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Direct linkSmiley, Patricia A.; Johnson, Rachel S. – Cognitive Development, 2006
We explored 2-year-olds' developing self-conceptions by examining uses of terms for the self ("I", "me", own name) to mark contexts of self-action that varied in transitivity. Children differed in their preferred terms for self-reference ("I" versus proper name/"me"). "I-users" produced relatively more verbs for highly transitive events that…
Descriptors: Self Actualization, Young Children, Verbs, Intention
