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Preschoolers and Adults Metonymically Extend Proper Names to Owned Objects
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Rebecca Zhu; Alison Gopnik – Child Development, 2024
Three preregistered experiments, conducted in 2021, investigated whether English-speaking American preschoolers (N = 120; 4-6 years; 54 females, predominantly White) and adults (N = 80; 18-52 years; 59 females, predominantly Asian) metonymically extend owners' names to owned objects--an extension not typically found in English. In Experiment 1, 5-…
Descriptors: Preschool Children, Adults, English, Young Children
Experience and Maturation: The Contribution of Co-Occurrence Regularities in Language to the Development of Semantic Organization
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Savic, Olivera; Unger, Layla; Sloutsky, Vladimir M. – Child Development, 2023
With development knowledge becomes organized according to semantic links, including early-developing associative (e.g., juicy-apple) and gradually developing taxonomic links (e.g., apple-pear). Word co-occurrence regularities may foster these links: Associative links may form from direct co-occurrence (e.g., juicy-apple), and taxonomic links from…
Descriptors: Semantics, Language Acquisition, Child Development, Taxonomy
Words in Utterance Contexts: Young Children Do Not Confuse the Meanings of Same and Different
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Glucksberg, Sam; And Others – Child Development, 1976
Contrary to earlier assertions, young children do not interpret the word different to mean same. Both 2 1/2-year-old children and adults interpret requests for same or different objects appropriately, apparently following conventions of conversational discourse. These data offer no support for a discrete semantic-feature model of acquiring word…
Descriptors: Adults, Language Acquisition, Preschool Children, Semantics
The Development of Verb Concepts: Children's Use of Verbs to Label Familiar and Novel Events.
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Behrend, Douglas A. – Child Development, 1990
The importance of actions, results, and instruments in the development of verb concepts was examined in four studies. Studies are discussed in terms of theory and research on conceptual development, word learning strategies, and the semantic organization of nouns and verbs. (PCB)
Descriptors: Adults, Age Differences, Child Development, Children
Automatic Processing as a Function of Age and Reading Ability.
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Guttentag, Robert E.; Haith, Marshall M. – Child Development, 1978
Early and late first-grade children, third-grade poor and good readers, and adults named pictures under several interference conditions: with embedded intracategory or extracategory words, pronounceable or nonpronounceable letter strings, and visual noise. (Author/JMB)
Descriptors: Adults, Age Differences, Cognitive Processes, Decoding (Reading)
How Children Understand Sarcasm: The Role of Context and Intonation.
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Capelli, Carol A.; And Others – Child Development, 1990
Two experiments compared the abilities of third and sixth graders and adults to recognize sarcasm given context and intonation cues. Children recognized sarcasm only when given a speaker's sarcastic intonation cue, even when context strongly indicated a nonliteral interpretation. (BC)
Descriptors: Adults, Cues, Elementary Education, Elementary School Students
Life-Span Differences in Semantic Integration of Pictures and Sentences in Memory.
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Pezdek, Kathy – Child Development, 1980
Examines life-span developmental differences in spontaneous integration of semantically relevant material presented in pictures and sentences. Elementary school students, high school students, and adults were tested. (Author/SS)
Descriptors: Adults, Age Differences, Comprehension, Elementary School Students