Generic statements express generalizations about categories and present a unique semantic profile that is distinct from quantified statements. This paper reports two studies examining the development of children's intuitions about the semantics of generics and how they differ from statements quantified by "all," "most," and…

Executive function mechanisms underpinning language-related effects on theory of mind understanding were examined in a sample of 165 preschoolers. Verbal labels were manipulated to identify relevant perspectives on an explicit false belief task. In Experiment 1 with 4-year-olds (N = 74), false belief reasoning was superior in the fully and…

The paper presents findings of primary school children's performance on classification and generalisation tasks to demonstrate the fundamental connection between their verbal thinking processes and problem-solving, on the one hand, and the practical activities of their society and culture, on the other. The results reveal that, although children…

Evaluates some possible reasons for the occurrence and eventual correction of children's naming errors in an experiment in which two-, four-, and six-year-olds learned two artificial object names in succession. (HOD)

This research attempted to expand Piaget's study of children's thinking to include the content and the development of their concepts of death and the impact of experience on those concepts. One hundred twenty-two, middle-class, native-born boys and girls, aged three through twelve years were interviewed. Concepts were found to be composed of nine…

Reviews selected research on children's early formation of categories. Finds sophistication in how children group objects and think about those groupings. Notes findings related to type of grouping (thematic or taxonomic), multiple classifications, overgeneralization, the role of background knowledge on classification abilities, the…

An in-progress report of a study exploring the nature and content of children's concepts of their own and other countries is presented. Current literature on early development of concepts of other people and places is reviewed, followed by a description of the open-ended procedure adopted for gathering data. The test is being conducted in…

The Model of Conceptual Learning and Development (CLD) is an analytical, descriptive model. It defines four levels of concept attainment and the possible uses and extensions of attained concepts, specifies the cognitive operations involved in learning concepts at each of the four levels, and postulates internal and external conditions of learning…

The Model of Conceptual Learning and Development (CLD) is an analytical, descriptive model. It defines four levels of concept attainment and the possible uses and extensions of attained concepts, specifies the cognitive operations involved in learning concepts at each of the four levels, and postulates internal and external conditions of learning…

The Model of Conceptual Learning and Development (CLD) is an analytical, descriptive model. It defines four levels of concept attainment and the possible uses and extensions of attained concepts, specifies the cognitive operations involved in learning concepts at each of the four levels, and postulates internal and external conditions of learning…

The Model of Conceptual Learning and Development (CLD) is an analytical, descriptive model. It defines four levels of concept attainment and the possible uses and extensions of attained concepts, specifies the cognitive operations involved in learning concepts at each of the four levels, and postulates internal and external conditions of learning…