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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 How Spanish speakers express norms using generic person markers Salvador, Cristina E.; Orvell, Ariana; Kross, Ethan... In: Psychology Faculty Research and Scholarship (2022) BASE Show details 2 How Spanish speakers express norms using generic person markers Salvador, Cristina E.; Orvell, Ariana; Kross, Ethan... In: Sci Rep (2022) BASE Show details 3 Normative Force of generic-you ... Orvell, Ariana; Kross, Ethan; Gelman, Susan. - : ICPSR - Interuniversity Consortium for Political and Social Research, 2019 BASE Show details 4 Normative Force of generic-you ... Orvell, Ariana; Kross, Ethan; Gelman, Susan. - : ICPSR - Interuniversity Consortium for Political and Social Research, 2019 BASE Show details 5 Linguistic Shifts: Examining the Effects of `Distanced Self-Talk' and `Generic-You' on the Construction of Meaning Orvell, Ariana. - 2019 BASE Show details 6 Children's use of generic you to make meaning ... Orvell, Ariana; Kross, Ethan; Gelman, Susan. - : ICPSR - Interuniversity Consortium for Political and Social Research, 2018 BASE Show details 7 Children's use of generic you to make meaning ... Orvell, Ariana; Kross, Ethan; Gelman, Susan. - : ICPSR - Interuniversity Consortium for Political and Social Research, 2018 BASE Show details 8 That’s how “you” do it: Generic you expresses norms in early childhood Orvell, Ariana; Kross, Ethan; Gelman, Susan A.. - 2017 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

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