Jessica Tsang | ED368 Cognitive Development | 5.20.2009

1. DeLoache, J., Miller, K.F., & Rosengren, K.S. (1997) The Credible Shrinking Room: Very Young Children's Performance With Symbolic and Nonsymbolic Relations. Psychological Science, 8(4), 308-312. THEORY AND METHODS FINDINGS Question: Symbolic artifacts are important. 2.5 yr-olds do not understand symbols, as they fail to translate from mini-models to full-scale situations. Is this due to trouble with representing the artifact and the thing it represents at once? Methods: 32 2.5-yr olds were shown where a large troll doll is hidden in a large room & asked to find it in an analogous small room. Symbolic cond (n=15): “Can you find Little Terry? Remember, he's hiding in the same place in his little room where Big Terry's hiding in his big room.” Nonsymboliccond (n=17): Children are shown a ‘shrinking machine’ in action; they believe the room has actually shrunk/expanded. Conclusion: “a major challenge in detecting and using symbolic relations stems from their inherent dual reality and the necessity of achieving a dual representation.” Strengths & Weaknesses • Seems all the kids in the nonsymbolic actually believed in the shrinking machine • Shows memory is not a factor in failing this task. • The study does not distinguish between whether the kids CAN’T use things as symbols or they just don’t realize they should be. Jessica Tsang | ED368 Cognitive Development | 5.20.2009