Download Children's Explanations: A Psycholinguistic Study by Morag L. Donaldson PDF

By Morag L. Donaldson

How and while does the power to offer and comprehend factors advance? Morag Donaldson without delay addresses this query within the current research, offering facts from a sequence of ingenious experiments she conducted with three- to 10-year-olds. not like many past debts, she demonstrates that kids can distinguish among reason and impression and between actual, mental and logical kinfolk good prior to the age of seven. The research focuses totally on the linguistic skills which are wanted for rationalization, specifically the knowledge of simply because, so, why?, and the way do you know?, and it makes a considerable contribution to our knowing of the semantics and pragmatics of causal connectives. besides the fact that, the examine additionally presents priceless insights into kid's similar cognitive talents. kid's motives is a publication that might be of equivalent curiosity to cognitive and developmental psychologists and to psycholinguistics, in addition to to researchers in schooling for whom its subject needs to be of an important significance.

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Extra resources for Children's Explanations: A Psycholinguistic Study

Sample text

And also with two pictures. One of these pictures depicted an event which was temporally prior to Y and which would be likely to cause Y. The other picture depicted an event which was also temporally prior to Y but which was causally irrelevant. The child was asked to 'finish each story with the best ending for that story'. Roth found that the children in all the age groups consistently completed the sentence by referring to the causally related event, and that references to the event which was only temporally related to Y were extremely rare.

In other words, they are being asked for an explanation in the deductive mode rather than the empirical mode. ) However, the sentence fragment is not marked linguistically as being in the deductive mode. 12) We know that the cat is alive because... Since the linguistic marking has been omitted in Corrigan's example, it is difficult to see how the children could have been expected to realise that they were being asked for a deductive explanation. 13) Kathy was angry with Paul because she kicked him.

Some studies (Epstein, 1972; Corrigan, 1975; Emerson, 1979) have used tasks which require children to make judgements about the absolute acceptability of sentences. For each item in these tasks, the children were presented with a single sentence which they were required to judge as acceptable or unacceptable. The terms which were used to convey the acceptable/unacceptable distinction to the children vary from study to study. Corrigan asked her subjects to say whether the sentence was 'yes or no, right or wrong', while 18 Children's comprehension and production Emerson used the terms 'sensible' and 'silly'.

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