Naming of Parts: How Children Describe and How Children Draw Common Objects
A recent paper (Litt 1976) described the implications of a dual coding model of thinking for establishing the imagery values of words for children. One of the deductions from the model that was briefly mentioned was that children’s verbal descriptions of common objects should be compared with the way they draw them. The purpose of this paper is to amplify this idea; to describe techniques that can be employed and to discuss available evidence.
KeywordsCommon Object Symbolic System Dual Code Dual Code Theory Picture Vocabulary Test
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