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Peer reviewedHall, D. Geoffrey; Lee, Sharon C.; Belanger, Julie – Developmental Psychology, 2001
Examined in six experiments toddlers' use of syntactic cues to learn proper names and count nouns. Found that by 24 months, both girls and boys were significantly more likely to select a labeled object if they had heard a proper name than if they had heard a count noun. At 20 months, neither girls nor boys demonstrated this effect. (Author/KB)
Descriptors: Age Differences, Classification, Cognitive Development, Cross Sectional Studies
