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Zerwas, Stephanie Christine (2008) IMAGINATION IN MOTION: PRETENSE REPRESENTATION AS PERCEPTUAL SIMULATION. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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The current study examined the role of motor and visual perceptual input for 20 and 28-month-old toddlers' emergent pretend play representations. Action was hypothesized to guide and support toddlers' representations in pretend play. Ninety-seven toddlers aged 20 and 28 months were tested on a task adapted from Tomasello, Striano & Rochat (1999) in which they fed a stuffed worm pretend replica and substitute toys. Both motor and visual perceptual inputs were manipulated. Motor input played a significant role depending on the type of pretend play toy. With replica toys, motor perceptual input had little effect on toddlers' ability to comprehend and reproduce play with replica toys. However, with substitute toys, which are visually dissimilar from their referents, toddlers comprehended the task only when they had a combination of motor input from their own and others' actions. Findings are discussed in terms of common coding theory and DeLoache's dual representation model. A modification of the paradigm is also proposed.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Zerwas, Stephanie
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairBrownell, Celiabrownell@pitt.eduBROWNELL
Committee MemberJohnson, Carljohnson@pitt.eduJOHNSON
Committee MemberIverson, Janajiverson@pitt.eduJIVERSON
Committee MemberJennings, Kay
Committee MemberCampbell, Susansbcamp@pitt.eduSBCAMP
Date: 30 January 2008
Date Type: Completion
Defense Date: 11 June 2007
Approval Date: 30 January 2008
Submission Date: 6 December 2007
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Institution: University of Pittsburgh
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: cognitive development; common coding; embodied cognition; pretend play; representation; social cognition; toddlers
Other ID:, etd-12062007-143953
Date Deposited: 10 Nov 2011 20:08
Last Modified: 15 Nov 2016 13:53


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