Features of Symbolic Mediation in Early School-Age Children

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Abstract

The paper discusses the problem of the correlation between symbolic and sign mediation. The study involved 87 early school-age children and showed that the specificity of symbolic mediation is determined by the replacement of orientation in reality with orientation in the characteristics of a symbol, the latter helping the child to interpret concrete situations. The study also revealed that children use symbolic mediation in cognitive situations with a high degree of ambiguity.

General Information

Keywords: symbolic mediation, sign mediation, orientation

Journal rubric: Educational Psychology

For citation: Veraksa A.N. Features of Symbolic Mediation in Early School-Age Children. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2008. Vol. 13, no. 1, pp. 50–57. (In Russ., аbstr. in Engl.)

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Information About the Authors

Aleksandr N. Veraksa, Doctor of Psychology, Professor, Head of the Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Vice-Director of Psychological Institute, Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-7187-6080, e-mail: veraksa@yandex.ru

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