“From the age of 4.0 to 4.6 syntax and narrative language seem to be limited in that knowing the names of objects in the world around us is not sufficient to transmit accurate information to the addressee. Objects and events (the “what” system in terms of Mishkin and Ungerleider, 1982) must be identified, selected and localised in space (the “where” system) or time (the “when” system) in order to communicate the message properly.” (In this article we will refer to “space and time learning” as analogous to “spatial and temporal cognition” and will use these terms indifferently.) Rositsa Iossifova, Fernando Marmolejo-Ramos Spatial and temporal deixis. The role of age and vision in the ontogeny of a child’s spatial and temporal cognition

“From the age of 4.0 to 4.6 syntax and narrative language seem to be limited in that knowing the names of objects in the world around us is not sufficient to transmit accurate information to the addressee.
 
Objects and events (the “what” system in terms of Mishkin and Ungerleider, 1982) must be identified, selected and localised in space (the “where” system) or time (the “when” system) in order to communicate the message properly.”
 
(In this article we will refer to “space and time learning” as analogous to “spatial and temporal cognition” and will use these terms indifferently.) Rositsa Iossifova, Fernando Marmolejo-Ramos Spatial and temporal deixis. The role of age and vision in the ontogeny of a child’s spatial and temporal cognition

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