how can parents support it through guided play. We observed 16 children at 14, 16 and 18 months interacting with two complex toys, either independently or with a parent. A microanalytic coding captured a total of 721 gestures, of which 473 were classed as self-regulatory. Children used gestures to support self-regulation in planning monitoring, control, and evaluation. Analysis of parental mediation revealed a relationship between supporting autonomy, providing challenge, responsiveness, effective communication, children's competence with objects, and self-regulatory gestures. We produced reliable indicators of self-regulation through gestures and characterised effective parental mediation, thus making explicit key social mechanisms to foster self-regulation in preverbal development.

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Section: Theoretical Approach: Cognitive Self-regulation and Early Sementioning

confidence: 99%

How toddlers think with their hands: social and private gestures as evidence of cognitive self-regulation in guided play with objects

Basilio

Rodríguez

2016

Early Child Development and Care

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“…The conceptual underlie of our argumentation resides in the acknowledged nature of the dyadic relationship that commonly develops between the child and the adult in early childhood. In typical development, the dyadic relationship generally invites the triadic relationship by including the use of an object in its (culturally determined) typical function (Leontiev, 1981;Costall, 1997;Rodríguez and Moro, 2008;Barthélémy-Musso et al, 2013). Adults and children readily construct action representations organized with respect to an ultimate goal, allowing one to predict the consequences of action, interpret and describe actions, and categorize action sequences (Sommerville et al, 2005).…”

Section: Can a Socio-materials Approach Promote Empathy?mentioning

confidence: 99%

“…So, from a typical child-adult-object interaction, the relationship shifts to the child-object-adult interaction. That objects can become the mediators of a compromised adult-child social interactions associated with attentional deficits has been already theorized (Rodríguez and Moro, 2008;Sinha and Rodríguez, 2008;Sinha, 2015). The human psychological structure is modeled and transformed by acting in the world and manipulating objects.…”

Section: Can a Socio-materials Approach Promote Empathy?mentioning

confidence: 99%

Toward a Socio-Material Approach to Cognitive Empathy in Autistic Spectrum Disorder

2020

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“…In other works, Mandler presents divergent views stating that conceptual development in early childhood is governed by 8 universal and non-cultural factors (Mandler, 2004b, for a discussion see Rodríguez & Moro, 2008) or by dynamic bodily experiences, spatial innate primitives, image-schemas and schematic integrations (Mandler, 2008a(Mandler, , 2008bMandler & Pagán Cánovas, 2014). that highlight the urgent need to overcome reductionism when researching conceptual development.…”

Section: Perspectivementioning

confidence: 99%

On perception as the basis for object concepts: a critical analysis

Alessandroni¹,

Rodríguez²

2018

Preprint

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Within cognitive and developmental psychology it is commonly argued that perception is the basis for object concepts. According to this view, sensory experiences would translate into concepts as a result of the recognition, correlation and integration of physical attributes. Once attributes are integrated into general patterns, subjects would become able to parse objects into categories. In this article, we critically review the three epistemological perspectives according to which can be claimed that object concepts depend on perception: state non-conceptualism, content non-conceptualism, and content conceptualism. We show the three perspectives have problems that make perception inadequate as a conceptual basis. We suggest that the inquiry about the origin and development of object concepts can benefit from a pragmatic perspective that considers objects’ cultural functions as a conceptual foundation. We address this possibility from the theoretical framework of the pragmatics of the object, considering the importance of objects’ functional permanence.

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5. Coming to agreement: Object use by infants and adults

Cited by 27 publications

References 0 publications

How toddlers think with their hands: social and private gestures as evidence of cognitive self-regulation in guided play with objects

How toddlers think with their hands: social and private gestures as evidence of cognitive self-regulation in guided play with objects

Toward a Socio-Material Approach to Cognitive Empathy in Autistic Spectrum Disorder

On perception as the basis for object concepts: a critical analysis

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