TY - JOUR
T1 - A language-based, three-stage, social-interactional model of social pretend play
T2 - Acquiring pretend as an epistemic operator, pretending that, and pretending with (the P–PT–PW model)
AU - Karniol, Rachel
N1 - Publisher Copyright:
© 2016 Elsevier Inc.
PY - 2016/9/1
Y1 - 2016/9/1
N2 - I present a language-based, social-interactional, three-stage model of pretend play in which the cornerstone is children's understanding of pretend as an epistemic operator that changes the truth value of others’ utterances. First, children crack into language by comparing their own representations of reality with others’ utterances regarding reality, and they acquire negation, irrealis, and pretend, epistemic operators that impact the truth value of others’ utterances, with pretend (P) indicating transitions from truthfully-described worlds to fictional worlds, meaning that truth values are not to be applied to others’ utterances. This sets the stage for children to create fictional worlds for themselves, with their understanding of the epistemic operator pretend forging with their ability to conduct thought transformations to yield pretend that (PT), first based on perceptually-coupled thought transformations that draw on perceptual similarity to transform physically-available objects, and later, based on perceptually-decoupled thought transformations that draw on long-term memory to create imaginary and mentalizing transformations. Next, in pretend with (PW), children use their emerging metarepresentational skills to engage in social pretend play, comparing their own representations of reality with those of others and creating mappings between others’ representations of the real world and the fictional world that their utterances engender in both their own and in others’ minds. In mind play, these abilities merge in the strategic use of pretend with to create fictional worlds for others in non-play contexts. The model highlights children's engagement in social pretend play as part of a language-based, social enterprise centered on maintaining interaction with others.
AB - I present a language-based, social-interactional, three-stage model of pretend play in which the cornerstone is children's understanding of pretend as an epistemic operator that changes the truth value of others’ utterances. First, children crack into language by comparing their own representations of reality with others’ utterances regarding reality, and they acquire negation, irrealis, and pretend, epistemic operators that impact the truth value of others’ utterances, with pretend (P) indicating transitions from truthfully-described worlds to fictional worlds, meaning that truth values are not to be applied to others’ utterances. This sets the stage for children to create fictional worlds for themselves, with their understanding of the epistemic operator pretend forging with their ability to conduct thought transformations to yield pretend that (PT), first based on perceptually-coupled thought transformations that draw on perceptual similarity to transform physically-available objects, and later, based on perceptually-decoupled thought transformations that draw on long-term memory to create imaginary and mentalizing transformations. Next, in pretend with (PW), children use their emerging metarepresentational skills to engage in social pretend play, comparing their own representations of reality with those of others and creating mappings between others’ representations of the real world and the fictional world that their utterances engender in both their own and in others’ minds. In mind play, these abilities merge in the strategic use of pretend with to create fictional worlds for others in non-play contexts. The model highlights children's engagement in social pretend play as part of a language-based, social enterprise centered on maintaining interaction with others.
KW - Epistemic operators
KW - Irrealis
KW - Negation
KW - Pretend play
KW - Thought transformations
KW - Truth value
UR - http://www.scopus.com/inward/record.url?scp=84990190311&partnerID=8YFLogxK
U2 - 10.1016/j.dr.2016.06.001
DO - 10.1016/j.dr.2016.06.001
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AN - SCOPUS:84990190311
SN - 0273-2297
VL - 41
SP - 1
EP - 37
JO - Developmental Review
JF - Developmental Review
ER -