Can one written word mean many things? Prereaders' assumptions about the stability of written words' meanings
Article Abstract:
An exploration on the ways children perceive words and the errors that they make in this process is presented. Results of three experiments confirmed previous findings that the meaning of a written word changes for prereaders of 3 to 5 years of age, when the word moves from a matching to a nonmatching toy.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 2005
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When can children handle referential opacity? Evidence for systematic variation in 5- and 6-year-old children's reasoning about beliefs and belief
Article Abstract:
The ability of children to handle referential opacity is examined. It is found that children more easily reject substitutions of true descriptions when the protagonistEs belief is false than when the protagonist's belief is true, but under an alternative description.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 2003
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Children's difficulties handling dual identity
Article Abstract:
Research is presented concerning the investigation of the understanding of young children of the relationship between consequent knowledge and access to information. Thirty-nine 6-year-old children were studied.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 2001
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