Pragmatic inference, not semantic competence, guides 3-year-olds' interpretation of unknown number words

Developmental Psychology

Volumn 49, Issue 6, 2013, Pages 1066-1075

  Brooks, Neon ^a   Audet, Jennifer ^b   Barner, David ^b  

^a UNIVERSITY OF CHICAGO   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Cognitive development; Number; Number words; Pragmatics; Word learning

Indexed keywords

ARTICLE; CONCEPT FORMATION; FEMALE; HUMAN; KNOWLEDGE; LANGUAGE DEVELOPMENT; LEARNING; LINGUISTICS; MALE; MATHEMATICS; MENTAL CAPACITY; NEUROPSYCHOLOGICAL TEST; PATTERN RECOGNITION; PHOTOSTIMULATION; PHYSIOLOGY; PRESCHOOL CHILD; SEMANTICS;

CHILD, PRESCHOOL; CONCEPT FORMATION; FEMALE; HUMANS; KNOWLEDGE; LANGUAGE DEVELOPMENT; MALE; MATHEMATICS; MENTAL COMPETENCY; NEUROPSYCHOLOGICAL TESTS; PATTERN RECOGNITION, VISUAL; PHOTIC STIMULATION; SEMANTICS; SET (PSYCHOLOGY); VOCABULARY;

EID: 84882598073     PISSN: 00121649     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0029384     Document Type: Article

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