Young children experience considerable difficulty in learning their first few color terms. One explanation for this difficulty is that initially they lack a conceptual representation of color sufficiently abstract to support word meaning. This hypothesis, that prior to learning color terms children do not represent color as an abstraction, was…

Investigates potential causes of decrements in children's understanding of the words "big" and "tall" by comparing results of studies of English-speaking children and results of a study of Arabic-speaking children. (Author/RH)

"More" and "less" were analyzed into two meaning dimensions, "occurence" and "quantity", which were hypothesized to be developmentally related to acts of addition and subtraction. (SBT)

In two experiments, 5-, 7-, and 11-year-old children and college students were presented on each trial with a sentence followed by a probe word. The children's task was to indicate whether the probe was in the sentence or not. (MS)

Showed that in a task requiring judgments about the concept of "more" based on the relative numerosity of sets, three- to four-year-old children may base their judgments on such parameters as the extent to which the sets are homogeneous with respect to the color of their components. (Author/DB)

Investigates the role of intraverbal learning (a process through which semantic knowledge is acquired from purely linguistic information) in preschool children's acquisition of semantic concepts. Shows that the relative effectiveness of pictorial and intraverbal information depends on the child's age, the type of information supplied, and the…