Hostname: page-component-745bb68f8f-g4j75 Total loading time: 0 Render date: 2025-01-27T03:22:10.808Z Has data issue: false hasContentIssue false
  • English
  • Français

More about the same: children's understanding of post-articles*

Published online by Cambridge University Press:  26 September 2008

Annette Karmiloff-Smith
Annette Karmiloff-Smith
Affiliation:
University of Geneva
Get access Rights & Permissions [Opens in a new window]

Abstract

An experiment on children between 2; 0 and 7; 0 showed that they initially interpret the same X to mean ‘same kind’ in contexts where it actually means ‘same one’. This led to a critical evaluation of Piaget's implicit contention that young children are using determiners anaphorically. Stress is placed on the linguistic rather than conceptual component of children's behaviour in experiments involving questions of the type: Is it the same X? It is argued that language is not only the tool of intelligence for representing ongoing cognitive development, but that it is also a problem area for children within its own right. It is suggested that the importance of young children's processing procedures on the linguistic environment has hitherto been underestimated in Piaget's interactive epistemology.

Type
Articles
Information
Journal of Child Language , Volume 4 , Issue 3 , October 1977 , pp. 377 - 394
Copyright
Copyright © Cambridge University Press 1977

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Bever, T. G. (1970). The cognitive basis for linguistic structures. in Hayes, J. R. (ed.), Cognition and the development of language. New York: Wiley.Google Scholar
Bloom, L. (1970). Language development: form and function in emerging grammars. Cambridge, Mass.: M.I.T.Google Scholar
Bresson, F., Bouvier, N., Damequin, C., Depreux, J., Hardy, M. & Platone, F. (1970). Quelques aspects du système des déterminants chez des enfants de l'école maternelle: utilisation des articles définis et indéfinis. C.R.E.S.A.S. Bulletin 2. 3–40.Google Scholar
Brown, R. (1973). A first language: the early stages. Cambridge, Mass.: Harvard University Press.CrossRefGoogle Scholar
Clark, H. H. (1970). The primitive nature of children's relational concepts. In Hayes, J. R. (ed.), Cognition and the development of language. New York: Wiley.Google Scholar
Donaldson, M. & Wales, R. J. (1970). On the acquisition of some relational terms. In Hayes, J. R. (ed.), Cognition and the development of language. New York: Wiley.Google Scholar
Ervin, S. (1964). Imitation and structural change in children's language. In Lenneberg, E. H. (ed.), New directions in the study of language. Cambridge, Mass.: M.I.T.Google Scholar
Guillaume, P. (1927). Le développement des éléments formels dans le langage de l'enfant. Journal de Psychologie 24. 216–29.Google Scholar
Karmiloff-Smith, A. (1975). Can developmental psycholinguistics provide clues to the historical origins of gender? Unpublished manuscript, University of Genevs.Google Scholar
Karmiloff-Smith, A. (1976). Little words mean a lot: the plurifunctionality of determiners in child language. Unpublished Ph.D. thesis, University of Geneva.Google Scholar
Karmiloff-Smith, A.(in the Press). The interplay between syntax, semantics and phonology in language acquisition processes. Proceedings of NATO Conference on the Psychology of Language,Stirling 1976.Google Scholar
Karmiloff-Smith, A. & Inhelder, B. (1975). If you want to get ahead get a theory. Cognition 3. 195–212.CrossRefGoogle Scholar
Klima, E. S. & Bellugi, U. (1966). Syntactic regularities in the speech of children. In Lyons, J. & Wales, R. J. (eds), Psycholinguistic papers. Edinburgh: University Press.Google Scholar
Maratsos, M. P. (1976). The use of definite and indefinite reference in young children. London: C.U.P.Google Scholar
Minsky, M. (1975) A framework for representing knowledge. In Winston, P. A. (ed.), The psychology of computer vision. New York: McGraw-Hill.Google Scholar
Piaget, J. (1936). La naissance de l'intelligence chez l'enfant. Neuchâtel: Delachaux et Niestlé.Google Scholar
Piaget, J. (1946). La formation du symbole chez l'enfant. Neuchâtel: Delachaux et Niestlé. Trans. (1951) as Play, dreams, and imitation in childhood.Google Scholar
Piaget, J. (1968). Le point de vue de Piaget. Journal international de psychologie. 1. 281–99.CrossRefGoogle Scholar
Piaget, J. & Inhelder, B. (1959). La genèse des structures logiques éléinentaires, classifications et sériations. Neuchâtel: Delachaux et Niestlé.Google Scholar
Piaget, J., Sinclair, H. & Vihn, Bang (1968). Epistémologie et psychologie de l'identité. Paris: Presses Universitaires de France.Google Scholar
Schank, R. (1972). Conceptual dependency: a theory of natural language understanding. CogPsych 4. 557–63.Google Scholar
Sinclair, H. (1971). Sensory-motor action patterns as a condition for the acquisition of syntax. In Huxley, R. & Ingram, E. (eds), Language acquisition: models and methods. New York: Academic Press.Google Scholar
Warden, D. A. (1973). An experimental investigation into the child's developing use of definite and indefinite reference. Unpublished Ph.D. thesis, University of London.Google Scholar
Warden, D. A.(1976). The influence of context on children's use of identifying expressions and reference. BJPsych 67. 101–12.Google Scholar