The relationship between the development of conceptual thinking and children’s responses to different question types

Kask, Kristjan; Ventsel, Rael-helen; Toomela, Aaro

doi:10.1080/19012276.2019.1586572

Cited by 3 publications

(10 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our results were consistent with findings that younger children are less detailed in their free narrative recall compared with older children (Lindsay and Johnson, 1987;Lamb et al, 2018;Kask et al, 2019). Only first-grade students' accuracy was significantly different from adults.…”

Section: Discussionsupporting

confidence: 92%

“…First, it could be due to the nature of the stimulus event. In this study, the event was perceived live; compared to observing the stimulus event on video in Kask et al (2019), observers in the current study had to organize more perceptual information from different sources. Second, a higher Word Meaning Structure Test score may indicate an observer's improved ability to discriminate between accurate and inaccurate information, which manifests in a better ability to inhibit inaccurate information (e.g., in response to specific option-posing questions).…”

Section: Discussionmentioning

confidence: 99%

“…The maximum score was 18. Internal consistency was previously found to be acceptable, Cronbach's alpha = 0.77-0.86 (Toomela, 2003;Kask et al, 2019).…”

Section: Word Meaning Structure Testmentioning

confidence: 93%

“…It is known that children are more susceptible to suggestive questioning tactics than adults (Ceci and Friedman, 2000 ; Melnyk et al, 2007 ). A recent study (Kask et al, 2019 ) found a relationship between age, development of word meaning structure, and accurate detailed answers to free recall (prompting the child to tell with his/her own words such as “Tell me what happened”), suggestive (indicating a detail the child has not answered such as “The man was wearing a suit, didn't he?”) and specific option-posing questions (indicating a clearly inaccurate answer such as “Did he touch you?”).…”

Section: Introductionmentioning

confidence: 99%

“…Age and development of conceptual thinking (as measured by the Word Meaning Structure Test; Toomela, 2003 ) are closely related in children (Kask et al, 2019 ). The emergence of logical concepts qualitatively changes cognitive processes by allowing a child to mentally distinguish perceived information, to think independently about elements of perceived information, and to analyze abstract elements separately from perceived meaning (see Toomela, 2016a ; Toomela et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Recall Accuracy in Children: Age vs. Conceptual Thinking

Murnikov

Kask

2021

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

The aim of this study was to replicate a previous experiment using a different stimulus event. The present study examined the relationship between age, development of conceptual thinking, and responses to free recall, suggestive and specific option-posing questions in children and adults. Sixty-three children (aged 7–14) and 30 adults took part in an experiment in which they first participated in a live staged event, then, a week later, were interviewed about the event and tested using the Word Meaning Structure Test. Age and level of conceptual thinking were positively correlated in children. Compared to age, conceptual thinking ability better predicted children's accurate free recall and inaccurate responses to specific option-posing questions, but not inaccurate responses to suggestive questions.

show abstract

Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

“…The maximum score was 18. Internal consistency was previously found to be acceptable, Cronbach's alpha = 0.77-0.86 (Toomela, 2003;Kask et al, 2019).…”

Section: Word Meaning Structure Testmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Recall Accuracy in Children: Age vs. Conceptual Thinking

Murnikov

Kask

2021

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

show abstract

The effect of surgical masks on identification decisions from masked and unmasked lineups

Palu,

Raidvee,

Murnikov

et al. 2023

Psychiatry, Psychology and Law

View full text Add to dashboard Cite

How word meaning structure relates to executive functioning and theory of mind in children with developmental language disorder: A multiple case study

Camminga,

Hermans,

Segers

et al. 2024

Autism & Developmental Language Impairments

View full text Add to dashboard Cite

Background and aims Many children with developmental language disorder (DLD) have difficulties in executive functioning (EF) and theory of mind (ToM). These difficulties might be explained by the theory that children's conceptual understanding changes over five stages of word meaning structure, from concrete and context-dependent to abstract and precise. We present a multiple case study examining how word meaning structure relates to EF and ToM in children with DLD. Methods Participants were five children with DLD aged 9–12 and five typically developing children matched for age, gender, and nonverbal intelligence. Word meaning structure was assessed using new dynamic test. EF was assessed using the Zoo Map Task and Behavioral Rating Inventory for EF. ToM was assessed using the ToM test, Frith-Happé Animations, and Bermond-Vorst Alexithymia Questionnaire. Behavioral problems were measured using the Child Behavior Checklist. Anamnestic interviews with the parents were conducted to describe the case histories. Results For the children with DLD, lower scores in the word meaning structure task were observed compared to those observed for their matched peers, with no statistical test applied. Word meaning structure related positively to EF and ToM, but not to behavioral problems. Instances in which word meaning structure dissociates from EF and ToM are discussed in individual case descriptions. Conclusions By linking language to conceptual development, variations in word meaning structure may explain some EF and ToM difficulties in children with DLD. Implications The present study offers a basis for future research on the relationships among word meaning structure, EF, and ToM.

show abstract

The relationship between the development of conceptual thinking and children’s responses to different question types

Cited by 3 publications

References 36 publications

Recall Accuracy in Children: Age vs. Conceptual Thinking

Recall Accuracy in Children: Age vs. Conceptual Thinking

The effect of surgical masks on identification decisions from masked and unmasked lineups

How word meaning structure relates to executive functioning and theory of mind in children with developmental language disorder: A multiple case study

Contact Info

Product

Resources

About