Capital Gains
Effects of Word Class and Sentence Position on Capitalization Use Across Age
Datos Bibliográficos
| ID | 9646136 |
|---|---|
| Autores | Emilia Hawkey (0000-0003-2135-9306, University of Tasmania), Matthew A Palmer (0000-0002-3467-3364, University of Tasmania), Nenagh Kemp (0000-0002-8214-5427, University of Tasmania, autor de correspondencia) |
| Año | 2025 |
| Volumen | 96 |
| Número | 6 |
| Páginas | 2233-2246 |
| Fecha de publicación | 2025-11-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Child Development (JOURNAL) |
| Identificadores de la revista | ISSN: 0009-3920 • E-ISSN: 1467-8624 |
| Editorial | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/cdev.70035 |
| PMID | 41178295 |
| OpenAlex | W4415785558 |
| Idioma | EN |
| Referencias citadas | 23 |
Learning to capitalize in English requires identifying a word's type and sentence position. In two cloze studies (2021–2022), Australian students of all genders (95% White, monolingual) spelled words with one and two capitalization cues (proper nouns, sentence-initial words) and no-cue control words. High school (12–18 years, n = 59) and university students (18–63 years, n = 78) exhibited near-perfect capitalization. Primary school students (8–12 years) writing single words (n = 99) used proper-noun cues more than sentence-initial cues (ds > 0.49), but when writing consecutive words (n = 101), capitalized more accurately with two cues than one (ds > 0.32). Early capitalization appears better with more cues, but task format influences children's use of grammatical context
Capitalization · Class (philosophy) · Control (management) · Position (finance) · Sentence · Sentence completion tests · Task (project management) · Word (group theory) · Categorization, perception, and language · Language Development and Disorders · Neurobiology of Language and Bilingualism
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |