In developmental psychology pretend play and language have long since been recognized as highly interrelated. However, the nature of the pretend play-lan- guage relationship (PLR) has not always been clear and often led to multiple and contrasting views. Enactive and embodied accounts of pretend play re ect the relevant shift oc- curred in social cognition research, which has moved away from focusing exclu- sively on the individual and its mental skills and towards embodied and participa- tory sense-making (De Jaegher & Di Paolo 2007). In this perspective, researchers analyzing interactive skills such as pretense must consider material, socio-cultural, sensorimotor and a ective contexts not only as a necessary background, but as elements which complement and even replace individual cognitivistic skills (De Jaegher, Di Paolo & Gallagher 2010). Given the emergence of this new perspective on pretend play, a new and compelling research question arises: how does this new perspective a ect the PLR in development? In other words, once we abandon the epiphenomenon view and the cognitivist approach to pretend play, what are we to make of the PLR? In this special issue of the «Rivista di psicolinguistica applicata/Journal of ap- plied psycholinguistics» we have asked 13 researchers from very di erent back- grounds to present their original viable answers to this question in six di erent essays. Each essay tackles this question from a di erent viewpoint so that, taken together, these works provide a novel perspective on the PLR.

EDITORIAL

Sparaci L.
Primo
Conceptualization
;
Rinaldi P.
Ultimo
Conceptualization
2022

Abstract

In developmental psychology pretend play and language have long since been recognized as highly interrelated. However, the nature of the pretend play-lan- guage relationship (PLR) has not always been clear and often led to multiple and contrasting views. Enactive and embodied accounts of pretend play re ect the relevant shift oc- curred in social cognition research, which has moved away from focusing exclu- sively on the individual and its mental skills and towards embodied and participa- tory sense-making (De Jaegher & Di Paolo 2007). In this perspective, researchers analyzing interactive skills such as pretense must consider material, socio-cultural, sensorimotor and a ective contexts not only as a necessary background, but as elements which complement and even replace individual cognitivistic skills (De Jaegher, Di Paolo & Gallagher 2010). Given the emergence of this new perspective on pretend play, a new and compelling research question arises: how does this new perspective a ect the PLR in development? In other words, once we abandon the epiphenomenon view and the cognitivist approach to pretend play, what are we to make of the PLR? In this special issue of the «Rivista di psicolinguistica applicata/Journal of ap- plied psycholinguistics» we have asked 13 researchers from very di erent back- grounds to present their original viable answers to this question in six di erent essays. Each essay tackles this question from a di erent viewpoint so that, taken together, these works provide a novel perspective on the PLR.
2022
Istituto di Scienze e Tecnologie della Cognizione - ISTC
children, pretend play, language, embodiment
File in questo prodotto:
File Dimensione Formato  
Sparaci_Rinaldi_Editorial_2022.pdf

solo utenti autorizzati

Tipologia: Versione Editoriale (PDF)
Licenza: NON PUBBLICO - Accesso privato/ristretto
Dimensione 173.86 kB
Formato Adobe PDF
173.86 kB Adobe PDF   Visualizza/Apri   Richiedi una copia

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.14243/521121
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus 0
  • ???jsp.display-item.citation.isi??? ND
social impact