Preschoolers' Use of Form Class Cues to Learn Descriptive Proper Names
نویسندگان
چکیده
منابع مشابه
Preschoolers' use of form class cues to learn descriptive proper names.
This study examined 3- and 4-year-old preschoolers' ability to learn proper names containing familiar descriptions. Children saw a novel creature with a familiar property (it was red) and heard either an adjective ("This is a red one") or a descriptive proper name ("This is Mr. Red"). The creature was then transformed, losing the property (e.g., it became green). Children had to extend the word...
متن کاملPreschoolers' use of form class cues in word learning.
Three experiments were conducted, involving a total of 180 2 1/2-5-year-old children. The experiments assessed the claim that preschoolers override form class cues in the interest of honoring word-meaning assumptions when they acquire new labels. Children were asked to choose an unlabeled- or a labeled-category object as the referent of a novel word modeled syntactically as a count noun or an a...
متن کاملYoung children's use of syntactic cues to learn proper names and count nouns.
In 6 experiments, 144 toddlers were tested in groups ranging in mean age from 20 to 37 months. In all experiments, children learned a novel label for a doll or a stuffed animal. The label was modeled syntactically as either a count noun (e.g., "This is a ZAV") or a proper name (e.g., "This is ZAV"). The object was then moved to a new location in front of the child, and a second identical-lookin...
متن کاملPreschoolers are sensitive to the speaker's knowledge when learning proper names.
Unobservable properties that are specific to individuals, such as their proper names, can only be known by people who are familiar with those individuals. Do young children utilize this "familiarity principle" when learning language? Experiment 1 tested whether forty-eight 2- to 4-year-old children were able to determine the referent of a proper name such as "Jessie" based on the knowledge that...
متن کاملChildren Use Temporal Cues to Learn Causal Directionality
The ability to learn the direction of causal relations is critical for understanding and acting in the world. We investigated how children learn causal directionality in situations in which the states of variables are temporally dependent (i.e., autocorrelated). In Experiment 1, children learned about causal direction by comparing the states of one variable before versus after an intervention o...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
ژورنال
عنوان ژورنال: Child Development
سال: 2003
ISSN: 0009-3920,1467-8624
DOI: 10.1111/1467-8624.00622