Research On The Symbolic Representation Characters Of2-3Years Old Children

Children's symbolic representation ability is an important part of early cognitivedevelopment. The children must master the use of symbols in the process of early psychologicaldevelopment, and through the symbols, they can learn knowledge and communicate with theworld. With the popularity of electronic products, more and more young children exposed to TV,computers and other electronic media, so through these electronic media to get the information hasbecome an important way for children to get the information. As an object that the childrencontact with frequently, the video media has changed their lives a lot. Now the children can mastermore and more symbols, so it is become more important to study the children's symbolsdevelopment under the different medias.The children symbol search performance is different under the different media cues. Thedifferent interactive mode under the different media can also affect the children's symbol searchperformance. In the previous study, it is presented that children has better symbol searchperformance under the interactive video media, and under the three-dimensional model of media,the children's interactive can affect their symbol search performance, in particular, it can reducethe children's symbol search results. In this paper, we will verify the influence of interactive forthe children's symbol search performance under the different media through the experiments.The hypothesis of this study are:(1) The three years old children has better symbol searchperformance than two years old children under these two media conditions.(2) The unexpectedinteraction will make the children understand the screen information better. That is to say, childrenwill get better results in the symbol search task when they play the PC game than they watchothers play the PC game.(3) Increase the attention for the symbol object's physical attributes willreduce the ability of logical reason for the abstract relations. So, we can deduce that the childrenwill get better results under the no interactive than the interactive.(4)For the hypothesis (1) and(2), we can deduce that the children don't regard the video media as a complete symbol agency.The dual representation doesn't the necessary condition for the children to convert the videoinformation to the real world.To verify the hypothesis, we select802years old and three years old children in a kindergarten in HangZhou, and observe the characters of symbol representation under thedifferent media conditions. Experiment1observes the results of symbol search performance andmemory search performance of the2.years old children and3years old children when they playthe PC game and they watch others play the PC game.The results indicate that interactive(thechildren play the PC game) has influence on the symbol performance,but has no influence on thememory performance.Experiment2studies the different ages children's symbol searchperformance difference in no interactive group and interactive group under video media andmodel condition. The results indicate that children have better symbol search performance undervideo media and model media. Under the video media, the children have better symbol searchperformance in the interactive group than in the no interactive group.And under the modelmedia,the children have worse symbol search performance in the interactive group than in the nointeractive group.So we have three conclusions as following:(1) Children aged2and3years old both have abasic symbol representation.(2) Children have different symbol search performance under thedifferent media, and it can be considered as the difference between two-dimensional media and3D media. The children consider2D contend is either a real object, or the characterization ofmaterials. When consider the3D object as symbol to know, the children must coordinate with thecompetition between considering the model as a real object and considering the model as arepresentation, but under the video media,it don't need this competition.(3) we can deduce thatthe children don't regard the video media as a complete symbol agency. The dual representationdoesn't the necessary condition for the children to convert the video information to the real world.There is little research about the electronic media's impact on the children. This study ismeaningful in application, it can provide the inspiration about how to use the video to educate thechildren and how to make suitable electronic games for the children.