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



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