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How Spanish speakers express norms using generic person markers
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In: Psychology Faculty Research and Scholarship (2022)
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How Spanish speakers express norms using generic person markers
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In: Sci Rep (2022)
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My Heart Made Me Do It: Children’s Essentialist Beliefs About Heart Transplants
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So It Is, So It Shall Be: Group Regularities License Children’s Prescriptive Judgments
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That’s how “you” do it: Generic you expresses norms in early childhood
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Generics license 30-month-olds’ inferences about the atypical properties of novel kinds
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Reasoning about knowledge: Children’s evaluations of generality and verifiability
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Children's Developing Intuitions About the Truth Conditions and Implications of Novel Generics Versus Quantified Statements
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The Importance of Clarifying Evolutionary Terminology Across Disciplines and in the Classroom: A Reply to Kampourakis
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Memory Errors Reveal a Bias to Spontaneously Generalize to Categories
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Children’s Recall of Generic and Specific Labels Regarding Animals and People
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Abstract:
Although children tend to categorize objects at the basic level, we hypothesized that generic sentences would direct children’s attention to different levels of categorization. We tested children’s and adults’ short-term recall (Study 1) and longer-term recall (Study 2) for labels presented in generic sentences (e.g., Kids like to play jimjam) versus specific sentences (e.g., This kid likes to play jimjam). Label content was either basic level (e.g., cat, boy) or superordinate (e.g., animal, kid). As predicted, participants showed better memory for label content in generic than specific sentences (short-term recall for children; both short and longer-term recall for adults). Errors typically involved recalling specific noun phrases as generic, and recalling superordinate labels as basic. These results demonstrate that language influences children’s representations of new factual information, but that cognitive biases also lead to distortions in recall.
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Keyword:
Article
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URL: https://doi.org/10.1016/j.cogdev.2014.05.002 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4292889/ http://www.ncbi.nlm.nih.gov/pubmed/25598575
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Children’s developing intuitions about the truth conditions and implications of novel generics vs. quantified statements
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Children's interpretations of general quantifiers, specific quantifiers, and generics
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Individual Differences in Children's and Parents' Generic Language
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Essentialist Beliefs About Bodily Transplants in the United States and India
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Generic Language Use Reveals Domain Differences in Children’s Expectations about Animal and Artifact Categories
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Children’s Sensitivity to the Knowledge Expressed in Pedagogical and Non-Pedagogical Contexts
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