Language and Ontological Knowledge: The Contrast between Objects and Events Made by Spanish and English Speakers

Journal of Memory and Language

Volumn 41, Issue 3, 1999, Pages 303-326

  Sera, Maria D ^a   Gathje, Jaime ^a   Del Castillo Pintado, Javier ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0043131753     PISSN: 0749596X     EISSN: None     Source Type: Journal    
DOI: 10.1006/jmla.1999.2645     Document Type: Article

References (43)

1. Aristotle. Ackrill J. L. Categories. 1963 translation;Oxford Univ. Press, London.
2. Bello A. Trujillo Ramon. Grammática de la lengua Castellana. 1860.
3. Bull W. Spanish for teachers. 1965;Ronald Press, New York.
4. Chi M. Conceptual change within and across ontological categories: Examples from learning and discovery in science. Giere R. Cognitive models of science: Minnesota studies in the philosophy of science. 1992;129-186 Univ. of Minnesota Press, Minneapolis.
5. Carey S. Constraints on Semantic Development. Mehler J., Fox R. Neonate cognition: Beyond the blooming buzzing confusion. 1985a;Erlbaum, Hillsdale.
6. Carey S. Conceptual change in childhood. 1985b;MIT Press, Cambridge.
7. Clemments J. C. The semantic and pragmatics of the Spanish COPULA + ADJECTIVE construction. Linguistics. 26:1988;779-822.
8. Clark H. Space, time, semantics and the child. Moore T. E. Cognitive development and the acquisition of language. 1973;Academic Press, New York.
9. Clark E. The lexicon in acquisition. 1993;Cambridge Univ. Press, Cambridge.
10. De Mello G. The semantic values of ser and estar. Hispania. 62:1979;338-341.
11. Franco F. Ser y estar + locativos en español. Hispania. 67:1984;74-79.
12. Friedman W. J. About time: Inventing the fourth dimension. 1990;MIT Press, Cambridge.
13. Gelman S. A., Wellman H. M. Insides and essences: Early understandings of the non-obvious. Cognition. 38:1991;213-244.
14. Hawking S. J. Events in time. Parabola. 15:1990;73-76.
15. Imai M., Gentner. D. A crosslinguistic study of early word meaning: universal ontology and linguistic influence. Cognition. 62:1997;169-200.
16. Keil F. Semantic and conceptual development: An ontological perspective. 1979;Harvard Univ. Press, Cambridge.
17. Keil F. On the emergence of semantic and conceptual distinctions. Journal of Experimental Psychology: General. 112:1983;357-385.
18. Keil, F. 1989, Concepts, kinds and cognitive development, Cambridge, MA, MIT Press.
19. Lakoff G. Women, fire and dangerous things: What categories reveal about the mind. 1987;Univ. of Chicago Press, Chicago.
20. Landau B., Gleitman L. Language and experience: Evidence from the blind child. 1985;Harvard Univ. Press, Cambridge.
21. Levin I. The development of time concepts in children: Reasoning about duration. Child Development. 48:1977;435-444.
22. Levinson S. L. Frames of reference and Molyneux's question: Crosslinguistic evidence. Bloom P., Peterson M., Nadel L., Garrett M. Language and space. 1996;MIT Press, Cambridge.
23. Lucy J. Grammatical categories and cognition: A case study of the linguistic relativity hypothesis. 1992;Cambridge Univ. Press, Cambridge.
24. Martinez I., Shatz M. Linguistic influences on categorization in preschool children: A crosslinguistic study. Journal of Child Language. 23:1996;529-545.
25. Piaget J. The child's conception of time. 1927/1969;Routledge & Kegan Paul, London.
26. Pountain C. Essere/Stare as a romance phenomenon. Vincent N., Harris M. Studies of the romance verb. 1982;Croom Helm, London.
27. Roldan M. Towards a semantic characterization of ser and estar. Hispania. 57:1974;68-75.
28. Rosch, E. 1973, On the internal structure of perceptual and semantic categories. In, T. Moore, (ed.), Cognitive development and the acquisition of language, New York, Academic Press.
29. Russell B. Logical antonism. Muirhead J. H. Contemporary British philosophy. 1924;Allen and Unwin, London.
30. Russell B. Our knowledge of the external world. 1929;W. W. Norton & Company, New York.
31. Ryle G. Categories. Proceedings of the Aristotelian Society. 38:1938;189-206.
32. Sera M. D., Bales D., Castillo J. "Ser" helps speakers of Spanish identify "real" properties. Child Development. 68:1997;820-831.
33. Sera M. D., Berge C., Castillo J. Grammatical and conceptual forces in the attribution of gender by English and Spanish speakers. Cognitive Development. 9:1994;261-292.
34. Sera M. D. To be or to be: Use and acquisition of the Spanish copulas. Journal of Memory and Language. 31:1992;408-427.
35. Sera M. D., Reittinger E., Castillo J. Developing definitions of objects and events in English and Spanish speakers. Cognitive Development. 6:1991;119-142.
36. Silva-Corvalan C. Bilingualism and language change: The extension of "estar" in Los Angeles Spanish. Language. 62:1986;587-608.
37. Soja N., Carey S., Spelke E. Ontological categories guide young children's inductions of word meanings: Object terms and substance terms. Cognition. 38:1991;179-211.
38. Sommers F. The ordinary language tree. Mind. 68:1959;160-185.
39. Sommers, F. 1965, Predicability. In, M. Black, (Ed.), Philosophy in America, (pp, 262, - 281, ), Ithaca, NY, Cornell Univ. Press.
40. Spelke, E. 1991, Physical knowledge in infancy: Reflections on Piaget's theory. In, S. Carey & R. Gelman, (Eds.), Epigenesis of mind: Essays on biology and cognition, Hillsdale, NJ, Erlbaum.
41. Whorf, B. L. 1956, Language, thought, and reality, Cambridge, MA, MIT Press.
42. Wiggins D. Identity and spatio-temporal continuity. 1967;Blackwell, Oxford.
43. Woodward, A, &, Markman, E. 1998, Early word learning. In, D. Kuhn & R. Siegler, (Eds.), The handbook of child psychology: Cognitive development. (Vol, 2, pp, 371, - 420, ), New York, Wiley.