Reference : Preschoolers' use of form class cues to learn descriptive proper names
Scientific journals : Article
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
http://hdl.handle.net/2268/14000
Preschoolers' use of form class cues to learn descriptive proper names
English
Hall, D. G. [University of British Columbia - UBC > Department of Psychology >]
Waxman, S. R. [> > > >]
Brédart, Serge mailto [Université de Liège - ULg > Département des sciences cognitives > Psychologie cognitive >]
Nicolay, Anne-Catherine mailto [Université de Liège - ULg > Département des sciences cognitives > Département des sciences cognitives >]
2003
Child Development
Blackwell Publishers
74
5
1547-1560
Yes (verified by ORBi)
International
0009-3920
Malden
[en] 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 to either the transformed original creature or a new creature bearing the original property (another red creature). Children, especially 4-year-olds, extended the adjective to the new creature but were significantly more likely to extend the proper name to the original creature. Lexical form class cues provided potent information about word meaning, directing preschoolers to reinterpret familiar descriptive terms (adjectives) as homophonic terms designating unique individuals (proper names).
Centre de Neurosciences Cognitives et Comportementales
Researchers ; Students
http://hdl.handle.net/2268/14000

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