To a vastly greater degree than any other creature on earth, man is a symbolic being. Our capacity for symbolic thought–the ability to conceptualize the idea that a symbol stands for a reality or "This is that"–is vastly superior to that of any other creatures on the planet. It is what allows us to accumulate knowledge from one generation to another, to develop culture, learn science, etc., etc., etc.
But it doesn’t come on us all at once. We aren’t born with our capacity for symbolic thought all warmed up and ready to cook. It takes a while for us to learn different forms of symbolism, language being one of the first. Visual symbols can take a little longer.
If you have a really young child their visual symbol processing software ain’t all online yet.
This, of course,
MAKES ‘EM REALLY FUN TO TRY SYMBOL-BASED EXPERIMENTS ON.
Among the interesting things scientists who do this are learning are things that have to do with what are the best educational strategies for young children:
A very popular style of book contains a variety of manipulative features designed to encourage children to interact directly with the book itself–flaps that can be lifted to reveal pictures, levers that can be pulled to animate images, and so forth.
Graduate student Cynthia Chiong and I reasoned that these manipulative features might distract children from information presented in the book. Accordingly, we recently used different types of books to teach letters to 30-month-old children. One was a simple, old-fashioned alphabet book, with each letter clearly printed in simple black type accompanied by an appropriate picture–the traditional "A is for apple, B is for boy" type of book. Another book had a variety of manipulative features. The children who had been taught with the plain book subsequently recognized more letters than did those taught with the more complicated book. Presumably, the children could more readily focus their attention with the plain 2-D book, whereas with the other one their attention was drawn to the 3-D activities. Less may be more when it comes to educational books for young children.