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



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.
>