Descriptor
| Abstract Reasoning | 3 |
| Child Development | 3 |
| Symbolic Learning | 3 |
| Associative Learning | 2 |
| Cognitive Processes | 2 |
| Language Role | 2 |
| Attention | 1 |
| Classification | 1 |
| Cognitive Development | 1 |
| Communication Disorders | 1 |
| Conservation (Concept) | 1 |
| More ▼ | |
Publication Type
| Information Analyses | 1 |
| Journal Articles | 1 |
| Reports - Evaluative | 1 |
Education Level
| Early Childhood Education | 1 |
Audience
| Researchers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkBruce, Susan M. – International Journal of Disability, Development and Education, 2005
Most children who are congenitally deafblind are severely delayed in their communication development and many will not achieve symbolic understanding and expression. This article discusses developmental markers cited in the research literature as predictive of or facilitative of the development of symbolism. These markers include the growth toward…
Descriptors: Symbolic Learning, Cues, Object Permanence, Communication Disorders
Bruner, Jerome S.; Olson, David R. – Interchange, 1977
The impact of language (especially written language) on the acquisition of knowledge and skills in children is discussed. (MJB)
Descriptors: Abstract Reasoning, Child Development, Cognitive Processes, Factor Analysis
Download full textSigel, Irving – 1968
Representational competence refers to the individual's capability to respond appropriately to external representations. For example, a child engaged in a grouping task may collect together all like objects even if the group contains varying representations of the object, including (1) the object itself, (2) a three-dimensional likeness of the…
Descriptors: Abstract Reasoning, Associative Learning, Child Development, Classification
