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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: https://doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

Free of fees
Open Access Journal

 

Features of Symbolic Mediation in Early School-Age Children 891

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

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.

Keywords: symbolic mediation, sign mediation, orientation

Column: Educational Psychology

For Reference

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