Symbolism and Role Reversal

 Michael Tomasello, The Cultural Origins of Human Cognition, p. 107:

Overall, then, acquiring the conventional use of intersubjectively understood linguistic symbols requires a child to:

- understand others as intentional agents;

- participate in joint attentional scenes that set the social-cognitive ground for acts of symbolic, including linguistic, communication;

- understand not just intentions but communicative intentions in which someone intends for her to attend to something in the joint attentional scene; and

- reverse roles with adults in the cultural learning process and thereby use toward them what they have used toward her—which actually creates the intersubjectively understood communicative convention or symbol.

 

Learning linguistic symbols this way puts young children in a position to begin taking advantage of all kinds of social sills and knowledge preexisting in their local communities and cultures as a whole. But it does more than that. What makes linguistic symbols truly unique from a cognitive point of view is the fact that each symbol embodies a particular perspective on some entity or event: this object is simultaneously a rose, a lower, and a gift. The perspectival nature of linguistic symbols multiplies indefinitely the specificity with which they may be used to manipulate the attention of others, and this fact has profound implications of the nature of cognitive representation, which we will explore later.