Skip to main content Accessibility help
×
Home
Hostname: page-component-544b6db54f-s4m2s Total loading time: 0.283 Render date: 2021-10-19T00:45:08.426Z Has data issue: true Feature Flags: { "shouldUseShareProductTool": true, "shouldUseHypothesis": true, "isUnsiloEnabled": true, "metricsAbstractViews": false, "figures": true, "newCiteModal": false, "newCitedByModal": true, "newEcommerce": true, "newUsageEvents": true }

10 - Developments in Cognition

Published online by Cambridge University Press:  04 August 2010

Lois Bloom
Affiliation:
Columbia University, New York
Get access

Summary

We have been concerned so far with developments in affect expression and saying words. In this chapter, we turn to how the children played with the toys in the playroom as a window on developments in cognition. We will see in particular how developments in object play, saying words, and emotional expression were integrated – both in the children's development over the course of the year and a half in which we studied them and in the moment-to-moment events in the stream of spontaneous activity in which we observed them.

Karin Lifter and I used several sorts of data from the children's play for comparison with developments in language. The primary data came from play in which a child did something with two objects in relation to each other. The child either took two objects apart – for example, taking a bead off the string – or constructed a thematic relation between objects – like putting a doll in the truck. The categories of play activity derived from these data, and the sequence of their emergence and achievement are the central results of the study.

Secondary data were also collected to provide a developmental context for these results and to help us understand them. One source of secondary data was the children's spontaneous finding behavior: how they located objects in the playroom to use for constructing relationships between them.

Type
Chapter
Information
The Transition from Infancy to Language
Acquiring the Power of Expression
, pp. 214 - 242
Publisher: Cambridge University Press
Print publication year: 1993

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)
2
Cited by

Send book to Kindle

To send this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about sending to your Kindle.

Note you can select to send to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • Developments in Cognition
  • Lois Bloom, Columbia University, New York
  • Book: The Transition from Infancy to Language
  • Online publication: 04 August 2010
  • Chapter DOI: https://doi.org/10.1017/CBO9780511752797.011
Available formats
×

Send book to Dropbox

To send content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about sending content to Dropbox.

  • Developments in Cognition
  • Lois Bloom, Columbia University, New York
  • Book: The Transition from Infancy to Language
  • Online publication: 04 August 2010
  • Chapter DOI: https://doi.org/10.1017/CBO9780511752797.011
Available formats
×

Send book to Google Drive

To send content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about sending content to Google Drive.

  • Developments in Cognition
  • Lois Bloom, Columbia University, New York
  • Book: The Transition from Infancy to Language
  • Online publication: 04 August 2010
  • Chapter DOI: https://doi.org/10.1017/CBO9780511752797.011
Available formats
×