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1.
Children's Understanding of Knowledge Acquisition: The Tendency for Children to Report That They Have Always Known What They Have Just Learned 总被引：1，自引：0，他引：1
Children's attention to knowledge-acquisition events was examined in 4 experiments in which children were taught novel facts and subsequently asked how long they had known the new information. In Experiment 1, 4- and 5-year-olds tended to claim they had known novel animal facts for a long time and also reported that other children would know the novel facts. This finding was replicated in Experiment 2, using facts associated with chemistry demonstrations. In Experiments 3 and 4, children were taught new color words. 5-year-olds, but not 4-year-olds, distinguished between novel and familiar color words, reporting they had not known the novel words before the test session, but they had always known the familiar words. 4-year-olds in Experiment 4 were better able to distinguish novel and familiar color words when the teaching of the novel words was an explicit and salient part of the procedure. 相似文献
2.
Children under 21 /2 years old tend to interpret novel words in accordance with the Mutual Exclusivity Principle, but tend not to reinterpret familiar words this way. Because alternative principle have been proposed that only predict the novel word effects, and because tests of the familiar word effects may have been flawed, a new test was administered. In Experiment 1 ( N = 32), 24- to 25-month-olds heard stories in which a novel noun was used for an atypical exemplar of a familiar noun. When asked to select exemplars of the familiar noun, they showed a small but reliable tendency to avoid the object from the story. In Experiment 2 ( N = 16), the novel nouns in the stories were replaced by pronouns and proper names, and the children did not avoid the story object in the test of the familiar noun. Thus, the aversion to this object that was observed in Experiment I was not due to its greater exposure or its being referenced immediately before testing, but to toddlers' Mutual Exclusivity bias. Their bias is hypothesized to be a form of implicit probabilistic knowledge that derives from the competitive nature of category retrieval. 相似文献
3.
The Development of Verb Concepts: Children''s Use of Verbs to Label Familiar and Novel Events 总被引：1，自引：0，他引：1
Douglas A. Behrend 《Child development》1990,61(3):681-696
The importance of actions, results, and instruments in verb concepts was examined in four studies. Study 1 investigated how children label familiar events for which instrument, action, and result verbs were appropriate labels. In Study 2, subjects were taught novel verbs and were asked to use these verbs to label events in which the instrument, action, or result had been changed. Study 1 showed that 3-year-olds used action verbs more frequently than older children and adults, and that they preferred to use an action verb over a result verb when both verbs were appropriate labels. Instrument verbs were used most frequently as first responses to the events, and were most frequently used by older children and adults. In Study 2, subjects were least likely to use the novel verbs to label events in which the result had changed. This effect increased with age. Action changes had a moderate effect for all age groups, while instrument changes had the weakest effect. Studies 3 and 4 ruled out stimulus salience and a familiar word strategy as interpretations of these findings. The studies are discussed in terms of current theory and research on conceptual development, word-learning strategies, and the semantic organization of nouns and verbs. 相似文献
4.
The present study examined English-speaking children's tendency to make argument structure overgeneralization errors (e.g., I disappeared it). Children were exposed to several English verbs of fixed transitivity (exclusively intransitive or exclusively transitive) and then asked questions that encouraged them to overgeneralize usage of the verbs. Seventy-two children (24 in each of three age groups: 3, 4/5, and 8 years of age) experienced four actions performed by puppets. Each action had two verbs of similar meaning associated with it in the context of the experimental action: one more familiar to young children and one less familiar. Children at all ages were more likely to overgeneralize usage of verbs that were less familiar to them, supporting the hypothesis that children's usage of verbs in particular construction types becomes entrenched over time. As children solidly learn the transitivity status of particular verbs, they become more reluctant to use those verbs in other argument structure constructions. 相似文献
5.
We demonstrate that lexical form class information can play a powerful role in directing the establishment of word-to-object mappings in referentially ambiguous situations. A total of 144 3- and 4-year-olds heard a novel label, modeled syntactically as either a proper name or an adjective, for a stuffed animal of a familiar kind. We then added a second object of the same kind and asked children (1) to choose one of the two objects as the referent of a second novel label, also presented syntactically as either a proper name or an adjective, and (2) to decide whether this second label could also apply to the object they did not choose. In each of three experiments, preschoolers were most likely to reject two words for the same object if both words were proper names (as if one dog could not be both "Fido" and "Rover"). They were significantly less likely to do so if both were adjectives (as if one dog could be both "spotted" and "furry") or if one was a proper name and the other was an adjective (as if one dog could be both "Fido" and "furry"). Information about lexical form class thus contributed significantly to the formation of linkages between words and objects. 相似文献
6.
Previous studies have revealed that children increase the size of drawings of topics about which they feel positively and use their most preferred colours for colouring in these drawings, and decrease the size of drawings of topics about which they feel negatively and use their least preferred colours for colouring in these drawings. However, these previous findings have been obtained in studies employing drawing tasks where planning and production difficulties have been minimized by asking the children either to copy or to colour in an outline stimulus of a figure provided by the experimenter. The present experiment was designed to examine whether children also alter the use of size and colour in their drawings in response to emotional characterizations when they are not constrained by the presence of a model. In all 253 children aged between four and 11 years were asked to produce drawings of a neutrally, a positively and a negatively characterized topic (either a man, a dog or a tree). It was found that the children consistently increased the size of the positively characterized figures, did not consistently decrease the size of the negatively characterized figures, used their most preferred colours for the positive figures, and used their least preferred colours for the negative figures. These findings are discussed in relation to the operation of an appetitive‐defensive mechanism and pictorial conventions. 相似文献
7.
D A Baldwin 《Child development》1989,60(6):1291-1306
Young children show considerable interest in color similarity; thus we might expect them to use color as a basis for generalizing object labels. However, natural language observations suggest they do not: children tend to overextend labels based on form similarity and rarely, if ever, overextend labels to objects that share only color. Perhaps, then, children give form priority over color in their expectations about object-label reference. This hypothesis was investigated in 2 studies. In a first study, 40 2- and 3-year-olds sorted 10 sets of 3 pictures that contrasted form with color. Children participated in 1 of 2 conditions: half of the children were shown a target object and asked to "find another one" from among the two choice objects, while the other children heard a novel label for the target (e.g., "See this zom?") and were asked to extend the label (e.g., "Can you find another zom?"). 3-year-olds sorted almost exclusively on the basis of form in both conditions, while 2-year-olds performed differently in the 2 conditions: they frequently chose the color match when labels were absent, but selected by form rather than color when asked to extend a novel label. A second study replicated these findings with novel objects that were real rather than pictured. This study also suggested that 3-year-olds grant color some role in their decisions about object-label reference as long as form differences are reduced to a tolerable level. In sum, young children expect form to be more important than color for guiding object-label reference, even though they may find color interesting when not asked to extend labels. This expectation helps explain the speed and relative ease with which children acquire object labels. 相似文献
8.
OBJECTIVE: This study aimed to replicate Manning's (1987) research that looked at "Favorite Kind of Day" drawings produced by children who had been maltreated in comparison to non-maltreated children. The hypothesis of the study was that the maltreated children's drawings would consistently differ from drawings produced by non-maltreated children over time. METHOD: Eighteen children aged between 4 and 8 years old were individually asked to draw their "Favorite Kind of Day" (FKD). The drawings from six physically maltreated participants were compared to 12 non-maltreated children matched for age, sex, socio-economic and educational background. The drawings were compared on three criteria: inclement weather, size, and movement of weather. RESULTS: The results showed that over a period of 18 months, maltreated and non-maltreated children consistently drew similar drawings, and no significant differences were found between the groups. CONCLUSIONS: The implications of these findings cannot be underestimated, as clinical use of the FKD technique suggested by Manning's findings, for English children at least, would lead to incorrect identification of children as having suffered maltreatment when they may in fact not have. 相似文献
9.
Kathleen Hipfner-Boucher Adrian Pasquarella S. Hélène Deacon 《Scientific Studies of Reading》2016,20(5):389-400
Cognate awareness is the ability to recognize the cognate relationship between words in two etymologically related languages. The current study examined the development of cognate awareness and its contribution to French (second language) reading comprehension among Canadian French immersion children. Eighty-one students were tested at the end of Grade 1 and again at the end of Grade 2. Children were administered a cognate awareness task in French, in which they were asked to decide whether a French word had a cognate in English. Overall, performance on the cognate awareness task was significantly above chance at both time points, and it improved overtime. Thus, for the majority of the participants, cognate awareness was evident as early as first grade. Regressions revealed that cognate awareness measured in Grades 1 and 2 made a significant contribution to Grade 2 French reading comprehension, beyond multiple controls. The results of the study suggest that cognate awareness is a unique aspect of second-language reading comprehension in young bilingual children. 相似文献
10.
The ability to recall and organize actions was studied in children from 5 to 11 years in age. 8 different auditory or visual commands were successively presented for 10 trials in each modality in a free-recall task. Younger children performed fewer commands but recalled relatively more recent ones, and they showed the same degree of subjective organization and the same degree and structure of hierarchical clustering as the older children. The hierarchical structure was independent of recall, age, and modality, with the motor actions being organized by the locus of the object or instrument of the verb in the command. The difficulty of the commands was highly correlated with uncertainty of the locus of the action, that is, the number of possible arguments (objects or instruments) a verb could assume, as measured by a subsidiary experiment on 8-year-olds who were asked to name as many parts of the body upon or with which one could perform each action. Developmental differences in recall appear to rise because of primary organization (retrieval) and rehearsal strategies rather than secondary organization. 相似文献
11.
This paper presents a very simple experiment on children's drawings to explore the reasons underlying children's contextual sensitivity. Five‐ and six‐year old children were asked to draw from a model on two consecutive tasks. The only difference between the two tasks was the model's orientation. A model cup was presented on one task with its handle visible (at the side) and on the other task with its handle hidden at the back. Previous research would predict that children of this age should show a tendency towards drawing a familiar model such as a cup in a stereotyped orientation (i.e. handle at the side), irrespective of whether or not the handle was visible. However, the results from the present study showed that the children's preparedness to draw the model as it appeared was influenced by the order of task presentation. The findings are discussed in terms of children's interpretation of the task demands which alters as a result of the contrast between the two tasks. 相似文献
12.
Twenty-one dyslexic boys, aged between 11¾ and 18, were presented with drawings of familiar objects and asked to name the part of the object to which an arrow pointed, for example the flex of an iron and the mane of a horse. They were also asked to explain the meanings of six words with only one meaning, six homophones (pier/peer), and six homographs (bat/bat). Nineteen control boys from the same background were also given the tests. No time constraints were imposed. It was found that the dyslexics were no less successful than the controls in finding the names for the parts of the objects and that they had no distinctive difficulty over homophones or homographs. However, when an analysis of errors was carried out, it was found that, in comparison with the controls, they produced more distortions of words (for instance bucker for buckle), gave fewer “don’t know” responses, and showed a greater tendency to repeat the parent word. In the case of the word-explanation tasks, they produced more examples of inappropriate usage (for example, in response to pier, “is what people walk along and fishing off”), more incomplete sentences, more repetitions, more misunderstandings of words, and more unnecessary amplifications of their original response. There was an equal tendency in both groups to ignore the indefinite article (for example, a bat. What is a bat?—“To bat a ball”). The dyslexics used fewer relative clauses, and there was marginal evidence for more frequent use of you and your and of er, um, and well. It is argued that among dyslexic adolescents, there remains a residual uncertainty which affects their oral language, and it is suggested that teachers should pay more attention to this weakness, since if a pupil cannot express himself adequately in speech, he is likely to show similar difficulties in his written work. 相似文献
13.
In 4 experiments, we examined how young children incorporate new word meanings into their lexicons. 2-year-olds were each taught a new noun for an object that already had a known label (e.g., a "fep" for a dog). Children's interpretations of the new nouns were assessed by asking subjects to select the named toy from an array of 4 toys (e.g., "Point to a fep"). The experiments were designed to determine which of several possible semantic relations between novel and familiar words was most consistent with children's performance. It was found that children often seemed to interpret the new word as referring to a subordinate of the known category. This tendency was reduced when the named object could sensibly receive a proper name (e.g., when the named object was a stuffed animal), particularly when children had to consider both the familiar and the novel label for the object in the same session. Although not all alternative explanations have been ruled out, these results suggest that, from a very young age, children may spontaneously form language hierarchies when they hear a novel work for an object that already has a familiar name. 相似文献
14.
D. Geoffrey Hall 《Child development》1994,65(5):1299-1317
4 experiments examined 3- and 4-year-olds' interpretations of novel words applied to familiar objects in the sentence frame, "This Y is X," where X is a novel word, and Y is a familiar basic-level count noun (e.g., "dog", "cup"). These novel words are ambiguous and could be interpreted either as proper names (e.g., "Fred") or as adjectives/mass nouns (e.g., "red"/"lead"). The experiments addressed 2 questions. First, do children appreciate that the words can be construed either as proper names referring to individuals or as adjectives/mass nouns referring to salient properties/material kinds? The results showed that children could easily make either interpretation. Second, what factors affect children's tendency to make either a proper name or an adjective/mass noun interpretation? In the experiments, children learned the novel words for a range of animals and artifacts. Most children who learned the words for typical pets (e.g., a bird) made proper name interpretations, as did the majority of those who learned the words for certain non-pet animals (e.g., a caterpillar) described as possessed by someone, but only about half of those who learned the words for such non-pet animals not so described. Very few children who learned the words for either simple (e.g., a shoe) or complex (e.g., a boat) artifacts made proper name interpretations. The results provide clear evidence of the role of semantic information in constraining children's interpretation of a novel word, and they help to refine an understanding of what counts as a nameable individual for preschoolers. 相似文献
15.
Romina A. Vivaldi 《Infancia y Aprendizaje》2017,40(1):56-87
This study examines if and how the presence of an adult as a receptive agent of children’s drawings has an effect on the early production of pictorial symbols by emphasizing the children’s referential intention as drawers. To this end, we compared three-year-old children’s representational drawings with a model in four experimental conditions, three conditions with an adult as a receptive agent and one condition without a receiver. In the conditions with a receiver (Linguistic Feedback, Graphic Demonstration and Graphic Product) children were explicitly asked to draw for an adult, who had to use the children’s pictures to find hidden objects in identical boxes; the conditions differed in the adult’s actions with non-representational drawings. The results indicate that the presence of the receiver had an impact on representational production only when the adult demonstrated how to create the drawings with the intent of communicating the identity of the objects (Graphic Demonstration). Although drawing is typically viewed as a solitary activity, these results suggest that representational drawings may emerge in communicative contexts between drawers and receivers. 相似文献
16.
Elena Luchkina James L. Morgan Deijah J. Williams David M. Sobel 《Child development》2020,91(5):e1119-e1133
This study examined how inferences about epistemic competence and generalized labeling errors influence children’s selective word learning. Three- to 4-year-olds (N = 128) learned words from informants who asked questions about objects, mentioning either correct or incorrect labels. Such questions do not convey stark differences in informants’ epistemic competence. Inaccurate labels, however, generate error signals that can lead to weaker encoding of novel information. Preschoolers retained novel labels from both informants but were slower to respond in the Inaccurate Labeler condition. When the test procedure was not sensitive to the strength of information encoding, children performed above chance in both conditions and their response times did not differ. These results suggest that epistemic-level inferences and error generalizations influence preschoolers’ selective word learning concurrently. 相似文献
17.
In 3 experiments, 4-, 5-, and 6-year-olds' ability to sequence events was examined. We hypothesized that children initially construct temporal sequences by relying on the organization of their world knowledge instead of inferring logical relations among actions. In the first experiment, children generated picture sequences of familiar and unfamiliar events in forward and backward order without having seen the pictures in their correct sequence. In the second experiment, children reconstructed previously seen sequences, and in the third experiment, children were shown forward and backward sequences and reconstructed them in the opposite direction. Across experiments, the same pattern of performance was found; familiar events in forward order were the easiest to sequence, then unfamiliar events in forward order, familiar events in backward order, and finally unfamiliar events in backward order. These results are discussed along with other findings suggesting a similar pattern of performance across a wide developmental age span. 相似文献
18.
Marion Porath 《High Ability Studies》2001,12(1):113-126
This study focused on gender differences in young children's interpersonal understanding. Of particular interest was the articulation of the structure and content of young girls' social cognition, since this is an area where girls are believed to excel. Children from preschool (11 girls and 10 boys) and kindergarten (12 girls and 9 boys) responded to eight picture stories depicting interpersonal situations in the school context. Four of the drawings accompanying the stories contained explicit emotional cues and four contained subtle cues. Using a semi-structured interview format, children were asked questions about the actions, thoughts, and feelings of the protagonist and another character in the story (either a teacher or another child). Stories were analyzed for level of ability to coordinate thoughts and/or feelings and actions in explaining others' intentions. Girls demonstrated more sophisticated and complex reasoning about interpersonal situations than boys, and were better at decoding subtle cues in the drawings accompanying the stories. Within-subject differences were apparent, however, suggesting a need for further research on the influence of context and language on interpersonal understanding and the degree of variability among both girls and boys. 相似文献
19.
Orthographic facilitation refers to the boost in vocabulary learning that is provided when spellings are shown during study periods, but not during testing. The current study examined orthographic facilitation in beginning readers and whether directing their attention to print enhances the effect. In an experiment, first graders (N = 45) were randomly assigned to either an attention or no attention condition. They studied two sets of novel spoken words paired with pictures and spoken definitions, one set displaying spellings of the words beneath pictures, and one set with no spellings. Tests with no spellings present revealed that children learned pronunciations of words significantly better when spellings had been seen than not seen, and the benefit was still evident 2 weeks after training ended. Superior ability to spell the words by children who saw them showed that spellings were retained in memory to support learning. More advanced readers gained more benefit from spellings over no spellings in learning the words. However, drawing children’s attention to print did not boost memory for the words, suggesting that simple exposure was sufficient to activate grapheme-phoneme connections automatically and bond spellings to pronunciations of words in memory, even in beginning readers. Memory for the meanings of words was not improved by spelling exposure, possibly because children possessed no grapho-semantic mapping system comparable to the grapho-phonemic system to enhance the formation of connections between spellings and meanings in memory. 相似文献
20.
Young children's attribution of action to beliefs and desires 总被引：4，自引：0，他引：4
When and how children understand beliefs and desires is central to whether they are ever childhood realists and when they evidence a theory of mind. Adults typically construe human action as resulting from an actor's beliefs and desires, a mentalistic interpretation that represents a common and fundamental form of psychological explanation. We investigated children's ability to do likewise. In Experiment 1, 60 subjects were asked to explain why story characters performed simple actions, such as looking under a piano for a kitten. Both preschoolers and adults gave predominantly psychological explanations, attributing the actions to the actor's beliefs and desires. Even 3-year-olds attributed actions to beliefs and false beliefs, demonstrating an understanding of belief not evident in previous research. In Experiment 2, 24 3-year-olds were tested further on their understanding of false belief. They were given both false belief prediction and explanation tasks. Children performed well on explanation taks, attributing an anomalous action to the actor's false belief, even when they failed to predict correctly what action would follow from a false belief. We concluded that 3-year-olds and adults share a fundamentally similar construal of human action in terms of beliefs and desires, even false beliefs. 相似文献