Rigid Thinking about Deformables: Do Children Sometimes Overgeneralize the Shape Bias?

Autor/inn/en	Samuelson, Larissa K.; Horst, Jessica S.; Schutte, Anne R.; Dobbertin, Brandi N.
Titel	Rigid Thinking about Deformables: Do Children Sometimes Overgeneralize the Shape Bias?
Quelle	In: Journal of Child Language, 35 (2008) 3, S. 559-589 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000908008672
Schlagwörter	Forschungsbericht; Form Classes (Languages); Preschool Children; Child Language; Vocabulary; Language Acquisition; English; Nouns; Generalization; Task Analysis; Syntax + Suchen Sie Ihr Suchwort? Analytischer Sprachbau; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; 'Children''s language'; Kindersprache; Wortschatz; Sprachaneignung; Spracherwerb; English language; Englisch; Aufgabenanalyse
Abstract	Young children learning English are biased to attend to the shape of solid rigid objects when learning novel names. This study seeks further understanding of the processes that support this behavior by examining a previous finding that three-year-old children are also biased to generalize novel names for objects made from deformable materials by shape, even after the materials are made salient. In two experiments, we examined the noun generalizations of 72 two-, three- and four-year-old children with rigid and deformable stimuli. Data reveal that three-year-old, but not two- or four-year-old, children generalize names for deformable things by shape, and that this behavior is not due to the syntactic context of the task. We suggest this behavior is an overgeneralization of three-year-old children's knowledge of how rigid things are named and discuss the implications of this finding for a developmental account of the origins of the shape bias. (Contains 1 footnote.) (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10