Abstract Studies of the representations that students construct, within the framework of embodied cognition, have shown that perception, action and cognition are linked and are the basis of these representations. From this framework of analysis, this study attempted to identified the representations of 23 preschool students (ages four and five) of sound production, perception and propagation. In-depth interviews were conducted using hypothetical situations and experimental tasks. Three representations were identified. The first one shows a conception of sound centred on objects. Representation 2 also focuses on objects and their relationship with the subject, but it begins to attribute characteristics to the sound itself, and in representation 3, sound has more intrinsic characteristics that expand its possibilities of interacting with the subject and other objects. We conclude that the construction of representations of sound starts from perceptual elements and is linked to actions, although its complexity also shows that they incorporate characteristics that go beyond this corporal correlate.

中文翻译：

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学龄前学生中的声音表示/学龄前学生中的声音表示

摘要对学生在内在认知框架内构建的表征的研究表明，知觉，行为和认知是相互联系的，是这些表征的基础。根据这种分析框架，本研究试图确定23名学龄前学生（4岁和5岁）的声音产生，感知和传播的表征。使用假设的情况和实验任务进行了深入的采访。确定了三个表示形式。第一个显示了以对象为中心的声音概念。表示2还着重于对象及其与主体的关系，但是它开始将特征归因于声音本身，在表示3中，声音具有更多固有的特性，从而扩展了与主体和其他对象进行交互的可能性。我们得出的结论是，声音表示的构建是从感知元素开始的，并与动作相关联，尽管它的复杂性还表明它们包含了超出此体质关联的特征。