Young children and the say/mean distinction: Verbatim and paraphrase recognition in narrative and nursery rhyme contexts

Journal of Child Language

Volumn 28, Issue 2, 2001, Pages 531-543

  Lee, Elizabeth A ^a   Torrance, Nancy ^b   Olson, David R ^b  

^a UNIVERSITY OF BRITISH COLUMBIA   (Canada)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; CONCEPT FORMATION; FEMALE; HUMAN; LANGUAGE DEVELOPMENT; LINGUISTICS; MALE; PRESCHOOL CHILD; RECOGNITION; SPEECH; SPEECH PERCEPTION;

CHILD; CHILD LANGUAGE; CHILD, PRESCHOOL; CONCEPT FORMATION; FEMALE; HUMANS; MALE; RECOGNITION (PSYCHOLOGY); SPEECH; SPEECH PERCEPTION; VOCABULARY;

EID: 0035377972     PISSN: 03050009     EISSN: None     Source Type: Journal    
DOI: 10.1017/S0305000901004755     Document Type: Article

References (23)

1. Beal, C. R. & Flavell, J. H. (1984). Development of the ability to distinguish communicative intention and literal message meaning. Child Development 55, 920-8.
2. Bonitatibus, G. (1988). Comprehension monitoring and the apprehension of literal meaning. Child Development 59, 60-70.
3. Ehri, L. C. (1985). Effects of printed language acquisition on speech. In D. R. Olson, N. Torrance & A. Hildyard (eds), Literacy, language, and learning: the nature and consequences of reading and writing. Cambridge: C.U.P.
4. Ferreiro, E. & Teberosky, A. (1982). Literacy before schooling. Exeter, NH: Heinemann.
5. Flavell, J. (1977). Cognitive Development. Englewood Cliffs, NJ: Prentice-Hall.
6. Francis, H. (1975). Language in childhood : form and function in language learning. London: Pal Elek.
7. Gleitman, L. R. & Gleitman, H. (1970). Phrase and paraphrase: some innovative uses of language. New York: Norton.
8. Hakes, D. (1980). The development of metalinguistic abilities in children. Berlin: Springer-Verlag.
9. Hedelin, L. & Helmquist, E. (1988). Preschool children's mastery of the form/content distinction in spoken language. In Ekberg, K., Mjaavatn, P. E. (eds) Growing into a modern world. Norwegian Centre for Child Research, The University of Trondheim.
10. Hickmann, M. (1993). The boundaries of reported speech in narrative discourse: some developmental aspects. In Lucy, M. J (ed.), Reflexive language: reported speech and metapragmatics. Cambridge: C.U.P.
11. Homer, B. D. & Olson, D. R. (1999). Literacy and children's conception of words. Written language and literacy 2(1), 113-37.
12. Jakobson, R. (1990). On language. Cambridge, MA: Harvard University Press.
13. Karmiloff-Smith, A. (1992). Beyond modularity. Cambridge, MA: MIT Press.
14. Lloyd, P., Mann, S. & Peers, I. (1998). The growth of speaker and listener skills from five to eleven years. First Language 18, 81-103.
15. Morais, J., Bertelson, P., Cary, L. & Alegria, J. (1986). Literacy training and speech segmentation. Cognition 24, 45-64.
16. Olson, D. R. (1996). Toward a psychology of literacy: on the relations between speech and writing. Cognition 60, 83-104.
17. Piaget, J. (1952). The origins of intelligence in children. New York, N.Y: International Universities Press.
18. Read, C. A., Zhang, Y., Nie, H. & Ding, B. (1986). The ability to manipulate speech sounds depends on knowing alphabetic reading. Cognition 24, 31-44.
19. Reid, J. F. (1966). Learning to think about reading. Educational Research 9, 56-62.
20. Reid, L. (1996). The effects of focusing children's attention on the literal meaning of the message. Merrill-Palmer Quarterly 42(2), 295-318.
21. Robinson, E. J. & Robinson, W. (1977). Children's explanations of communication failure & the inadequacy of the misunderstood message. Developmental Psychology 13(2), 151-161.
22. Robinson, E., Goelman, H. & Olson, D. R. (1983). Children's relationship between expressions (what was said) and intentions (what was meant). British Journal of Developmental Psychology 1, 75-86.
23. Winner, E. (1988). The point of words: children's understanding of metaphor & irony. Cambridge, MA: Harvard University Press.