Three-Year-Olds’ Understanding of Know and Think

Rachel Dudley*, Naho Orita, Valentine Hacquard, Jeffrey Lidz

*この研究の対応する著者

研究成果: Chapter

21 被引用数 (Scopus)

抄録

This study investigates three-year-olds’ representations of the verbs think and know, in attempt to assess their understanding of factivity. Know, being factive, is used in contexts where the complement is taken to be true. Think, although non-factive, is often used in contexts where the complement also is taken to be true. Despite this, can children recognize the difference between them and understand that the truth of the complement is presupposed in only one case? Acquisition studies find that children do not have an adult-like understanding of these verbs before age four, but the tasks used are often inappropriate for testing preschoolers. We designed an interactive game to implicitly evaluate their knowledge of the verbs in a task that more directly targets factivity. Our results show that some three-year-olds are able to distinguish think and know in ways indicating they understand know presupposes the truth of its complement and think does not. The remaining three-year-olds seem to treat both verbs as non-factive. This suggests that early representations of know may be non-factive, and raises the question of how children come to distinguish the verbs.

本文言語English
ホスト出版物のタイトルStudies in Theoretical Psycholinguistics
出版社Springer Nature
ページ241-262
ページ数22
DOI
出版ステータスPublished - 2015
外部発表はい

出版物シリーズ

名前Studies in Theoretical Psycholinguistics
45
ISSN(印刷版)1873-0043
ISSN(電子版)2215-1788

ASJC Scopus subject areas

  • 言語学および言語
  • 言語および言語学

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