LANGUAGE AND COGNITION IN THE YOUNG CHILD. [Report No.: BR-5-0602

Autor/in	ANISFELD, MOSHE
Titel	LANGUAGE AND COGNITION IN THE YOUNG CHILD. [Report No.: BR-5-0602
Quelle	(1965), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Development; Children; Cognitive Ability; Cognitive Development; Cognitive Measurement; Distinctive Features (Language); Kindergarten Children; Language Acquisition; Language Research; Plurals; Psycholinguistics; Research Design; Testing; Transformational Generative Grammar; Verbal Development + Suchen Sie Ihr Suchwort? Kindesentwicklung; Child; Kind; Kinder; Denkfähigkeit; Kognitive Entwicklung; Sprachaneignung; Spracherwerb; Sprachforschung; Pluralität; Psycholinguistik; Forschungsdesign; Testdurchführung; Testen; Generative Grammar; Generative Grammatik
Abstract	THE LITERATURE ON INTELLECTUAL DEVELOPMENT APPEARS TO ATTRIBUTE TO THE YOUNG CHILD A HIGH LEVEL OF LINGUISTIC DEVELOPMENT AND A RELATIVELY LOW LEVEL OF DEVELOPMENT IN OTHER COGNITIVE SPHERES. IN AN ATTEMPT TO RESOLVE THIS DISCREPANCY, THE AUTHOR ADVANCED THE HYPOTHESIS THAT THE DESCRIPTIONS OF LANGUAGE DEVELOPMENT ARE BASED ON AN ANALYSIS OF THE CHILD'S COMPETENCE AS IT IS REFLECTED IN OPTIMAL PERFORMANCE CONDITIONS, WHILE THE UNFAVORABLE DESCRIPTIONS OF HIS COGNITIVE DEVELOPMENT ARISE FROM EXPERIMENTS THAT PLACE OBSTACLES IN THE WAY OF THE ACTUALIZATION OF HIS COMPETENCE. IN GENERAL, IT WAS POSTULATED THAT IMMEDIATE STIMULI COMPETE FORCEFULLY WITH IDEATIONAL PROCESSES IN GUIDING THE CHILD'S BEHAVIOR. TWO EXPERIMENTS INVOLVING THE SINGULARITY-PLURALITY DICHOTOMY WERE CONDUCTED TO EXPLORE THE POSSIBILITY OF DEALING EXPERIMENTALLY WITH THIS PROBLEM. IN THE FIRST EXPERIMENT KINDERGARTEN CHILDREN HAD TO SORT OBJECTS ACCORDING TO THIS DICHOTOMY. THE CHILDREN PERFORMED BETTER ON A TASK WHERE SINGULARITY-PLURALITY WAS EXPRESSED IN TERMS OF SINGLE OR MULTIPLE OBJECTS THAN IN A TASK WHERE IT WAS EXPRESSED IN TERMS OF DUPLICATE FEATURES EMBEDDED IN AN OBJECT. THIS FINDING SUGGESTED THAT THE IMPOSING PRESENCE OF THE OBJECT AS A WHOLE INTERFERES WITH RESPONSES BASED ON THE CHARACTERISTICS OF ITS PARTS. THE SECOND EXPERIMENT TESTED THE PLURALIZATION RULES OF KINDERGARTEN CHILDREN USING NONSENSE SYLLABLES AS NAMES FOR CARTOON ANIMALS. (SEE RELATED DOCUMENTS ED 011 653 AND AL 000 829.) THE RESULTS INDICATED THAT RECOGNITION PROCEDURES CANNOT BE CONSIDERED AS MERELY MORE SENSITIVE TESTS OF THE SAME UNDERLYING COMPETENCE AS IS MEASURED BY PRODUCTION PROCEDURES, BUT MUST BE RECOGNIZED AS TAPPING DIFFERENT ASPECTS OF COMPETENCE. THIS PAPER WAS PRESENTED AT THE SYMPOSIUM ON THE PSYCHOLINGUISTIC NATURE OF THE READING PROCESS, WAYNE STATE UNIVERSITY, MAY 3-5, 1965. (DO)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01