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An essential part of representational insight is dual representation or the existence of multiple mental representations of a single symbolic entity. Judy DeLoache coined this term after conducting many studies in which young children would watch an experimenter hide a toy in a model room and were then asked to retrieve a similar, but larger ...
Around 15 months, the child develops the capacity for symbolic representation and language, and becomes capable of creating complex abstract mental representations of experiences, facilitating intersubjectivity but shifting the child's focus towards those things that can be represented and communicated in language.
Symbolic thought refers to the ability to use words, images, and other symbols to represent words or feelings. During the preoperational stage a child's capacity for symbolism increases, this is shown by their increase in language use during this stage.
However, they now can think in images and symbols. Other examples of mental abilities are language and pretend play. Symbolic play is when children develop imaginary friends or role-play with friends. Children's play becomes more social and they assign roles to each other. Some examples of symbolic play include playing house, or having a tea party.
Children nowadays have the technology to listen and touch pictures on books specialized for children using AAC [23] Young children also use symbolic communication as a means to reference objects or understand other people around them. By the time children are around one year of age, they start to understand the basis of language.
A mental representation (or cognitive representation), in philosophy of mind, cognitive psychology, neuroscience, and cognitive science, is a hypothetical internal cognitive symbol that represents external reality or its abstractions. [1] [2] Mental representation is the mental imagery of things that are not actually present to the senses. [3]
Because of their connection to sensory data, proto-thoughts are concrete and self-contained (thoughts-in-themselves), not yet capable of symbolic representations or object relations. The thoughts then function as preconceptions – predisposing psychosomatic entities similar to archetypes.
Symbolic representation remains the ultimate mode, and it "is clearly the most mysterious of the three." Bruner's learning theory suggests that it is efficacious, when faced with new material, to follow a progression from enactive to iconic to symbolic representation; this holds true even for adult learners.