Conceptual perspective and lexical choice in acquisition

The language of social pretend play

The present work investigated the development of an explicit understanding of pretend play actions. Study 1 revealed a long decalage between earlier implicit understanding of pretence as an intentional activity and a later more explicit understanding. Study 2 was a training study. It tested for two factors – systematic pretence experience and explicit pretence discourse – that may be important in development from early implicit to later explicit pretence understanding. Two training groups of 3.5-year-old children received the same pretence experiences involving systematic contrasts between pretending, really performing and trying to perform actions. In the ‘explicit’ group, these experiences were talked about with explicit ‘pretend to’ and ‘pretend that’ language. In the ‘implicit’ group no such discourse was used, but only implicit discourse in talking about pretence versus real actions. The two training groups were compared with a control group that received functional play experience. After training, only the explicit group showed improvement in their explicit pretence understanding. In none of the groups was there any transfer to tasks tapping mental state understanding, false belief (FB) and appearance-reality, (A-R). The findings are discussed in the context of current theories about the developmental relations between pretence, discourse, and mental state understanding.

/pdf/the-role-of-experience-and-discourse-in-children-s-zi9ltthi4q.pdf

The role of experience and discourse in children´s developing understanding of pretend play actions

This study examined mothers' use of fantasy in speech to young children. Observations of mothers in free-play interactions with their 12-to 27-month-old children formed the basis for an analysis of the frequency and type of fantasy relationships encoded in maternal speech. Results suggested that fantasy speech to roughly year-old children was relatively infrequent and restricted to descriptions of the feelings, actions, and functions of animate and inanimate objects. Speech to 1½-year-olds encoded essentially the same fantasy characteristics, but mothers of children in this age group introduced more distinct instances in their fantasy talk. A more notable change occurred in the fantasy utterances directed to 2-year-olds. Mothers of these children talked about non-existent imaginary objects, and often asked the child to extend a play episode by providing a new fantasy element. These findings were discussed in terms of the nature and function of the dyadic interactions in which mothers' fantasy talk occurred.

Mothers' use of fantasy in speech to young children.

The use of the past tense in games of pretend

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The use of the past tense in games of pretend