about
Nonverbal generics: human infants interpret objects as symbols of object kinds.Storybooks aren't just for fun: narrative and non-narrative picture books foster equal amounts of generic language during mother-toddler book sharingAcquisition of generic noun phrases in Chinese: learning about lions without an '-s'Children's sensitivity to the knowledge expressed in pedagogical and nonpedagogical contextsGeneric Language in Parent-Child ConversationsBoys will be boys; cows will be cows: children's essentialist reasoning about gender categories and animal speciesAre stereotypes accurate? A perspective from the cognitive science of concepts.Determining that a label is kind-referring: factors that influence children's and adults' novel word extensions.A developmental analysis of generic nouns in Southern Peruvian Quechua.Individual differences in children's and parents' generic languageTheory-based considerations influence the interpretation of generic sentencesEffects of generic language on category content and structure.Quantified statements are recalled as generics: evidence from preschool children and adults.Generic statements require little evidence for acceptance but have powerful implications.Fast-mapping placeholders: Using words to talk about kinds.Children's Developing Intuitions About the Truth Conditions and Implications of Novel Generics Versus Quantified Statements.Developmental changes in the understanding of generics.Nonverbal communicative signals modulate attention to object properties.Do lions have manes? For children, generics are about kinds rather than quantities.Generic language and judgements about category membership: Can generics highlight properties as central?Category labels versus feature labels: category labels polarize inferential predictions.Does Making Something Move Matter? Representations of Goals and Sources in Motion Events With Causal Sources.Conditions under which function information attenuates name extension via shape.Early word-learning entails reference, not merely associations.The linguistic roots of natural pedagogy.Generic language facilitates children's cross-classification.Generic Language Use Reveals Domain Differences in Children's Expectations about Animal and Artifact Categories.Preschool children use linguistic form class and pragmatic cues to interpret generics.The scope of formal explanation.Fitting the Message to the Listener: Children Selectively Mention General and Specific Facts.Preschoolers acquire general knowledge by sharing in pretense.Changes in Beliefs About Category Homogeneity and Variability Across Childhood.The generic/nongeneric distinction influences how children interpret new information about social others.
P2860
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P2860
description
2000 nî lūn-bûn
@nan
2000 թուականի Փետրուարին հրատարակուած գիտական յօդուած
@hyw
2000 թվականի փետրվարին հրատարակված գիտական հոդված
@hy
2000年の論文
@ja
2000年論文
@yue
2000年論文
@zh-hant
2000年論文
@zh-hk
2000年論文
@zh-mo
2000年論文
@zh-tw
2000年论文
@wuu
name
Acquiring generic knowledge.
@ast
Acquiring generic knowledge.
@en
type
label
Acquiring generic knowledge.
@ast
Acquiring generic knowledge.
@en
prefLabel
Acquiring generic knowledge.
@ast
Acquiring generic knowledge.
@en
P1476
Acquiring generic knowledge.
@en
P2093
Prasada I I
P356
10.1016/S1364-6613(99)01429-1
P577
2000-02-01T00:00:00Z