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Mobile Books: Effect of Engagement on Students’ Motivation and Cognitive Strategy Use
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Metaphorical Interpretation: Measuring and Facilitating Growth.
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The reading comprehension of deaf/hard-of-hearing Jamaican students: the contributions of intellectual ability, sign-language comprehension, vocabulary, knowledge and metacognitive awareness
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Plain, but not Simple: Plain Language Research with Readers, Writers, and Texts
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Development and Cross-language Transfer of Oral Reading Fluency using Longitudinal and Concurrent Predictors among Canadian French Immersion Primary-level Children
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Reading Strategies of Good and Average Bilingual Readers of Chinese and Spanish Backgrounds
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32 |
La educación en la lengua materna: Una mirada a la escuela de verano en Pacheco Elementary
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In: World Languages and Cultures (2014)
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33 |
Developmental changes in the role of different metalinguistic awareness skills in Chinese reading acquisition from preschool to third grade
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What lies beneath: A comparison of reading aloud in pure alexia and semantic dementia
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In Other Worlds: Word Play in Children's Fantasy and Children's Language Production
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In: Senior Projects Spring 2014 (2014)
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Abstract:
It is questionable how children learn verbs because different verbs require different grammatical patterns. Innatist theorists believe that children are born with an innate grammar-learning device that equips children with instinctual knowledge of grammatical patterns. This contrasts with Michael Tomasello’s theory that children first learn one verb and its grammatical patterns before applying those grammatical patterns to other verbs that function similarly in a sentence. Since Tomasello’s theory prioritizes word meaning and learning context, I investigated whether the context of learning a novel verb affected the context it was produced in. My experiment was also inspired by my literary analysis of how word play affected the construction of the other worlds in Alice’s Adventures in Wonderland and the Harry Potter series. Following Bock’s (1986) structural priming paradigm, I asked 3rd graders to describe a picture after reading either a fantastical or a mundane passage. The picture depicted a mundane action that was the same in both conditions. None of the participants produced a description that had a fantastical premise or used the target verb. While the participants produced stories that had congruent grammatical properties, the children who read the mundane passage wrote significantly more and were also more likely to include multiple characters in their stories. From these results, I concluded that familiarity of context helped children to include more elements in their stories, even though this familiarity did not aid grammatical complexity.
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Keyword:
children's literature; Cognitive Psychology; Developmental Psychology; fantasy; grammar; Modern Literature; play; Psycholinguistics and Neurolinguistics; Reading and Language; semantics
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URL: https://digitalcommons.bard.edu/cgi/viewcontent.cgi?article=1233&context=senproj_s2014 https://digitalcommons.bard.edu/senproj_s2014/320
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