Acquiring Non-Object Terms: The Case for Time Words

Autor/inn/en	Shatz, Marilyn; Tare, Medha; Nguyen, Simone P.; Young, Tess
Titel	Acquiring Non-Object Terms: The Case for Time Words
Quelle	In: Journal of Cognition and Development, 11 (2010) 1, S.16-36 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
Schlagwörter	Preschool Education; Time; Listening Comprehension; Task Analysis; Toddlers; Time Factors (Learning); Evaluation Methods; Word Recognition + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Zeit; Hörverständnis; Aufgabenanalyse; Infant; Infants; Toddler; Kleinkind; Worterkennung
Abstract	We address the issue of children's understanding of abstract words with two studies on preschoolers' knowledge of the time-duration words "minutes," "hours," "days," and "years." The first study examines 4- and 5-year-olds' ability to answer questions about durations of common phenomena with duration terms. The second study examines 4- to 6-year-olds' comprehension of duration terms with a forced-choice pointing task. Both show that preschoolers' knowledge of such words is incomplete, but that it adheres to the pattern proposed in previous work with toddlers for abstract words. More specifically, children form lexical domains for such words even before they know their individual meanings, thereby allowing the children to often respond appropriately but not usually correctly to questions about abstract dimensions like time. (Contains 3 tables, 4 figures, and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10