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Do children really confuse appearance and reality?
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In: Deák, Gedeon O. (2006). Do children really confuse appearance and reality?. Trends in cognitive sciences, 10(12), 546 - 550. UC Santa Cruz: Retrieved from: http://www.escholarship.org/uc/item/9756839j (2006)
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Choose and choose again: appearance-reality errors, pragmatics and logical ability.
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In: Deák, Gedeon O; & Enright, Brian. (2006). Choose and choose again: appearance-reality errors, pragmatics and logical ability. Developmental science, 9(3), 323 - 333. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/6t22h54q (2006)
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| 23 |
Choose and choose again: appearance-reality errors, pragmatics and logical ability
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In: Deák, Gedeon O; & Enright, Brian. (2006). Choose and choose again: appearance-reality errors, pragmatics and logical ability. Developmental Science, 9(3), 323 - 333. doi:10.1111/j.1467-7687.2006.00496.x. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/9801h7ck (2006)
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| 24 |
Choose and choose again: appearance-reality errors, pragmatics and logical ability
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In: Deák, Gedeon O; & Enright, Brian. (2006). Choose and choose again: appearance-reality errors, pragmatics and logical ability. Developmental Science, 9(3), 323 - 333. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/77s1r03m (2006)
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Abstract:
In the Appearance/Reality (AR) task some 3- and 4-year-old children make perseverative errors: they choose the same word for the appearance and the function of a deceptive object. Are these errors specific to the AR task, or signs of a general question-answering problem? Preschoolers completed five tasks: AR; simple successive forced-choice question pairs (QP); flexible naming of objects (FN); working memory (WM) span; and indeterminacy detection (ID). AR errors correlated with QP errors. Insensitivity to indeterminacy predicted perseveration in both tasks. Neither WM span nor flexible naming predicted other measures. Age predicted sensitivity to indeterminacy. These findings suggest that AR tests measure a pragmatic understanding; specifically, different questions about a topic usually call for different answers. This understanding is related to the ability to detect indeterminacy of each question in a series. AR errors are unrelated to the ability to represent an object as belonging to multiple categories, to working memory span, or to inhibiting previously activated words.
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Keyword:
appearance-reality; child language; cognitive development; disourse; logical reasoning; pragmatics; working memory
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URL: http://www.escholarship.org/uc/item/77s1r03m
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Is perseveration caused by inhibition failure? Evidence from preschool children’s inferences about word meanings
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In: Deák, Gedeon O; & Narasimham, Gayathri. (2003). Is perseveration caused by inhibition failure? Evidence from preschool children’s inferences about word meanings. Journal of Experimental Child Psychology, 86(3), 194 - 222. doi:10.1016/j.jecp.2003.08.001. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/7g81w8df (2003)
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| 28 |
Matching and naming objects by shape or function: age and context effects in preschool children.
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In: Developmental psychology, vol 38, iss 4 (2002)
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By any other name: when will preschoolers produce several labels for a referent?
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In: Deak, Gedeon O; Yen, Loulee; & Pettit, Jeremy W.(2001). By any other name: when will preschoolers produce several labels for a referent?. Journal of Child Language, 28, 787 - 804. doi:10.1017/S0303000901004858. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/4sx3m87d (2001)
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