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Details for article 3 of 3 found articles
| Title: |
The Development of “Most” Comprehension and Its Potential Dependence on Counting Ability in Preschoolers |
| Author: |
Halberda, Justin Taing, Len Lidz, Jeffrey |
| Appeared in: |
Language learning and development |
| Paging: | Volume 4 (2008) nr. 2 pages 99-121 |
| Year: |
2008-04 |
| Contents: |
Quantifiers are a test case for an interface between psychological questions, which attempt to specify the numerical content that supports the semantics of quantifiers, and linguistic questions, which uncover the range of possible quantifier meanings allowable within the constraints of the syntax. Here we explore the development of comprehension of most in English, of particular interest as it calls on precise numerical content that, in adults, requires an understanding of large exact numerosities (e.g., 23 blue dots and 17 yellow is an instance of “most of the dots are blue”). In a sample of 100 children 2 to 5 years of age we find that (a) successful most comprehension in cases with two salient subsets is achieved at 3 years, 7 months of age, and (b) most comprehension is independent of knowledge of large exact number words; that is, knowledge of large exact number words is neither necessary, as evidenced by children who understand “most” but not “four,” nor sufficient, as evidenced by children who understand “nine” but not “most.” |
| Publisher: |
Psychology Press |
| Source file: |
Elektronische Wetenschappelijke Tijdschriften |
Details for article 3 of 3 found articles
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