Reports on a study of how people create names for individuals characterized by role descriptions. Concludes that context scenarios that involved the individual denoted by a role description elicited names less literally based on the actual role description than did less involving scenarios, and that less literal names appeared to directly…

Suggests, based on observations of children in a nursery school drawing activity, that what children understand about drawing is intimately tied to what they know of drawing activities undertaken in a particular social context. (FL)