The Acquisition of Symbolic Skills

  • Don Rogers
  • John A. Sloboda

Table of contents

  1. Front Matter
    Pages i-xii
  2. Toward a Skillful Psychology

    1. Ulric Neisser
      Pages 1-17
  3. Waves and Streams of Symbolization: Notes on the Development of Symbolic Capacities in Young Children

  4. Graphic Skills

  5. Reading and Spelling

    1. Uta Frith
      Pages 105-107
    2. S. Farnham-Diggory, Billie Nelson
      Pages 109-121
    3. Paul A. Kolers
      Pages 131-136
    4. Laurie B. Feldman
      Pages 137-147
    5. Margaret Snowling, Dolores Perin
      Pages 155-162
    6. Terezinha Nunes Carraher, Lucia Lins Browne Rego
      Pages 163-170
  6. Symbolic Skills in the Deaf

    1. John D. Bonvillian, Michael D. Orlansky, Lesley Lazin Novack, Raymond J. Folven
      Pages 207-214
    2. Barrie Dalgleish, Susanne Wilkie, Jeffrey Pittam
      Pages 215-220
    3. Susan Gregory, Kay Mogford
      Pages 221-231
    4. David Wood, Heather Wood, Patricia Howarth
      Pages 233-239
  7. Musical Skill

  8. Logical Skill

    1. P. E. Bryant
      Pages 293-295
    2. Rochel Gelman, Elizabeth S. Spelke, Elizabeth Meck
      Pages 297-326
    3. Michelene T. H. Chi
      Pages 327-334
    4. Ad W. Smitsman, Anne D. Pick
      Pages 335-342
    5. G. Di Stefano, V. Girotto, C. Gorrini
      Pages 343-350
  9. Map and Navigational Skill

    1. William G. Chase
      Pages 357-358
    2. Arthur I. Schulman
      Pages 359-367
    3. E. Olcay Imamoğlu, Vacit Imamoğlu
      Pages 369-379
    4. Annabel J. Cohen, Joan E. Foley
      Pages 381-390
    5. William G. Chase
      Pages 391-405
  10. First Language Acquisition

  11. Second Language Acquisition

    1. William C. Ritchie
      Pages 471-472

About this book


This book is a selection of papers from a conference which took place at the University of Keele in July 1982. The conference was an extraordinarily enjoyable one, and we would like to take this opportunity of thanking all participants for helping to make it so. The conference was intended to allow scholars working on different aspects of symbolic behaviour to compare findings, to look for common ground, and to identify differences between the various areas. We hope that it was successful in these aims: the assiduous reader may judge for himself. Several themes emerged during the course of the conference. Some of these were: 1. There is a distinction to be made between those symbol systems which attempt, more or less directly, to represent a state of affairs in the world (e. g. language, drawing, map and navigational skill) and those in which the representational function is complemented, if not overshadowed, by properties of the symbol system itself, and the systematic inter-relations that symbols can have to one another (e. g. music, mathematics). The distinction is not absolute, for the nature of all symbolic skills is, in part, a function of the structure of the symbolic system employed. Nonetheless, this distinction helps us to understand some common acquisition difficulties, such as that experienced in mathematics, where mental manipulation of symbols can go awry if a child assumes too close a correspondence between mathematical symbols and the world they represent. 2.


English language acquisition language development

Editors and affiliations

  • Don Rogers
    • 1
  • John A. Sloboda
    • 2
  1. 1.University of KeeleKeeleEngland
  2. 2.Department of PsychologyUniversity of KeeleKeele, Staffs.England

Bibliographic information