Children's Developing Intuitions about the Truth Conditions and Implications of Novel Generics versus Quantified Statements

Autor/inn/en	Brandone, Amanda C.; Gelman, Susan A.; Hedglen, Jenna
Titel	Children's Developing Intuitions about the Truth Conditions and Implications of Novel Generics versus Quantified Statements
Quelle	In: Cognitive Science, 39 (2015) 4, S.711-738 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0364-0213
DOI	10.1111/cogs.12176
Schlagwörter	Child Development; Intuition; Semantics; Preschool Children; Incidence; Age Differences; Novelty (Stimulus Dimension); Generalization; Concept Formation; Epistemology; Communication (Thought Transfer) + Suchen Sie Ihr Suchwort? Kindesentwicklung; Semantik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Vorkommen; Age; Difference; Age difference; Altersunterschied; Concept learning; Begriffsbildung; Erkenntnistheorie; Communication; thought; Kommunikation; Gedanke
Abstract	Generic statements express generalizations about categories and present a unique semantic profile that is distinct from quantified statements. This paper reports two studies examining the development of children's intuitions about the semantics of generics and how they differ from statements quantified by "all," "most," and "some." Results reveal that, like adults, preschoolers (a) recognize that generics have flexible truth conditions and are capable of representing a wide range of prevalence levels; and (b) interpret novel generics as having near-universal prevalence implications. Results further show that by age 4, children are beginning to differentiate the meaning of generics and quantified statements; however, even 7- to 11-year-olds are not adultlike in their intuitions about the meaning of "most"-quantified statements. Overall, these studies suggest that by preschool, children interpret generics in much the same way that adults do; however, mastery of the semantics of quantified statements follows a more protracted course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01