{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/82273"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/82273","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Young Children's Use of Dolls to Represent Themselves","abstract":"In six studies reported here, children were asked to use the location of a sticker on one person or representation to guide their placement of a similar sticker in the corresponding location on another person or representation. This task allows for investigation of children's ability with the symbolic task faced in a clinical or forensic interview, while removing memory demands and emotional trauma. In concert with preliminary research, consistent performance demonstrated that children have a surprising level of difficulty mapping between people and dolls, but not between two dolls or two people. Additional experiments revealed that children's difficulty was due to the requirement that they reason between elements of different categories, and that the lack of categorical similarity, and not physical similarity per se seemed to be responsible. Two manipulations designed to provide support to children's reasoning, and thus potential tools for use in interviews, failed to improve the performance of very young children. Implications for practice and future directions for research are discussed.","abstract_html":"In six studies reported here, children were asked to use the location of a sticker on one person or representation to guide their placement of a similar sticker in the corresponding location on another person or representation. This task allows for investigation of children's ability with the symbolic task faced in a clinical or forensic interview, while removing memory demands and emotional trauma. In concert with preliminary research, consistent performance demonstrated that children have a surprising level of difficulty mapping between people and dolls, but not between two dolls or two people. Additional experiments revealed that children's difficulty was due to the requirement that they reason between elements of different categories, and that the lack of categorical similarity, and not physical similarity per se seemed to be responsible. Two manipulations designed to provide support to children's reasoning, and thus potential tools for use in interviews, failed to improve the performance of very young children. Implications for practice and future directions for research are discussed.","abstract_has_math":false,"creators":["Smith, Catherine Marie"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["DeLoache, Judy S."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T20:40:03Z","date_published":"2015-09-25T20:40:03Z","updated_at":"2026-07-22T22:26:17Z","subjects":["Psychology, Clinical"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9945002"],"render_values":[{"text":"(MiAaPQ)AAI9945002","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/82273","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["DeLoache, Judy S."]},{"key":"dc:creator","label":"Author","values":["Smith, Catherine Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T20:40:03Z","10000-01-01","1999"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology, Clinical"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/82273","(MiAaPQ)AAI9945002"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["In six studies reported here, children were asked to use the location of a sticker on one person or representation to guide their placement of a similar sticker in the corresponding location on another person or representation. 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This task allows for investigation of children's ability with the symbolic task faced in a clinical or forensic interview, while removing memory demands and emotional trauma. In concert with preliminary research, consistent performance demonstrated that children have a surprising level of difficulty mapping between people and dolls, but not between two dolls or two people. Additional experiments revealed that children's difficulty was due to the requirement that they reason between elements of different categories, and that the lack of categorical similarity, and not physical similarity per se seemed to be responsible. Two manipulations designed to provide support to children's reasoning, and thus potential tools for use in interviews, failed to improve the performance of very young children. Implications for practice and future directions for research are discussed.","Made available in DSpace on 2015-09-25T20:40:03Z (GMT). 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