hkr.sePublikationer
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
When similarity qualifies as a sign: a study in picture understanding and semiotic development in young children
Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Lund University.ORCID-id: 0000-0002-3257-4872
2012 (Engelska)Doktorsavhandling, monografi (Övrigt vetenskapligt)
Abstract [en]

The general goal of this thesis is to elucidate children’s early understandings of pictorial meanings, and how one can know anything about them. My central aim is to explore how picture comprehension develops during children’s first 3 years of life, through semiotic-theory-derived analyses of meaning relations. In so doing, I hope to contribute to the study of both semiotic theory’s psychological basis and the role of semiotic processes in cognitive development: specifically, in children’s experiences of pictorial meanings. In an experimental object retrieval test, including pictures, I show the importance of studying concrete instances of children’s experiences. Among its key results is that, for a group of children who are close to the threshold of being able to use the picture to solve the retrieval task, indexical cuing assists their understanding. One central claims is that the picture sign reflects a dual semiotic process: on the one hand, picture understanding relies on recognition of perceptual similarities; on the other, it draws on communicative processes that are intrinsic to all sign constructions. This duality is particularly interesting when it comes to looking at children’s development of picture understanding. Through similarity relations, children perceive accurate – but initially private and incomplete – understanding of pictures. At the same time though, children are alert to communicative meanings from the start.

Ort, förlag, år, upplaga, sidor
Lund: Department of Semiotics, Faculty of Humanities, Lund University , 2012. , s. 202
Nationell ämneskategori
Humaniora och konst
Identifikatorer
URN: urn:nbn:se:hkr:diva-17614Libris ID: 13525017ISBN: 978-91-7473-375-4 (tryckt)OAI: oai:DiVA.org:hkr-17614DiVA, id: diva2:1158795
Disputation
2012-10-01, Språk- och LitteraturCentrum, Lund, 13:01 (Engelska)
Opponent
Handledare
Tillgänglig från: 2017-11-22 Skapad: 2017-11-21 Senast uppdaterad: 2017-11-22Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

Avhandling

Sök vidare i DiVA

Av författaren/redaktören
Lenninger, Sara M.
Av organisationen
Forskningsmiljön Forskning Relationell Pedagogik (FoRP)Avdelningen för PedagogikForskningsmiljön Barndom, Lärande och Utbildning (BALU)
Humaniora och konst

Sök vidare utanför DiVA

GoogleGoogle Scholar

isbn
urn-nbn

Altmetricpoäng

isbn
urn-nbn
Totalt: 68 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf