When Do Children Understand "Opposite"?

Autor/inn/en	Phillips, Catherine I.; Pexman, Penny M.
Titel	When Do Children Understand "Opposite"?
Quelle	In: Journal of Speech, Language, and Hearing Research, 58 (2015) 4, S.1233-1244 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2015_JSLHR-L-14-0222
Schlagwörter	Age Differences; Young Children; Short Term Memory; Language Skills; Accuracy; Child Care; Family Environment; Books; Games; Eye Movements; Concept Formation; Cognitive Ability; Experience; Parents + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Frühe Kindheit; Kurzzeitgedächtnis; Language skill; Sprachkompetenz; Kinderfürsorge; Kinderbetreuung; Familienmilieu; Book; Buch; Monographie; Monografie; Game; Spiel; Spiele; Augenbewegung; Concept learning; Begriffsbildung; Denkfähigkeit; Erfahrung; Eltern
Abstract	Purpose: The aims of the present research were to determine (a) the age at which children with typical development understand the concept of opposite, (b) whether this is related to other cognitive abilities or experiences, and (c) whether there is early implicit understanding of the concept. Method: Children (N = 204) between 3 and 5 years of age were randomly assigned to 1 of 3 experimental conditions in a novel opposite task. Children's language and working memory skills were assessed, and parents provided information about children's access to learning materials about opposites. Results: In the opposite task, 4- and 5-year-olds, but not 3-year-olds, demonstrated acquisition of the concept of opposite. Children demonstrated this understanding only when asked for the "opposite" one, suggesting that antonymy was not made salient by stimulus properties alone. Children's accuracy was not significantly related to their language or working memory skills, to their child care experience, or to whether parents reported having books or games about opposites or playing opposite word games with children. Eye gaze analyses provided no evidence for early implicit understanding of the concept of opposite. Conclusion: Children with typical development have a concept of opposite by 4 years of age. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01