Ellen Winner
Datos Biográficos
| ID | 255466 |
|---|---|
| NOMBRE | Ellen Winner |
| NOMBRES | Ellen |
| APELLIDO | Winner |
| FIRMA | WINNER E |
| AFILIACIONES | Boston College |
| ORCID | 0000-0003-0494-6621 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 36 |
| TOTAL DE CITAS | 156 |
| OBRAS COMO AUTOR | 36 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1975 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 6 |
Participation in intensive orchestral music training does not cause gains in executive functioning, self-perception, or attitudes toward school in young children
Is more time in general music class associated with stronger extra-musical outcomes in kindergarten
Does reading a single passage of literary fiction really improve theory of mind? An attempt at replication
< .001, d = 0.21. All versions of this article have been corrected.] Fiction simulates the social world and invites us into the minds of characters. This has led various researchers to suggest that reading fiction improves our understanding of others' cognitive and emotional states. Kidd and Castano (2013) received a great deal of attention by providing support for this claim. Their article reported that reading segments of literary fiction (but …
Art for Art's Sake?
Arts education is often said to be a means of developing critical and creative thinking. Arts education has also been argued to enhance performance in non-arts academic subjects such as mathematics, science, reading and writing, and to strengthen students' academic motivation, self-confidence, and ability to communicate and co-operate effectively. Arts education thus seems to have a positive impact on the three subsets of skills that we define as…
Engagement in philosophical dialogue facilitates children’s reasoning about subjectivity
Theories of learning have long emphasized the essential role of social factors in the development of early reasoning abilities. More recently, it has been proposed that the presentation of conflicting perspectives may facilitate young children's understanding of knowledge claims as potentially subjective-one of many possible representations of the world. This development in epistemological understanding has been proposed to be an important determ…
The Arts and Academic Achievement
Additional informationNotes on contributorsLois Hetland Lois Hetland is project manager for REAP at the Harvard Graduate School of Education. Ellen Winner is principal investigator for REAP at Boston College and Harvard Graduate School of Education
Obligatory Processing of the Literal Meaning of Ironic Utterances
Obligatory Processing of the Literal Meaning of Ironic Utterances
We tested the hypotheses that the literal meaning of an ironic utterance is activated during comprehension and (a) slows the processing of the key ironic portion of the utterance (literal activation hypothesis) and (b) slows the processing of the literal portion of the utterance that follows (the spillover hypothesis). Forty-eight stories, each ending in an ironic comment, were constructed. Half of the ironic comments were ironic criticism (posit…
The origins and ends of giftedness
The origins and ends of giftedness
Five issues about giftedness are discussed. First, the origins of giftedness are explored. The view that giftedness is entirely a product of training is critiqued. There is indirect evidence for atypical brain organization and innate talent in gifted children: Many gifted children and savants have enhanced right-hemisphere development, language-related difficulties, and autoimmune disorders. Second, the intense motivation of gifted children is di…
Obligatory processing of literal and nonliteral meanings in verbal irony
The getting of wisdom
Theory of mind, the ability to attribute mental states, has been little explored beyond the early school years. Yet, later development, including possible patterns of breakdown, has important implications for current debate concerning the modularity/domain-specificity of the cognitive and neurological systems underlying theory of mind. This article reports a first study of theory of mind in normal aging. The results suggest that although performa…
Exceptionally high intelligence and schooling
Exceptionally intelligent children differ qualitatively from their peers and often are socially isolated and underchallenged in the classroom. Research on educational options for these children shows existing programs to be effective. Little money is spent in the United States on education for gifted children, and distribution of special programs varies widely, with nonurban areas and disadvantaged children being the least likely to receive speci…
Exceptionally high intelligence and schooling
Exceptionally intelligent children differ qualitatively from their peers and often are socially isolated and un-derchallenged in the classroom. Research on educational options for these children shows existing programs to be effective. Little money is spent in the United States on education for gifted children, and distribution of special programs varies widely, with nonurban areas and disad-vantaged children being the least likely to receive spe…
Giftedness vs. Creativity in the Visual Arts
The concepts of giftedness and creativity are often equated. It is argued here, however, that giftedness and creativity are different capacities. In this paper, three kinds of creativity in the domain of the visual arts are analyzed: universal creativity (the creativity that characterizes all normal young children); gifted creativity (the creativity that characterizes children who are particularly gifted in the visual arts); and domain creativity…
When 3-year-olds pass the appearance–reality test
When 3-year-olds pass the appearance-reality test
Sixty-eight 3-year-olds received a standard appearance-reality task along with either a trick task, in which the appearance question was placed in the context of a deceptive game, or a reduced information processing task, in which a dual object (e.g., a sponge-rock) was presented along with an object that matched the dual object's identity (a sponge) and one that matched the dual object's appearance (a rock). Children were more likely to pass eit…
Giftedness vs. creativity in the visual arts
Understanding Versus Discriminating Nonliteral Utterances
According to Olson (1988), full comprehension of nonliteral language must include the recognition of the implied meaning of the utterance and an awareness that there are two distinct levels of meaning—what is said and what is meant. Three experiments were performed to investigate children's comprehension of nonliteral language and their awareness of the say-mean distinction in such language. In Experiment 1, children heard irony modeled and were …
Muting the Meaning A Social Function of Irony
According to the tinge hypothesis, the evaluative tone of the literal meaning of ironic utterances automatically colors the hearer's perception of the intended meaning. In Experiment 1, participants read short stories that end with either a literal or an ironic insult. Ironic insults are rated as less critical than literal insults, and the ironic speaker is rated as less annoyed than the literal speaker. In addition, the speaker-target relationsh…
Why not say it directly? The social functions of irony
In three experiments, we investigated the social payoffs of speaking ironically. In Experiment 1, participants rated videotaped ironic remarks (criticisms and compliments) as funnier than literal remarks, but no more or less status enhancing. In Experiment 2, participants listened to audiotaped ironic criticisms and compliments. Ironic compliments were rated as more insulting than literal compliments, but ironic criticisms were found to be less i…
Distinguishing irony from deception
This study investigated how children detect the attitude behind irony and distinguish it from the attitude conveyed by a white lie. Two hypotheses were tested: (1) the ability to distinguish the second‐order intentions of the liar vs. ironist (i.e. what each wants the listener to know) should be a prerequisite for the ability to distinguish ironic from deceptive attitude; (2) the presence of distinctive intonations (sarcastic *** sincere) should …
When What Is Said Is Different from What Is Meant
Making Sense of Literal and Nonliteral Falsehood
Children's comprehension of literal and nonliteral falsehood was examined to determine (a) the role of memory demands and (b) the role of intonation and the relationship between sentence and speaker meaning in comprehension, in Experiment 1, 5-year-olds' comprehension of sarcasm, errors, and lies was assessed in high- and low-memory-demand conditions. Memory affected only comprehension of errors. In Experiment 2, comprehension of sarcasm, hyperbo…
Words Speak Louder Than Actions
Amy Demorest, Christine Meyer, Erin Phelps, Howard Gardner, Ellen Winner, Words Speak Louder Than Actions: Understanding Deliberately False Remarks, Child Development, Vol. 55, No. 4 (Aug., 1984), pp. 1527-1534
Why not say it directly? The social functions of irony
In three experiments, we investigated the social payoffs of speaking ironically. In Experiment 1, participants rated videotaped ironic remarks (criticisms and compliments) as funnier than literal remarks, but no more or less status enhancing. In Experiment 2, participants listened to audiotaped ironic criticisms and compliments. Ironic compliments were rated as more insulting than literal compliments, but ironic criticisms were found to be less i…
Obligatory processing of literal and nonliteral meanings in verbal irony
The getting of wisdom
Theory of mind, the ability to attribute mental states, has been little explored beyond the early school years. Yet, later development, including possible patterns of breakdown, has important implications for current debate concerning the modularity/domain-specificity of the cognitive and neurological systems underlying theory of mind. This article reports a first study of theory of mind in normal aging. The results suggest that although performa…
The Arts and Academic Achievement
Additional informationNotes on contributorsLois Hetland Lois Hetland is project manager for REAP at the Harvard Graduate School of Education. Ellen Winner is principal investigator for REAP at Boston College and Harvard Graduate School of Education
The development of metaphoric understanding
Two tasks were used to assess children's capacities to interpret metaphoric statements. Subjects ranging in age from 6 to 14 years were required either to explain a metaphoric sentence or to select one of four possible paraphrases. There was a developmental trend toward appropriate apprehension of metaphor. Several steps preceding mature comprehension were described: metonymic and primitivemetaphoric interpretations were frequent prior to the age…
Does reading a single passage of literary fiction really improve theory of mind? An attempt at replication
< .001, d = 0.21. All versions of this article have been corrected.] Fiction simulates the social world and invites us into the minds of characters. This has led various researchers to suggest that reading fiction improves our understanding of others' cognitive and emotional states. Kidd and Castano (2013) received a great deal of attention by providing support for this claim. Their article reported that reading segments of literary fiction (but …
When 3-year-olds pass the appearance-reality test
Sixty-eight 3-year-olds received a standard appearance-reality task along with either a trick task, in which the appearance question was placed in the context of a deceptive game, or a reduced information processing task, in which a dual object (e.g., a sponge-rock) was presented along with an object that matched the dual object's identity (a sponge) and one that matched the dual object's appearance (a rock). Children were more likely to pass eit…
The Development of Metaphoric Competence
Engagement in philosophical dialogue facilitates children’s reasoning about subjectivity
Theories of learning have long emphasized the essential role of social factors in the development of early reasoning abilities. More recently, it has been proposed that the presentation of conflicting perspectives may facilitate young children's understanding of knowledge claims as potentially subjective-one of many possible representations of the world. This development in epistemological understanding has been proposed to be an important determ…
When 3-year-olds pass the appearance–reality test
Are preschoolers' renamings intentional category violations
On Going Beyond the Literal
Children's metaphoric productions and preferences
The capacity to perceive similarity between apparently dissimilar domains is widely regarded as crucial to creative thought; yet little is known about the development of this ‘metaphoric’ skill. To assess children's capacities to effect appropriate ‘metaphoric links’, and to discriminate among metaphors of varying appropriateness, a task probing verbal metaphoric skill was designed. Subjects ranging in age from 4 to 19 years were required to comp…
The development of metaphoric understanding
Two tasks were used to assess children's capacities to interpret metaphoric statements. Subjects ranging in age from 6 to 14 years were required either to explain a metaphoric sentence or to select one of four possible paraphrases. There was a developmental trend toward appropriate apprehension of metaphor. Several steps preceding mature comprehension were described: metonymic and primitivemetaphoric interpretations were frequent prior to the age…
On Going Beyond the Literal
The Development of Metaphoric Competence
New names for old things
Criteria were devised to distinguish between literal and metaphoric word usage in early language. These criteria were applied to the spontaneous speech transcripts of one child between 2; 3 and 4; 10.15. All unconventional word uses were identified and were then scored as overextensions, anomalies, or metaphors. The majority of unconventional word uses proved to be metaphors. Moreover, a developmental sequence of types of metaphors produced was f…
First metaphors
Experimental and observational studies illuminate the origins, functions, and possible individual differences in early metaphoric language
Measures of metaphor
The ability to decode linguistic metaphors is a skill that develops relatively late, but the constitution on which such comprehension rests emerges in the first year
Understanding the psychology in psychological metaphors
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Children's Sensitivity to Stylistic Features in Literature
Christine Massey, Howard Gardner, Paula Blank, Ellen Winner, Children's Sensitivity to Stylistic Features in Literature, Leonardo, Vol. 16, No. 3, Special Issue: Psychology and the Arts (Summer, 1983), pp. 204-207
Words Speak Louder Than Actions
Amy Demorest, Christine Meyer, Erin Phelps, Howard Gardner, Ellen Winner, Words Speak Louder Than Actions: Understanding Deliberately False Remarks, Child Development, Vol. 55, No. 4 (Aug., 1984), pp. 1527-1534
Invented Worlds
Are preschoolers' renamings intentional category violations
Making Sense of Literal and Nonliteral Falsehood
Children's comprehension of literal and nonliteral falsehood was examined to determine (a) the role of memory demands and (b) the role of intonation and the relationship between sentence and speaker meaning in comprehension, in Experiment 1, 5-year-olds' comprehension of sarcasm, errors, and lies was assessed in high- and low-memory-demand conditions. Memory affected only comprehension of errors. In Experiment 2, comprehension of sarcasm, hyperbo…
When What Is Said Is Different from What Is Meant
Distinguishing irony from deception
This study investigated how children detect the attitude behind irony and distinguish it from the attitude conveyed by a white lie. Two hypotheses were tested: (1) the ability to distinguish the second‐order intentions of the liar vs. ironist (i.e. what each wants the listener to know) should be a prerequisite for the ability to distinguish ironic from deceptive attitude; (2) the presence of distinctive intonations (sarcastic *** sincere) should …
Understanding Versus Discriminating Nonliteral Utterances
According to Olson (1988), full comprehension of nonliteral language must include the recognition of the implied meaning of the utterance and an awareness that there are two distinct levels of meaning—what is said and what is meant. Three experiments were performed to investigate children's comprehension of nonliteral language and their awareness of the say-mean distinction in such language. In Experiment 1, children heard irony modeled and were …
Muting the Meaning A Social Function of Irony
According to the tinge hypothesis, the evaluative tone of the literal meaning of ironic utterances automatically colors the hearer's perception of the intended meaning. In Experiment 1, participants read short stories that end with either a literal or an ironic insult. Ironic insults are rated as less critical than literal insults, and the ironic speaker is rated as less annoyed than the literal speaker. In addition, the speaker-target relationsh…
Why not say it directly? The social functions of irony
In three experiments, we investigated the social payoffs of speaking ironically. In Experiment 1, participants rated videotaped ironic remarks (criticisms and compliments) as funnier than literal remarks, but no more or less status enhancing. In Experiment 2, participants listened to audiotaped ironic criticisms and compliments. Ironic compliments were rated as more insulting than literal compliments, but ironic criticisms were found to be less i…
Exceptionally high intelligence and schooling
Exceptionally intelligent children differ qualitatively from their peers and often are socially isolated and underchallenged in the classroom. Research on educational options for these children shows existing programs to be effective. Little money is spent in the United States on education for gifted children, and distribution of special programs varies widely, with nonurban areas and disadvantaged children being the least likely to receive speci…
Exceptionally high intelligence and schooling
Exceptionally intelligent children differ qualitatively from their peers and often are socially isolated and un-derchallenged in the classroom. Research on educational options for these children shows existing programs to be effective. Little money is spent in the United States on education for gifted children, and distribution of special programs varies widely, with nonurban areas and disad-vantaged children being the least likely to receive spe…
Giftedness vs. Creativity in the Visual Arts
The concepts of giftedness and creativity are often equated. It is argued here, however, that giftedness and creativity are different capacities. In this paper, three kinds of creativity in the domain of the visual arts are analyzed: universal creativity (the creativity that characterizes all normal young children); gifted creativity (the creativity that characterizes children who are particularly gifted in the visual arts); and domain creativity…
When 3-year-olds pass the appearance–reality test
When 3-year-olds pass the appearance-reality test
Sixty-eight 3-year-olds received a standard appearance-reality task along with either a trick task, in which the appearance question was placed in the context of a deceptive game, or a reduced information processing task, in which a dual object (e.g., a sponge-rock) was presented along with an object that matched the dual object's identity (a sponge) and one that matched the dual object's appearance (a rock). Children were more likely to pass eit…
Giftedness vs. creativity in the visual arts
The getting of wisdom
Theory of mind, the ability to attribute mental states, has been little explored beyond the early school years. Yet, later development, including possible patterns of breakdown, has important implications for current debate concerning the modularity/domain-specificity of the cognitive and neurological systems underlying theory of mind. This article reports a first study of theory of mind in normal aging. The results suggest that although performa…
Psychology (34 obras) · Language, Metaphor, and Cognition (16 obras) · Linguistics (16 obras) · Cognitive psychology (15 obras) · Philosophy (15 obras) · Developmental psychology (14 obras) · Social Psychology (13 obras) · Literal and figurative language (9 obras) · Metaphor (9 obras) · Irony (8 obras)