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Spontaneous symbol acquisition and communicative use by pygmy chimpanzees (Pan paniscus).

Two pygmy chimpanzees (Pan paniscus) have spontaneously begun to use symbols to communicate with people. In contrast to common chimpanzees (Pan troglodytes) using the same communicative system, the pygmy chimpanzees did not need explicit training in order to form referential symbol-object associations. Instead, they acquired symbols by observing others use these symbols in daily communications with them. In addition, the pygmy chimpanzees have begun to comprehend spoken English words and can readily identify lexigrams upon hearing the spoken words. By contrast, common chimpanzees who received similar exposure to spoken English are unable to do so. The older pygmy chimpanzee has begun to form requests of the form agent-verb-recipient in which he is neither the agent nor the recipient. By contrast, similarly aged common chimpanzees limited their requests to simple verbs, in which the agent was always presumed to be the addressee and the chimpanzee itself was always the recipient, thus they had no need to indicate a specific agent or recipient. These results suggest that these pygmy chimpanzees exhibit symbolic and auditory perceptual skills that are distinctly different from those of common chimpanzees.

Animal Communication↗

Relations between parents' interactive style in dyadic and triadic play and toddlers' symbolic capacity.

Play has a major role in the evaluation and treatment of young children referred to mental health clinicians. The present study examined parental correlates of preschoolers' symbolic play during dyadic and triadic play interactions. Boys' play contained more aggressive themes, and girls' contained more nurturing themes. Mothers displayed more caring themes during play with both sons and daughters, and fathers displayed more repair and construction themes. Mothers' and fathers' facilitative- creative interaction style in dyadic play predicted the level of the child's symbolic play. Co-parenting style marked by cooperation and autonomy predicted symbolic play during a triadic family session. Child intelligence predicted symbolic play beyond the parent's style during triadic but not dyadic interactions. The findings have implications for early intervention directed at increasing symbolic play in young children.

Adult↗

Symbolic play and early language development in normal and mentally retarded children.

This study investigated the relationship of early language development and symbolic play behaviors in normal and mentally retarded children. Piaget's type IIA symbolic play, the ability to represent one object with another, was assessed by employing an object stimulus gradient. Forty children served as subjects: 20 normal and 20 trainable mentally retarded youngsters, 10 each at MLU Stage Pre-I and MLU Stage I. The results of a three-way ANOVA revealed significant main effects of MLU Stage and object condition and a significant interaction of MLU by object condition. The MLU Stage Pre-I children demonstrated significantly more restricted symbolic play than did the MLU Stage I children regardless of developmental status. A Pearson product-moment correlation between MLU and mean symbolic play score showed a high positive correlation between the two variables. Symbolic play which involves the use of one object to represent another was found to be a strong correlate of early language development.

Child↗

Symbolic interactionism as a theoretical perspective for multiple method research.

RATIONALE: Qualitative and quantitative research rely on different epistemological assumptions about the nature of knowledge. However, the majority of nurse researchers who use multiple method designs do not address the problem of differing theoretical perspectives. Traditionally, symbolic interactionism has been viewed as one perspective underpinning qualitative research, but it is also the basis for quantitative studies. Rooted in social psychology, symbolic interactionism has a rich intellectual heritage that spans more than a century. Underlying symbolic interactionism is the major assumption that individuals act on the basis of the meaning that things have for them. AIM: The purpose of this paper is to present symbolic interactionism as a theoretical perspective for multiple method designs with the aim of expanding the dialogue about new methodologies. CONCLUSION: Symbolic interactionism can serve as a theoretical perspective for conceptually clear and soundly implemented multiple method research that will expand the understanding of human health behaviour.

Attitude to Health↗

Assessment of the RR versus QT relation by a new symbolic dynamics method. Gender differences in repolarization dynamics.

A new method based on symbolic dynamics was applied to assess RR-QT dynamics and to compare gender differences. Segments of 10,000 RR and QT from the night were selected. The values of RR and QT were coded as follows. Each RR and QT interval was compared with their means in the last 50 beats [xRR, xQT]; when the interval was larger than x + delta then it was coded as a "2", where delta is the tolerance parameter; when it was less than x - delta-the code was a "0"; when it was larger than x-delta and and the less than x+delta-then it was coded as a "1." The tolerance parameter "delta" was equal to 10 ms for RR and 4 ms for QT. We obtained pairs of symbols representing the values of RR and QT-symbolic words. The results were presented in form of the probability density of the symbolic words. Mean RR, mean QT, SDRR, SDQT, QTc (Bazett formula) were also calculated. Electrocardiogram data of healthy individuals: 20 women and 20 men (mean age 39 +/- 12) were analyzed. There were significant gender differences in RR-QT dynamics. During heart rate acceleration the probability of QT shortening (the probability of the word "00") was higher in men than in women (P =.003). During heart rate deceleration QT lengthening (the word "22") was more frequently observed in men than in women (P =.003) as well. The QT reaction to RR interval changes is less complex in women than in men. In discriminant analysis, when QTc was ignored in the model, the RR-QT dynamics separated genders with 67% accuracy (chi(2) = 9.1, P <.003). RR-QT dynamics can be analyzed with symbolic dynamics methods. The gender differences in repolarization are not only due to QTc duration alone but also result from the dependence of the duration of QT on the RR duration.

Adult↗

Sound-symbol learning in children with dyslexia.

This study evaluated the effect of sound-symbol association training on visual and phonological memory in children with a history of dyslexia. Pretests of phonological and visual memory, a sound-symbol training procedure, and phonological and visual memory posttests were administered to children with dyslexia, to children whose dyslexia had been compensated through remedial training, and to age- and reading level-matched comparison groups. Deficits in visual and phonological memory and memory for sound-symbol associations were demonstrated in the dyslexia group. For children with dyslexia and children whose dyslexia had been remediated, the sound-symbol training scores were significantly associated with word and pseudoword reading scores and were significantly lower than those of the comparison groups. Children with dyslexia and children whose dyslexia had been compensated showed significantly less facilitation of phonological memory following the training than did typical readers. Skilled readers showed some reduction in accuracy of visual memory following the training, which may be the result of interference of verbalization with a predominantly visual task. A parallel decrease was not observed in the children with dyslexia, possibly because these children did not use the verbal cues. Children with dyslexia and children whose dyslexia had been compensated seemed to have difficulty encoding the novel sounds in memory. As a result, they derived less phonological memory advantage and less visual memory interference from the training than did typical readers. Children in the compensated dyslexia group scored lower on sound-symbol training than their age peers. In other respects, the scores of these children were equivalent to those of the typically reading comparison groups. Children in the compensated dyslexia group exhibited higher phonological rehearsal, iconic memory, and associative memory scores than children in the dyslexia group. Implications for the remediation of dyslexia are discussed.

Auditory Perception↗

Symbols and ethics: integrity and the discipline of nursing.

Symbols give meaning to phenomena coconstituted in the human-universe-health process. There are many common symbols of ethics found in the discipline of nursing. Symbols of ethics may take the form of codes, oaths, pledges, resolutions, or position statements that represent notions of what one ought to do in a discipline or profession. Ethical symbols are intended to guide a particular discipline in practice, research, and education. What is their importance to the discipline of nursing? What are the possible implications of integrity for nursing when viewing the application of ethical symbols from a nursing theoretical perspective?

Ceremonial Behavior↗

Freudian symbols on sexual and creative aspects of stories.

Sexual content and creativity of stories and story titles was investigated. 96 college students responded to visual presentation of instances of theoretical Freudian symbols. Analyses subjected responses to a 2 (sex) x 2 (symbol) x 2 (mode) x 6 (subscales) analysis of variance with repeated measures on subscales and to multivariate analysis of variance procedures with four dependent measures. These showed men wrote masculine stories and women wrote feminine stories. Certain subscales were more sensitive to sexual content than others. Pairwise comparisons between the subscales among instances of symbols emerged as significant. In addition, subjects exposed to Male symbols wrote stories containing greater latent sexual content than subjects exposed to Female symbols. Creativity of story titles was evident only on a univariate analysis of variance.

Adolescent↗

Food and water: symbol and reality.

The act of giving food and water to the needy and helpless is a reality that reflects the communitarian aspect of the human family and our commitment to nurture our more vulnerable members. The technology that delivers artificial nutrition and hydration to an irreversibly comatose patient is, some would say, a symbol of that reality. As a symbol, what does it communicate, to whom, and for whose benefit? The critical examination of the ethics surrounding this issue requires the careful navigation of one of the busiest intersections, where ethics, law, technology, medicine, and the Church enter, converge, and exit--each with its own preoccupation and destination. Symbols are a type of representation that point beyond themselves to something else. If the act of giving food and water is symbolic, to what reality does it point? Surely this reality is care--that most human and humane attention that we give to one another at the most basic level of need. But is this care realized when a patient who is dying is tethered to the technology of artificial nutrition and hydration against his or her will? The meaning communicated by this symbol in such a case is intended only for the care givers and society. For patients who have lived in the spirit of Christian faith, the message may be a death-denying one, out of keeping with the hope of resurrection and eternal life.

Catholicism↗

[Symbol and metaphor].

Taking Jones' work--A Theory of Symbolism as a Basis--it is attempted to elaborate on the basic underlying hypotheses of his symbol concept and to show the partiality of his metaphor concept. Prominence is given the concepts of similarity, identification and structure of experience. The insufficient definition of the metaphor complicates, the understanding of the connection between symbol, symptom and language. The metaphor phenomenon is explained and its organization principles pointed out; principles which are also found in the organisation of experience formation. Freunds theses of primitive language and the use of language as a bridge to symbolism is clarified. The connection between metaphor and symbol is represented as a circular process.

Affect↗

Subjectivity and symbolization.

The aim of this paper has been to demonstrate that the emergence of subjectivity as a central concept in psychoanalysis is both consistent with and intertwined with the emergence of a new great generative idea (Langer, 1942), now in its nascent stage. Langer's (1942) thesis that symbolization and the power of symbols provide the basis for the fundamental assumptions of the new great generative idea was presented in condensed form. Langer's work was then integrated with that of contemporary psychoanalytic theoretical writers, which tends to support Langer's thesis. Freud's discoveries were revolutionary insofar as they resulted in the posing of new kinds of questions that have to do with symbols and their meanings. To that extent the birth of psychoanalysis itself appears as one manifestation of the emerging new generative idea. The issue of subjectivity was examined from the specific vantage point of recent conceptualizations of self and self-experience. Symbolization, it was shown, is a crucial factor in both self-experience and conceptualizations of self. Finally, it was suggested by the author that some of the existing baffling problems concerning subjectivity, the concept of self, and self-experience may disappear in the context of the new great generative idea, based on fundamental assumptions about the power of symbols.

Ego↗

Either/or. A contribution to the problem of symbolization and sublimation.

Symbol proper and symbolic equation (Segal) represent two extreme positions of many possible experiences which lie between them. A patient complained, that a game like cricket is the symbolic presentation of a fight, in which one person is to be shot. He considered this game reprehensible and a trick by which the participants act out their aggressive feelings without admitting them to themselves. This idea was traced back to an inability to establish a meaningful synthesis of the two aspects: the symbolic representation and the idea of a game. A meaningful synthesis was not possible as any contact was felt as a powerful collision demonstrated by clinical examples (dreams, fantasies, powerful projective ideas). The powerful projective ideas were derivatives of greedy taking possession of the desired object. In addition to the disturbance of symbol formation this led to an inhibition of activities and wishes. As a result the patient became the prisoner of the desired object (fixation). The powerful projective mechanisms were also related to anality. It was remarkable that in spite of these limitations, which concerned mainly his private life, the patient retained clear intellectual faculties and could successfully fill a very responsible professional position.

Adult↗

Words and gestures: infants' interpretations of different forms of symbolic reference.

In 3 experiments, we examine the relation between language acquisition and other symbolic abilities in the early stages of language acquisition. We introduce 18- and 26-month-olds to object categories (e.g., fruit, vehicles) using a novel word or a novel symbolic gesture to name the objects. We compare the influence of these two symbolic forms on infants' object categorization. Children at both ages interpreted novel words as names for object categories. However, infants' interpretations of gestures changed over development. At 18 months, infants spontaneously interpreted gestures, like words, as names for object categories; at 26 months, infants spontaneously interpreted words but not gestures as names. The older infants succeeded in interpreting novel gestures as names only when given additional practice with the gestural medium. This clear developmental pattern supports the prediction that an initial general ability to learn symbols (both words and gestures) develops into a more focused tendency to use words as the predominant symbolic form.

Female↗

Lea symbols: visual acuity assessment and detection of amblyopia.

OBJECTIVE: Lea symbols can be used for measuring visual acuity in childhood. Therefore, these symbols might be useful for early detection of amblyopia. We evaluated whether the visual acuity determined with Lea symbols (LS) corresponds to the visual acuity determined with the Landolt-C (LC). PATIENTS AND METHODS: In 55 strabismic amblyopic volunteers aged 5-59 years, the monocular visual acuity of both eyes was determined using LC and LS. For comparison, the right eye of 20 healthy volunteers was examined. Single optotypes (LC, LS) were used in 55 amblyopes and crowded optotypes (LC(17.2), LC(2.6), CLS) in 40 amblyopes. The luminance of the test charts was 180-200 cd/m(2), with a contrast >85%. The refraction of the subjects was corrected beforehand. RESULTS: In the 40 amblyopic eyes tested under each condition, LS exceeded CLS and LC by about 1 line (dB), LC(17.2) by 2 lines and LC(2.6) by 3 lines (mean values +/- SD: LS 0.62+/-1.8 dB, CLS 0.46+/-1.7 dB, LC 0.5+/-2. 0 dB, LC(17.2) 0.41+/-2.3 dB, LC(2.6) 0.29+/-2.3 dB). The non-amblyopic fellow eyes and healthy eyes showed smaller differences (fellow eyes LS 1.32+/-1.1 dB, CLS 1.17+/-1.1 dB, LC 1. 15+/-0.9 dB, LC(17.2) 1.05+/-0.9 dB, LC(2.6) 0.93+/-1.1 dB; healthy eyes LS 1.74+/-0.9 dB, CLS 1.58+/-0.8 dB, LC 1.48+/-0.6 dB, LC(17.2) 1.41+/-0.7 dB, LC(2.6) 1.32+/-1.1 dB). In the amblyopic eyes, the reduction of LC was more distinct than the reduction of LS. Fifty-two amblyopes had an amblyopia >1 dB of LC, LC(17.2) and LC(2. 6), while 50 had an interocular acuity difference >1 dB CLS. CONCLUSIONS: Using Lea symbols, a recognition acuity can be determined and amblyopia can reliably be detected. Due to their design, the Lea symbols are particularly suitable and recommendable for application in young children. However a slight systematic difference between LS and LC has to be considered.

Adolescent↗

User trials on the colours and symbols for electronic charts.

The Electronic Chart Display and Information System (ECDIS) contributes to safe navigation by enabling the mariner to follow a planned route precisely, using positioning and radar information integrated on an electronic chart. The need to ensure that ECDIS is safe to use has prompted the development of performance standards for the presentation of information on electronic charts. As a step in working towards these presentation standards, user trials were conducted on shore and at sea using an ECDIS display to investigate presentation issues, which included colour combinations and symbols for ships and tracks, chart features, radar overlays, scale indicators and also display brightness for day and night viewing. Results of questionnaires indicated mariners' preferences and rated visibility of various colours and symbols. As a result of the shore trials, improvements were made to some of the symbols, which were then reevaluated during sea trials. Changes to the colours and symbols resulting from these trials will be included in the International Hydrographic Organization's Provisional Colour and Symbol Standards for ECDIS.

Journal Article↗

The brain as a symbol-processing machine.

The knowledge accumulated about the biochemistry of the synapsis in the last decades completely changes the notion of brain processing founded exclusively over an electrical mechanism, toward that supported by a complex chemical message exchange occurring both locally, at the synaptic site, as well as at other localities, depending on the solubility of the involved chemical substances in the extracellular compartment. These biochemical transactions support a rich symbolic processing of the information both encoded by the genes and provided by actual data collected from the surrounding environment, by means of either special molecular or cellular receptor systems. In this processing, molecules play the role of symbols and chemical affinity shared by them specifies the syntax for symbol manipulation in order to process and to produce chemical messages. In this context, neurons are conceived as message-exchanging agents. Chemical strings are produced and stored at defined places, and ionic currents are used to speed up message delivery. Synaptic transactions can no longer be assumed to correspond to a simple process of propagating numbers powered by a factor measuring the presynaptic capacity to influence the postsynaptic electrical activity, but they must be modeled by more powerful formal tools supporting both numerical and symbolic calculations. It is proposed here that formal language theory is the adequate mathematical tool to handle such symbolic processing. The purpose of the present review is therefore: (a) to discuss the relevant and recent literature about trophic factors, signal transduction mechanisms, neuromodulators and neurotransmitters in order (b) to point out the common features of these correlated processes; and (c) to show how they may be organized into a formal model supported by the theory of fuzzy formal languages (d) to model the brain as a distributed intelligent problem solver.

Animals↗

Evolution with material symbol systems.

Pattee's semantic closure principle is used to study the characteristics and requirements of evolving material symbols systems. By contrasting agents that reproduce via genetic variation with agents that reproduce via self-inspection, we reach the conclusion that symbols are necessary to attain open-ended evolution, but only if the phenotypes of agents are the result of a material, self-organization process. This way, a study of the inter-dependencies of symbol and matter is presented. This study is based first on a theoretical treatment of symbolic representations, and secondly on simulations of simple agents with matter-symbol inter-dependencies. The agent-based simulations use evolutionary algorithms with indirectly encoded phenotypes. The indirect encoding is based on Fuzzy Development programs, which are procedures for combining fuzzy sets in such a way as to model self-organizing development processes.

Algorithms↗

From complexity to simplicity: nature and symbols.

This paper reviews Pattee's ideas about the symbolic domain as a phenomenon related to the self-simplifying processes of certain hierarchical systems, such as the living. We distinguish the concepts of constraint, record, and symbol to explain how the Semantic Closure Principle, that is to say, the view that symbols are self-interpreted by the cell, emerges. Related to this, the notion of complementarity is discussed both as an epistemological and as an ontological principle. In the final discussion we consider whether autonomous systems can exist in which constraints are not symbolically preserved, and if biological symbols can be considered to have a descriptive nature.

Biological Evolution↗