This paper discusses links among the process of creativity, symbolization, and learning. The importance of symbolization in thinking, in school learning, in child development, and in the behavior of creative learners is stressed. (DB)

Piaget's concept of "internalization" is analyzed and related to Bruner's representational theories of cognitive development. Cognitive structures are shown to be real exclusively in an actual representation. (Author/SDH)

Children's developing competence with symbolic representations was assessed in 3 studies. Study 1 examined the hypothesis that the production of imaginary symbolic objects in pantomime requires the simultaneous coordination of the dual representations of a dynamic action and a symbolic object. We explored this coordination of symbolic…

Children show less evidence of nominal realism (treating the name and its object as the same) after participating in an arbitrary naming task, but older children do not show as much development away from nominal realism as Piaget postulated. (RL)

The impact of language (especially written language) on the acquisition of knowledge and skills in children is discussed. (MJB)

Sixty-six goals, mostly involving symbolic representation and cognitive processes, were evaluated to indicate those aspects of the summative research on Sesame Street that were bases for generalizing about research into the development of preschoolers. Unintended and intended outcomes were investigated as well as the program's effectiveness for…

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…