Where is under: From memories of instances to abstract featural concepts

Holzman, Mathilda

doi:10.1007/bf01067167

Cited by 2 publications

(1 citation statement)

References 7 publications

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“…Young children show a very general strategy of placing mentioned objects in their normal relation to one another, if they have sufficient experience of the objects to know what these normal relations would be , 1980, Wilcox & Palermo 1975, 1982, Cook 1978, Hoogenraad, Grieve, Baldwin & Campbell 1978, Johnston 1979. For example, children may put the road under the truck when told to put it in the truck (Wilcox & Palermo 1982); or under may suddenly become difficult, if the reference object is glued to its support (Holzman 1981).…”

Section: Context and Nonlinguistic Response Strategiesmentioning

confidence: 99%

The development of locative comprehension in Spanish

Conner

Chapman

1985

J. Child Lang.

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Forty monolingual Spanish-speaking Peruvian children ages 3; 6–5; 5 were given a search task to test comprehension of six locative phrases depicting the four spatial relations in front of, in back of, beside and under. Performance improved with age and was best for under (debajo de) and poorest on beside (al costado de, al lado de). There was no evidence that locatives lacking object part terms (delante de for in front of and al costado de for beside) resulted in poorer performance than locatives that included the object part labels (enfrente de, al lado de). Nor was there evidence to support the positive pole hypothesis that in front of items would be easier than behind. Performance was best when the children themselves were the reference object, next best with a fronted object, and poorest with a nonfronted object, suggesting that preschoolers may understand projective locatives with respect to the reference object's intrinsic orientation, rather than imposing their own point of view.

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Section: Context and Nonlinguistic Response Strategiesmentioning

confidence: 99%

The development of locative comprehension in Spanish

Conner

Chapman

1985

J. Child Lang.

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Constructing Favourable Conditions for Measuring the Young Child's Understanding of the Terms in, on and under

Bremner¹,

Idowu

1987

International Journal of Behavioral Development

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Recent research has indicated that young children's responses to requests containing the prepositions in, on and under are strongly influenced by the context in which they are made, but that they probably understand the terms in and on before the term under. However, these studies employed contextual manipulations that bias the child towards one particular placement. In this study, the contextual manipulation involved a pre-test activity aimed at equating the likelihood of all three placements. Children from 1 year 6 months to 3 years old showed markedly better comprehension of the terms than children who were not exposed to such pre-test activity. This superiority cannot be put down to contextual bias towards a particular placement, and hence performance under these conditions may give a better measure of actual comprehension. It is suggested that the conditions in real life that force a clear distinction between spatial prepositions are those similar to the present experimental manipulation, in which one object commonly enters into more than one relationship with another.

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Where is under: From memories of instances to abstract featural concepts

Cited by 2 publications

References 7 publications

The development of locative comprehension in Spanish

The development of locative comprehension in Spanish

Constructing Favourable Conditions for Measuring the Young Child's Understanding of the Terms in, on and under

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