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Peer reviewedMoore, Chris; And Others – Child Development, 1989
Examines the understanding of the pragmatic function of mental terms ("think,""know,""guess") to express the relative certainty of 69 children aged 3-11. Results showed an improvement with age for the "know-think" and "know-guess" contrasts, but no improvement with age for the…
Descriptors: Child Language, Children, Foreign Countries, Language Acquisition
Peer reviewedGopnik, Alison; Meltzoff, Andrew N. – Child Development, 1986
Compares two types of semantic development (the acquisition of disappearance words and success-failure words) to performance on two types of cognitive tasks (object-permanence and means-ends tasks) among infants. (HOD)
Descriptors: Child Development, Cognitive Development, Concept Formation, Developmental Stages
Peer reviewedDeBaryshe, Barbara D.; Whitehurst, Grover J. – Journal of Experimental Child Psychology, 1986
Investigates the role of intraverbal learning (a process through which semantic knowledge is acquired from purely linguistic information) in preschool children's acquisition of semantic concepts. Shows that the relative effectiveness of pictorial and intraverbal information depends on the child's age, the type of information supplied, and the…
Descriptors: Cognitive Development, Concept Formation, Language Acquisition, Language Processing
Peer reviewedBecker, Judith A. – Merrill-Palmer Quarterly, 1986
Explores the underlying knowledge that children have about the relationship between the structure of requests and the relative status of speakers and listeners. Shows that the three age groups (preschoolers, 5-year-olds, and 10-year-olds) could systematically differentiate the requests by means of syntactic directness or semantics. (HOD)
Descriptors: Age Differences, Child Language, Children, Cognitive Development
