[Xmca-l] Re: Can symbols help people learning to read?

[Huw Lloyd]

I couldn't say, Greg.  I'm not familiar with the anecdote.

Huw

On 11 March 2015 at 22:57, Greg Thompson <greg.a.thompson@gmail.com> wrote:

> Huw,
> Sounds kinda like Tomasello's kids who put the "gazzer" in the barn. (did I
> get the term right?).
> Cool stuff all around!
> -greg
>
> On Wed, Mar 11, 2015 at 1:07 PM, Huw Lloyd <huw.softdesigns@gmail.com>
> wrote:
>
> > On 11 March 2015 at 17:08, mike cole <mcole@ucsd.edu> wrote:
> >
> > > Huw--
> > >
> > > Would you say that your son's action is evidence of the use of
> productive
> > > imagination?
> > > mike
> > >
> > >
> > That suggests a voluntary recollection, whereas I suspect it was more or
> > less an involuntary image voluntarily acted upon.  I wouldn't argue that
> > they're not part of the same genetic process, but the phrase connotes
> that
> > distinction for me.
> >
> > The main thing for me at the time was the evidence I was seeing regarding
> > not underestimating what kinds of things he could respond to (within the
> > context of an obviously important relationship).
> >
> > Huw
> >
> >
> > > On Wed, Mar 11, 2015 at 9:42 AM, Huw Lloyd <huw.softdesigns@gmail.com>
> > > wrote:
> > >
> > > > As has already been stated, it depends upon what one means by
> 'symbol'
> > > and
> > > > it also depends upon how such symbols are introduced.
> > > >
> > > > For example, the set of graphemes constituting a written word may be
> > > > referred to as a symbolic model of the phonemic structure of the
> word.
> > > >
> > > > With respect to picture-word correspondence, this could feasibly help
> > > with
> > > > understanding the nature of words as referring to conceptions rather
> > than
> > > > the immediacy of things themselves in early development.
> > > >
> > > > When our first child was about 12 months, we used a photo album of
> > > everyday
> > > > objects from around the house to help distinguish between the words
> and
> > > the
> > > > objects referred to.  One day I sat down and requested, in a
> purposeful
> > > > tone, that he put my shoe on the trolley (I didn't use gestures) and
> > was
> > > > fairly gobsmacked when he simply set off and did it.  This was at a
> > time
> > > > when he wasn't saying any recognisable words, let alone sentence
> sounds
> > > > with predicates in them.  Shoes were not part of his repertoire of
> toy
> > > > objects, and the trolley wasn't being used (at the time) as a thing
> to
> > > > carry other things with.
> > > >
> > > > It would still be difficult to demonstrate a clear link, but where I
> > > would
> > > > theoretically place it is in relating the word to the conception of
> the
> > > > object (the memory of the perception).  This fits with the nature of
> my
> > > > request, as the trolley was not in sight at the time (but it was one
> of
> > > the
> > > > items in the album).
> > > >
> > > > Huw
> > > >
> > > >
> > > >
> > > > On 11 March 2015 at 05:59, Andy Blunden <ablunden@mira.net> wrote:
> > > >
> > > > > I am forwarding this message from a good friend who has a question
> > > about
> > > > > literacy education.
> > > > > If you know of research on this question, perhaps you could cc Mike
> > B.
> > > in
> > > > > your reply.
> > > > > ***
> > > > > My sister is in the education field and she is looking for theory
> and
> > > > > research to refute an influential paper which claims introducing
> > > symbols
> > > > to
> > > > > non-readers actually hampers their ability to develop literacy
> > skills.
> > > > The
> > > > > little I have read on AT and semiotics seems to at least indicate
> > that
> > > > > under certain conditions, symbols can aid literacy. But I am
> looking
> > > for
> > > > > something specific and/or definite.
> > > > > ***
> > > > > Andy
> > > > > --
> > > > >
> > >
> ------------------------------------------------------------------------
> > > > > *Andy Blunden*
> > > > > http://home.pacific.net.au/~andy/
> > > > >
> > > > >
> > > >
> > >
> > >
> > >
> > > --
> > > It is the dilemma of psychology to deal as a natural science with an
> > object
> > > that creates history. Ernst Boesch.
> > >
> >
>
>
>
> --
> Gregory A. Thompson, Ph.D.
> Assistant Professor
> Department of Anthropology
> 880 Spencer W. Kimball Tower
> Brigham Young University
> Provo, UT 84602
> http://byu.academia.edu/GregoryThompson
>