Hostname: page-component-586b7cd67f-tf8b9 Total loading time: 0 Render date: 2024-11-30T15:13:29.486Z Has data issue: false hasContentIssue false
  • English
  • Français

On the existence of competence errors in early comprehension: a reply to Fremgen & Fay and Chapman & Thomson*

Published online by Cambridge University Press:  26 September 2008

Carolyn B. Mervis  and
Katherine Canada
Carolyn B. Mervis
Affiliation:
University of Illinois, Urbana-Champaign
Katherine Canada
Affiliation:
University of Illinois, Urbana-Champaign
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Notes and Discussion
Information
Journal of Child Language , Volume 10 , Issue 2 , June 1983 , pp. 431 - 440
Copyright
Copyright © Cambridge University Press 1983

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.)

Footnotes

[*]

We would like to thank Patricia Christensen and Cindy Mervis for their assistance with this research. Margie Beeghly-Smith, Doug Medin, John Pani and Mort Weir provided helpful comments on a previous draft of this manuscript. We are especially grateful to Becky, Cars and Jessica and their mothers for their enthusiastic participation in this project. This research was supported by grant no. BNS 79-15120 from the National Science Foundation. Address for correspondence: Carolyn Mervis, Department of Psychology, Tobin Hall, University of Massachusetts, Amherst, Mass. 01003.

References

REFERENCES

Anglin, J. M. (1977). Word, object, and conceptual development. New York: Norton.Google Scholar
Bowerman, M. (1978). The acquisition of word meaning: an investigation into some current conflicts. In Waterson, N. & Snow, C. (eds), Development of communication: Social and pragmatic factors in language acquisition. New York: Wiley.Google Scholar
Bowerman, M. (1980). The structure and origin of semantic categories in the language-learning child. In Foster, M. L. & Brandes, S. (eds), Symbol as sense. New York: Academic Press.Google Scholar
Chapman, K. & Leonard, L. B. (1981). Inappropriate word extensions in the speech of young language disordered children. Paper presented at the Symposium on Research in Child Language Disorders,Madison,Wisconsin.Google Scholar
Chapman, R. S. & Thomson, J. (1980). What is the source of overextension errors in comprehension testing of two-year-olds? A response to Fremgen and Fay. JChLang 7. 575–8.Google Scholar
Clark, H. H. & Clark, E. V. (1977). Psychology and language: an introduction to psycholinguistics. New York: Harcourt, Brace, Jovanovich.Google Scholar
Flavell, J. H. & Wellman, H. M. (1976). Metamemory. In Kail, R. V. & Hagen, J. W. (eds), Memory in cognitive development. Hillsdale, N.J.: Erlbaum.Google Scholar
Flavell, J. H. & Wohlwill, J. F. (1969). Formal and functional aspects of cognitive development. In Elkind, D. & Flavell, J. H. (eds), Studies in cognitive development: essays in honor of Jean Piaget. New York: O.U.P.Google Scholar
Fodor, J. A. (1979). The language of thought. Cambridge, Mass.: M.I.T.Google Scholar
Fremgen, A. & Fay, D. (1980). Overextensions in production and comprehension: a methodological clarification. JChLang 7. 205–11.Google ScholarPubMed
Gelman, R. (1978). Cognitive development. AnnRevPsychol 29. 297–332.Google ScholarPubMed
Huttenlocher, J. (1974). The origins of language comprehension. In Solso, R. L. (ed.), Theories in cognitive psychology: the Loyola symposium. Potomac, Md: Erlbaum.Google Scholar
Kuczaj, S. A. (1979). Young children's overextension of object words in comprehension and/or production: support for a prototype theory of early object word meaning. Paper presented at the Biennial Meeting of the Society for Research in Child Development,San Francisco.Google Scholar
Mervis, C. B. (1981). Tigers and leopards are kitty-cats: mother–child interaction and children's early categories. Paper presented at the Interdisciplinary Conference,Park City,Utah.Google Scholar
Mervis, C. B. (1982). Mother–child interaction and early lexical development. Paper presented at the Annual Meeting of the Midwestern Psychological Association,Minneapolis.Google Scholar
Mervis, C. B. & Canada, K. (1981). Child-basic categories and early lexical development. Paper presented at the Biennial Meeting of the Society for Research in Child Development,Boston.Google Scholar
Mervis, C. B. & Mervis, C. A. (1982). Leopards are kitty-cats: object labelling by mothers for their 13 month olds. ChDev 53. 267–73.Google Scholar
Mervis, C. B. & Pani, J. R. (1980). Acquisition of basic object categories. CogPsych 12. 496–522.Google ScholarPubMed
Mervis, C. B. & Rosch, E. (1981). Categorization of natural objects. AnnRevPsychol 32. 89–115.Google Scholar
Nelson, K. (1974). Concept, word, and sentence: interrelations in acquisition and development. PsychRev 81. 267–85.Google Scholar
Rescorla, L. A. (1980). Overextension in early language development. JChLang 7. 321–35.Google ScholarPubMed
Rosch, E., Mervis, C. B., Gray, W. D., Johnson, D. M. & Boyes-Braem, P. (1976). Basic objects in natural categories. CogPsych 8. 382–439.Google Scholar
Thomson, J. R. & Chapman, R. S. (1976). Who is ‘Daddy’ revisited: the status of two-year-olds' overextended words in use and comprehension. JChLang 4. 359–75.Google Scholar