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How Spanish speakers express norms using generic person markers
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In: Psychology Faculty Research and Scholarship (2022)
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How Spanish speakers express norms using generic person markers
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In: Sci Rep (2022)
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Children's Evaluations of Interlocutors in Foreigner Talk Contexts
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Linguistic Shifts: Examining the Effects of `Distanced Self-Talk' and `Generic-You' on the Construction of Meaning
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Speaking Places: Language, Mind, and Environment in the Ancash Highlands (Peru)
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My Heart Made Me Do It: Children’s Essentialist Beliefs About Heart Transplants
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So It Is, So It Shall Be: Group Regularities License Children’s Prescriptive Judgments
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A Bilingual Advantage? The Functional Organization of Linguistic Competition and Attentional Networks in the Bilingual Developing Brain
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That’s how “you” do it: Generic you expresses norms in early childhood
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Generics license 30-month-olds’ inferences about the atypical properties of novel kinds
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Reasoning about knowledge: Children’s evaluations of generality and verifiability
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Children's Developing Intuitions About the Truth Conditions and Implications of Novel Generics Versus Quantified Statements
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Abstract:
Generic statements express generalizations about categories and present a unique semantic profile that is distinct from quantified statements. This paper reports two studies examining the development of children's intuitions about the semantics of generics and how they differ from statements quantified by all, most, and some. Results reveal that, like adults, preschoolers (a) recognize that generics have flexible truth conditions and are capable of representing a wide range of prevalence levels; and (b) interpret novel generics as having near‐universal prevalence implications. Results further show that by age 4, children are beginning to differentiate the meaning of generics and quantified statements; however, even 7‐ to 11‐year‐olds are not adultlike in their intuitions about the meaning of most‐quantified statements. Overall, these studies suggest that by preschool, children interpret generics in much the same way that adults do; however, mastery of the semantics of quantified statements follows a more protracted course. ; Peer Reviewed ; http://deepblue.lib.umich.edu/bitstream/2027.42/111169/1/cogs12176.pdf
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Keyword:
Cognitive development; Concepts; Generic language; Health Sciences; Language acquisition; Language understanding; Neurosciences; Semantics
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URL: https://hdl.handle.net/2027.42/111169 https://doi.org/10.1111/cogs.12176
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The Importance of Clarifying Evolutionary Terminology Across Disciplines and in the Classroom: A Reply to Kampourakis
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Memory Errors Reveal a Bias to Spontaneously Generalize to Categories
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Children’s Recall of Generic and Specific Labels Regarding Animals and People
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Children’s developing intuitions about the truth conditions and implications of novel generics vs. quantified statements
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