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Direct linkScott, Rose M.; Fisher, Cynthia – Cognition, 2012
Recent evidence shows that children can use cross-situational statistics to learn new object labels under referential ambiguity (e.g., Smith & Yu, 2008). Such evidence has been interpreted as support for proposals that statistical information about word-referent co-occurrence plays a powerful role in word learning. But object labels represent only…
Descriptors: Evidence, Sentences, Verbs, Figurative Language
Peer reviewedRichards, Cassandra A.; Sanderson, Jennifer A. – Cognition, 1999
Tested whether 2- to 4-year olds could reason with incongruent syllogisms when encouraged to use their imagination. Randomly assigned 2-, 3-, and 4-year olds to one of four conditions (no cue, word cue, fantasy planet, or imagery) and presented syllogistic reasoning problems with incongruent information. Found that in imagination conditions, 2-…
Descriptors: Age Differences, Cognitive Development, Comparative Analysis, Creative Thinking
