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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)
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2
How Spanish speakers express norms using generic person markers
Salvador, Cristina E.
;
Orvell, Ariana
;
Kross, Ethan
...
In: Sci Rep (2022)
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3
Normative Force of generic-you ...
Orvell, Ariana
;
Kross, Ethan
;
Gelman, Susan
. - : ICPSR - Interuniversity Consortium for Political and Social Research, 2019
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4
Normative Force of generic-you ...
Orvell, Ariana
;
Kross, Ethan
;
Gelman, Susan
. - : ICPSR - Interuniversity Consortium for Political and Social Research, 2019
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5
Linguistic Shifts: Examining the Effects of `Distanced Self-Talk' and `Generic-You' on the Construction of Meaning
Orvell, Ariana
. - 2019
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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
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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
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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
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