국립중앙도서관 "우편 복사 서비스"로 연결 됩니다.
This dissertation provides a detailed, ethnographic account of three toddlers' symbolizing. Gathered through participant-observation in home settings, data include the words, gestures and play of three boys between 16 and 22 months of age. The toddle...
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https://www.riss.kr/link?id=T10552879
- 저자
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발행사항
[S.l.]: Michigan State University 2000
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학위수여대학
Michigan State University
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수여연도
2000
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작성언어
영어
- 주제어
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학위
Ph.D.
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페이지수
220 p.
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지도교수/심사위원
Advisers: David Pimm; Helen Featherstone.
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부가정보
다국어 초록 (Multilingual Abstract)
This dissertation provides a detailed, ethnographic account of three toddlers' symbolizing. Gathered through participant-observation in home settings, data include the words, gestures and play of three boys between 16 and 22 months of age. The toddlers' activity around naming experience, symbolizing imagined situations and playing with systems of symbols is described and analyzed through a mathematical lens. The toddlers' symbolizing then serves as a springboard for exploring mathematical symbolizing and commonalties between the two. Implications are made with respect to such issues as the action based origins of symbolizing, the ‘symbolic continuum,’ varieties of symbolic attention and of individual differences.
This dissertation provides a detailed, ethnographic account of three toddlers' symbolizing. Gathered through participant-observation in home settings, data include the words, gestures and play of three boys between 16 and 22 months of age. The toddlers' activity around naming experience, symbolizing imagined situations and playing with systems of symbols is described and analyzed through a mathematical lens. The toddlers' symbolizing then serves as a springboard for exploring mathematical symbolizing and commonalties between the two. Implications are made with respect to such issues as the action based origins of symbolizing, the ‘symbolic continuum,’ varieties of symbolic attention and of individual differences.
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