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Generic language and judgements about category membership: Can generics highlight properties as central?
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Effects of language and similarity on comparison processing
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Differences in Preschoolers' and Adults' Use of Generics about Novel Animals and Artifacts: A Window onto a Conceptual Divide
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The Role of Representational Status and Item Complexity in Parent-Child Conversations about Pictures and Objects
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Generic Language in Parent-Child Conversations
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In: Gelman, Susan A.; Goetz, Peggy J; Sarnecka, Barbara W; & Flukes, Jonathan. (2007). Generic Language in Parent-Child Conversations. Language Learning and Development, in press, in press. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/26x2f4kw (2007)
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Abstract:
Generic knowledge concerns kinds of things (e.g., birds fly; a chair is for sitting; gold is a metal). Past research demonstrated that children spontaneously develop generic knowledge by preschool age. The present study examines when and how children learn to use the multiple devices provided by their language to express generic knowledge. We hypothesize that children assume, in the absence of specifying information or context, that nouns refer to generic kinds, as a default. Thus, we predict that (a) Children should talk about kinds from an early age. (b) Children should learn generic forms with only minimal parental scaffolding. (c) Children should recognize a variety of different linguistic forms as generic. Results from longitudinal samples of adult-child conversations support all three hypotheses. We also report individual differences in the use of generics, suggesting that children differ in their tendency to form the abstract generalizations so expressed.
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Keyword:
generic language; language development; parent-child interactions
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URL: http://www.escholarship.org/uc/item/26x2f4kw
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