1 |
How Spanish speakers express norms using generic person markers
|
|
|
|
In: Psychology Faculty Research and Scholarship (2022)
|
|
BASE
|
|
Show details
|
|
2 |
How Spanish speakers express norms using generic person markers
|
|
|
|
In: Sci Rep (2022)
|
|
BASE
|
|
Show details
|
|
3 |
Children's Evaluations of Interlocutors in Foreigner Talk Contexts
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Linguistic Shifts: Examining the Effects of `Distanced Self-Talk' and `Generic-You' on the Construction of Meaning
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Speaking Places: Language, Mind, and Environment in the Ancash Highlands (Peru)
|
|
|
|
BASE
|
|
Show details
|
|
8 |
My Heart Made Me Do It: Children’s Essentialist Beliefs About Heart Transplants
|
|
|
|
BASE
|
|
Show details
|
|
9 |
So It Is, So It Shall Be: Group Regularities License Children’s Prescriptive Judgments
|
|
|
|
BASE
|
|
Show details
|
|
10 |
A Bilingual Advantage? The Functional Organization of Linguistic Competition and Attentional Networks in the Bilingual Developing Brain
|
|
|
|
BASE
|
|
Show details
|
|
11 |
That’s how “you” do it: Generic you expresses norms in early childhood
|
|
|
|
Abstract:
Prior research indicates that children construe norms as general and preferences as individual. The current experiments tested whether this expectation is built into how children interpret and use language. We focus on the pronoun you, which is ambiguous between a canonical interpretation (referring to the addressee) and a generic interpretation (referring to people in general). In Study 1, children (N=132, ages 3–10) were asked a series of questions containing “you”, referring to either descriptive norms (e.g., “What do you do with bikes?”) or preferences (e.g., “What do you like to do with bikes?”). In Study 2, parents conversed with their children (N = 28, ages 2–4) about prescriptive norms (e.g., “What should you do with books?”) and preferences (e.g., “What do you like about books?”). In both studies, children’s choice of pronoun in their answer revealed whether they interpreted you in the questions as generic or canonical. Results indicated that children more often interpreted you as generic in the normative contexts (i.e., responded with generic you, e.g. “You read them”) and as canonical in the preference contexts (i.e., responded with I, e.g. “I read them”). This pattern emerged by early preschool, providing the first evidence that the distinction between norms and preferences directs young children’s interpretation and use of everyday language.
|
|
Keyword:
Article
|
|
URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5660640/ https://doi.org/10.1016/j.jecp.2017.04.015 http://www.ncbi.nlm.nih.gov/pubmed/28554739
|
|
BASE
|
|
Hide details
|
|
12 |
Generics license 30-month-olds’ inferences about the atypical properties of novel kinds
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Reasoning about knowledge: Children’s evaluations of generality and verifiability
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Children's Developing Intuitions About the Truth Conditions and Implications of Novel Generics Versus Quantified Statements
|
|
|
|
BASE
|
|
Show details
|
|
15 |
The Importance of Clarifying Evolutionary Terminology Across Disciplines and in the Classroom: A Reply to Kampourakis
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Memory Errors Reveal a Bias to Spontaneously Generalize to Categories
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Children’s Recall of Generic and Specific Labels Regarding Animals and People
|
|
|
|
BASE
|
|
Show details
|
|
20 |
Children’s developing intuitions about the truth conditions and implications of novel generics vs. quantified statements
|
|
|
|
BASE
|
|
Show details
|
|
|
|