Development of symbolic functions in preschool age: the role of theory of mind and intelligence

 
PIIS020595920011080-4-1
DOI10.31857/S020595920011080-4
Publication type Article
Status Published
Authors
Occupation: Senior researcher
Affiliation: Institute of Psychology RAS
Address: Moscow, st. Yaroslavskaya, 13
Occupation: Chief researcher of the laboratory of psychology of development of the subject in normal and post-traumatic States
Affiliation: Federal State-financed Establishment of Science, Institute of Psychology RAS
Address: Russian Federation, Moscow
Journal namePsikhologicheskii zhurnal
EditionVolume 41 issue 5
Pages49-62
Abstract

The results of a study of the relationship between the development of symbolic functions, theory of mind and intelligence in preschool age are presented. The hypothesis of the conjugation of the level of intellectual development and development of theory of mind with the understanding and use of symbolic means by preschool children in play and drawing was tested. To study the development of symbolic functions, tasks have been developed that allow us to analyze the success of children using and understanding symbolic means in play and drawing. The development of theory of mind was evaluated using two batteries of tasks covering its main components: recognition of emotions, understanding of situational and mental causes of emotions, visual perspective, intentions, false beliefs and deception. To test the level of intellectual development, we used the test of D. Wechsler for preschool and primary school age. The study involved 60 children of two age groups — 3–4 years and 5–6 years. Correlation analysis showed age-related variability of connections between the development of symbolic functions, aspects of theory of mind and intellectual abilities. The relationship between intelligence and symbolic functions has changed with age: from the connections between non-verbal intellectual abilities and the use of symbolic means to the connections between verbal intellectual abilities and understanding of symbolic means in the play and drawing. Also, with age, the relationship between individual aspects of theory of mind and the ability to symbolize increased. The results of structural equations modeling confirmed the hypothesis of the mediative role of theory of mind in the influence of intelligence on the development of symbolic functions.

Keywordstheory of mind, symbolic functions, intelligence, development of the play and drawing, symbolic play, preschool age
Received06.09.2020
Publication date13.09.2020
Number of characters32939
Cite  
100 rub.
When subscribing to an article or issue, the user can download PDF, evaluate the publication or contact the author. Need to register.

Number of purchasers: 1, views: 1497

Readers community rating: votes 0

1. Vygotskij L.S. Problemy detskoj i vozrastnoj psihologii. Sobranie sochinenij. Moscow: Pedagogika, 1984. (In Russian)

2. Veraksa N.E., Kokonceva E.V. Simvol kak sredstvo dialekticheskogo myshleniya starshih doshkol'nikov. Vestnik RGGU. Seriya “Psihologicheskie nauki”. 2014. № 20 (142). P. 63–76. (In Russian)

3. Il'ina M.N. Psihologicheskaya ocenka intellekta u detej. Saint-Petersburg: Piter, 2006. (In Russian)

4. Koroleva N.A., Sergienko E.A. Genezis sootnosheniya modeli psihicheskogo i simvolicheskih funkcij v doshkol'nom vozraste. Psihologicheskie issledovaniya. 2017. V. 10. № 52. P. 9. URL: http://psystudy.ru (data obrashcheniya: 10.01.2020). (In Russian)

5. Piazhe Zh. Izbrannye psihologicheskie trudy. Moscow: Prosveshchenie, 1969. (In Russian)

6. Sergienko E.A. Model' psihicheskogo kak integrativnoe ponyatie v sovremennoj psihologii. Psihologicheskie issledovaniya. 2017. V. 10. № 54. P. 7. URL: http://psystudy.ru (data obrashcheniya: 10.01.2020). (In Russian)

7. Sergienko E.A., Lebedeva E.I., Prusakova O.A. Model' psihicheskogo v ontogeneze cheloveka. M.: Izd-vo “Institut psihologii RAN”, 2009. (In Russian)

8. Sergienko E.A., Lebedeva E.I., Koroleva N.A. Razrabotka testa “Model' psihicheskogo. Detskij variant”. V Mezhdunarodnaya nauchnaya konferenciya “Psihologiya individual'nosti”: sbornik materialov . A.S. Eliseenko. Moscow: Literaturnoe agentstvo “Universitetskaya kniga”, 2015. P. 157–158. (In Russian)

9. Sergienko E.A., Lebedeva E.I., Ulanova A.Yu. Model' psihicheskogo – sposobnost' ponimaniya mira lyudej. Razrabotka ponyatij sovremennoj psihologii. Eds. E. A. Sergienko, A. L. Zhuravlev. Moscow: Izd-vo “Institut psihologii RAN”, 2018. P. 269–342. (In Russian)

10. Smirnova E.O., Veraksa A.N., Buhalenkova D.A., Ryabkova I.A. Svyaz' igrovoj deyatel'nosti doshkol'nikov s pokazatelyami poznavatel'nogo razvitiya. Kul'turno-istoricheskaya psihologiya. 2018. V 14. № 1. P. 4–14. (In Russian)

11. Astington J.W., Jenkins J.M. Theory of mind development and social understanding. Cognition & Emotion. 1995. V. 9. №. 2–3. P. 151–165.

12. Bloom P., Markson L. Intention and analogy in children's naming of pictorial representations. Psychological Science. 1998. V. 9. №. 3. P. 200–204.

13. Callaghan T.C. Early understanding and production of graphic symbols. Child development. 1999. V. 70. №. 6. P. 1314–1324.

14. Callaghan T.C. Factors affecting children's graphic symbol use in the third year: Language, similarity, and iconicity. Cognitive Development. 2000. V. 15. №. 2. P. 185–214.

15. Callaghan T.C., Rankin M.P. Emergence of graphic symbol functioning and the question of domain specificity: A longitudinal training study. Child development. 2002. V. 73. №. 2. P. 359–376.

16. Cole D., La Voie J.C. Fantasy play and related cognitive development in 2-to 6-year-olds. Developmental Psychology. 1985. V. 21. №. 2. P. 233–240.

17. Hutchins T.L., Bonazinga L.A., Prelock P.A., Taylor R.S. Beyond false beliefs: The development and psychometric evaluation of the Perceptions of Children’s Theory of Mind Measure—Experimental Version (PCToMM-E). Journal of Autism and Developmental Disorders. 2008. V. 38. №. 1. P. 143–155.

18. Jenkins J. M., Astington J. W. Theory of mind and social behavior: Causal models tested in a longitudinal study. Merrill-Palmer Quarterly. 2000. V. 4. № 2. P. 203–220.

19. Johnson J.E. Relations of divergent thinking and intelligence test scores with social and nonsocial make believe play of preschool children. ETS Research Bulletin Series. 1976. №. 1. P. 1–16.

20. Johnson J.E., Ershler J., Lawton J.T. Intellective correlates of preschoolers' spontaneous play. The Journ. of General Psychology. 1982. V. 106. №. 1. P. 115–122.

21. Lillard A.S. Pretend play skills and the child's theory of mind. Child development. 1993. V. 64. № 2. P. 348–371.

22. Lillard A.S. Lerner M.D., Hopkins E.J., Dore R.A., Smith E.D., Palmquist C.M. The impact of pretend play on children's development: A review of the evidence. Psychological bulletin. 2013. V. 139. №. 1. P. 1–34.

23. Peisach E., Hardeman M. Imaginative play and logical thinking in young children. The Journ. of genetic psychology. 1985. V. 146. №. 2. P. 233–248.

24. Rakoczy H., Tomasello M., Striano T. Young children know that trying is not pretending: a test of the" behaving-as-if" construal of children's early concept of pretense. Developmental Psychology. 2004. V. 40. №. 3. P. 388–399.

25. Rubin K.H., Maioni T.L. Play preference and its relationship to egocentrism, popularity and classification skills in preschoolers. Merrill-Palmer Quarterly of Behavior and Development. 1975. V. 21. №. 3. P. 171–179.

26. Rutherford M. D., Rogers S. J. Cognitive underpinnings of pretend play in autism //Journ. of Autism and Developmental Disorders. 2003. V. 33. №. 3. P. 289–302.

27. Saltz E., Dixon D., Johnson J. Training disadvantaged preschoolers on various fantasy activities: Effects on cognitive function and impulse control. Child Development. 1977. V. 48. № 2. P. 367–380.

28. Schwebel D. C., Rosen C. S., Singer J. L. Preschoolers' pretend play and theory of mind: The role of jointly constructed pretence. British Journ. of Developmental Psychology. 1999. Т. 17. №. 3. P. 333–348.

29. Smith P. K. Children and play. West Sussex: Wiley-Blackwell, 2010.

30. Smith P.K., Dalgleish M., Herzmark G. A comparison of the effects of fantasy play tutoring and skills tutoring in nursery classes. International Journ. of Behavioral Development. 1981. V. 4. №. 4. P. 421–441.

31. Stavrou P. D. The Development of Emotional Regulation in Pre-Schoolers: The Role of Sociodramatic Play. Psychology. 2019. V. 10. №. 1. P. 62–78.

32. Tomasello M. Having intentions, understanding intentions, and understanding communicative intentions. Developing theories of intention: Social understanding and self-control. Ed. by P.D. Zelazo, J.W. Astington, D.R. Olson. N.J.: Lawrence Erlbaum Associates Publishers, 1999. P. 63–75.

33. Youngblade L. M., Dunn J. Individual differences in young children's pretend play with mother and sibling: Links to relationships and understanding of other people's feelings and beliefs. Child Development. 1995. V. 66. №. 5. P. 1472–1492.

Система Orphus

Loading...
Up