Iconicity and Age Make Distinct Contributions to Symbolic Correspondence in Early Childhood
Iconicity has been proposed to support children’s symbolic understanding, yet it remains unclear when iconicity contributes to symbolic correspondence and how this contribution varies across early childhood. The present study examined semantic judgments in 204 Chinese preschool children (Mage = 5.36 years, SD = 0.78; 1...
Keyi Yang, Ruoxi Chen, Suizi Xue et al.
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