Information learned from generic language becomes central to children's biological concepts: evidence from their open-ended explanations.
about
Two-year-olds use the generic/nongeneric distinction to guide their inferences about novel kindsChildren's interpretations of general quantifiers, specific quantifiers, and generics.Are stereotypes accurate? A perspective from the cognitive science of concepts.Cultural transmission of social essentialism.A developmental analysis of generic nouns in Southern Peruvian Quechua.Individual differences in children's and parents' generic languageEffects of generic language on category content and structure.Explanation and inference: mechanistic and functional explanations guide property generalizationGeneric statements require little evidence for acceptance but have powerful implications.Children's Recall of Generic and Specific Labels Regarding Animals and People.Children's Developing Intuitions About the Truth Conditions and Implications of Novel Generics Versus Quantified Statements.Children's Pragmatic Inferences as a Route for Learning About the World.The role of external sources of information in children's evaluative food categoriesPreschoolers' use of morphosyntactic cues to identify generic sentences: indefinite singular noun phrases, tense, and aspect.Development of Teleological Explanations in Peruvian Quechua-Speaking and U.S. English-Speaking Preschoolers and Adults.Generics license 30-month-olds' inferences about the atypical properties of novel kinds.How language shapes the cultural inheritance of categories.Investigating Undergraduate Students' Use of Intuitive Reasoning and Evolutionary Knowledge in Explanations of Antibiotic ResistanceGeneric language facilitates children's cross-classification.Preschoolers selectively infer history when explaining outcomes: evidence from explanations of ownership, liking, and use.How do generic statements impact performance? Evidence for entity beliefs.How does social essentialism affect the development of inter-group relations?Preschoolers use intentional and pedagogical cues to guide inductive inferences and exploration.Who is good at this game? Linking an activity to a social category undermines children's achievement.Fitting the Message to the Listener: Children Selectively Mention General and Specific Facts.Preferences for Explanation Generality Develop Early in Biology But Not Physics.Preschoolers acquire general knowledge by sharing in pretense.Memory accessibility shapes explanation: Testing key claims of the inherence heuristic account.The generic/nongeneric distinction influences how children interpret new information about social others.Differences in the Evaluation of Generic Statements About Human and Non-Human Categories.El aprendizaje de los conceptos genéricos entre niños quechuahablantes monolingües*
P2860
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P2860
Information learned from generic language becomes central to children's biological concepts: evidence from their open-ended explanations.
description
2009 nî lūn-bûn
@nan
2009 թուականի Օգոստոսին հրատարակուած գիտական յօդուած
@hyw
2009 թվականի օգոստոսին հրատարակված գիտական հոդված
@hy
2009年の論文
@ja
2009年論文
@yue
2009年論文
@zh-hant
2009年論文
@zh-hk
2009年論文
@zh-mo
2009年論文
@zh-tw
2009年论文
@wuu
name
Information learned from gener ...... their open-ended explanations.
@ast
Information learned from gener ...... their open-ended explanations.
@en
type
label
Information learned from gener ...... their open-ended explanations.
@ast
Information learned from gener ...... their open-ended explanations.
@en
prefLabel
Information learned from gener ...... their open-ended explanations.
@ast
Information learned from gener ...... their open-ended explanations.
@en
P1433
P1476
Information learned from gener ...... their open-ended explanations.
@en
P2093
Ellen M Markman
P356
10.1016/J.COGNITION.2009.07.004
P577
2009-08-11T00:00:00Z