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Psykhe (Santiago)

versión On-line ISSN 0718-2228

Resumen

MAREOVICH, Florencia  y  PERALTA, Olga. Early Referential Comprehension: Learning Words Through Pictures With Different Levels of Iconicity. Psykhe [online]. 2015, vol.24, n.1, pp.1-11. ISSN 0718-2228.  http://dx.doi.org/10.7764/psykhe.24.1.661.

The referential understanding of pictures undergoes a long development process during the first years of life. The purpose of this research was to explore the impact of iconicity on the referential comprehension of printed images and on the learning of words. In 2 studies, 30-month-old children from preschools in Rosario, Argentina, were taught a new word applied to an unknown object using a picture book. The performance of the children was compared in 2 conditions: photographs and sketches, with varying levels of iconicity-the degree to which the image resembles the referent. Fisher´s Exact Test revealed that, when learning with sketches, the word remained strongly associated with the printed picture, thus hampering access to its referent, the object. This was not the case when children learned the new word with photographs. The results show that perceptual similarity impacts on referential comprehension, with iconic pictures being more transparent representations at early ages. These findings may have implications for the design of educational books for young children.

Palabras clave : pictures; words; referential comprehension; perceptual similarity.

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